Working as a fashion stylist Essay Example for Free

Filling in as a design beautician Essay I. Presentation The universe of design is an energizing, breathtaking and testing world. There is no uncertainty that everyone, the rich and renowned just as standard individuals with separating tastes, disparages the design patterns in vain is significantly more fulfilling than to entertain oneself with introducing delightfully to general society. Truth be told by Sandra Burke, writer of the book Fashion Artist: The Design Series â€Å"Fashion has become a worldwide phenomenon†. It is on the grounds that design obliges ones desiring for change and energy in introducing oneself. Burke included that design mirror a person’s sexuality, profound quality and uniqueness (10). Design is publicized in TV, papers and magazines. From that point one can see models dressed marvelously or elegantly with all the coordinating frill, make-up and hair do. In any case, these models didn't achieve their exciting or trendy look without anyone else. Models are dressed and embellished perfectly by a beautician. For it is the stylist’s employment to cause individuals look and to feel lovely. II. Conversation A. What is a beautician? At the point when the word â€Å"stylists† is referenced, average folks naturally imagines this is an individual who trims hair or do make-up and works in a stunner cantina. Little did average folks realize that to fill in as a beautician is to participate in an occupation that gives open door for working the rich and alluring of the world. In the event that a beautician is fortunate, he/she gets the chance to work with the famous people, prominent government officials, agents and imperial families (Sullivan and Simon 1). A long way from being a customary beautician in a cantina, an expert beautician is an† master who utilizes workmanship and science to make individuals and articles look great so as to make a statement†(â€Å"Breaking Into†2007). At the end of the day, a beautician is something other than somebody who is attempting to make a straightforward conventional lady resembles a captivating angel in an erratic way. To change somebody to a trendy individual or someone of segregating tastes, a beautician utilizes a remarkable ability to make an unmistakable style for a specific person. Beauticians are not simply conventional individuals who are proficient in style despite the fact that it might be one of the prerequisites. What is significant is that a beautician ought to have an eye for style and isn't oblivious of the most recent patterns in the design business. A degree in design might be a bit of leeway for any beautician, yet there are some who found out about the exchange by understanding. For the individuals who need to find out about styling there are numerous schools that offered fluctuated courses about the subject (Marie-Claire 2007). For a beautician to be effective he should have certain characteristics. To begin with, he should love to shop to get to know different design styles. Shopping is exceptionally basic for it empowers the beautician to get the chance to search for materials accessible in the market which will give him extra contributions on styling methods. Beside that a beautician must have an eye for detail, implying that he simply don't see things like any normal individuals do however ought to investigated subtleties of how are things are made or is comprised of. He should see how hues and shades are joined and where and how extras are put. In the event that he is a design beautician he should have the option to realize what certain styles fit certain body types, and how they ought to be put on and what shading, shades or shading mix is appropriate for certain skin tones. At the end of the day, he simply don't get things or imagined styles absent a lot of thought and thought in any case his customer would resemble a jokester or would be a fool to people in general. Another trait of a beautician is his capacity to introduce customary things in abnormal and in vogue ways. Different words, he should love to test things and see which blend, style, materials would draw out the best in the physical appearance of his customer (Fibre2fashion 1). A beautician ought to consistently recollect, in any case, that having this characteristics would not ensure that he would get fruitful. Like in some other calling, beautician should show excellent relational ability. He should have the option to impart obviously, considerately and prudently with various individuals for in his picked field of work he should collaborate with different people whose work is associated with the design business (Marie-Claire 2007). As such, a beautician must have the option to keep up and start great individual connections B. What are crafted by a beautician? Crafted by a beautician fluctuates and with such explicit errands they are additionally referred to in certain activity titles as hairdresser, cosmetics beautician, big name beautician, outfit beautician, design beautician( Fibre2fashion 1-2). As expressed before, a beautician makes an unmistakable style for a specific person. His customers incorporate famous people, regal families, businesspeople, models and other common people who wanted to introduce a particular picture of themselves (Fibre2fashion 1). To accomplish a specific look a beautician, particularly a design beauticians, ought to have the option to legitimately joined closet, frill and hair for his client’s style (cosmetics is incorporated explicitly for ladies). In picking a dress to wear it is important that a design beautician ought to have the option to realize certain body types. As per Kendall Far creator of The Pocket Stylist: Behind-the-Scenes Expertise from a Fashion Pro on Creating Your Own Look a beautician must think about outline (the sketched out shape or form of a person’s body and what will compliment it best), extent (singular bits of an outfit according to each other), texture just as other data required in design wear( 1-4). As a general rule, beautician are called pioneers for they are the ones who first direct to the open what’s in, what’ new and what’s directly for the event. For instance, he may require a sure to superstar to wear an extravagant adornment in a significant occasion that would without a doubt grab the attention of the spectators and afterward inevitably the spectators will wear a similar kind of embellishments themselves. Or then again they can give certain styles a hip look to conventional piece of clothing that starts the precedent in the design business (Fibre2fashion 1).

Film Character Analysis

Chapter by chapter list Introduction Max and the Role to Be Performed The Forces behind Max’s Modification The Effect of the Modification Conclusion Introduction Engineered by Wes Andreson, the film Rushmore is among the most humorous motion pictures at any point delivered. It was distributed in 1998. Its setting is the Rushmore tip top private academy. The film is an away from of the sort of life that the executive of the film, Anderson, and his companions experienced in their elementary school levels.Advertising We will compose a custom paper test on Film Character Analysis explicitly for you for just $16.05 $11/page Learn More It gives a knowledge of the different difficulties that students experience in their tutoring periods, not saving the effects of these difficulties on their examinations. Anderson was acceptable at for all intents and purposes everything except for he was scholastically tested. Another incredible companion of him was removed based on mischievous activ ities related individuals of a specific age section, similar to pre-adulthood. Utilizing the components of writing, the chief uses characters like Max Fischer, a genuinely anomalous and clever adolescent and an understudy, Herman Blume, a rich man and Max’s companion, Rosemary Cross, another instructor in Max’s school, among others. Max is a 15-year old kid who faces various difficulties while playing out the job of an understudy in a specific school and being his very own agent kind, not a future ace but rather a future slave. He is hit by numerous checks that make him not understand that it is so vital to use his tutoring opportunity appropriately. Rushmore is a splendid case of a boy’s life where it is important to play out various specific jobs without thinking about close to home aspirations and interests; the kid thinks that its fascinating to utilize his clever unethical conduct to fulfill probably some piece of his needs and see how it is conceivable to meet his coming sexual wants and different parts of youth life just as to turn into a basic piece of an organization picked; to prevail in the picked exercises, Max chooses to depend on help advance by individuals around. Max and the Role to Be Performed Max is the famous actor who catches the brains of the watchers. In spite of the fact that he is extremely youthful, he is as yet portrayed as the most exceptional character. He is an understudy in his o-levels in a non-public school that has offered him a grant from one perspective. In any case, then again, this condition delineates the measure of significant worth joined by students’ guardians. In this costly and well performing school, Max shows what number of capacities he needs to perform. It is a sort of penance that all guardians make, preventing a number from claiming significant things just to ensure their children go to proper schools where gifted instructors work and may support the exhibition of their understudies. Max and his family are viewed as amazing characters who build up a thought of parental sacrifice.Advertising Looking for paper on craftsmanship and plan? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Max stands apart as the most fantastic model in the field of extra-curricular exercises and unexpectedly the least fortunate entertainer in class. He has devoted all his time playing, disregarding basically everything identified with class work. He goes further to try and quarrel with his instructor. This shows how less inspired by instruction and how neglectful, and how uninformed he is to the detriment guardians who make him going to the school. Max is only a representation of those understudies who engage in exercises that are not important with what they should do. They center much around things that wind up moving their targets in life like pointless visits to companions, perusing immaterial books, among others. This is the manner by w hich Max plays out the job of an understudy who can't put his own requests and interests on the primary spot however adhere to the directions directed by certain individuals around. Being youthful, Max knows a little about affection and sex issues. What he is really recognizable is various games that cause individuals to invest a great deal of energy before they can move the picked games appropriately. This style is utilized by the essayist utilizes to show how the activities of the lion's share, who wind up flopping throughout everyday life, stands out from their positions. Max has essentially changed. With some timeframe, his conduct changes impressively from the one when he was a youthful understudy. The procedure of Max’s change gets obvious in the film, so that, the watcher can see how the relations between an understudy and an instructor or an understudy and his folks ought to be created. The Forces behind Max’s Modification Max conduct is delineated as own creat ion just as the making of others. A few characters have been utilized to show how specific changes inside one character may occur. Building up the subject of immaturity, the essayist presents Rosemary, Max’s instructor. Inferable from the different enthusiastic changes related with the young people, Max isn't saved. His feelings direct him to his educator, ordinarily more established than he is. Enthusiastic changes are normal and typical to this case since they are critical pieces of the excursion to development; and this excursion is unavoidable. Yet at the same time, there are numerous odd things which happen to Max. It is by one way or another funny to locate a youngster who is genuinely fixated on an old individual. This is a sort of Max’s circumstance. He could do nothing in class except for consider Rosemary; he is portrayed as a widow indicating the age distinction among her and Max. It shows how the stage influenced him into loosing his focal point of instruct ion to other irregular requirements.Advertising We will compose a custom article test on Film Character Analysis explicitly for you for just $16.05 $11/page Learn More This wide hole among him and his instructor demonstrates that the significance of separation between individuals exists and keeps them from accomplishing the alluring objectives. The relations among Max and his instructor is likely perhaps the most splendid explanation which cause the change of his job in the public arena and in school. Max has become a close acquaintence with a man, Herman Blume, who is rich yet experiences a family emergency. He isn't in wording with his better half. He is depicted as another extensive factor that impacts Max’s conduct and advances his adjustment. This individual isn't a proper companion for Max because of the age, social position, and individual interests. The Effect of the Modification Following the change in Max’s conduct, the pertinent repercussions have cleared hi s direction. He keeps on building up the contentions with his educators whom he should become a close acquaintence with to achieve the objectives set. He experiences the school he needs to go to in light of the fact that his activities are an excessive amount to be endured. His conduct results to ill will with individuals he needs to invest some energy. He loses his bike, delivers a lot of retribution, and winds up being imprisoned. This case incites his downturn and a lasting end of his investigations. The essayist of the story prevails with regards to showing how understudies may wind up abusing their classes without disapproving of the results. Max has been utilized in this film to represent this situation. He has altered his job as an understudy to fulfill his improper wants. Be that as it may, the procedure of change isn't as effective as it ought to be on the grounds that a youngster isn't in every case incredible enough to adapt to difficulties and pick the correct method to follow. End The exercises saw in the film might be utilized in present day society. There are numerous understudies who think that its fascinating to miss classes, create clashes, and advance get into mischief at classes. Max’s job of an understudy is a ground-breaking case of what number of outside variables may impact student’s comprehension of an issue just as devastate the life or make it too hard to even consider coping with. There is no compelling reason to show egotistical wants to prevail in close to home change. All things considered, it is by all accounts progressively critical to battle for the reasons set thinking about your own heart, feelings, and keen demands.Advertising Searching for paper on craftsmanship and structure? How about we check whether we can support you! Get your first paper with 15% OFF Find out More This article on Film Character Analysis was composed and put together by client Tyler Singleton to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it as needs be. You can give your paper here.

Maine, Episode III Aint No Mountain

Maine, Episode III Ain’t No Mountain On the third day there was abundant sunshine and temperatures were in the low 80s, so I got to hike the Baldface Circle Trail in New Hampshire with Joe and Joes Dad. A picture is worth exactly one thousand words, so heres 8,000 words plus 5% tax (stupid MA) describing my journey through the White Mountains. So, I guess this blog entry is about as long as Ruths term paper for 17.483: US Military Power. And longer than the senior thesis Mike Short 05 had to write to get his BS in Course 22: Nuclear Engineering. Aha! Pictures! Joe and Joes Dad cross a treacherous stream in rustic fashion. This is the best picture, so it goes first. I assume this is where we were going otherwise, why did I take a picture of it? Hey, look, I was really hiking. Joe notices that on a nearby mountainside, a patch of particularly dense foliage has assumed the shape of an upside-down disfigured rabbit. This would be symbolically significant in either A Prayer for Owen Meany or Donnie Darko. Joes Dad takes a break for lunch while Joe does an interpretive dance. I think we hiked from here all the way to the second peak you can see in the back there. Joes Dad is great because he let me borrow a pair of hiking shoes after I packed two right sneakers in haste: heres photographic evidence of that. Time to go back down. Hiking is the only time that I dont like downhill. This is the part where I see if Sams Mom is really reading my blog. The aftermath. The moral of the story is to come to MITs rich and diverse campus and then make friends who live in beautiful places, like Maine, Northern California, and, of course, Harrisburg PA. Thanks a lot, Joe 08! Dont worry Mom, Im walking fine now. And the swellings not nearly as bad as it was on Monday. Oh, Im getting a phone call tonight.

The Holocaust A Racist Leader Making Everyone Hate The...

A genocide is a event where a large amount of people get killed for being different, they can have a different belief, or just by being part of a different race. The holocaust was one of the worst genocides ever in human history but it wasn t the only genocide in this world full of unequal people. The holocaust was done because of a racist leader making everyone hate the Jews for really inhuman reasons. Making people join his way of thought.They felt that the most powerful and best race was the tall, white, blue-eyed people. This made other people in other countries think, eliminating those you don t like or are in the way, this caused them to hate others for being different. Then they started doing very gruesome things, and†¦show more content†¦They were more peaceful and worked hard. In the nineteenth century europe colonized africa and divided it up into pieces, Germany got Rwanda, but after the world war , they couldn’t keep keep it and gave it to the Belgians, they made great contact with the tutsis. In 1933 Belgium issued ethnic identification cards to them to see who were tutsi and who were the hutu. The belgians made sure that more jobs and education went to the tutsis rather than the hutu. Then democracy came and Belgium went to the Hutu’s side, later Rwanda got its independence from the belgians, but there was still war between the tutsi and the hutu, they killed and killed each other, until the tutsi started fleeing into bordering countries. Near the 1990’s the tutsi were getting a bit â€Å"home sick† so they gathered a rebel army named the â€Å"RPF† they came to Rwanda to try to sort things out. But the hutu heard of this and started making speeches, â€Å"the tutsi will make you into slaves, and take over your family†, â€Å"The tutsi are coming†. And made the tutsi look like bad people who the hutu feared. The two countries, (where the tutsi where and where the hutu where, Rwanda). T hey tried to sort things out but the hutu were dying of fear. On April, 4th, 1994, the tutsi attacked and killed the president. Then the next one hundred days of genocide will begin to eliminate all hutu. This didn’t shock the bordering countries as much because they knew the hutu, and the tutsi will never getShow MoreRelatedThe World Of The Holocaust3420 Words   |  14 PagesThe Holocaust (Ancient Greek word for: a sacrifice completely burnt on the altar) also known as the Shoah (Hebrew word for: which specifically denotes the Nazi effort to annihilate the Jew, â€Å"catastrophic†), was the methodical, administrative, state-sponsored persecution of the murder of six million Jewish People, between 30th January 1933 to 8th May 1945. This annihilation was initiated by the members of the National Socialist (Nazi) Party and its collaborators who seized power in 1933. The NazisRead MoreEssay about hate crimes3282 Words   |  14 Pagesï » ¿STUDY GUIDE Hate Crimes Spring 2013 This study guide is offered as a starting point for your studies. It is not exhaustive. All topics covered in class lectures, readings and films may appear on the exam. The Hows and Whys of Hate Crime Laws What is a hate crime? A crime motivated by racial, sexual, or other prejudice How many hate crimes were recorded by the FBI in its most recent hate crime report? 6,222 According to the Petrosinos article and our text, were there hate crimes beforeRead MoreInvestigating Racism Essay4496 Words   |  18 Pagesfriend, who replied I think racism is when people show discrimination towards people who are a different colour to themselves. I think people who are white sometimes show prejudice towards black people and also the other way around. Racists are often violent I was given a more sophisticated reply from a twenty-five year old who responded I consider that racism is the belief that some people are better than others for reasons only related to the characteristics and Read MoreAnti-Semitism in the West from Constantine to the Expulsion of Jews from Spain6419 Words   |  26 PagesAnti-Semitism in the West from Constantine to the expulsion of Jews from Spain OUTLINE Introduction I. Constantine and Christianity as the state religion A. Legislation concerning Jews B. The Justinian Code C. Anti-Semitic Church Fathers II. The Crusades A. The march to Jerusalem B. Fourth Lateran Council C. Host desecration and blood libel D. Pogroms III. The expulsion of Jews from Spain A. The Inquisition B. The Conversos C. Expulsion Conclusion Read MoreWhen Did Racism Begin? Essay3222 Words   |  13 Pagesviews are the only right way of thinking. â€Å"Divisions inevitably led to the demonization of others, and inculcating prejudicial attitudes towards other peoples has long served leaders as a useful pretext for war or simply for boosting a communitys sense of self-worth in comparison to others† (Silverman). People began to hate each other based on the differences of where people lived geographically and the tribe or group they belonged too. Each tribe or group was known for a specific way of living andRead MoreSimplifying the Kosovo Conflict through Media Correspondents Essay example6476 Words   |  26 PagesAnalogies were drawn between the Kosovar refugees and Hitler’s Jewish victims in World War II. Through these analogies, the press was not only able to solidify NATO’s position by creating a clear enemy, but also mitigate guilt still remaining from the Holocaust. Newspapers especi ally used images of World War II through pictures and headlines in order to invoke horror on the public. Through atrocity stories and exaggerations, the newspaper coverage was able to demonize the Serbians and, therefore, neglectedRead MoreAdolf Hitler: Pure Evil Essay3113 Words   |  13 Pagesa homeless shelter. While living in a homeless shelter in Vienna, he learned to be religiously prejudice and racist. He also read the newspaper of that time which was filled with fear of attacks by Jews. Nearly everything in the newspaper was about hating Jews. It wasn’t long before he began to hate Jews. One of Hitler’s close friends, August Kubizek, claimed that Hitler had become a Jew hater like others in the homeless shelter and he was a â€Å"confirmed anti-Semite .† In May of 1913, Hitler receivedRead MoreRacism As Poor Treatment Of Or Violence4883 Words   |  20 Pagesdifferences they believe are hereditary and unchangeable. Racism had become very evident in the west whereas no evidence of racism have been found in other cultures or Europe before the Middle Ages. Perhaps the first recorded incidents of racism were the Jews with the devil and witchcraft in the early thirteenth and fourteenth century, a popular idea with many people back then. During the Renaissance and Reformation when the Europeans were coming into contact with people of darker pigment, Asia, AfricaRead MoreWe Must Obey Our Elders17194 Words   |  69 Pagesof the Israelites, by Loaning Money to them for certain Interest Rates, even as it is until this very Day! (See: The History of Money!, which contains some very Amazing Information for Honest People with Open Minds!) Indeed, they are the present Red Jew Bankers, who Control the Economies of most of the Governments of the World, who Determine WHO gets to Use their Money, and HOW MUCH of it that they can Use, and for what PURPOSES that they can Use it, plus how much Usury will be Charged for that so-called

The Giver By Lois Lowry - 831 Words

Response to Literature Essay for The Giver In the dystopian novel, The Giver by Lois Lowry, the story takes place in the future. The setting of the novel revolves around sameness. Same weather, same houses, same furniture, and even the same, flat landscape. There are no colors or animals, other than fish, in the small community. The government is strictly controlled by the Elders. They make decisions and control every aspect of the society, limiting emotions and choices. In The Giver, the setting and government creates sameness. There is no passion, excitement, or good or bad. This promotes a predictable, regulated, and calm society where individuality and diversity does not exist. Individuality and diversity are necessities because they add meaning to life. Having uniqueness and difference creates a deeper, true meaning to emotions. An example where sameness occurs is when Jonas questions what his parents feel towards him. One evening, Jonas asks his parents, â€Å"‘Do you lo ve me?’† His parents hesitates before replying, â€Å"‘Jonas. You of all people. Precision of language, please!...you used a very generalized word, so meaningless that it s become almost obsolete’† (127). In Jonas’ community, people do not feel love to one another. They consider the term to be meaningless and too general. They do not feel deep emotions like love or anger because everything is the same. Another example where lack of emotion is shown is when Jonas realized that without knowledge of the memories,Show MoreRelatedThe Giver by Lois Lowry869 Words   |  3 Pagesbeing ourselves and expressing who each of us are to the world. However, in the book The Giver by Lois Lowry, everyone is raised to count on one another and everyone must look and act the same. Our society differs from Jonas’s in many ways, such as the family units, birthdays, and the way we each learn about o ur past. In the book The Giver, our society and Jonas’s differ in terms of the family units. On page 8, Jonas’s motherRead MoreThe Giver By Lois Lowry940 Words   |  4 PagesLois Lowry’s 1993 young adult novel â€Å"The Giver† captured audiences worldwide with its fascinating characters and dystopian society. The book was long due a film adaption, which finally came in 2014 from director Phillip Noyce. While critics remained mixed about the film itself, the movie offers a decent adaption of its source material, keeping in mind its original themes of pain, pleasure, and memory, but strays away in certain areas. Both the film and novel carry the same themes that have madeRead MoreThe Giver, By Lois Lowry1796 Words   |  8 Pages Memories need to be shared,† words from Lois Lowry in her book The Giver (154). The Giver focuses on the protagonist, Jonas and the world he lives in. In his community everything is perfect and under control, avoiding war, fear or pain. The people are forbidden to make their own decisions as they’re made for them by the community. Throughout the book, Jonas learns the truth on how they are living and his feelings turn. In The Giver, written by Lois Lowry, the theme of the significance of sharingRead MoreThe Giver By Lois Lowry1949 Words   |  8 Pagesbeliefs or personal values that they insist on imposing over the surrounding community. Such is the case with Lois Lowry s The Giver, a fictional story of a society without emotions, arguments, or differences amongst people, where equality is the ultimate goal. The story revolves around 12-year-old Jona s, who is chosen to become the Receiver of Memories, which would be given to him by the Giver, a historian of humanity s past. His lessons force him to confront feelings for the first time and the growingRead MoreThe Giver By Lois Lowry784 Words   |  4 PagesTitle: The Giver Author: Lois Lowry Illustrator: No illustrator Genre: The genre of the book is scientific fiction. It is scientific fiction because Lois Lowry made a setting where everything is unusual than the things we do now. There are birthmothers, rarely Receivers of Memory ( which Jonas turns out to be ), and other special jobs in the community center. Point of View: The point of view in the story is third person because if there was a first person, the narrator ( which is a person that isRead MoreThe Giver By Lois Lowry884 Words   |  4 PagesGiver Essay Agustin Fitipaldi Bervejillo In the book The Giver, by Lois Lowry. The main character Jonas is not like others in his utopian community. He is a normal 12 year old boy and is living in the same old community of sameness. Until one day he gets selected to be the Receiver of Memory and begins to experience things on a different way because of the memories being transmitted to him. As the changes become more evident, Jonas begins to see flawsRead MoreThe Giver By Lois Lowry1334 Words   |  6 Pages Ella Smailn How has the character Jonas from Lois Lowry s book The Giver developed over the course of the novel? Word count: 1311 Louis Lowry’s The Giver, written in 1993 is a captivating, prize-winning novel. It is set in a community, which is first presented as the perfect world, an utopian society. The novel follows a boy called Jonas, who as the novel progresses sees the utopia more like a dystopian. This community has eliminated any pain the society would have byRead MoreThe Giver by Lois Lowry959 Words   |  4 PagesThe giver by Lois Lowry was an interesting book to say the least. In the beginning you are lead to believe these are normal kids and characters, possibly in the future, but in pretty much the same state of mind as our definition of â€Å"human† today. As the book goes on, you are slowly let in on details, like the characters can not see color, and that the parents are not biological parents, and everything is organized and decided for the characters in the book. The author did a great job of slowly bringingRead MoreThe Giver By Lois Lowry1554 Words   |  7 PagesBlock 6 Second Independent Project: Book Report 10/5/14 The Giver In this essay, I am going to report about the book The Giver by Lois Lowry. Jonas, a twelve-year-old boy, is the main character of the book. The book describes a seemingly indestructible society, with absolute order and rules. Jonas happens to be chosen as the next Receiver of Memory on his twelve year old ceremony. After receiving part of the memories from the The Giver and discovering the truth behind this â€Å"perfect† community, heRead MoreThe Giver By Lois Lowry1313 Words   |  6 Pagesis no pain, no prejudice, no emotion, and no detestation. Lois Lowry gives a vivid description of a community where everything is equal, everyone is just as important as another, and life choices are made by only one individual. In the book The giver by Lois Lowry, it expresses the exact opposite of Marx’s most important ideas which is a prime example of what people will do if they were forced to live a certain way. In the book The Giver, it tells the story of a perfect world. Everyone there is happy

Freedom of Speech and Social Media Free Essays

string(77) " on social sites or upload on social video sites such as YouTube \(Gaul 2\)\." Social media presents a valuable outlet for free expression. However, users of social media tend to go beyond the mere act of expressing their freedom to posting insinuating statements and insults. This signals the onset of the entire problem. We will write a custom essay sample on Freedom of Speech and Social Media or any similar topic only for you Order Now Even though social media presents bloggers and other users with the opportunity of expressing their freedom, integration of the concept of character and civility is paramount. Civility refers to the application of courtesy or politeness in speech or behavior as it is the case with most formal conversations. Even though the Internet and social media has provided an avenue for users to exercise their freedom of expression, it is evident that exercising the freedom occurs at the expense of another fundamental freedom, the right to privacy (Swigger 1). The essay argues that the social media is a valuable outlet for exercising the freedom of expression. Speakers including corporate gadflies, cultural critics, and political candidates among others get an extraordinary opportunity when communicating their opinion regarding anything on the Internet. Therefore, their individual thoughts are made available to the global audience in an easier and faster way than it was observed before the emergence of social media platforms. That opportunity has been seized by the growing and large group of Internet users. Some studies indicate that the outcome is the expression of speech exhilarating. In it, they see nothing else rather than an instrument of community restoration and competition of democracy while other research findings on the topic find the speech communicated on social media platforms as frightening and offensive. Lurid threats, hate speech, and pornography among others flourish alongside social media debates over the country’s political stability and democracy as well as exchange of opinions concerning fly-fishing in the governing regime. This phenomenon has triggered mounting pressure to limit the nature speech social media users sometimes engage in or rather create systems that can filter out the content communicated on the Internet to remove offensive material. Thus, this paper also examines some of the social and legal issues identified in the growing struggle between the proponents of control and filtration and those supporting free speech on social media platforms. Two centuries have elapsed when the world was defined by religions, borders, tribes, states, and nations, there still exists some sort of confusion amongst people regarding how to the existing divide between cultural traditions, empirical facts, science, and spiritual beliefs that demands humans to put their faith in things they cannot measure, prove, and see. This issues becomes eminent when social media is combined with the so called â€Å"blind faith,† something that is almost inevitable digital footprint, and also the need for self-expression, truth, and equality (Fox and Jennifer 168). But today, it should be acknowledged that online platforms and communications facilitate discussions that were earlier on held in the corner cafà ©, the plaza, or in court. Studies indicate that the power of social media platforms is two-fold, based on the governing regime because the Internet has in no time revitalized the grassroots of a democratic community of readers and writers. Despite the fact that social media platforms can claim unequivocal democratic benefits such as undermining the censorship of undemocratic governments that attempt to repress and control public opinion, in the context liberal regimes, instead, the emergence of millions of disjointed chat rooms in the whole world lead to the split of and enormous and politically concentrated mass audiences into a large figure of divided issue publics. In the current public spheres, debates carried out on the social media promotes political communication particularly when news reporters discuss about the quality of press through political magazines and national newspapers. Putting all the above issues aside, it could still be argued that social media platforms play an integral part in scrutinizing the world events since it enables a more open and easier access to interpretation. Social media users are devoid of cues when communicating online. Their intent is also impossible to decipher and their tone not easy to comprehend (Ellison et al 858). John Blossom, an industry analyst, suffices to be one of the bloggers that use the social media to express specific ideas with the objective of communicating the ideas to the public. Blossom finds it necessary to identify and acknowledge unsung heroes such as Vero. In his blog, That Canadian Girl, Blossom reiterates the important aspects of Vero’s blog such as the ability to combine professional and personal topics (Brynco 1). From the outset, it is clear that Blossom’s application of the social media in expressing individual opinion was appropriate. However, there are incidences where other bloggers and users of social sites express their feelings and opinions in a negative way thereby creating public unrest. In her article, PSA and Social Media, Gaul stated that it is impossible for people to prevent access to the social media or social networking each day (1). According to Gaul, it is almost certain that an individual will gain access to the social media or social networking (1). The wide accessibility and inexpensive aspects associated with the social media imply that many people can access the social media and social networking sites without incurring hefty expenses. Consequently, the social media grants anyone the opportunity to publish and post any content that she or he deems relevant. At the same time, the social media and social networking sites grants all users the opportunity to access information as and when required if the information is already available on the target platform (Gaul 1). It is evident that the social media provides access to substantial amounts of information. The other truth associated with the information is the fact that the rationale of the creators of the sites is to ensure that the information remains on the sites forever unless the need to delete such information arises. This elicits the need for social media users and bloggers to consider the specific information that they post on social sites or upload on social video sites such as YouTube (Gaul 2). You read "Freedom of Speech and Social Media" in category "Papers" The intended purpose of social media sites was to increase the worldwide visibility of information by availing a means of communication that would act as a bridge between the communicating parties. In essence, the social media acts as a point of contact between the different members of a society. Consequently, publishing and posting helpful information on such sites would be helpful to the other members of the society. However, relaying contentious information has the impact of eliciting unrest among the members of the society thereby leading to other adverse consequences. The Presidency of George W. Bush brought forth millions of bloggers that wanted to express their outrage to the dubious projects of the Bush Administration (Brundidge et al. 741). During his tenure as the President, the U.S. invested in dubious projects such as the Iraqi Invasion, warrantless eavesdropping, and harsh interrogations, retrograde strategies towards emergency management and climate change, and excessive secrecy (Brundidge et al. 748). The result was an expanding blogosphere where bloggers took to the Internet to express their outrage to the projects. Even though the force presented by the bloggers did not appear to be strong at the onset, the situation took a different turn in the end. The legal blogosphere turned out to be a massive force with substantial influence. It comprised of influential online communities characterized by vast organizing and fundraising capabilities. The blogosphere also incorporated different arguments and voices as well as reporting and investigative journalism (Boehlert 59). The online movement yielded the netroots, a combination of grassroots and the Internet, that later had a massive influence in Barack Obama’s victory in 2008 (Boehlert 59). In the case, it is evident that the influential members of the blogosphere capitalized on the freedom of expression granted by social networks and the social media to communicate significant and sensitive information to other individuals with the objective of getting rid of the poor leadership decisions evident in Bush Administration. The use of social media leads to offline relationship problems and stress. Studies indicate that close to 31% of social media users in their teenage have fought with each other due to online events (Sidani et al. 323). In 2016, research results showed that the adolescent’s overuse of Internet sites and social media platforms can limit the chances of success in people’s relationships in their later life because communication is a barrier to the development of conflict resolution awareness and skills of interpersonal cues (Sidani et al. 326). Research also found that as an individual get more following on his or her Facebook page, the more stressful such people become for using the social media account. Social media experts in their studies say that â€Å"active Twitter use leads to greater amounts of Twitter-related conflict among romantic partners, which in turn leads to infidelity, breakup, and divorce† (Sidani et al. 331). People are enticed by social media to waste their precious time. An empirical survey on the users of social media platforms particularly those aged sixteen years to sixty-four years established that on average, they spent 1.72 hours on the social media daily, this time when estimated against the total time spent online represents approximately 28% (Salmon et al. 5). Amongst the participants, close to 36% identified social medial platforms and Internet sites as the â€Å"biggest waste of time,† compared to shopping (9%), watching TV (23%), and fantasy sports (25%) (Salmon et al. 5). When alerted to new activity on the social media like Facebook message or a new tweet, the users of such account take an average of between 20-25 minutes to return to the original job. Research on the 30% of all the surveyed cases, it was established that returning to the original duty took close to two hours (Salmon et al. 5). However, despite the concerns raised on the social media users in this discussion, increased interaction and social engagement turn out to be the main benefits of social media and social networking. However, incidences of historical tragedies remind us of the devastating impact of social networking on the society. The incidences reveal that the contemporary society lacks civility and is on the forefront in the expression of anger and hostility. It is evident that majority of such incidences emanate from the information that users of social networking sites obtain from the sites (Ellison et al. 855). To address the adverse effects of negative social media comments on the readers of such information, choosing civility should be imperative on the part of the users of the social media and networking sites. Choosing civility entails the implementation of considerable conduct and proper online behavior. Under considerable conduct, it is imperative that online bloggers and other users of social networking sites should think the best. Thinking the best is detrimental towards enabling bloggers and other online users to evaluate information before deciding to publish and post it online. By so doing, incidences where people capitalize on the freedom of expression to post insinuating comments will not be common. This will contribute towards eliminating historical hostilities that emanate from public reactions on posted contentious information. Online bloggers should also respect negative responses even when they are subtle. It is also proper behavior for bloggers to refrain from idle complaints posted by other bloggers. Apparently, the objective of some bloggers is to post insinuating comments that would attract negative interest from other bloggers. By avoiding such comments, the bloggers that post the comments would fail to attain their objective of creating unrest among the public. Considerate conduct also requires bloggers to avoid shifting blame and responsibility to others. It is the responsibility of all users of social sites and other networks to ensure the appraisal of positive comments and the dismissal of insinuating comments. Apparently, when a blogger responds to an insinuating comment with another inciting one, the chain of negative comments expands thereby sparking unnecessary interest among other bloggers. The occurrence of hostilities because of the comments therefore turns out to be the joint efforts of all bloggers that took part in the â€Å"idle† conversation. In essence, considerate character requires all bloggers to refrain from speaking ill of other persons, organizations, or events. Before deciding to use social networks, several issues should ring in the mind of a blogger. From the onset, the blogger should identify the primary goal of using the site. In the event that the identified goal is negative, the blogger should refrain from using the blog with immediate effect. The blogger should also determine the sites that the target audience uses on a regular basis. Identifying the site will enable the blogger to deliver the information to the target audience within the shortest time possible. As a blogger, one should also find answers to the two questions: What can you offer and how will you assess your use? The social media presents a good platform for free expression. The use of the social media is a rising trend across the globe. People find the social media as the most reliable platform for expressing their feelings, concerns, and ideas among other issues. However, the effective use of the social media in communicating the needs of bloggers to the target audience is mandatory. This emanates from the fact that comments on contentious issues turn out to be inciting to the society thereby creating public unrest on some occasions. Hostilities from the hatred between bloggers of different opinions turn out to be the result of such heated online conversations. Bloggers should also attain a balance between the right to privacy and the freedom of expression in using the social media. Assessing whether the content will spark negative reactions among other online bloggers before deciding on whether to post such information is necessary in avoiding the inappropriate use of the social media in expressing our issues. How to cite Freedom of Speech and Social Media, Papers

Music of Life Essay Example For Students

Music of Life Essay Music is found in every corner of the planet, from the most isolated tribes in Africa and aboriginal tribes in Australia, to the palaces, courts and music halls of modern day. It is the heartbeat of every known culture, for all time, and existed long before recorded history. Just as different types of music has defined different stages of the human race, each person can also define memories and their own personal history through music; through the changing circumstances in their lives, to the changes in the type of music, these associations are very strong. Sara B. Geekier, in her study on The Effects of Music on Memory, stated that music has an amazing power to influence mans emotions and behavior. It has been found to affect and stimulate many different parts of the brain and body. Psychological study of music is based on this reason. Studies have found that music can reduce stress, aid relaxation, alleviate depression, and help store and recall information among other functions (Geekier, 2001). In my personal life, there are very specific times which I associate with different types of music. There are also very specific memories that can be recalled by simply hearing a specific song. Musical Life Story: Childhood During my childhood, the majority of the musical influence I received was through my parents, and what they listened to. This is probably very similar to many other people, but the kinds of music each may have experienced may differ simply because we dont all have the same parents, and they all didnt grow up in the same place, or are the same age. My parents in particular enjoyed much of the influence of the asss ND asss, particularly the music of the Battles, Fred Astaire, and many others. I remember my father singing along to Elvis, Johnny Cash, 01 Blue Eyes, The Pips and many more. He would turn up the radio in the car for Sitting on the Dock of the Bay, California Girl, and Tequila! I believe I have such a broad appreciation of music because of my fathers influence. He showed me that you didnt have to listen to only one genre. Musical Adolescence During my adolescent years, the musical influences changed dramatically. Not only as I now influenced by my siblings, both older and younger, but my variety of friends had very different tastes in music that exposed me to a whole new world of musical vocabulary. My early adolescence happened at the end of the sass (disco) into the sass (punk/alternative). I grew up watching Killed the Radio Star, Zigzag Stardust; People are People, Erasure; Men Without Hats; Bee Gees?to By experienced single Too Drunk to F#! @. It was my introduction to punk music, which wasnt quite as interesting to listen to as it was watching my parents response to the album cover. However, I listened to the alternative pop band Depth Mode as a staple during my musical adolescence. I owned all of their full releases on 12 vinyl, and several of their singles as well. I still own Depth Modes white vinyl of their 101 Tours. Growing up in the greater Seattle area also had an effect on my musical vocabulary. The garage band movement was enormously popular and fueled by many local artists. Seeing a very young Nirvana playing at a local community college with four other bands for $5 and my cousin dating one of Sir Mix a Lots posse were interesting moments that are recalled whenever I hear their music playing. Negative Musical Memories Its amazing how not only can hearing a piece of music recall specific memories, they can also recall distinct feelings. For me, it is not any particular song, but Christmas music in general fills me with a feeling of dread. For many years with young children, Christmas time was not about remembering a baby in a manger, but the disastrous battle of trying to find the right gifts for family, friends, satisfy the kids, and attempting to soothe my ex-wife. .u39b0b6e53db58865ee292ede0c450114 , .u39b0b6e53db58865ee292ede0c450114 .postImageUrl , .u39b0b6e53db58865ee292ede0c450114 .centered-text-area { min-height: 80px; position: relative; } .u39b0b6e53db58865ee292ede0c450114 , .u39b0b6e53db58865ee292ede0c450114:hover , .u39b0b6e53db58865ee292ede0c450114:visited , .u39b0b6e53db58865ee292ede0c450114:active { border:0!important; } .u39b0b6e53db58865ee292ede0c450114 .clearfix:after { content: ""; display: table; clear: both; } .u39b0b6e53db58865ee292ede0c450114 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u39b0b6e53db58865ee292ede0c450114:active , .u39b0b6e53db58865ee292ede0c450114:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u39b0b6e53db58865ee292ede0c450114 .centered-text-area { width: 100%; position: relative ; } .u39b0b6e53db58865ee292ede0c450114 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u39b0b6e53db58865ee292ede0c450114 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u39b0b6e53db58865ee292ede0c450114 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u39b0b6e53db58865ee292ede0c450114:hover .ctaButton { background-color: #34495E!important; } .u39b0b6e53db58865ee292ede0c450114 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u39b0b6e53db58865ee292ede0c450114 .u39b0b6e53db58865ee292ede0c450114-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u39b0b6e53db58865ee292ede0c450114:after { content: ""; display: block; clear: both; } READ: Music Analysis Argumentative EssayEven though my life is much less chaotic now with my children much older and me finally in a much more stable marriage, I am still filled with blabs © feelings any time I hear Christmas music. Positive Musical Memories In comparison, there are a series of artists and specific songs that bring back fond memories, and good feelings. In particular, one of the best concerts I attended was Allophone. Allophone I was an event held in Nuclear, WA?a suburban area near Seattle?where a multitude of bands and vendors came together for more of a musical event. In the days preceding the concert, Nuclear was inundated with an array of musicians, roadies, freaks, geeks and sluts. When I hear Canes Addiction Been caught stealing all of the events of that week come flooding back. Conclusion Music has incredible powers to influence our lives. Its surprising when you really pay attention to how music affects you, and the kinds of feelings and memories that can be recalled. The human race is surrounded by music; in the grocery store, at the gym, during movies, commercials, television, radio, even at our desks at work, and moieties even when we sleep.

Specal Ed Observation Essays - Segregation, Disability,

Specal Ed Observation Special Education Visitation For my visitation I went to the public high school in my hometown of Vineland, NJ. Due to time constraints I was not able to visit the school on a weekday when classes were in session. I did however get to witness another part of the special education/inclusion program called the Rooster Buddies. I did, however, get some information on the special education program from an administrator via phone and fax. The special education program at Vineland High School (VHS) is only seven years old. VHS is on a seven-period day, and the Severely Handicapped (SH), Special Day Class (SDC), and Resource Special Program (RSP) teachers are only assigned students two or three periods. The majority of students are only enrolled in a Special Education class one or two periods, depending upon their individual need. The breakdown of each individual section of the special education program at VHS looks like this: SH 10 Students 1 Teacher 1 Aide SDC 30 Students 2 Teachers 2 Aides RSP 50 Students 2 Teachers 1 Aide The administrator that I spoke to wrote in a fax the Special Education classes are transitioning into study skills classes so the teacher can provide additional help and support for the student to succeed in the regular class environment. During the four or five periods, when the teachers and instructional aides do not have students assigned to them, they are providing support for their students in the regular education classroom. The level of support is directly related to two factors: 1) What the student needs to be successful. 2) What the teacher needs to help the student succeed. So the support provided by the teacher may be provided daily in the regular education classroom, in the form of helping the student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the form of weekly program checks with the regular education teacher, modifying and/or adopting curriculum, or teachers meeting informally to talk. As I mentioned before, I didn't get to actually sit in on a class but the weekend that I was home the Rooster Buddies were holding a fund-raiser. At the annual City Series basketball game between my alma-mater Sacred Heart and VHS the Rooster Buddies were selling an assortment of baked goods. The Rooster Buddies is a student club that was started with the intent of helping students with severe disabilities make the adjustment from a self contained classroom in a county special education school to the relatively unstructured experience of a large high school. VHS has over 4,000 students. There are more than 75 non-handicapped students in the club and they work with over 30 students who have disabilities ranging from severe physical handicaps to students with learning disabilities. At the game there were about 15 students without obvious handicaps and 4 students with visible physical handicaps. Since I was not with the administrator at the game I was unable to determine just how many of the seemingly normal students were non-handicapped. From what I saw, the students seemed to work well with each other and actually they were pretty efficient. At halftime they were really swamped by fans and they worked well. The physically handicapped students weren't just ornaments. They actively participated, as much as they could. One of the students, Alex I'll call him, was apparently paralyzed from the waist down. He had full use of his upper body and was one of two kids taking money. Another student in a wheelchair, who appeared to be afflicted with a more serious handicap (perhaps a form of cerebral palsy) was using the tray on his chair as a table displaying various cookies. The purpose of the bake sale was to raise money for a trip to a local amusement park. I thought that this was a good way to entice non-handicapped students to participate in the program. Another thing that I noticed that I found encouraging was the fact that the students with handicaps were into the game, as fans. Up until about two minutes before halftime and then again two minutes into the third quarter the physically handicapped students found their way out into the gym and watched the game from right near the student section. They were cheering just

Free Essays on George Friederich Handel

George Friederich Handel was born in Halle, Germany, on February 23, 1685. His father intended him to be a lawyer, and Handel indeed enrolled at the University of Halle as a law student. Luckily, however, he also had been studying with the Halle cathedral organist Wilhelm Zachow, and eventually left Halle in 1703 to begin his musical career in Hamburg as a violinist and harpsichordist. He subsequently traveled to Italy, where he began presenting his operas and cantatas. He then spent a short time in Hanover as Kappelmeister at the court before permanently moving to London in 1712. He continued to write operas, church music, and music for the court. In 1719, King George I appointed Handel "Master of Arts." In 1723, he was appointed a composer to the Chapel Royal, and in 1727 he became a naturalized British citizen. Handel turned his attention to oratorios during a period when operas were becoming less popular. In 1741 Handel received a request for a new work to benefit three Dublin charities. At the time, he had recently suffered a stroke and had bad health, so was his financial condition. During the summer of 1741, Handel was staying at the 1,000-acre Gopsall estate owned by Humphery Jennings, whose grandson Charles Jennens was a friend of Handel's. Charles, a writer, had been the librettist for Handel's Saul. Jennens wrote the Messiah libretto. Handel began composing Messiah in late August and completed it in just over three weeks, writing under a temple on the grounds of Gopsall estate. Messiah is written in three parts. Despite the work's popularity today as a seasonal Christmas production, only the first part concerns Advent and the birth of the savior Jesus Christ. The second part relates the Passion of Christ and ends with the "Hallelujah" chorus celebrating His Resurrection. The third part contemplates the aftermath of the Resurrection and its effect upon the world, ending with the great "Amen" chorus, "Worthy is the Lamb that ... Free Essays on George Friederich Handel Free Essays on George Friederich Handel George Friederich Handel was born in Halle, Germany, on February 23, 1685. His father intended him to be a lawyer, and Handel indeed enrolled at the University of Halle as a law student. Luckily, however, he also had been studying with the Halle cathedral organist Wilhelm Zachow, and eventually left Halle in 1703 to begin his musical career in Hamburg as a violinist and harpsichordist. He subsequently traveled to Italy, where he began presenting his operas and cantatas. He then spent a short time in Hanover as Kappelmeister at the court before permanently moving to London in 1712. He continued to write operas, church music, and music for the court. In 1719, King George I appointed Handel "Master of Arts." In 1723, he was appointed a composer to the Chapel Royal, and in 1727 he became a naturalized British citizen. Handel turned his attention to oratorios during a period when operas were becoming less popular. In 1741 Handel received a request for a new work to benefit three Dublin charities. At the time, he had recently suffered a stroke and had bad health, so was his financial condition. During the summer of 1741, Handel was staying at the 1,000-acre Gopsall estate owned by Humphery Jennings, whose grandson Charles Jennens was a friend of Handel's. Charles, a writer, had been the librettist for Handel's Saul. Jennens wrote the Messiah libretto. Handel began composing Messiah in late August and completed it in just over three weeks, writing under a temple on the grounds of Gopsall estate. Messiah is written in three parts. Despite the work's popularity today as a seasonal Christmas production, only the first part concerns Advent and the birth of the savior Jesus Christ. The second part relates the Passion of Christ and ends with the "Hallelujah" chorus celebrating His Resurrection. The third part contemplates the aftermath of the Resurrection and its effect upon the world, ending with the great "Amen" chorus, "Worthy is the Lamb that ...

Criminal Investigation Methods Research Paper Example | Topics and Well Written Essays - 2000 words

Criminal Investigation Methods - Research Paper Example Such emergencies include fire breakouts, floods, earthquakes and criminal attacks, among others. Among other responsibilities of the police include protection to top leaders, maintaining the general peace and order, protecting specific governmental or public property or infrastructure and ensuring order in the correctional facilities among others (Siegel, 2008). As a police officer, I would admit that my work is interesting and helpful to the public; however, it is faced with several challenges. This discourse tends to elaborate on the policing in the United States of America. Functions of the police According to the United States of America’s constitution, the police is mandated to ensure some specific responsibilities. The responsibilities are divided into three different categories namely maintaining order, enforcing law and providing service. The police are required to maintain order, mean they should protect the public from a few individuals who may opt to compromise the general peace of the public. The public has the right to call the police in case of crime or any suspicions. The rights have ranged from domestic to the public levels. In the family level, any of the spouse or children is free to call the police hotlines incase of any disparity. ... The marshals are however mandated to kill or arrest the criminal depending on the situation (Dammer, 2010). The marshals apply when the criminal is declared lethal in the public. The police are also required to provide services to the public or citizens. This applies in case of calamities or disasters. The police is required to collaborate with various bodies like the medics, first aid agencies to comfort the victims, by transporting them to safer grounds among other activities. The police should also protect the victims from being violated by the public and here they ensure there is no looting or robbery of the victims’ property. The police could also guide tourists or foreigners ensuring their general safety. The police could also enlighten the public on the dangers of certain substances like drugs, prostitutions and gambling among other activities. Still on services, the police could provide a safe environment for lost children or adults then later leas with relevant bodies like child care departments to ensure the victim is delivered to the right parents or guardians. The same police provides safety to the public during public gatherings like in sport arenas, public rallies or crusades. Police are also required to help the elderly adults in the banking facilities, health care facilities among others. Types of police in the United States There are different types of police in the country, and each is mandated to different responsibilities. The different categories are organized into some agencies, with each state having different kinds of agencies. It is also important to note that the police tend to have different

TO WHAT AN EXTEND IS MUSICAL TASTE GOVERNED BY THE SOCIETY Essay

TO WHAT AN EXTEND IS MUSICAL TASTE GOVERNED BY THE SOCIETY - Essay Example It is also evident that the ability to enjoy and respond to music is natural in man (Storr, 1992) and can be traced to his evolutionary history (Jolly, 1985). Clayton et al. (2003) argue that music and culture supplement each other and as such control the taste of music. For instance, the kind of music popular in the western culture may fail to live up to the standards of the less developed cultures and vice versa (Clayton et al. 2003). Consequently, it is the aim of this essay to examine the extent to which musical taste is governed by the society. Numerous studies in the history of music indicate that music has entered almost all levels of education world wide (Clayton et al. 2003). For instance, Campbell (1988) argues that music has been offered to children in their elementary levels of education following a structured syllabus. Similarly, Campbell (1988) has indicated that teaching of music in higher academic levels has gained much attention especially with the intention of improving the quality of music teachers produced. He strongly advocates for the production of specialised music teachers to competently teach the art in line with the norms of the society. In this connection, it is therefore conceivable to argue that most governments are structuring the curriculum in such a way to control musical taste. Music plays a myriad of crucial functions in human’s life as stated by Hargreaves and North (1997), in which nearly all of them have social bearing. For instance, it is recognised that music has a significant impact in certain areas like health promotion, advertising as well as education (Leppert and McClay, 1992). Most musical themes tend to carry messages leaning heavily on these areas found to promote performance in them. Clayton et al. (2003) on the other hand claim that in Canada, music has been made highly patriotic with its taste being largely influenced by ethnic

Self Efficacy And The Social Cognitive Theory Education Essay

Self Efficacy And The Social Cognitive Theory Education Essay This chapter is divided into four parts. The first part initially discusses the construct of self-efficacy in the social cognitive theory. Then, definitions and properties of self-efficacy, characteristics of high and low self-efficacious individuals, the sources of self-efficacy and the difference between this construct and other similar constructs are discussed. Moreover, the last section of the first part is devoted to the role of self-efficacy in second/foreign language achievement and proficiency in general and in specific skills. The second part is devoted to the definitions of language learning strategies and their classifications. Moreover, the role of language learning strategies in second/foreign language proficiency and achievement and the relationship between language learning strategies and self-efficacy are discussed in this part, too. The third part is devoted to the construct of anxiety in general and foreign language anxiety in particular. In this part, definitions a nd classifications of anxiety, the role of anxiety in second/foreign language achievement and proficiency and the relationship between foreign language anxiety and self-efficacy are discussed. The last part discusses the concept of listening comprehension and how it is related to the three constructs of self-efficacy, language learning strategies, and foreign language anxiety. 2.1 Self-efficacy and the social cognitive theory To understand the concept of self-efficacy better, one must consider the theoretical framework of social cognitive theory. Bandura (1986, 1997) considers the social cognitive theory as a theory of human functioning. Based on this theory, human functioning can be explained through the operation of three factors that interact with each other. One factor is what Chomsky refers to as cognition, and Bandura in the social cognitive theory refers to as personal factors. Another factor is what Skinner referred to as environment and the third factor is what Bandura refers to as behavior. Bandura (1986) believed in the concept of triadic reciprocality in the social cognitive theory. This refers to the interaction among personal, behavioral and environmental factors. Moreover, an individuals behavior is determined by the interaction of the above mentioned factors. In this theory, individuals are considered as proactive, self-regulating, self-organizing and self-reflecting rather than reactive o nes and controlled by biological or environmental forces. Based on the social cognitive theory, individuals have a system of self-belief or a self-system that enables them to control their actions, feelings, thoughts, and motivation (Bandura, 1986; Pajares, 1997). This self-system makes it possible for individuals to make choices, choose their courses of actions, self-examine the adequacy of their behavior, interpret the outcomes, develop beliefs about their capabilities, and store this information to be used as a guide for future behavior (Bandura, 1986). Bandura (1997) considered the practice of self-reflection as the most influential mediator of human functioning and among the most arbiters of self-reflection are perceptions of self-efficacy. 2.1.1 Self-efficacy and its definitions Bandura (1986) considers self-efficacy as the main feature in the social cognitive theory. Based on the social cognitive theory, self-efficacy is the primary determinant of an individuals motivation to act. Bandura (1986) defines self-efficacy as peoples judgment of their capabilities to organize and execute courses of action required to attain designated types of performances. It is not concerned with the skills one has but with the judgment of what can one do with whatever skills one possesses (p. 391). Besides Bandura, many researchers have provided different definitions of self-efficacy but most of them are based on Banduras definition. Delcourt and Kinzie (1993) stated that self-efficacy reflects an individuals confidence in his or her ability to perform the behavior required to produce specific outcomes (p. 36). Huang and Shanmao (1996) defined self-efficacy expectations as the beliefs about ones ability to perform a given task or behavior successfully (p. 3). Schunk (2001) considers self-efficacy as beliefs about ones capabilities to learn or perform behaviors at designated levels (p. 126). Moreover; Baron and Byrne (2004) identified three kinds of self-efficacy: Social self-efficacy, self-regulatory self-efficacy and academic self-efficacy. They considered social self-efficacy as the ability to maintain relationships, engage in social activities, and become assertive. They referred to the self-regulatory self-efficacy as the ability to be curious, think carefully, and avoid hi gh-risk activities. Finally, they considered academic self-efficacy as the ability to take part in learning activities, regulate the learning activities and meet expectations. 2.1.2 Self-efficacy and its properties Self-efficacy beliefs are not dependent on ones abilities but instead on what one believes may be accomplished with ones personal skills. Moreover, Bandura (1997) believed that there is a major difference between possessing skills and being able to use them in different situations. And that is why, different people with similar skills or the same person on different occasions may perform differently. Bandura (1997) mentioned that self-efficacy beliefs are distinguished from the skills one possesses, although they may be influenced by the acquisition of skills. That is why he assumed that self-efficacy beliefs are often better predictors of success than prior accomplishments, skills, or knowledge. For example, in educational settings, students self-efficacy mediates between the several determinants of competence (e.g., skills, knowledge, ability, or previous achievements) and their subsequent performances (Bandura, 2006; Schunk Pajares, 2001). Bandura (1997) mentioned that optimistic efficacy beliefs maintain and enhance motivation, and boost performance. Optimistic self-efficacy beliefs are instrumental to the successful completion of challenging tasks. These beliefs may increase effort and persistence and promote accomplishment in challenging circumstances. In academic settings, these beliefs seem to be necessary for attempting novel tasks or for learning new materials. He also stated that innovativeness requires an unshakable sense of efficacy to persist in creative endeavors when they demand prolonged investment of time and effort (Bandura, 1997, p. 239). Self-efficacy is not a fixed ability that individuals have or dont have in their repertoire of behaviors. But it is a generative capability in which cognitive, social, emotional and behavioral sub-skills must be organized and effectively orchestrated to serve innumerable purposes (Bandura, 1997, p.36). Bandura (1997) believed that the sense of self-efficacy influences individuals motivations, the goal they set, the effort they expend to achieve their goals and their willingness to persist in the face of difficulties and failures. For example, in an educational setting, students who have the sense of self-efficacy in their academic skills expect high marks on exams and expect the quality of their work to gain benefits for them. Another feature of self-efficacy is that it is task and domain specific. In other words, it refers to specific judgment of a specific situation and it is not a context-free disposition. A high sense of efficacy in one domain does not necessarily mean high sense of self-efficacy in another domain. And this is why measures of self-efficacy must determine the domains of action. In educational settings, self-efficacy beliefs are more specific and situational judgments of capabilities (Bandura, Barbaranelli, Caprara, Pastorelli, 1996; Bong, 2006; Pajares, 1997). In academic settings, according to Bandura (1986), self-efficacy refers to judgment of confidence to perform academic tasks or succeed in academic activities. Self-efficacy beliefs are also hypothesized to mediate the influence of other determinants of academic outcomes such as skills or past performance on subsequent actions. Efficacy beliefs also act in concert with other common mechanisms of personal agency such as self-concept beliefs, anxiety, and self-regulatory practices in influencing and predicting academic outcomes. Also, Bandura (1997) mentioned that in such settings self-efficacy affects students aspirations, their level of interest in academic work and accomplishments and how well they prepare themselves for future careers. He identified two types of efficacy in such settings: One refers to achievement in specific subject area such as language or science and the second refers to self-regulated learning and the extent to which an individual feels successful on tasks that generalize across academic domains. 2.1.3 High and low sense of self-efficacy Bandura (1997) stated that people usually tend to become involved in and perform activities that they judge themselves capable of managing, but they tend to avoid those situations that are threatening and they believe exceed their skills and abilities. In an educational setting, a learner is more likely to exert effort to engage in an assigned learning task when he or she sees him/herself capable of accomplishing it. When facing with difficult situations, those who have a stronger sense of self-efficacy tend to make greater efforts to deal with challenges. But those who have a lower sense of efficacy are likely to avoid engaging in a difficult task or even not try hard enough to accomplish the task. Avoiding difficult tasks leads to lower success and this, in itself, leads to even lower sense of self-efficacy. Based on the researches done in the area of self-efficacy, there are major differences between those with high and low sense of self-efficacy. High self-efficacious people exert more attention, effort and persistence in the case of difficulties than people with lower sense of self-efficacy. Those with high sense of efficacy work harder than their low self-efficacy peers. When those with low sense of self-efficacy fail, they often put the blame for their failure on everything except their own shortcoming. High self-efficacious people set more challenging goals for themselves than low self-efficacious ones. People with high sense of self-efficacy outperform those with low sense of self-efficacy and they employ more strategies to accomplish their goals (Bandura Locke, 2003; Latham, 2004; Locke Latham, 1990). Pajares (2006) reported that students with high sense of self-efficacy, regardless of previous successes or abilities, persist in the face of adversity. Moreover, these students are more optimistic and have lower stress levels and achieve more. Pajares and Schunk (2001) stated that the higher the sense of efficacy, the more energy and effort are used to keep trying tasks or situations that may be more difficult and challenging in nature. They believed that in educational settings, a self-efficacious student takes academic risks, sets goals for him/herself, compares him/herself to other peers, maintains routines, and keeps track of what works well and what doesnt regarding academic and social progress. A self-efficacious person may not have the highest grades in the class, but he/sh e believes in his or her own abilities to accomplish tasks, to find the right answer, to meet goals and often to surpass other peers. Schunk (1983) stated that a heightened sense of efficacy sustains task involvement and results in greater achievement and lower perceptions of efficacy lead to less persistence and lower achievement. Regarding the difference between high and low sense of self-efficacy, Bandura (1997) stated that self-efficacy beliefs influence individuals pursued courses of action, effort expended in given endeavors, persistence in the confrontation of obstacles, and resilience to adversity. Self-efficacious individuals will, therefore, approach challenges with the intention and anticipation of mastery, intensifying their efforts and persistence accordingly. These individuals rapidly recover their lowered sense of self-efficacy after enduring failure or difficulty, and attribute failure to insufficient effort or deficient knowledge. Students with a high level of self-efficacy perceive tough tasks as challenges. They also have higher motivation to conquer the difficulties and more confidence to accomplish demanding tasks. On the contrary, students with low sense of self-efficacy regard things as harder than they really are; they do not perceive their efforts can lead to better results, so they hav e less motivation to devote time to demanding tasks. He also stated that self-efficacy is a factor that can differentiate successful learners from unsuccessful ones. Eggen and Kauchak (2004) mentioned that students who have high self-efficacy are more willing to accept a challenging task, work harder, have a calmer disposition despite experiencing failure in the beginning, practice effective learning strategies, and generally generate better performance than students who have low self-efficacy, even if they have the same ability and skill. Finally, Bandura (1997) describes the feature of self-efficacious learners as follow: self-efficacious learners feel confident about solving a problem because they have developed an approach to problem solving that has worked in the past. They attribute their success mainly to their own efforts and strategies, believe that their own abilities will improve as they learn more, and recognize that errors are part of learning. Students with low self-efficacy believe that they have inherent low ability, choose less demanding tasks and do not try hard because they believe that any effort will reveal their own lack of ability (p. 3). 2.1.4 Self-efficacy and its sources People get their self-efficacy information from four different sources: Mastery experiences, vicarious (observational) experiences, verbal persuasions, and physiological reactions or states (Alderman, 2004; Bandura, 1997; Ormrod, 2003; Pajares, 2003; Pintrich Schunk, 2002; Zimmerman, 2001). The first source of self-efficacy is a mastery experience which is, according to Bandura (1997), the most influential source of efficacy information. Mastery experiences are prior performances that may be interpreted positively or negatively. Successful performances strengthen personal efficacy beliefs while failed performances undermine ones sense of self-efficacy. Successful performances lead to the anticipation of future success. Therefore, the information which is gathered from mastery experiences provides a reliable base from which one can evaluate self-efficacy and predict successful performance of future tasks. According to Palmer (2006), mastery experiences are the most powerful sources of creating a strong sense of efficacy because they provide students authentic evidence that they have the capability to succeed at the task. In educational settings or academic contexts, the previous success of a learner is the most influential source of self-efficacy beliefs. The second source of information for self-efficacy is vicarious experiences. It refers to the appraisal of ones own capabilities in relation to the accomplishment of peers. One can manage a task and foster the belief that he/she might possess similar capabilities by observing the success of comparable peers. Also, observation of the failure of a comparable peer can undermine an individuals perception of the ability to succeed. So, vicarious experience may affect efficacy positively or negatively. The third source of self-efficacy comes from verbal persuasion. It refers to the peoples judgments of others ability to accomplish a given task. Verbal persuasion is a weaker source of efficacy information in comparison to mastery or vicarious experiences. Verbal persuasion can be in the form of performance feedback or encouragement in overcoming obstacles. Positive verbal messages can lead to successful performances in future. On the other hand, negative persuasion can hinder the development of stronger sense of self-efficacy. The last source of self-efficacy information is physiological or emotional states of people such as stress, anxiety, or fatigue in judging their capabilities. Physiological and emotional states can lead both to an expectation for failure or enhancing beliefs for future success. According to Bandura (1997), high emotional arousal can undermine performance and people are more likely to expect success when they are not troubled by aversive arousal than when they are tense and emotionally agitated. Finally, it should be mentioned that self-efficacy beliefs do not come from a single source of the above mentioned information, but it is through the selection, integration and interpretation of information from these diverse sources that ones sense of self-efficacy is formed (Bandura, 1997). 2.1.5 Self-efficacy and similar constructs There are some constructs such as self-esteem, self-concept, and confidence that have fuzzy boundaries with self-efficacy or seem to constitute a conceptual overlap with it. The common feature of all these constructs is that they all refer to beliefs about perceived ability but what distinguishes self-efficacy from them is the idea that it refers to specific types of performance and explicit desired goals or results (Pajares, 1996). The main difference between self-esteem and self-efficacy is that self-esteem is a personal trait while self-efficacy is not. Self-esteem is a more emotional response to self while self-efficacy applies to specific fields of human behavior. Self-efficacy is the assessment of ones capabilities while self-esteem is the assessment of ones self-worth (Epstein Morling, 1995; Maddux, 1995). According to Zimmerman and Cleary (2006), self-esteem is an affective reaction indicating how a person feels about him or herself whereas self-efficacy involves cognitive judgments of personal capacity. They stated that self-esteem is not a predictor of academic performance while self-efficacy is. The main difference between confidence and self-efficacy is that self-efficacy is the belief in ones power to achieve certain levels of performances while confidence does not involve the persons power or ability to perform at a certain level (Epstein Morling, 1995). According to Pajares and Schunk (2001), an individuals self-concept involves evaluation of self-worth and it takes the cultural and social values into consideration. Self-concept has an indirect influence on performance while self-efficacy due to its task-specific nature can predict performance more easily than generalized measures of self-esteem, self-concept or anxiety (Zimmerman Cleary, 2006). Bong and Skaalvik (2003) argued that self-efficacy can be seen as providing a basis for the development of self-concept. Moreover, Pajares (2003) stated that writing self-efficacy is a significant predictor of achievement in writing while writing self-concept beliefs are not. 2.1.6 Self-efficacy and its role in achievement and proficiency Based on the properties of self-efficacy mentioned above, it seems that it plays a great role in determining individuals behavior in their daily lives and especially in educational and academic settings. In this part the role of self-efficacy in individuals achievement and proficiency will be elaborated and some major relevant studies will be reviewed. Some of these studies focus on the predictive power of self-efficacy in individuals achievement. Bandura (1986) assumed self-efficacy to be a much more consistent predictor of behavior than any other closely related variables. He mentioned that many students have difficulty not because they are incapable of performing successfully, but because they are incapable of believing that they can perform successfully, that they have learned to see themselves as incapable of handling academic skills(p. 390). Some researchers (e.g., Bandura, 1997; Pajares, 1997; Schunk, 1989; Zimmerman, 1995) assumed that self-efficacy, which is an individuals judgment about his or her abilities to perform a given task can be a better predictor of success than his/her actual abilities because they considered self-efficacy a critical determinant of behaviors. Some studies that have been done in the educational settings (e.g, Berry, 1987; Schunk, 1989) have shown that when learners have the same skills or they are at the same level of cognitive skill development, their performance can be different depending on their self-efficacy beliefs. That is why, Pajares (1997) stated that peoples prior accomplishments or actual abilities are not always good predictors of their subsequent success because the beliefs they hold about their abilities influence their subsequent behavior. But some researchers (e.g, Carmichael Taylor, 2005; Mills, 2004) warned that measuring self-efficacy in educational settings before the target skills are acquired cannot be considered as a good predictor of achievement. For example, in Mills (2004) study, self-efficacy was measured at the beginning of a semester when the participants had not acquired the required skills to perform the tasks. So, the result revealed that self-efficacy did not predict the final grade. According to Zimmerman and Kitsantas (2005), self-efficacy can better predict or explain subsequent performance when the students are familiar with the necessary skills to perform the task being measured. Schunk (1999) also warned that high self-efficacy beliefs will not produce competent performance if students lack necessary skills. For example, Chen (2003) found that the impact of students self-efficacy beliefs on their math performance was greater when they possessed underlying math skills. Multon, Brown, and Lent (1991) after doing a meta-analysis of self-efficacy research found a positive and significant relationship between self-efficacy beliefs and academic performance. Moreover, they indicated that self-efficacy was strongly related to student performance in a variety of subject matters. They reported that self-efficacy beliefs accounted for approximately 14% of the variance in students academic performance. Graham and Weiner (1996) found that self-efficacy beliefs more consistently predicted academic performance than other motivational constructs. Recently, several researchers (e.g, Maddux Gosselin, 2003; Skaalvik Bong, 2003) have shown that students academic self-efficacy is predictive of their study behavior as well as academic outcomes. Self-efficacy has consistently been shown to be positively associated with general academic achievement (e.g., Jackson, 2002; Lane Lane, 2001) and with performance in several specific domains, including math (Pajares Miller, 1995), and writing (Pajares, 2003; Pajares, Britner, Valiante, 2000). Some recent studies have found a consistent link between having a high sense of self-efficacy and achievement and the fact that efficacy beliefs are one of the most important predictors of motivation and performance (Bong, 2002; Pajares, 1996; Robbins, et al., 2004; Schunk Pajares, 2001). Also, Mills, et al. (2006) found that a stronger sense of self-efficacy leads to higher levels of achievement, greater willingness to face challenges and to exert effort. Many researchers indicated that self-efficacy has a stronger effect on academic performance than other motivational beliefs and it is found to have critical effects on various types of academic learning (Gibson, Randel, Earley, 2000; Linnenbrink Pintrich, 2002; Pintrich Schunk, 2002). Yazici, Seyis, and Altur (2011) found that self-efficacy beliefs are the most powerful predictors of academic achievements. Yang (2004) and Wong (2005) stated that students learning outcome is influenced by their perceived sense of self-efficacy. Moreover, Yang (2004) asserted that students learning attitudes, learning behaviors or even learning performances are affected by their sense of self-efficacy. Wong (2005) has shown that students performance can be facilitated by the enhancement of their sense of self-efficacy. Pajares (2002) mentioned that students academic self-efficacy influence their academic achievements in several ways. It influences the choices students make and the courses of action they pursue. In situations that students have free choices, they tend to engage in tasks about which they feel confident and avoid those in which they dont. It also helps to determine how much effort students will expend on an activity, how long they will persevere when facing obstacles and how resilient they will be in the face of adverse situations. Although considerable research has been done to study self-efficacy in educational and academic settings, most of these studies have been restricted to the domain of mathematical problem solving and languages other than English. For example, (Britner Pajares, 2001; Pajares Graham, 1999) found that perceived self-efficacy of the students mediate between their abilities and their academic performance in mathematics and science. Collins (1982) found that across ability levels, students whose self-efficacy is higher are more accurate in their mathematics computation and show greater persistence on difficult items than do students whose self-efficacy beliefs are low. Pajares and Graham (1999) aimed to determine whether mathematic self-efficacy makes an independent contribution to the prediction of mathematic performance when other motivational variables and previous achievements are controlled. They found that mathematic self-efficacy was the only motivational variable to predict mathem atic performance. Ayotola and Adedeji (2009) examined the relationship between mathematics self-efficacy and mathematics achievement. The result revealed that there was a strong positive relationship between mathematics self-efficacy and achievement in mathematics. The researchers concluded that self-efficacy beliefs are important components of motivation and of academic achievement. Jaafar and Ayub (2010) also found a positive relationship between mathematics self-efficacy and mathematics performance. In the case of languages other than English, McCollum (2003) found that the German language self-efficacy was a significant predictor of the semester final grade. In a similar study, Mills (2004) investigated the relationship between French self-efficacy in reading and listening and proficiency in reading and listening. The result of the analysis indicated that French reading self-efficacy was a predictor of French reading proficiency but French listening self-efficacy was not a predictor of proficiency in listening. Mills (2004) assumed that the failure of French listening self-efficacy to predict French listening proficiency may have been partly due to the fact that the critical task measure in the study-that is, listening proficiency test-possessed psychometric flaws. Recently many researchers have investigated the role of self-efficacy in foreign language settings and the role it plays in the achievement and proficiency in foreign languages specially English. Hsieh and Schallert (2008) examined the relationship between self-efficacy and attribution in a foreign language setting. In their study attribution referred to the explanations individuals give for their success or failure in a particular performance. The result indicated that despite failure in performing the given tasks, students reported the same level of self-efficacy as successful students when they attributed their failure to lack of effort. The researchers concluded that even when students reported having low self-efficacy, helping them view success and failure as an outcome that they can control may increase their expectancy for success and lead to successful experiences. Wang and Wu (2008) adopted the social cognitive model to investigate the role of self-efficacy on behavioral influences such as feedback behaviors and learning strategies and on environmental influences such as achievement. In the case of behavioral influences, the result indicated that self-efficacy was significantly related to students elaborated feedback behaviors and use of learning strategies. However, the results indicated that self-efficacy was not related to students academic performance. The researchers argued that this may be due to the domain specific nature of self-efficacy. They assumed that students who lack performance information or experience in the academic domain may form inaccurate estimation of self-efficacy and this may have been the reason why self-efficacy did not predict students achievement in this study. With regard to learning English, Huang and Shanmao (1996) found a relationship between self-efficacy of ESL students and their scores on the reading and writing sections of the TOEFL test. In a similar study, Templin (1999) divided the EFL participants into high and low self-efficacy groups and found a significant difference between the English proficiency of the two groups. 2.1.7 Self-efficacy and its role in achievement and proficiency in specific skills Some researchers studied the role of efficacy in specific skills of listening, speaking, reading and writing in English. Pajares (2003) in reviewing the predictive power of self-efficacy in writing found that writing self-efficacy makes an independent contribution to the prediction of writing outcomes and plays a meditational role that social cognitive theorists hypothesized. Moreover, he suggested that instruction in self-regulatory strategies such as goal setting, self-recording progress, revision strategies, and self-evaluating progress may increase both self-efficacy and writing skills. Shang (2010) investigated the impact of EFL self-efficacy in reading and reading proficiency. He found a correlation between EFL learners self-efficacy in reading and their reading proficiency. Recently, Sioson (2011) aimed to determine among the subscales of language learning strategies, beliefs about language learning and anxiety which one is the strongest predictor of performance in an academic speaking context. The result of multiple regression analysis revealed that only the motivation and expectation subscale of beliefs about language learning was the significant predictor of speaking performance. Woodrow (2011) indicated that self-efficacy is a powerful predictor of writing performance than anxiety. According to the finding of his study, highly self-efficacious students performed well in their English writing and showed desirable learning attributes such as exerting effort. Ghonsooly and Elahi (2010) found a positive relationship between the Iranian EFL learners self-efficacy in reading comprehension and their reading achievements. The researchers indicated that high self-efficacious learners performed better than low self-efficacious learners in reading achievements. They concluded that EFL learners self-efficacy is an important factor in the achievement of high scores in English language skills such as reading comprehension. Rahemi (2010) studied the self-efficacy of Iranian high school students. The result indicated that students majoring in humanities had a very weak English self-efficacy and held certain negative beliefs about their academic ability as EFL learners. Moreover, a strong correlation was found between their English achievement and sense of self-efficacy. Rahimi and Abedini (2009) explored the role of self-efficacy in listening comprehension of Iranian EFL learners and their listening comprehension test performance. According to the res ults of the study, there was a significant difference between high and low self-efficacious students in terms of listening comprehension. Moreover, self-efficacy in listening was significantly related to listening proficiency. In another study, Graham (2006) studied the role of efficacy in the development of listening skills and