Carl Sagan And Swifts A Modest Proposal :: essays research papers

"Carl Sagan would be pleased. It is his The Demon-Haunted World that opens with a story concerning a taxi driver: The driver, once realizing it is Carl Sagan, â€Å"that scientist guy,† in his cab’s backseat, proceeds to bombard Sagan with questions about truly scientific issues in the vein of â€Å"channeling,† â€Å"Nostradamus, astrology, the shroud of Turin.† And the driver presents each of these subjects â€Å"with a buoyant enthusiasm.† Yet Sagan disappoints him. With a list of facts, Sagan tells the man why there is a 99% chance each of his pseudoscientific theses are not true or why sometimes there is just a much simpler explanation which Occam’s Razor dictates we take. This respectful and modest logical deconstruction of absurd ideas is a compelling aspect of Sagan’s writing style. Enter Jonathan Swift: Jonathan Swift’s essay â€Å"A Modest Proposal† parallels Sagan’s style in its logical, mathematic al, and unpretentious tone. However instead of Sagan’s deconstructing of absurd ideas, Swift constructs one. A second difference is purpose: Sagan’s is science; Swift’s, satire. Swift lets us know right off the bat that the fictitious author of his essay is a cultured man. One finds the first evidence of Swift’s authors formal background in the title, â€Å"A Modest Proposal: For Preventing The Children of Poor People in Ireland From Being A burden to Their Parents or Country, and For Making Them Beneficial to The Public.† Swift then continues to drive the point home by using complex sentences throughout the rest of the essay, as well as maintaining a relatively high level of diction (there’s not a contraction to be found in his essay). Swift uses â€Å"sustenance† in instead of â€Å"food† and â€Å"prodigious† instead of â€Å"large† to help accomplish the writers status as sophisticated. With some knowledge of the time period this essay was written in, one realizes that Swift’s fictitious author satires the way the English treated the poor during Ireland’s potato famine. It is the complex sent ences and formal diction which are supposed to indicate that the author is one of Ireland’s English Occupiers. Only a few lines in the essay begins to stress its logical approach by describing babies and their mothers in the most scientific of ways; â€Å"It is true, a child just dropped from its dam may be supported by her milk for a solar year.† First, one may note the connotation Swift’s phrase â€Å"dropped from its dam† gives. This phrase does refer to birth but is normally reserved for farm animals, which is how Swift shows the author’s feelings towards the Irish poor (or lack there of).

Robert Gagnés Instructional Design Approach :: Psychology Psychological Papers

Robert Gagnà ©'s Instructional Design Approach Introduction When Robert Gagnà © initially published his influential book, The Conditions of Learning (Gagnà ©, 1965), his instructional design theories were heavily rooted in the behaviorist psychology paradigm. However, in later editions of The Conditions of Learning (Gagnà ©, 1970, 1977, 1985), Gagnà ©'s theories evolved to incorporate cognitivist psychology theories, specifically the information-processing model of cognition. According to Gagnà ©, "This model posits a number of internal processes that are subject to the influence of a variety of external events. The arrangement of external events to activate and support the internal processes of learning constitutes what is called instruction" (Gagnà ©, 1974). In the preface to the second edition of The Conditions of Learning, Gagnà © commented further on this shift to the information-processing model of cognition and it’s influence on his approach to designing instruction. He stated, "I consider this form of learning theory to represent a major advance in the scientific study of human learning" (Gagnà ©, 1977). In 1989, Michael J. Striebel noted, "Instructional design theories such as Gagnà ©'s theory, take the cognitivist paradigm one logical step further by claiming that an instruction plan can generate both appropriate environmental stimuli and instructional interactions, and thereby bring about a change in cognitive structures of the learner (Striebel, 1989). This paper will define and explore the three major aspects of Gagnà ©Ã¢â‚¬â„¢s approach to instructional design, which include: nine events of instruction, conditions of learning and learning outcomes. How Gagnà ©Ã¢â‚¬â„¢s theory correlates to the Walter Dick and Lou Carey’s systems approach to instructional design will also be considered (Dick and Carey, 1996). A Seminal MODEL Gagnà ©Ã¢â‚¬â„¢s approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagnà © proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. The diagram below, from the third edition of The Conditions of Learning (Gagnà ©, 1977), illustrates his vision of how the events of learning impact the conditions learning, which ultimately result in the learning outcomes, or learning capabilities. In The Conditions of Learning, Gagnà © acknowledges that he was considering the question "What factors really can make a difference to instruction?" when developing his learning and instructional design theories. His model proposed that the conditions of learning—some internal and some external to the learner—that affect the process of learning make up the events of learning.

Literary Analysis †the Road Not Taken

Literary Analysis – The Road Not Taken Shannon Eads Carradine ENG 125 Instructor Allen March 11, 2013 Choices. Each and every one of us makes choices in our everyday life. We may not always make the right choice, but we learn and grow from the wrong ones. That is what life is all about; choices. In Robert Frost’s poem, The Road Not Taken, he reflects on life’s choices. â€Å"Two roads diverged in a yellow wood, And sorry I could not travel both/And be one traveler, long I stood† (Clugston, 2010).I am very familiar with this poem; one that I have known since childhood. I did not know it at the time what my great-grandmother was trying to express to me about this poem, but as I aged it became more and more apparent to me; she was trying to teach me about life and making the right choices. The tone of this poem is of ambiguous deliberation; meaning that the speaker (persona) is deep in thought pondering on which path he or she should take and whether or not i t is and will be the right path.The tone really sets the mood right from the beginning and flows well until the last stanza when it states: â€Å"I shall be telling this with a sigh† (Clugston, 2010). Although the speaker (persona) will be sighing when he or she tells the story of this important life decision, it is not a sigh of regret; it is a sigh of happiness. Although my great-grandmother read this poem to me in my childhood years, I have never actually read the poem myself. I was amazed at how this poem kept me intrigued and wanting to read it. This is very hard for me to do; wanting to read.So, I will say it did its job, so to speak. Frost starts the poem with: â€Å"Two roads diverged in a yellow wood† (Clugston, 2010). The two roads diverged symbolizes there are two different choices or paths; while in a yellow wood symbolizes the aging of the person. With that being said, taking the one less traveled by means that the speaker (persona) chose the best path for him or her at that time in their life. For it states in the poem: â€Å"And that has made all the difference† (Clugston, 2010) leads me to believe that he did indeed choose he right path for him or herself. The second stanza of this poem is full of contradiction. If one is just as fair as the other then how can one be a better claim than the other? And if both paths have been worn about the same, then why was the â€Å"better claimed† path grassy and in need of wear? Then again in the first line of the third stanza states: â€Å"And both that morning equally lay† (Clugston, 2010). This was very confusing to me because I could not figure out the concept of that idea and why the contradiction.It is almost as if the speaker (persona) is weighing his or her options and having problems in choosing a path. Although my great-grandmother read this poem to me in my childhood years, I have never actually read the poem myself. I was amazed at how this poem kept me intrigu ed and wanting to read it. This is very hard for me to do; wanting to read. So, I will say it did its job, so to speak. I believe I may have a whole new outlook on reading and may be able to let myself go on a journey inside some form of literature; more than music or television. I love this poem!It has the feeling of great knowledge; when we choose the right path in life, we will live in happiness. I often set back and reflect on all of the choices I have made in my life, but still wonder sometimes if it was the right choice for me at that particular moment. I believe we all, at some point in our life, ponder on that imaginative question, â€Å"What if? † Life is all about choices and making the right choice does make all the difference. Reference: Clugston, R. W. (2010). Journey Into Literature. Bridgepoint Education Inc. , San Diego, CA: Retrieved from content. ashford. edu Literary Analysis – the Road Not Taken Literary Analysis – The Road Not Taken Shannon Eads Carradine ENG 125 Instructor Allen March 11, 2013 Choices. Each and every one of us makes choices in our everyday life. We may not always make the right choice, but we learn and grow from the wrong ones. That is what life is all about; choices. In Robert Frost’s poem, The Road Not Taken, he reflects on life’s choices. â€Å"Two roads diverged in a yellow wood, And sorry I could not travel both/And be one traveler, long I stood† (Clugston, 2010).I am very familiar with this poem; one that I have known since childhood. I did not know it at the time what my great-grandmother was trying to express to me about this poem, but as I aged it became more and more apparent to me; she was trying to teach me about life and making the right choices. The tone of this poem is of ambiguous deliberation; meaning that the speaker (persona) is deep in thought pondering on which path he or she should take and whether or not i t is and will be the right path.The tone really sets the mood right from the beginning and flows well until the last stanza when it states: â€Å"I shall be telling this with a sigh† (Clugston, 2010). Although the speaker (persona) will be sighing when he or she tells the story of this important life decision, it is not a sigh of regret; it is a sigh of happiness. Although my great-grandmother read this poem to me in my childhood years, I have never actually read the poem myself. I was amazed at how this poem kept me intrigued and wanting to read it. This is very hard for me to do; wanting to read.So, I will say it did its job, so to speak. Frost starts the poem with: â€Å"Two roads diverged in a yellow wood† (Clugston, 2010). The two roads diverged symbolizes there are two different choices or paths; while in a yellow wood symbolizes the aging of the person. With that being said, taking the one less traveled by means that the speaker (persona) chose the best path for him or her at that time in their life. For it states in the poem: â€Å"And that has made all the difference† (Clugston, 2010) leads me to believe that he did indeed choose he right path for him or herself. The second stanza of this poem is full of contradiction. If one is just as fair as the other then how can one be a better claim than the other? And if both paths have been worn about the same, then why was the â€Å"better claimed† path grassy and in need of wear? Then again in the first line of the third stanza states: â€Å"And both that morning equally lay† (Clugston, 2010). This was very confusing to me because I could not figure out the concept of that idea and why the contradiction.It is almost as if the speaker (persona) is weighing his or her options and having problems in choosing a path. Although my great-grandmother read this poem to me in my childhood years, I have never actually read the poem myself. I was amazed at how this poem kept me intrigu ed and wanting to read it. This is very hard for me to do; wanting to read. So, I will say it did its job, so to speak. I believe I may have a whole new outlook on reading and may be able to let myself go on a journey inside some form of literature; more than music or television. I love this poem!It has the feeling of great knowledge; when we choose the right path in life, we will live in happiness. I often set back and reflect on all of the choices I have made in my life, but still wonder sometimes if it was the right choice for me at that particular moment. I believe we all, at some point in our life, ponder on that imaginative question, â€Å"What if? † Life is all about choices and making the right choice does make all the difference. Reference: Clugston, R. W. (2010). Journey Into Literature. Bridgepoint Education Inc. , San Diego, CA: Retrieved from content. ashford. edu

V for Vendetta(Graphic Novels)

Graphic Novel â€Å"V for Vendetta† Close to the novel 1984 Which colors are associated to the 3 main characters? V: red white black Evey: Orange Finch: grey Themes: vendetta freedom the man behind the mask. Is V good? There is no good and bad in this story, it just right and wrong. How is terrorism justified? How is tourism justified? What are the danger of democracy and dictatorship? V, meaningful All the chapters’ titles are beginning Being free or nothing Chasing freedom is human’s nature. But it is also very selfish Key Terms: Norsefire: the government. The Nose: smell the criminalsThe Ear: Listen to what people are talking secretly The Eyes: Spy The Mouth: the voice from the government. The fingers: secret polices The fate computer: The god, Susan is in loved with it The voice of fate: the voice from god. Larkhill: the prison where change V Batch 5: the experiment on V The Shadow Gallery: V’s lair Anarchy: no government, the main idea of the book. Fa scism V: enigmatic terrorist Personal Accountability Moral ambiguity Surveillance V is not a person but a symbol, an idea Identity, individuality, idea Freedom Evey’s personal growth through the story At first, initially and fearfulWhen V tortures her, he takes everything away from her except her ideals. He forces her to defend her ideals, against pain of death, he free her from her fear, and gives her the tools necessary to defend that last inch of her Totally Free In the story, everyone hide behind a mask Essence vs. Existence To be outside: the person that you are can be seems by others What I do define who I am———–Existence What I am define what I do——–Essence What makes you unique? My surface and the personality. What is your weakness as individual? Lazy and lukewarm What is your strength as an individual? Not easily frustrated.Optimistic†¦ Everyone can work and communicate. A few people will control other people. Val erie and Ruth It’s small and it’s fragile and it's the only thing in the world that’s worth having. Last Inch It is what remains after everything has been stripped away. It's what we hold on to the most. It's what we cherish the most. It's the core of who we are. Believe, love, everyone is different. Become transfixed, impossible to move. Become Transfigured Remain what you feel right now. Don’t change anymore, show the last inch of you to everyone. Gustave Le Bon Group Psychology * Group breed conformity You become your job(Zimbardo 1972) * Leaders gain trust by conforming * Groups can improve performance * People will loaf Zimbardo Experiment Change the rules Some people want to become leaders Groups breed conformity Asch 1951 People affect people’s idea Leaders gain trust by conforming Initially fitted with the group and slowly suggested the new idea Performance-Triplett 1898 noticed that racing cyclist with a pacemaker covered each mile about 5 seconds quicker than those without People will loaf-Ringlemann 1890’s found participants in a tug o’ war would put 50% less effort when they were team on 8 then when they are alone Why? People can be compare. March 14th Talk about individuality vs. behavior Think Talk What is V as a symbol? The mask, Letter V, What does V embody Hide your identity. He is who he chooses to be. Inspire Fear/Someone’s face V-victory; room number; versus/conflict; peace; VERITAS-truth; Violet Carson, Valerie V’s mask represents a few things. On one level, it represents the concept of identity vs. the ideal V’s true identity is never revealed because it doesn’t matter who he turned out to be- he represents a greater ideal, and abandoning his individual identity underneath the mask is the embodiment of that.The mask also represents opposition and revolt, due to the origins of its design. The mask is modeled after Guy Fawkes, who is known for attempting to blow up the British Parliament on November 5th, 1606 This also ties back to abandoning the individual behind a greater ideal-Guy Fawkes come to represent revolt in a larger sense, and the mask comes to represent Guy Fawkes. Remember remember the fifth of November, gunpowder, treason and plot, I have no reason that the day should ever be forgot. Finally, it represents becoming accountable for oneself and personal growth.Evey’s transformation culminates when she dons the mask, transforming into the embodiment of something greater than herself.? Choose your mask, mask define differently Vox POPULI-Voice of People-bullocks The letter †V† appears extensively throughout the narrative†¦.. V’s distinctive symbol, a V within a circle, often appears defacing party property, and accompanies a deliberate act of defiance by V. Anarchy means no leader. Later in the novel, after V compromises Norsefire’s ability to monitor their constituents†¦Ã¢â‚¬ ¦.. a girlâ⠂¬ ¦Ã¢â‚¬ ¦. anarchy†¦ V also represents epiphany transformation and self-actualization.Several characters, when they reach a new understanding about themselves or the world around them, raise their arms to the sky, forming a V shape. This occurs when Finch comes to understand the power he had over his own life, and as Evey takes the mask of V. If you let someone decide for you, don’t complain What is good is the enemy of right. March 15, 2013 symbolism and V Find one piece of art which can represent analyze you. Why does V wear a mask? Do we see V’s real face? What would be the effect of revealing his face? To the characters within the story? To the reader?Salute to Guy Fawkes Reflection In wearing a mask, V becomes something bigger than himself. He becomes the living embodiment of an ideal. The idea is stronger than the individual, and while the individual is meek and scared and has no real power over itself or others, the idea can be invincible in the face of e ven the harshest opposition. Bring thesis questions that you will answer yourself about HUGO 1, what are the notions of identity individuality? How can we define our freedom? Is it absolute right and wrong? Is it pursuit happiness of break to reaching freedom?Must think about the visual†¦. Susan gets murdered we felt sorry. When V’s dead there is something wrong. V fights for freedom with fascism. May as well say good vs. Evil But upon closer inspection, things become more strayed. V kills guilty and innocent alike, and even kills the guilty regardless of their remorse. Likewise, to achieve his ends, he captured tortured and emotionally broke down Evey, brain fresh her. In any other story, they would be the acts of the villain. The members of Norsefire are depicted as having varying degrees of redeeming ng qualities.Finch immediately comes to mind; he is a high ranking official in the government and does hunt down and eventually kill V, but he done so because it’s what he thinks is right. Even Susan, the leader of the fascist regime, genuinely believes he’s doing what's best for everyone, even if they thinks’ pleasant. Chaos Abnegation Susan loves the country, but not his power. V and Susan are actually quite similar. They are the two sides of the same coin. Alan Moore intentionally crafted this moral gray area between the characters. Life is not black and white, and very rarely are there clear-cut good and evil people out there.Everyone has varying degrees of both within them; it’s the human condition. We are all ruled by our drives and our values, and they are constantly at war with one another. The shadow Gallery: pursuit of happiness and content. The gallery represent happiness both its positive and negative qualities. On one hand, t is filled with culture;s treasures the best things human hands have crafted. V is shown to enjoy things like music†¦Ã¢â‚¬ ¦art†¦. represents to the reader that the pleasures of life have their time and place and can be positive influence on our lives. However, Evey is shown to become dependant on the Gallery.She feels safe there, she is happy there. Because she is content not challenge the greater evils that lurk outside the Gallery’s wall. She makes no attempt to affect greater change. A visual metaphor is used which depicts V performing a magic trick for Evey where he makes a caged rabbit disappear, and then reappear, only to make the cage disappear. Happiness and complacency will stand in the way of greater, underlying problems getting solved. In short, the shadow Gallery represents how happiness is confused with content and can be fulfilling but can also hold back greater change. .

Practice HSC Questions – Community and Family Studies

Examine the influence that socio-economic status can have on the parenting and caring relationship. (6 marks) An individual’s socio-economic status is influenced by the income they receive, the occupation of the person and the area in which they live. These influences affect the way people carry out their parenting and caring tasks, thus determining the quality of the relationship. Parents and carers with higher incomes may be more indulgent with toys, gifts and holidays, which can create a close relationship with their dependent as they feel valued and appreciated. On the other hand, this could also indicate that they may not necessarily have a close bond, as their high income could require them to spend a lot of time away from their family and at work. Alternatively, a family with a low socio-economic status may invest in cheaper activities such as camping or fishing which can allow them to spend more time together and develop a closer relationship. Although, a lower income and education can hinder the quality of care provided to a dependent as the carer may not be able to afford the medication and services required, or have the skills to meet the needs of the dependent. Describe an ethical issue that needs to be considered when conducting research. (2 marks) Ethics are a set of principles determining what is good or bad. When conducting research it is important to consider the privacy and feelings of all involved. Researchers have to ensure the information remains confidential and that if preferred the people involved remain anonymous. Before carrying out primary research, or using equipment such as video recorders it is crucial that the researcher has got written or verbal permission. The data and opinions collected should not be provided to anyone else, until the final product and lastly, all information should be stored securely and shredded before disposal. Explain the unique challenges that adopted children and their social parents may experience. (4 marks) Adoption is the process by which the legal responsibility of parenting of a child is given to someone who is not the biological parent. Therefore, the child and social parent may look different. This can present many challenges itself, as society will be aware of the difference in appearance which may influence the child to question heir differences. In this same sense, it can negatively impact on the parents and child’s self-esteem. The significant problem that social parents may face is the question of ‘how and when’ do they tell the child that they are adopted. Adoptive parents may have concerns of the child wanted to find their biological parents or that they will feel betrayed. Desc ribe the difficulties experienced by the disabled in meeting the following needs: †¢housing †¢sense of identity. (6 marks) The disabled have a physical or intellectual disadvantage opposed to those who are not disabled. A disability is a restriction or lack of ability to perform an activity in a way which is considered as ‘normal’. The degree and type of disability will determine the housing needs of a disabled person. Housing modifications, such as the installation of handrails and ramps or relocation may be necessary for the individual to maintain independence. Although, many disabled people are socio-economically disadvantaged and cannot afford appropriate housing that is nearby services or the funds to make their house safe and secure. Therefore, many live with family or in group homes that can be accessed through the Department of Housing; although this decreases their independence and negatively impacts on their sense of identity. The factors that contribute to the difficulties of meeting housing needs, also relate to establishing a sense of identity. A person’s sense of identity comes from involvement in work, family life and activities. Some people with a disability need full-time care and have little sense of identity because they are interdependent and are unable to contribute to the larger community. A person who has become disabled as an adult might find it difficult to establish a renewed sense of identity, opposed to a person who has been disabled their whole life. The larger society can have a perception of disabled people being incapable and don’t give them the opportunity to participate in activities. But, often the disabled gain a strong sense of identity thyough their involvement in charity and fundraising activities that benefit the group. Compare the housing needs of the aged with the housing needs of the socio-economically disadvantaged. 6 marks) The aged are those who have lived for 65 years or longer, they are often retired, have a contracting family and experience deteriorating health. Therefore, they need safe and secure housing that accommodates for their declining health and mobility (no steep stairs, low maintenance backyard). They may need to make modifications (install handrails, shower seats, non-slip bath mats) to their homes or require assistance fro m community nurses to complete duties around the house. As the aged generally rely on the pension and superannuation, it is important that the housing is affordable. The aged may need to relocate to a smaller home or retirement village if they cannot independently meet their physical and emotional wellbeing. Socio-economically disadvantaged people are associated with low income and high unemployment. Similarly, to the aged they need cheap, safe housing (although they are less concerned with safety facilities such as handrails). They generally need rental housing, as they cannot afford to purchase a home, and may need support from the Department of Housing to locate low-cost housing. Explain how the age of dependents affects a parent’s management of resources. 6 marks) The age and maturity of the dependent will determine the level of care required. The age of a dependent, will therefore determine how much time, energy and finance will be required to care for them. For instance, a parent with a young child has to allocate time and energy for feeding, bathing and changing nappies. Alternatively, a parent of older children will have to provide the funds and time to take children to leisure and sporting activities. The age of a dependent will influence which resource is more greatly required, consequently affecting how the parent manages those resources to make them priorities. For example, a mother with a newborn baby will have to take maternity leave to regain the energy lost in pregnancy and childbirth, and use the time to develop a close bond with the child. In this example, time and energy are the most important resources. Often parents with younger children and those who are facing economic problems will have a strict routine and budget to ensure that time, energy and money are all used effectively; as a young child can be very tiring and require routines. Older children (adolescents) often take up less energy, but potentially more time and money. Parent’s may focus on earning more money to manage their funds effectively and afford the child’s expenses. Outline the role of support services in assisting foster parents. (4 marks) Foster carers are authorised volunteers who provide alternate living arrangements for children whose parents are temporarily unable to care for them. Support services can provide foster parents with the funding, skills and resources to meet the needs of the child and protect their own wellbeing. The NSW Department of Community Services (DoCS) provides foster parents with ongoing advice and assistance to care for the dependent. DoCS initially ensures that people meet the requirements and would be suitable foster carers, and once a foster child is involved they provide the foster parent with funding. This funding covers the cost of necessities such as food, schooling essential and clothing whilst the child is in foster care. Explain the effects on family members when a parent changes employment. 6 marks) People change their employment for many reasons, including retrenchment, promotion, injury or a different working location. A change in employment can alter a parent’s income, working hours, travelling time and energy levels; which will ultimately affect all family members. Parents may have to adjust routines in order to meet their new demands, this could include making dinner later because they are required to work back later. Children may also have to take on addition al responsibilities for the parent’s to cope with the change. For instance, the eldest sibling might have to watch their younger siblings after school before their parents return home from work, or may have to give up leisure and sporting activities as the parent’s working hours may not accommodate for it. The other parent may be required to take on more roles too, such as cooking dinner or taking children to and from activities on certain days. Identify ONE workplace entitlement, and explain how it empowers employees. (4 marks) Equal Employment Opportunities (EEO) ensures that all individuals have equal access to employment. EEO employers follow anti-discrimination laws and promote equality within the workforce. EEO empowers employees to try to advance within their career and have expectations of respect and equality within their place of employment. EEO attempts to allow all people regardless of gender, sexual preference, age, marital status, culture or religion to achieve the same or similar employment outcomes if they have the right skills and attributes necessary. It gives employees the right to report their employer if they feel as though they have been disadvantaged, treated unfairly or basically discriminated against.

Quani’s Story

Family Genealogy Paper A family that prays together stays together is an idiom passed down from generations to generations. My family stands firm on this phrase and will continue to pass it down to generations to come. As I conducted a few conversations with family members, from the maternal side of my family, I understood why they believed in the quote and I will continue to pass it down to my kids and family. The reason I researched my mother's side of the family was because they are arger than my father's side and they are in close proximity of each other.My mom's side of the family grew up in a small North Carolinian town called Pinetop. I went back as far as my great-great grandparents and their names were Edward and Rachael Crummedy. They were sharecroppers and they both passed away when my great-grandmother was 9 years old. My great-grandparents are the late Columbus and Clara Crummedy Dickens. Born in 1913, Columbus Dickens grew up to be a sharecropper and provider for his fa mily. Columbus worked for a white man who wned the property that the Dickens family resided on.He would work on the farm all year long Just so that the family could stay on the farm and also have food to eat. His return pay would be a stipend at the end of the year that went towards the bills for the house, so he never really saw any money for his own good. During certain times of the year he had to hire other people to help him maintain the farm (who were usually family members) and they would receive their pay from whatever Columbus received. If Colu

Barriers To Communication

Barriers To Communication For any kind of communication to be successful, it is essential that the receiver attributes the same meaning to the message as intended by the sender of the message. But all acts of communication are not perfect or successful. At times, some meaning is lost as the message encounters various barriers along its passage between the sender and the receiver. Such barriers may arise at any of the stages through which a message passes during the process of communication. This is also called miscommunication. Some of the common problems that lead to the failure of communication are: noise, cultural differences, complexity of subject matter, personal biases, semantic problems, socio-psychological barriers, filtering, information overload, poor retention, poor listening, goal conflicts, slanting, inferring, etc. Barriers to communication can be classified as follows on the basis of the stage of the communication process during which the problem/s arise: a. Sender-oriented barriers: lack of p lanning, lack of clarity about the purpose of communication, improper choice of words resulting in a badly encoded message, difference in perception, wrong choice of the channel, unjustified presumptions, etc. b. Receiver-oriented barriers: poor listening, lack of interest, difference in perception, biased attitude, etc. c. Channel-oriented barriers: noise, wrong selection of medium, technical defects in the address system or the medium of communication chosen by the sender, time and distance, etc. We may define communication as a psycho-semantic process. Therefore, the barriers that affect the effectiveness of communication are mostly of social-psychological-linguistic nature. These factors may act upon any or all of the elements of the process of communication, that is, the sender or the receiver or the channel. And a common barrier for both the sender and receiver can be the absence of a common frame of reference which often leads to the breakdown of communication in a specific s ituation. A common frame of reference is the context in which communication takes place. A well-defined context helps the sender and the receiver to comprehend the content of the message in a similar way, with regard to its implications and meaning. Many of the barriers listed above are easy to understand. But a few of them may require a detailed explanation. DIFFERENT TYPES OF BARRIERS The various barriers to communication can be classified into the following broad categories: 1) Semantic or language barriers, 2) Physical barriers, 3) Personal barriers, 4) Emotional or perceptional barriers, 5) Socio-psychological barriers, 6) Cultural barriers, and 7) Organizational barriers. SEMANTIC/LANGUAGE BARRIERS Semantics is the systematic study of the meaning of words. Thus, the semantic barriers are barriers related to language. Such barriers are problems that arise during the process of encoding and/or decoding the message into words and ideas respectively. Both the oral and the written communication are based on words/symbols which are ambiguous in nature. Words/ symbols may be used in several ways and may have several meanings. Unless the receiver knows the context, he may interpret the word/symbol according to his own level of understanding and may thus misinterpret the message. The most common semantic barriers are listed as under: