The Celebritization Of Monarchy Media Essay

The Celebritization Of Monarchy Media Essay Introduction Celebrities are a staple of the media industry. From tabloids that promise exclusive looks into their homes to television talk shows that offer audiences the chance to get up close and personal with actors, singers and reality TV stars, todays mediated world is awash with celebrity. Advances in media technology, the availability of 24-hour news and entertainment channels, as well as the advent of the Internet and social media, have meant that there is more celebrity available now than ever before, because there are more outlets for both those seeking news about their idols or trying to be famous themselves   (Ferris, 2010). Even in a seemingly democratized media such as social networking sites, the brightest stars are still traditional celebrities 9 out of the top 10 Twitter accounts with the most number of followers are pop stars and actors. Only US president Barack Obama is the non-celebrity in the top 10 list, although it has been argued that his image in popular culture is ce rtainly reminiscent to that of a celebrity which was both a blessing and a curse during his 2008 presidential campaign (Alexander, 2010a). It is easy to take for granted the fact that celebrities are in the public eye because they are famous; most tend to forget that celebrities are not born they are created. Through careful management of images, on-air and off-air personas, a celebrity can be manufactured out of virtually anyone (Turner, 2004). Indeed, the boom in reality TV content, which gave ordinary people a chance to be famous, and the popularity of manufactured pop stars who are auditioned, recruited, and moulded specifically to appeal to the masses, seem to prove that it is the image that is celebrated, not the person (Turner, 2004). Boorstin (1961) described a celebrity as a person who is known for his well-knownness à ¢Ã¢â€š ¬Ã‚ ¦ a human pseudo-event. Some researchers have suggested that the adoration of celebrities as role models are a normal part of identity development (e.g., Giles Maltby, 2004; Yue Cheung, 2000; cited in Swami et al., 2011). In other words, society needs celebrities in order to learn about ourselves, and needless to say, celebrities need an adoring public, without whom they would not exist. Some researchers have called this relationship a celebrity-worship culture, proposing that a psychological absorption with a celebrity results in a heightened sense of reality of the idolized celebrity, which leads to an addiction on the fans part to maintain a sense of connectedness (McCutcheon et al., 2002). One researcher even drew a comparison between modern societys celebrities and the wooden totems and masks of primitive cultures, both of which sustain meaning, ritual, and solidarity (Alexander, 2010). Celebrities, then, are the most powerful icons of our time (Alexander, 2010). What is it that makes a celebrity? Ferris (2010) offers four aspects of the personas relationship with fans or outsiders that characterize celebrity in contemporary society; the first of which is widespread recognizability meaning, you would be able to recognize George Clooney out of a crowd. The second aspect is relational asymmetry, whereby fans get to know celebrities through films or television, but it is a one-sided intimacy, as the celebrities themselves have no equivalent knowledge of fans, and few avenues through which to obtain it (Ferris, 2010). This contributes to the lack of conventional mutuality and lack of physical co-presence, where the celebrities and fans do not occupy the same space, making rare encounters and celebrity sightings a special moment, almost as if making contact with the divine (Alexander, 2010). The same could be said of monarchies; far more than ordinary celebrities, royal families live in a different world, inaccessible by the public, and the chance to meet them is a once-in-a-lifetime event riddled with special protocols. Even the worlds most prominent politicians have fumbled when meeting the Queen gaffs which ultimately make it to the news as items of, at worst, ridicule and humiliation, and at best, a surprisingly generous gesture on the Queens part, as in the case of Michelle Obamas infamous break of protocol by hugging the Queen (Thornton, 2012). In this paper, we explore the relationship between the British royal family and the media. We argue that both the technological advances in news production and consumption as well as societys evolving appetite for celebrity news have shaped the treatment and coverage of the British monarchy, likening them to celebrities in the media. Drawing from relevant cases at specific points in history, we explore the role of the media, the public, and the royal family themselves in the creation of an iconic institution. Utilizing the media The modern monarchys relationship with the media has always been a delicate one (Baldini, 2012). In 1952, the BBC then a monopoly broadcaster in Britain approached the palace for permission to broadcast the coronation ceremony of Queen Elizabeth II. Against the advice of Prime Minister Winston Churchill and the church, who felt that inviting cameras (and the public) to watch the ceremony would make profane an otherwise sacred event (Turnock, 2005), the Queen agreed that it was important for the event to be televised. The coronation ceremony, the first royal event to be broadcast live, became a defining moment in the development of British broadcasting (Turnock, 2005). 20 million Britons watched the ceremony on TV (Hastings, 2012), and this single event has been credited for the sharp increase in televisions owned in Britain 2.1 million in 1953 from 1.4 million the year before. It was the first time in history that the masses witnessed this traditionally sacred and secret event, bridging the gap between the public and the distant palace. Future evolutions in the media landscape such as the emergence of tabloids and paparazzi culture, social media and the Internet would further blur the line between the masses and the sacred world of royals, but it was Queen Elizabeth IIs foresight in making the event accessible to the public that endeared her to them as their new ruler (Hastings, 2012). It would be impossible to guess the Queens true intentions at the time, but her insistence that cameras be present at Westminster Abbey signaled a motive to be in the spotlight, and demonstrated an understanding that the position of the royal family depends on public support which, in turn, depends on public access. She, above all, understood that modern monarchs will be judged for who they are, not what they do (Hastings, 2012). From the framework of Gramscis hegemonic dominance theory, the event can be seen as a stealthy assertion of power rather than being imposed from above, hegemony involves the active seeking of consent from ordinary people to comply with their own subordination (Duffett, 2004). Furthermore, the use of television to bring the coronation event into peoples homes via television can be viewed as a deliberate strategy to infiltrate peoples everyday lives, as hegemonic leadership has to operate on the terrain of common sense and in the seemingly apolitical marshla nds of popular culture (Duffett, 2004). Breaking into the media The Queens understanding of the medias power to shape public opinion can be supported by the change in the British monarchys royal persona over the years, as evident with the changing appeals in its representation from being a distant, imperious body to a lighter, brighter, more accessible dynasty, whose palaces could be toured via holiday packages, exploits reported freely and lives documented glossily on cinema and TV (Times of India, 2012). In her 60-year reign, the Queen has been the single most visually recorded human being in history (The Art Newspaper, 2012). Since her ascension to the throne in 1952, millions of images have been captured of her, but it was the media expansion of the 1920s and 1930s that helped to shape the publics demand and subsequent reception of these images. The eras media expansion saw the rapid increase of the publics demand for the personal lives of film stars and celebrities (Fraser Brown, 2002), which launched fame as a commodity in itself, manufactured and distributed by media professionals (Fame, 1931, p. 450). Instead of a byproduct of film and music, fame became an industry, which Lippmann (1960) regarded as an engine of publicity such as the world has never known before (Fraser Brown, 2002). The BBC has arguably played a critical role in maintaining the image of the royal family in the public sphere, while keeping a respectful distance. When it was a monopoly and public broadcaster in 1945, news was the staple programming and the BBC aimed to carry into the greatest number of homes everything that was best in every department of human knowledge (Clayton, 2010). The prevalent media ideology was to educate rather than attract the highest level of viewership. The launch of commercial television and radio meant selling advertising space and hence, attaining more viewership. This was seen by many as the point in time when mass media led to the dumbing down or sexing up of news and entertainment to increase their viewership. Moulding celebrity Media has been instrumental in the changing royal persona from its 1945 aura of mystique and detachment when it connected with the masses only during public events or Christmas Day broadcast to imparting them with a celebrity status, with paparazzi following their every move and the public eagerly consuming news that surrounds them. The publics need to look to the royal family as celebrities can be traced back to the enduring themes of heroes in folklore; all cultures have narratives that articulate larger-than-life personas, and todays stars and idols are a similar narrative of dynasties and gods, kings and heroes (Dale, 2001). Heroes, however, are moral characters who reach for a higher calling or defeat a villain in defense of his country. Celebrities are amoral; normal rules do not apply, and behaviour usually shunned by normal people in our lives is accepted as evidence that celebrities are not ordinary people (Campbell, 1998). Despite this clear distinction, people develop psyc hological bonds with both heroes and celebrities and seek to emulate their lives (Campbell, 1998, p.127). Nevertheless, one cant but ignore the fact that World Wars brought a large degree of social leveling, leading to apparent changes in the social dynamics of the authority figures such as the British royals family. They had to adapt from being powerful, elite and detached from the public to maintain the authority of being the rulers to connect with them socially with the change in the political power it enjoyed. Owing to their collective sacrifice, ordinary people began to feel entitled to things which had been the preserve of their betters in previous generations (Clayton, 2010). Therefore, the changing media atmosphere dictated by commercialisation led them to focus on providing the masses escapist fare with their keen interest in celebrity stories and the socio-political changes adapted by the monarchy guided the persona of the British monarchy. Documenting royalty In his article Television and the Decline of Deference, Clayton (2010) cites examples that support the fact that media have been creating both a respectful as well as critical image of the royal family. Some documentaries that showed royals in deferential light are the 2007 BBC documentary Monarchy: The Royal Family at Work; the 2008 ITV documentary on the Duke of Edinburgh and the hit film The Queen (2006), which showed the Queen in a very good light in her actions immediately following the death of Diana, Princess of Wales (Clayton, 2010). Some other documentaries which have been critical of the royal family include the The Royal Family (1969), which attempted to show the royals in an informal setting to boost their popularity with the British public. A further notorious example was Its A Royal Knockout in 1987. The show, which involved Prince Edward, Princess Anne and Prince Andrew running around obstacle courses in costumes, was largely designed to help Prince Edward establish a career in television. The show was a public relations disaster which lowered the dignity of the royals in the eyes of the public (Clayton, 2010). Above all, the divorce and scandals that surrounded Prince Charles and Diana, Princess of Wales, and Prince Andrew and Sarah Ferguson in the mid-1990s marked a watershed in the treatment of the royal family. The intrusion of the media coupled with peoples interest in the British royals and the Monarchys willingness to enjoy celebrity status has shaped the public opinion in terms of awe, affection, love, respect, empathy or despair towards the royals. Private to public The marriage of Prince Charles and Lady Diana Spencer was an inevitably public affair from the beginning. The young and beautiful Lady Diana, who rose from obscurity to capture the heart of a prince, captivated the nation who identified with her humble background as a kindergarten teacher and saw her as one of their own (Pillow Cassill, 2001). The royal wedding a rare enough event became a media spectacle; it was a wedding made for television, and television knew it (Castro Cronin, 1981). 28 million people watched the televised wedding in Britain, along with 750 million viewers in 61 countries across the globe. Media coverage of the wedding emphasized its Cinderella quality (Kirby Sorensen, 2010), with a notable difference between British (which tended to be more stately) and American media, which was more up close and personal (Castro Cronin, 1981). The wedding captured front-page headlines around the world; the Times of London published a colour photograph of the royal couple as a souvenir front, and   The Economist printed its news pages in colour for the first time in its 138-year history. Even the highest circulating newspaper in the world at the time, Japans Yomiuri Shimbun (circulation 8 million), deemed the wedding story important enough to rush in a color photo midway through its evening press run (Castro Cronin, 1981). Although these figures and anecdotes are impressive, it is doubted whether the wedding of Charles and Diana attracted such media coverage because there was public demand for it, or if the medias treatment of the event that pushed the news into a global spectacle. The media environment was, after all, far less cluttered in 1981, and cable television reached fewer than 25% of all households. With the majority of people only having access to five or six channels to choose from, and all the networks covering the wedding, it became one of the last events that saw everyone tune in at the same time (Thomson, quoted in Kirby Sorensen, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Likewise, a relatively clutter-free media environment could have been responsible for the creation and public acceptance of Princess Dianas image as a global icon. Diana was one of the worlds famous media personalities, and her celebrity status was a result of people following her life story all around the world (Pujik, 2009). She was often hounded by the media, and the public loved her, nevertheless to the say, the media followed her everywhere she went and reported what she what she wore, said or was doing. The publics considered here as one of them. Her image of not being too royal, nor too ordinary, but royal and ordinary, was loved by the public (Thomas,. 2008). Shared grief Dianas death turned the public against paparazzi because they were believed to have played a part in her accident; at the same time, the public was united in grief and Dianas image was immortalized. Mendelson (2007) stated that the subsequent handwringing by members of the press, the public and governments after the death of Diana was drew tension between paparazzi and celebrities, causing heightened tension between celebrities and their right to privacy. For many, it was like losing a member of their family. In fact, many believed they knew the Princess better than anyone else in their lives. It is quite ironic how the entire world was mourning over the pictures that were clicked by the same paparazzi which they had criticized. Did the media have a set agenda behind this? According to agenda setting theory, the mass news media have a large influence on audiences by their choice of what stories to consider newsworthy and how much prominence and space to give them (McCombs, et al.,   1972). As in the case of the Dianas death, the mass media had a large influence on shaping the opinion of the audiences by continuously feeding them with reports of the sudden death of Diana. The media reaction to the Dianas death was unprecedented in its intensity and scale, a flashpoint in recent global media history in which the concerns of national and international media were united (Turner et al., 2000: 6). But the press argued that it was merely t heir duty to reflect what the public felt. As Merrin (1999) wrote, they were caught out by the outpouring of public grief at Dianas death and so quickly devoted themselves to reflecting the mood of the nation (Merrin, 1999). Here we can see that McLuhans theory of the media as the message (1962) holds through, since the very fact that the media was so clearly present in those times reflected the events significance. It has been also been argued that with regard to such media events, the public had to a greater or lesser extent been conditioned to learn their reaction from the media (Dayan Katz, 1992; Linenthal, 2001). The British media gave the death of Diana so much prominence that it turned out to be extremely newsworthy. The coverage was so exaggerated that it even was the extent of crowding out the death of another newsworthy personality Mother Theresa. The media continuously ran stories about the universal grief and how they loved Diana. The views of people who did not share the same opinion were not aired by the media. There were many who raised questions in the public, and were in turn harassed.   For those who felt coolly towards Diana, it was prudent to simply keep silent (Black Smith, 1999; Smith, P., Riley, A. 2011).   During Dianas funeral, it was reported that the whole world was watching, and mourned like they mourned the loss of a family member or friend (Brown, et. al. 2003). Noelle Neumanns (1993, 1984) theory of spiral of silence can be critically applied here to how public opinion was moulded with the persona created around Princesses Diana, her private life, her wedding to Charles, her celebrity status, her children, her divorce, her death and coupled with agenda setting people framed opinion based on the Medias agenda and those who didnt agree to the media framing tended to remain silent. Breaking down barriers Zelizer (1991) states that the media plays an important role in breaking down the boundaries between the private and public world. Since people interpret, discuss, and react to what they see, it can be argued that the media works as a two-way channel in the dissemination of information. In the earlier studies of Dianas wedding and television viewing, a public sphere, as stated by Zelizer, stems from a sense of connectiveness among the public. Audiences organize around media events in a strategic and directed fashion that allows them to connect effectively with othersà ¢Ã¢â€š ¬Ã‚ ¦ The result is an intrusion of the public sphere into the private domain (Zelizer, 1991). Embracing the media in its totality, the royal wedding of Prince William and Katherine Middleton echoed the spectacle of Prince Charles and Lady Diana in 1981, involving over 8,000 reporting staff, broadcasting the event live worldwide. The Guardian reported, More than 36 studios, for broadcasters including the BBC, Sky News, ABC, NBC, CBS and Al-Jazeera, are housed in the three-storey structure, with outside broadcast vans and other equipment taking up so much space that part of Green Park has been closed to the public (The Guardian, April 28, 2011). Since the media today have to operate on a business model, the media took advantage of this event as a means for revenue. The Huffington Post reported that the couples uber celebrity-royal status have created a stir on the Internet and social networking sites which boosted ad revenue for online news organizations. (The Huffington Post, 11 March, 2011). The article further stated that advertisers started calling to reserve space on the website for April 29 within a nanosecond of the wedding date being announced. Thus, it could be argued that in some ways, the media too benefited from the grand occasion and celebritization of the royals. While the hype was generated by the media, social media played a large role this time round, with the general public feeding themselves with information shared over social networking sites. An analysis of social media mentions around the Royal Wedding revealed that there were over 200,000 mentions of Royal Wedding on April 27, two days before the wedding day. This increase of 1,215% mentions from the month before demonstrated that the public was indeed excited about the upcoming event (Radwanick, 2011). On the day itself, CNN reported 300 tweets with the Royal Wedding hashtag per second (CNN, April 29, 2011). The wedding was an event without borders, and anyone with a phone in their pockets could participate which was the crucial difference to the 1981 royal wedding. The existence of Facebook, YouTube and Twitter blew the event up in scale, larger than was ever expected. Bruns (2012) visualization of Twitter activity on the day of the wedding showed a sharp increase in the number of original tweets at specific points of the ceremony. The most significant spike of the day occurred at around 12:30pm the minute of the newlyweds first kiss on the balcony of Buckingham Palace. It was as if the world let out a communal awwwà ¢Ã¢â€š ¬Ã‚ ¦ at that very moment (Bruns, 2012).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At a time when the UK was in economic recession, lavish public affairs funded by taxpayers was feared to cause public uproar (Dalrymple, 2011) the Queen had called off the palaces Christmas celebrations the year before in sensitivity to public sentiment (McVeigh, 2011). However, as the royal wedding prompted some parties to question the need for a monarchy and expensive events funded by taxpayers (Hastings, 2012), as demonstrated by social media, others were more than happy to participate in the media spectacle that it became. Latching on to this idea of celebrity, fashion played a big role in grappling the interest of the public. While many watched the event for its significance, there were a few different angles in which the wedding was featured. The event that saw Hollywood celebrities arriving in style was almost a fashion event in itself. Even news websites got into the action; The Telegraph Online showcased the wedding dress, with headlines using words like secret dress to hype up the wedding gown, as well as mentions of her guests hats, which became an icon of the wedding (fashion.telegraph.co.uk). Changing with the times In the ultimate signal of progression with the times, the Queen is even present on social media with a specially-made Facebook page called The British Monarchy. While users cannot poke the Queen or send her friend requests, they can like the page and become fans of the Queen. The Queen also launched a Flickr account, making more than 600 photographs of the Royal Family at work and play available to the public for the first time. A Royal Twitter account was launched in 2009 and Royal Channel went live on YouTube in 2007. The Queen also podcast her first Christmas Day message in 2006, and launched a website for herself and other members of the Royal Family in 1997. According to the Times of India published on June 5, 2012, the British Monarchy once reigned supreme as the head of the colonial rule extracting revenue which has now become the modern day revenue-earning machines. The transition is not a result of revolutions but evolution of the British Monarchy especially the Persona of the Queen. Post World War II, the monarchy understood that a cult of celebrity was fascinating the people across the globe but it was only available democratically to millions of those who were interested in reading about the lives of the celebrities or watching Hollywood. This sparked a change in the appeal and aura of the British Royal Persona and one could visibly see the domineering image giving way to the friendlier dynasty which could be documented on cinema and TV. There was a time in the history when this normalization seemed under threat with the tragic end of Princess Diana the Peoples Princess when the Royals were criticised for their coldness. But, Dia na provided the Persona with the right amount of sadness that is required of the celebrity cult. The 60th anniversary celebration of the Queens reign is a splendid example of the social and cultural status enjoyed by the Monarchy as the event was marked by millions of Celebrity fans lining the banks of the Thames to catch a glimpse of the royal flotilla sailing past. Conclusion While medieval societies viewed and accepted the top hierarchal position of royal families as ordained by God, modern society values individualism and an unprecedented mobility whereby people are no longer necessarily defined by their birthright (Handler, 1986). In a modern constitutional monarchy such as the United Kingdom, where governments are democratically elected and economic influence lies with mega-corporations rather than a handful of elite individuals, the role of royal families, too, has evolved to a more symbolic role of nationhood sovereignty rather than actual power (Duffett, 2004). Even the British monarchy, at one time commanding vast armies to colonize distant lands, has seen its political power dwindle a centuries-long process during which the Crown ceded power to government to ensure its own survival (Duffett, 2004). For the House of Windsor, public support is vital to remain relevant in a society that is no longer convinced that people are born into certain roles, or that Gods will ordains the very need for an aristocracy. The royal family, then, can be said to have a motive for being in the limelight; it needs to remain influential culturally and socially, even if limited politically in the publics eyes. Celebrity is the new royalty, and royalty needs to keep up. Unlike celebrities as defined in the introduction, whose motives of fame are usually preceded by the motivation of selling CDs, merchandise or personal brand, a royal is born in the limelight and remains there for the rest of his or her life with nothing to sell but the idea that his or her place, power and privileges in society is valid. Similarly, the media can be said to be imposing its influence in shaping public opinion in its celebritization of the royal family. A normalization of hegemonic dominance is established (Duffett, 2004), and the status quo is maintained. Beyond the medias profit-driven motives and prevalent belief that anything celebrity-related sells, is the rather sinister notion of keeping the public subordinated. Support for the monarchy, Duffett (2004) writes, implies consent for a national constitution that ensures people are governed in a particular way: by a hypercentralized state, as subjects not citizens, and, ultimately, through rule rather than total democracy. It also implies agreement that wealth and privilege should be distributed on the basis of birth rather than need, and that tradition is an acceptable reason for social inequality. Ultimately, the eager consumers of news surrounding the royal family and the citizens willingly accepting the role of the monarchy are the public, for whom the media and monarchy supposedly serve, and without whom the media and monarchy collapse. In 2008, Nepals 238-year-old monarchy faced the threat of being redundant and ousted in a contemporary society equipped with 24-hour mass media and an increasingly urban, literate and middle class population (Baltutis, 2011). Attempting to consolidate his loosening grip on national power, King Gyanendra and the royal government raised highly visible billboards as propagandistic advertisements (Baltutis, 2011). These proved to be unsuccessful, demonstrating that even with significant ruling power and an international media blackout King   Gyanendra had banned international communication in 2005 an unwilling public will not tolerate a redundant monarchy.

The Characteristics Of Adult Learners Education Essay

Adult pupils in the procedure of ELT construct the particular group of people socially accepted as mature and who are in a learning procedure. Education of grownups has long been perceived as different from instruction of kids in both theory and pattern. The field of big instruction was pioneered by Malcom Knowles who claimed that andragogy should be distinguished from teaching method. Andragogy consists of larning schemes focused on grownups while teaching method is concerned on kids. Knowles ‘ theory of andragogy is an effort to develop a theory specifically for grownup acquisition. Adults bring life experience and a degree of adulthood into the schoolroom that kids and striplings do non. Probably the individual most of import concern for the instructor of grownups is a thorough apprehension of the scholar. Through such an apprehension it is possible to direct your learning to the specific demands and involvements of the grownup. Adults are autonomous and expect to take duty for determinations. Adult larning plans must suit this cardinal facet. In practical footings, it means that direction for grownups demands to concentrate more on the procedure and less on the content being taught. It is of import to utilize schemes such as function playing, simulations, undertaking work and treatments rather frequently because they are most utile for big pupils who are job -centred, goal- oriented and practical. Teacher adopts a function of facilitator or resource instead than lector or grader. Furthermore, another facet of grownup instruction is motive because merely when pupils are motivated they can larn. The best manner is to heighten studentsA? ground for larning. Teachers must be after their motivation scheme which is considered to be successful if it includes demoing grownup pupils the relationship between developing an expected publicity. Finally, we do non hold to bury another built-in portion of grownups larning which proper feedback is. We should cognize when and have to give feedback because good feedback is one of the basic wagess of acquisition. Teaching English to grownups is different from learning kids and teens and involves a considerable sum of planning and accomplishment to do it apprehensible and adaptable to all scholars.1. Features of Adult LearnersCompared to kids and teens, grownups have particular demands and demands as scholars. Adults are people who have the position of adulthood in their ain and other peopleA?s eyes, but in the instruction procedure they come in the low-level place of the scholars. It could be really hard at the beginning and it depends on persons how to cover with this state of affairs. A batch of grownups can go dying because they are so disquieted about traveling back to school and are afraid of their failure and may believe that they are unable to larn. â€Å" The struggle is that as grownups we already have certain well-developed thoughts about life along with our ain system of thoughts and beliefs. To acknowledge that we need to larn something new is to acknowledge that there is something incorrect with our present system. â€Å"[ 1 ] On the other manus, they have outlook about the acquisition procedure and they are able to accept duty for their ain acquisition. They are independent and self – directed, they are non dependent on other people for way. Adults as scholars are goal-oriented and results-oriented. They normally know what end they want to accomplish and they besides have specific consequences in head for instruction. They must see a ground why to larn something. Learning has to be valuable for them ; it should be related to their demands and eventually suit to their work. In other words, grownups seek instruction which is appropriate for their current lives. They are practical and are focused on the facets of the lessons ; it means they want to cognize how the lessons will be utile to them on the occupation. We must non bury that grownups have a batch of experience and a wealth of cognition and they expect to be treated consequently. They require larning that makes sense and is connected to their cognition and experience. They can be critical of learning methods ; they will non execute a learning activity merely because the instructor said to make it. Furthermore, we can anticipate that grownups are more disciplined that some kids and adolescents and are able to prolong a degree of motive. Compared to kids, grownups have more developed abstract idea ; it means we have to take appropriate activities adapted to utilize their minds to larn consciously. To sum it up, there are a batch of specific characteristics of grownup scholars which we have to bear in head in the procedure of learning. Compared to kids and adolescents, grownups have particular demands and demands as scholars. Of class, these are generalisations and there can look some exclusions in each group of scholars.2. Learner DifferencesAll pupils have different rational abilities. They think and learn otherwise. Learner differences are related to different thought manners and larning manners of pupils. Some of them use more than one manner, but by and large each individual has a preferable manner. We can separate brooding minds, originative minds, practical minds and conceptual minds. Brooding minds perceive new information subjectively, associate it to past experience and analyze their feelings about larning. On the contrary, originative minds like to play with new information, really frequently ask â€Å" why? † and make their ain solutions. Practical minds need factual information and attempt to happen the simplest and besides efficient manner to make something. In other words, they want to use their new accomplishments to their occupation. The last group consists of conceptual minds who are interested in how things work, non merely in the concluding result. They like seeing images and want to cognize the related constructs.[ 2 ] Equally of import are larning manners. Students normally tend to one acquisition manner because they associate it with larning success. There are three general larning manners: ocular, audile, and kinesthetic. Ocular scholars process new information when they can see it. They like artworks, illustrations, diagrams, images and presentations. Their slogan is â€Å" Show me. â€Å" Auditory scholars rely on sounds and voices ; they remember new information when it is spoken. They love talks and treatments. Their slogan is â€Å" Tell me. † Kinesthetic scholars need to make something to understand it. They want to touch the new information or manipulate it. They prefer written assignments, taking notes and scrutiny of objects. Their slogan is â€Å" Let me make it. †3. Motivation for Adult LearningMotivation is some sort of internal thrust which pushes person to make things in order to accomplish something. A cognitive position of motive includes factors such as the deman d for geographic expedition, activity, stimulation, new cognition and self-importance sweetening. Students come to education for many grounds. All grounds are acceptable because any motive is better than none. Unless you are motivated, you will non and can non larn. Most big pupils are at the schoolroom because they want to be. There are called â€Å" want to † scholars. Some of them are at that place because they need it for their occupation. They are â€Å" have to † scholars. There are a batch of motive factors. Some of the most common are: Promotion- depends on go throughing an test or making a class. Personal promotion – people want to acquire higher position at work. Social relationships – people want to do new friends. Escape/Stimulation – people want to avoid ennui, larning can disrupt the day-to-day modus operandi at place or at work. External outlooks – people try to carry through the outlooks of person with formal authorization. More money – after go throughing a class or successful graduation you can anticipate to gain more money. Social public assistance – attempt to better ability to be good to mankind and take part in community work Cognitive involvement – people who are interested in larning, they want to have new information and seek cognition for its ain interest There are Four Foundational Principles that motivate grownups to larn ( Wlodkowski, 2009 ) : Inclusion is the consciousness of scholars that they are a portion of an environment, they respect each other, and they have no fright of menace or humiliation. It is related to positive societal clime. Inclusion Fosters engagement. Attitude is a combination of constructs, information, and emotions. Attitude consequences in a sensitivity that can take to favorable or unfavorable response. Attitude causes a powerful consequence on human behavior and acquisition because they help people make sense of their universe. ( E.g. Negative larning experience can impact our attitude, engagement and outlooks. ) Meaning – devising, apprehension, and altering significance is a cardinal facet of grownup instruction. Deep significance causes that the experience or thought is connected to an of import end. Meaning comes from disputing larning experience in an piquant format about a relevant subject. Meaning sustains engagement. Competence is an attempt to effectual interaction with the universe. Adults have a strong innate temperament to be competent. They need to use what they have learned to the existent universe. Competence allows a pupil to experience confident when they know that they are expert at what they are larning. Assurance once more supports and motivates more extended acquisition. This can ensue in a spiralling moral force of competency and assurance. Increasing and directing pupil motive is one of a teacherA?s undertakings. We should form the indispensable motivational conditions. If we want to set up inclusion, we need to make a acquisition ambiance in which scholars and instructors feel respected and connected to one another. Following undertaking is to develop attitude, it means making a favorable temperament to larning through personal relevancy and pick. To heighten significance is of import to make ambitious and thoughtful acquisition experiences which include learnersA? positions and values. Furthermore we should breed competency by making an apprehension of scholar effectivity. And how do we cognize if scholars are motivated? There are some discernible indexs of intrinsic motive: Learners do activities without opposition. Learners spontaneously relate acquisition. Learners ask inquiries. Learners go beyond required work. Learners are proud of their acquisition and its effects. Unlike kids and adolescents, grownups have many duties that they must equilibrate. These duties can take to the barriers against take parting in larning. The most common jobs are deficiency of clip, money, assurance, involvement, deficiency of information, programming job and jobs with kid attention and transit. The best manner how to actuate grownup scholars is to heighten their ground for acquisition and diminish the barriers. As instructors of grownups we have to be after actuating schemes which show learners the relationship between preparation and an expected publicity.4. Giving Feedbackâ€Å" The old expression that pattern makes perfect is non true. But it is true to state that it is pattern the consequences of which are known which makes perfect. † ( F.C. Barlett ) Feedback, unfavorable judgment, praising and noticing are really of import in the instruction procedure. Teaching grownups is complicated because of the trouble of knocking. There are two unsafe: giving feedback in the incorrect manner and non giving plenty. Without proper feedback the learner public presentation can non better. If public presentation can non better, all scholars rapidly loose their involvement. Good feedback is one of the basic wagess of acquisition and critical portion of the learning rhythm goes like this: In comparing with kids and teens, grownups find it harder to acknowledge that they have made a error, and it is harder for them to unlearn it. The same error can be repeated once more hence is of import to give feedback instantly or every bit shortly as possible. The job is non merely to rectify mistakes made on the topographic point, but to happen out some basic misinterpretations from the yesteryear, e.g. when we teach grammar, pupils sometimes have no thought what parts of address are. Until all the misinterpretation from the yesteryear are identified, no advancement can be made. A batch of pupils seem it hard to larn the regulations of English spelling decently. It can be a combination of mechanical and psychological grounds. It is peculiarly difficult to rectify once more perennial errors. The solution how to avoid it is bar ; it means make certain that on first juncture of a new piece of larning the grownup gets the right reply – â€Å" right first clip † .[ 3 ] It is frequently said that people learn by doing errors. It is true but we should recognize when measuring that prise make us experience confident, whereas negative unfavorable judgment makes us self-doubting. Good feedback is given quickly, contains encouraging words, gives elaborate remark on each public presentation, praises the good points before knocking the bed, is focused on knocking the public presentation, non the individual, is concentrated on merely a few errors at a clip and is clear. Giving feedback demands accomplishments every bit good as tact. We should make a friendly ambiance for constructive feedback. After giving feedback, we should look into that the scholar has understood the message by inquiring open-ended inquiries. Avoid closed ( yes, no ) inquiries, e.g. Have you understood? It is better to get down inquiries with â€Å" State me † , â€Å" How † , or â€Å" Why † . Finally, a batch of instructors overestimate the measure of feedback they give. To avoid it, seek to happen ways to offer every scholar some feedback in every lesson. As instructors of grownups we should understate the bed consequence of unfavorable judgment although there are a batch of possibilities for misinterpretation because without feedback pupils can non larn and instructors do non learn.5. Function of the Teacherâ€Å" When the pupil is ready, the instructor appears † ( a Buddhist adage ) As we said in one of old chapter, a batch of big pupils can experience dying when they go back to school after a few old ages being out of the schoolroom. Our occupation as a instructor of grownup pupils is to be positive, friendly and encouraging. Patients help excessively. It is sometimes of import to cognize that older pupils need more clip to react if we ask a inquiry. Promote your pupils to utilize their ain life experience in the acquisition procedure excessively. As instructor we should understate the carnival of failure and the bad consequence of past acquisition experiences by offering activities which are accomplishable for our pupils and correspond to their degree. Not merely pupils can hold some concerns. There can be a job for some instructors and it is age. School instructors are ever older than their students and have the advantages of longer instruction. Not so instructors of grownups. They can be younger than their pupils and may even be less intelligent. It is right to hold some concerns about a new group of pupils, but both the job and the solution are in our ain custodies. What makes a good instructor? Effective instructor have these features ( Rogers, 1989 ) : A warm personality – accept all pupils and understand them, be helpful Social skill – ability to link the group together without being dominate Forming ability – disposal is swimmingly handled Skill in descrying and deciding scholar jobs Enthusiasm – a batch of oculus contact, varied voice inflection. Not merely can the personality of a instructor but the leading manner lead to the success or failure of larning. We can separate three different types of leading: dictator, where the leader is rigorous, autocratic, encourages fight and makes all of import determinations himself ; laissez-faire, where the instructor does virtually nil unless he is straight asked a inquiry ; and democratic, where the scholars decide what they will make and the instructor is person who can impact single solutions of jobs. In the group where the instructor behaves magisterially the scholars are submissive and good behaved, but frequently mishear instructions, are competitory, reciprocally belittling and demo marks of aggression and tend to abandon work when the instructor leaves the room. On the contrary, the individualistic group does about nil whether or non the instructor is present. Under democratic leading the scholars work good together without carnival of one surpassing the other. There occur smal l tenseness or aggression and the impermanent absence of the instructor make no alterations in the sum of work the scholars do.[ 4 ] It is clear that creativeness is more bucked up in groups where the instructor does non rule. There can develop pleasant societal relationships, more pupils talk to one another and esteem each other. On the other manus, dominant, aloof, autocratic instructors tend to bring forth either really hostile or subdued group of scholars who are individualists and do non desire to co-operate.6. Teaching SchemesAny activity that gets pupils involved is really utile and makes the learning experimental. This includes e.g. little group treatments, function drama, composing or pulling something specific, skits etc. Activities that involve acquiring up and traveling approximately can besides maintain pupils energized. Try to utilize a assortment of learning stuffs and methods and do non bury single differences of your pupils ( differences in manner, clip, types and gait of larning ) . It is known that single differences addition with age. Take into history that your pupils have a batch of life expe rience which they can convey to the schoolroom, supply them every bit much chances for duologue as possible and ask open-ended inquiries so that they can utilize their cognition and experience. Treat all inquiries and remarks with regard. State your pupils the outlooks of the instruction procedure and familiarise them with the course of study, but do non be disappointed when they do non wholly agree with your program. You can discourse it together and do some alterations in conformity with the demands of your pupils. They can assist you to plan the acquisition procedure. Because grownup pupils are jobs centred, allow them cognize how the freshly acquired cognition can be applied to current jobs or state of affairss. As a instructor you should equilibrate between presentation of new stuff, treatment and engagement among pupils and your class program. Teaching schemes for grownups are more effectual if it is learner-centred than instructor-centred.[ 5 ] By utilizing combinations of grownup scholar techniques and schemes, Extension pedagogues can make preparation experiences that will heighten the acquisition of participants. When grownups participate in a positive acquisition experience, they are more likely to retain what they have learned and use it in their work environment.6.1. Lectures and PresentationsLectures and presentations are the most common instruction methods in big instruction. They are sometimes referred to as an economic manner of learning because they do non necessitate about any technician or administrative support. As a instructor usage these methods exhaustively. First, maintain them short. Lectures should take 15 or 20 proceedingss and bound for presentation is even shorter, five proceedingss. Second, your talk should hold a clear beginning, center and terminal ; it means that it is clear to your pupils and if it is clear defined, it can assist pupils to cognize what the aims are before get downing. This techni ques has o batch of possibilities how to be used. You can present short intensive presentation which is followed by practising. You can instantly see if your pupils understood your talk. Adults learn best through engagement and activity, so your talk or presentation can be interspersed with group treatment, single undertakings, and audio-visual stuff. In the talks or presentations try to maintain to simple chief points. A batch of grownup pupils need to hold a written support of a new piece of larning but it is known that grownups do non take notes really frequently. Making notes during presentation can be a recreation from understanding therefore it is better to teach your pupils non to compose merely listen to you. Fix well-designed printed press releases for them, non really long because it could deter your pupils from reading it. It is better to administer press releases after a talk than earlier ; it is less deflecting. If you are showing, be certain that all scholars are able to see from your point of position. If the presentations are seen from the forepart, the pupil must mentally change by reversal all the procedures. In general, talks and presentations are likely best used in short subdivisions, with frequent resort to treatment, single pattern, undertaking work etc.6.2. Role – drama, Simulation and GamesSimulation, role- drama and games play similar functions in linguistic communication instruction. They are seen as ways of bridging the spread between the schoolroom and the existent word. These activities offer a assortment of ways how to do the acquisition procedure more interesting, disputing and lively. As we said in earlier chapters, grownups need to avoid being told how to make something, they need to seek it out for themselves. Role-playing refers to the changing of one ‘s behavior to presume a function. It is any speech production activity when you either set yourself into person else ‘s places ( The President, a millionaire, a dad star etc. ) , or when you stay in your ain places but set yourself into an fanciful state of affairs ( ‘At the eating house ‘ , ‘Checking in at the airdrome ‘ etc. ) Role-playing is proposed as an ideal technique to learn linguistic communication because it prepares scholars for the unpredictable nature of real-life communicating, Teachs appropriate linguistic communication usage, and boosts assurance. Learning takes topographic point when activities are prosecuting and memorable. It is ever better to convey state of affairss to life and maintain them existent and relevant. We should utilize the role-play for the undermentioned grounds ( Harmer, 1989 ) : It ‘s merriment and motivation. Quieter pupils get the opportunity to show themselves in a more blunt manner. The universe of the schoolroom is broadened to include the outside universe – therefore offering a much wider scope of linguistic communication chances. Some function playing is simple and does non necessitate any particular readying. It is a normal extension of work done rehearsing duologues and drills ; on the other manus, function drama can be prepared in advanced when the instructor sets up the scene. The stuff must be relevant, brief and believable. Once you have selected a suited function drama, predict the linguistic communication needed for it. It is recommended to present any new vocabulary before the function drama. After the function drama is finished, pass some clip on debriefing. This does non intend indicating out and rectifying errors. It is the procedure of debriefing which helps do the acquisition points. After the function drama, the pupils are satisfied with themselves ; they feel that they have used their cognition of the linguistic communication for something utile. This feeling of satisfaction will vanish if every error is analyzed. It might besides do the pupils less confident and less willing to make the other function dramas. Ask your pupils sentiment about the role-play, e.g. : What did you believe of the manner you handled X? How did it compare with the manner you deal with this in existent life? The purpose is to discourse what has happened in the function and what they have learned. Finally, do non bury to thank and praise the participants for their attempts. Example of function drama: We can play the picture where the characters are making something. The pupils watch it and so can reiterate some duologues. Then the instructor divides pupils into groups and they play the characters from the film dawdler, but extend the duologues harmonizing to their ain phantasy. After rectification and treatment they play the same scene once more. Simulation is defined as a world of map in a fake and structured environment. A simulation has three features: A world of map which means the participants in a simulation must step inside the function they have accepted and act consequently. A fake environment where there is no contact with the existent universe. A structured environment where the participants have all the facts and information provided for them.[ 6 ] Simulations have been used in many countries of preparation and instruction, such as the ground forces or in concern surveies. But in whatever country, linguistic communication is the tool used for communicating and Jones claim that simulation and linguistic communication are â€Å" virtually inseparable † . Simulation in ELT motivates scholars because simulation activities give them a opportunity to be involved in linguistic communication usage. It allows everyone to take part and even when errors are made, the instructor does non interfere. It gives chance for meaningful pattern of linguistic communication because most simulations involve interaction, either verbal or non-verbal, in spoken or written signifier. Well – planned simulations that are relevant to the scholars will surely promote earners to desire to finish the undertakings. The realistic ambiance in simulation is achieved through the careful readying of the stimulus stuff. Students take functions where the y behave as people in a wider assortment state of affairss which are close to existent life. Simulation encourages creativeness although it begins with information given to scholars. They need to be clever to bring forth the thought and to finish the simulation. Example of simulation: Title: To do a command 5 participants ( each pupil is given a function card with some information about a function and with counsel what to make: Finance Manager, Factory Manager, Gross saless Manager, Office Manager, and Director ) Situation: The company is doing available RM 10A 000 for upgrading merely one of the four sections. Each section is under the leading of a director ( as in the above ) . Each section is allowed to do a command for the amount of money saying the ground the money is needed. The Director will so make up one's mind the successful bidder. Language maps: Explaining, justifying, supporting, opposing. Time: 1 hr lesson Students are divided in groups of 5. At the terminal of the lesson, the Director studies on the determination for each group.GamesNot merely do many grownups enjoy games, but linguistic communication games really accelerate larning in a figure of ways. It is perfectly critical that big pupils know why they are utilizing a peculiar game, what specific mark grammar or vocabulary are they rehearsing, or what accomplishment are they reenforcing by utilizing the game. If pupils know and understand why they are making a peculiar activity they will be much more inclined to collaborate and bask the acquisition. Learning through merriment activities relaxes pupils and makes the schoolroom atmosphere much more supportive for scholars. Using adequate assortment in the type of activity or game will convey all four acquisition manners into drama: auditory, ocular and kinesthetic. Using games allows your pupils to acquire the most out of lesson clip, by passing it talking English. There are some links where you can happen a batch of games for grownup English scholars: www.teachingenglishgames.com www.ELTgames.com The of import advantage of all above mentioned activities is that they are wholly active methods of larning. Another benefit is that their existent value is frequently in the societal accomplishments they teach.6.3. Undertaking Workâ€Å" State me and I forget. Show me and I remember. Involve me and I understand † ( Chinese adage ) Undertaking work is a agency of communicating and enjoyment based on the combination of theory and pattern. A undertaking is an drawn-out piece of work on a peculiar subject where the content and the presentation are determined chiefly by the scholars. Students work in groups to work out disputing jobs that are reliable and frequently interdisciplinary. Learners decide how to near a job and what activities to prosecute. It can be used at every degree from absolute novice to progress. There can be involved all scholars mixed in ability, assurance and experience. The undertakings are really originative. The writers of the undertakings gather information from a assortment of beginnings and synthesise, analyze, and derive cognition from it and so set all the parts together to organize a consistent presentation. It is based on studentsA? demands and involvements. The instructor ‘s function is to steer and rede, instead than to direct and pull off pupil work. How to get down? Teach your pupils how to make undertaking work. Get down with concrete, small-scale activities. Decide the presentation signifier and the standards for its rating. Undertakings need to be seen or read so be after the last undertaking session as a presentation. Types of undertakings: Production undertaking Performance undertaking Collection undertakings Informational undertakings Orientation undertakings Social public assistance undertakings. Each undertaking needs to be evaluated. You can utilize a simple undertaking rating study, which remarks on facets of the undertaking such as content, design, linguistic communication work and besides evaluates the unwritten presentation phase of the undertaking. It can be discussed with all pupils from the category or group. Advantages of undertaking work are: It increases motive because all scholars are personally involved All four accomplishments – reading, composing, listening and talking are integrated Learning outcome – pupils have an concluding merchandise Undertaking is an reliable undertaking and therefore the linguistic communication input is more reliable There are developed interpersonal dealingss through working in a group It is learner centred – contend and methodological analysis can be decided between the scholars and the instructor A interruption from everyday.[ 7 ]6.4. DiscussionDiscussion is the prototypic learning method for active acquisition because it encourages pupils to detect solutions and develop critical thought abilities. . Discussion allows scholars to be active and experience personal contact. During treatment all participants speak to each other, explore, exchange positions, and larn from each other, pupils from instructor, instructor from pupils. Discussion is a state of affairs where pupils and instructor can and make do an unfastened, equal and personal response to a book, current societal job, manner, movies, political relations etc. which needs reading to take it beyond a factual statement. In a good treatment most members of the group experience willing able to talk when appropriate. Even in group where everybody contributes, there will be people who talk more than others. Dominant members of groups are frequently able and energetic people, whose enterprise can be used for other group membe rs, either in the thoughts they contribute to general treatment, or in some particular assignments, excess research or short talks they can set about. Silent member or people who speak seldom in a treatment can be soundless as a manner of demoing disapproval of what the remainder of group are stating or they can be diffident, diffident or lazy or because they prefer to listen to other people instead than to speak themselves. Problems of over-dominant and excessively soundless pupils can be solved by dividing the group into smaller groups for some portion of the category clip. Peoples who ne'er speak in the big group can state a batch in the smaller 1. Before treatment you can promote your pupil to fix for it. They can believe about a subject, read some stuffs and write notes and remarks. It is normal that for the first twosome of proceedingss the treatment is slow and hard to pull off, but if your pupils are prepared for it and you create a friendly atmosphere it can shortly warm up. If your purpose is a treatment which involves everyone, it is of import to run chairs in a circle, as that is the lone manner people can see or turn to each other easy than in sitting lecture- manner in consecutive lines.[ 8 ]DecisionIn decision, learning grownups should be different from learning kids and striplings. As we said, instructors of grownups should utilize a different manner of learning which is based on the theory of andragogy which suggest that grownups expect learner – centred scenes where they can find their ain ends and form their acquisition harmonizing to their present life demands. The learning techniques should be chosen wi th respect to demands of all scholars. We should see what attack and methods seem to be appropriate for our pupils. We have to esteem our pupils different larning manners, we should promote them, actuate them and give them a proper feedback. When our pupils know that the instruction procedure benefits them pragmatically, they will execute better, and the benefits will be longer enduring. Good instructors of grownups take all of these factors into history. Beyond learning your topic, you have the chance to animate assurance and passion in another human being. This is your challenge as a instructor of grownups.

The Effects Of Fast Food On The Human Body Essay - 1264 Words

Many people believe that fast food corporations like McDonald s have consistently been abusing the power that they have in the business world. Corporations tend to find the most miniscule loopholes in the system to manipulate to the convenience of the company, no matter the consequences. One way that they do this is through administering antibiotics. In 2015 the U.S. Food and Drug Administration made a statement stating that about 70 percent of medically important antibiotics sold in the U.S. had been purchased for livestock uses. (Grossman) Not only do corporations use antibiotics approved for use on animals, but also antibiotics approved for human use. This has drastically changed the effectiveness that these drugs have on the human body if not making a person completely immune. In some cases, if the person’s body hadn’t had exposure to the drug through food, the drug may have been able to save the person’s life. 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The Battle Of Carthage, Romans Were Thirsty For Violence

After the defeat of Carthage, Romans were thirsty for violence. In ancient Rome, gladiators were of the most notorious people on the planet. Deranked from society, they still managed to maintain a high charisma and attained significant amounts of glory. While at camps, they underwent intense training, were treated like animals, and had all their rights stripped from them. But despite the cruelties, they were highly honored and were gifted various rewards and ceremonial banquets on the days before their gruesome battles. Also, the owners of gladiators or people involved in the trade, ensured that they were treated with at least some hospitality and ensured the well being of the fighters. Gladiators were depicted on artifacts throughout all of Rome. Women viewed gladiators as sexually attractive idols because of the bravery and strength they displayed in the arena. Even though a lot of women wanted to have children with those men because of their strength, but were not allowed to becau se gladiators were still characterized as nothing more than criminals and slaves; the lowest rank in society. When speaking of Roman gladiators, many people tend to have misconceptions of who they really were and their status in society. A vast amount of people are lead to believe that all gladiators were slaves and lived under harsh conditions. Even though most gladiators were slaves and prisoners of war, a lot of them were low class men who wanted to attain glory and fame, others were