The media and the experts determine how we see the rest of the world Essay

The media and the experts determine how we see the rest of the world (Said 1997) How far could public opinion resist the influence of the political and econom - Essay Example Invasion of one country by another is an example of coercive power. Symbolic power works through images (linguistic, pictoral, aural) to create and mobilise support for a cause and it is integral to the operation of the other power forms. Other classifications include position, resource and charismatic (or personality) power, each overlapping with Thompson's categories and each one some how connected with communication processes. A case can be made for recognising technological power, what Karl Marx refereed to as the means of production, as a category in its own right. John of Gutenberg's invention of the printing press in around 1450 was not substantially the result of either economic or political imperatives, but it soon proved to be a winner economically. Politically and culturally it brought about profound changes. By symbolising knowledge as something potentially accessible to all and rendering the act of reading an exercise in individualism and a possible source of subversion, printing transformed the known world by becoming a power in the land. In easily reproducible and permanent form, it spread knowledge and ideas beyond the traditional boundary fence of the privileged to the 'common people'. In doing so, it offered them glimpses of their own potential power. Yet tYet the media have never been either separate from or independent of the forces which create them and which in turn they shape and influence. They work, as Thompson points out, within institutional frameworks. As such they operate as forms of cultural apparatus, part of the machinery of state or of powerful interest groups within the state. Historically the media have more often served as the voice of powerful than of the people. They have been classified by the French philosopher Louis Althusser as one of the prime ISAs, Ideological State Apparatuses, along with religion, family structures, and education: that is, they are crucially important channels for the transmission of 'rules of conduct' in society; the guardians of a culture's dominant norms and values. They play a part in all the power forms, including in a contributory sense - coercive power. Coercion, the exercise of power by force, manifests itself through what Althusser terms RSAs, Repressive State Apparatuses - army, police, prisons. It is ever physically absent but it is in the culturally concealed. Its visible and tangible presence depends on whether the other power forms are considered to be under threat. In war time of course, coercive power moves from the back region to the front region of our lives; and at no other time is symbolic power exercised by the media, so graphically, so blatantly or so persuasively. The media in time of war - with exceptions- become the trumpeters of conflict with the enemy. They do not fire the guns but their clamour for the guns to be fired is an essential part of the process of gathering the people's support for the war effort. ISAs and RSAs conflate, become one and the media speak with a single voice; their task to create consensus and unity at home, to identify and target the enemy; their role that of mobilisers of opinion and,

History Discussion ch22 Assignment Example | Topics and Well Written Essays - 250 words

History Discussion ch22 - Assignment Example The U.S. said that the reason for their action towards Cuba is primarily for humanitarian purposes and to help the country improve and develop their welfare from their liberation from Spain. However, it is also inevitable to consider that the U.S. sees a big economic potential from the country and they want to use it for their own benefit. Through this, they will not only gain economic power but also supports their notion of expansionism. 2. The factors that shaped the American foreign policy in the late 19th century were based on the different rationales for imperialism. It includes the racism and social Darwinism, righteousness, Mahanism and economics. For racism and social Darwinism, they believed that the Anglo-Saxon race is superior to any other race and their influence must be imposed to other countries for these countries to develop and ascertain national stability. For righteousness, they see to it that their religion, with American influence, should be propagated to other co untries as well. Mahanism refers to the belief that the national security of the U.S. needed a substantial military, economic and territorial expansion. And lastly for economics, the policies to be made should provide outright access for the U.S. to foreign markets, raw material and investment opportunities.

Ethnicity and Education Essay Example for Free

Ethnicity and Education Essay Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. The government sponsored â€Å"Swann report† found that â€Å"Asians† did almost as well as â€Å"Whites† however not as well, one Asian group in particular the â€Å"Bangladeshi’s† did particularly badly and â€Å"West Indians† preformed considerably worse than â€Å"Whites†. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pidgeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. The Ethocentric curriculum can cause ethnic differences in educational achievement this is the school being biased towards one particular culture. Many sociologists argue that the curriculum is geared towards white middle class students. The curriculum is set in place for white middle class students and this means that ethnic minorities will not understand the curriculum and will fall behind and not do well thus leading to educational underachievement. Parents from ethnic minorities may not be able to afford or have the right experience to make an informed choice on the best school to suit their children’s needs whereas middle class parents have the money and correct experience to make an informed decision on the best school for their child. Ethnic differences in educational achievement are the result of school factors however other factors have significance. Material Deprivation is the effect poverty has on educational achievement. Poorer parents from ethnic minorities may not be able to provide their children with the educational toys needed such as computers. Cramped housing means less space to study. High rate of illness can lead to missing days of school. Children from poorer backgrounds may need to contribute to the financial running of the home thus getting part time jobs which will affect their studies and will leave school at the earliest opportunity to start work. Harker states that overcrowding causes a negative effect on educational achievement which can cause differences in ethnic minorities which can cause bullying and truancy. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

The Sodor Oil Terminal

The Sodor Oil Terminal Introduction The Sodor Oil Terminal project was undertaken by a team of students as a case study in project management. The purpose of the exercise was to organize and plan the project as part of a project team, and deal with events arising during the project life, utilizing techniques and tools learned during the study of project management. Management of the Project Team Team Selection The team selection for the project was left to individuals, who had to form themselves into teams based on personal choice and internal acceptance. In an educational setting random group selection is very common but not realistic as it does not consider the diversity of skills among the students (Blowers 2003). In terms of skill sets the team forming in this project was random in that there was no comparison before a team was selected, merely a choice of friends or acquaintances. This would seem to be negative and, as Blowers (2003) pointed out, totally unrealistic in the business world, where teams of high skill-set individuals would be chosen to give a project the highest possible chance of success. However, the team selection was not as random as it first seemed, as four members of the team had worked together before, and although it was not acknowledged formally, were aware of each individuals skills and working methods. This proved to be a positive feature in the project development. There were an additional two members of the group who were known only to one of the core four, and this also proved to be significant during the course of the project. Team Development Tabaka (2006) paraphrasing Tuckman and Jensen (1977) stated that in the forming stage the team members must acquaint themselves with each other and judge their own and others role in the team. This stage was already accomplished in the team which formed for the Sodor project. Four out of six members had already worked with each other in previous projects and knew each others capabilities. The two extra members were unknown, did not turn up initially, and showed no enthusiasm for participating in the project tasks. They were therefore largely ignored in terms of expectations of the other team members. The second stage according to Tuckman and Jensen is storming where team members try to exert power over one another, and jockey for position within the group. This stage was also already completed within the core team at the start of the project, and the team had already surpassed Tuckman and Jensens norming stage, with the trust having been built up in previous team encounters, and the ability to work together successfully having already been achieved. The team was therefore ready for Tuckman and Jensenss performing stage. Unfortunately the two outsiders to the team never achieved a real measure of trust within the team, so they remained outsiders for the rest of the project, but were allowed to contribute in a small way whenever they expressed a desire. Team Project Management In the initial stages of the Sodor project tasks, most of the project team was missing for the meetings. This would seem to be a very unfortunate and negative feature for the progression of the project. Ericksen and Dyer (2004) maintained that most of the successful project teams they had studied had had a very decisive launch, with solid project management, direction and clarification right at the beginning, as opposed to the teams who had procrastinated and lacked direction. As there was no-one else to take the position, the one team member present in the initial stages of the Sodor project took on the responsibility of project manager, at least for that stage of the project. The team member had to act alone at the start of the project and was able to be decisive and act with direction precisely because there was no-one else to interfere, and no negotiations to be performed, and the project was able to progress. As the team was already normed it was able to move into the performing stage. The reaction of the other team members was approval that the team member had shown the responsibility to take on the task. There was also an underlying understanding that the other team members would accept future responsibilities. This understanding was formulated into an informal contract of work within the team, more out of conformance to the project guidelines than from the need within the team. Throughout the course of the rest of the project the other team members fulfilled their roles as had been agreed in the contract of works. It was decided that the areas of relevance within the project would each have an individual largely responsible for that particular area. The areas of relevance chosen were planning, costing, procurements, and configuration or change management. The four core members of the group accepted responsibility for an area each with little consultation between members, with the two outside members agreeing to assist whenever needed. This seemingly discrete allocation of tasks would have been a negative feature in some teams but was suitable for the character of the team members, all being highly motivated and goal oriented individuals, but also having a high level of trust in their other team members to deliver. There was an element of informal skills measurement in the allocation of the tasks, done on a purely experiential basis rather than empirical evi dence. Tenenberg (2008) questioned whether people who are highly individual can be encouraged into more collaborative behaviour in order to make teamwork more effective. He quoted Cain et al. (1996) and stated that software development should be regarded as essentially social and that the social side of the activity needs to be addressed the same principle could be applied to any projects which are team-based. Tenenberg (2008) stated that teams have in common a set of collective action problems which require teamwork to be solved. One of those problems mentioned is that of dealing with people who do not contribute to the teams efforts. The Sodor project team did not address this problem at all, largely because the team worked as co-operative individuals rather than a team, and those who did not co-operate were simply ignored and their potential workload absorbed by the co-operating members. Akgun et al. (2007) also postulated team processes as a way to improve the chances of a projects success, and put forward the idea of group potency a belief held by team members that they can be effective. Although the Sodor team worked largely as individuals there was a genuine trust among the main members and a genuine belief in the potency factor which may have been mistaken. Summary The team did not behave as a traditional team with a high level of interaction and decision making but rather as a set of co-operating individuals. It did, however, go through the traditional Tuckman and Jensen (1977) stages of development, albeit before the Sodor project began, and also displayed some of the characteristics of a team as defined by Katzenbach and Smith (1993) complementary team members with common goals and approaches who were willing to be held accountable to the other team members. Evaluation of the Project General frameworks of project management can be found from many sources. Gannon (1994) suggested that project management should consist of six functions planning, organizing, executing, monitoring, reporting and controlling. Prodomos and Macaulay (1996) proposed four main activities planning, monitoring, co-ordinating, and reviewing. The Sodor project will be evaluated using the categories of planning, and monitoring and control. The Gantt charts and cost schedules from this section can be found in the Appendix attached. Planning the Project Prodomos and Macaulay (1996) cited Jordan and Machesky (1990) and proposed that the planning stage was the foundation for the other project activities. Dvir et al. (2003) reported that a belief amongst project management professionals (supported by the Project Management Institutes Guide to the Project Management Body of Knowledge hereinafter referred to as the PMBOK) is that planning is an essential activity which cannot guarantee success, but without which a project will most certainly fail. This belief was reflected in the Sodor case study where half of the activities were on planning the project. Activity Planning Initially, the Sodor project was presented as a textual case study, providing information to construct a work breakdown structure. Andersen (1996) argued that in a real situation activity planning cannot be completed when it is most useful, i.e. at the start of the project, because all of the activities cannot be known then. The Sodor projects activities were identified and provided, so a work breakdown structure could be constructed by the project leader. Other categorizations of the work and different breakdowns were possible but the project team was happy with the project managers decisions. Project Planning Hughes (1995) suggested a Step Wise guide for software projects with details of the stages a project planning team must complete to achieve an effective project plan. PRINCE2 a methodology advocated and required by the UK government also prescribes stages of project development including planning, which reflects the PMBOK areas of Scope, Time and Cost Management. (Siegelaub 2004). Scope management was outside the brief of the Sodor project team as it was provided in the project information. Clear objectives and methods were also provided and no feasibility study was necessary. Therefore the first main planning activity of the Sodor team was in time and cost management to produce a Gantt chart and estimated costs schedule based on the work breakdown structure and provided task precedences to calculate an estimated project end date and project cost. The next stage in planning was to choose vendors.The vendor selection process was carried out by one member of the team acting as project manager. This was where the rest of the team should have had more input, as two important issues in project management would arise which had implications later risk management and quality management. Risk Management The PMBOK devotes a whole knowledge area to risk management and PRINCE2 identifies risk as one of its components. The PMBOK suggests four phases of risk management identification, quantification, response and ultimately control. The Sodor project was totally dependent on third party vendors for both the supply of materials and construction. The biggest identifiable risk for the project would be the failure of a supplier or contractor to deliver on time. This would be particularly relevant to the tasks within the project which were on the critical path in the original estimated plan. Therefore the vendor selection for these tasks should have been carefully considered. Risk is usually quantified as a function of the risks occurrence probability and occurrence impact. (Williams 1996). The probability is a difficult judgement to make but the team was supplied with ratings which were based on how reliable the vendor was. The impact was the penalty cost for late project delivery. The contractors for the two critical tasks of jetty design and construction, and the installation of piping equipment were only rated 2. This proved to cause problems later. Methods of risk management include trying to reduce the risk (Gannon 1994). Of course, reducing the risk by choosing higher rated vendors would have had a cost and would have to have been judged to be cost effective. This was partly taken into account in the vendor selection policy, but should have warranted more attention from the project team. Another way of dealing with the risk in a real situation would have been to deflect it (Gannon 1994) by transferring it to the vendors. Penalty clauses could have been inserted into their contracts for overrunning the quoted task durations. The Sodor project team were not able to do this, so reduction of the risk was the only option available. Quality Management The PMBOK also devotes a whole knowledge area to quality management, so it is obviously an important area for project managers to consider. In the Sodor project the quality of the vendors was the greatest area for consideration. The only indicator of this was the rating provided, which was used in the vendor selection. In a real world situation vendors could have been required to conform to International Organization for Standardization quality standards such as ISO 9001:2008 dealing with Quality Management Systems Requirements, but this was not an option for the project team. After the completion of the planning phase with vendor selection, a final baseline plan and costings were produced. In order to adjust the project end date to conform to the required schedule it was decided to pay overtime to the painting contractor. At this point cash flow should also have been considered by delaying the times for the purchase of materials until necessary but it was not, a potentially huge mistake in the commercial world. Monitoring and Control Gannon (1994) stated that project performance can be measured by the comparison of actual progress to the original planned progress at any stage in the project. The slippages in the Sodor project at 25 weeks were entered into the project Gantt chart and it was found that as a result of slippage in critical path activities the project would overrun by 4 weeks compared to the baseline, and penalties would apply. The project team had 3 choices accept the penalties, reduce the length of an activity on the critical path by paying overtime (known as the time-cost tradeoff problem, (Liberatore and Pollack-Johnson 2006)), or reconsider the precedence requirements (Liberatore and Pollack-Johnson 2006). It was found that paying overtime to the painting contractor to reduce the project duration by 4 weeks was less than the potential penalties and less complicated than reconsidering the precedence requirements. Further problems at the 25 April 2001 stage were caused by the vendor selection for the jetty erection. For the same reasons as above it was decided to pay for overtime on the jetty erection thereby reducing the critical path back in line with the required completion date. By the project closeout it was found that as a result of a reduction in a critical path activity the project completed 2 weeks early and earned bonuses. Summary The project was a success if the criteria was to complete the project in time. But more careful selection of vendors could have also cut the costs of the project the choice of the pipe installation vendor in particular could have produced substantial bonuses. The complete exclusion of any consideration for cash flow was also a major mistake. In the real commercial world, projects can fail because of cash flow problems, so this should have been recognized. Conclusion The Sodor Oil Terminal project was a success in terms of completion of the project within the required time. Pinto and Slevin (1988) measure success simply by achieving the projects time and costs schedule, accompanied by an adequate performance. This approach, however, ignores the factors of commercial success in the marketplace, and how the future of the organization as a whole has been affected by the project, factors recognized by Shenhar et al. (1997). The Sodor project could have been completed within a smaller budget, with greater commercial success and larger profits for future investment in the organization if greater attention had been paid in the areas of vendor selection in terms of risk management. The financial pressure of the large project on the organization could have been offset by greater attention to costings in terms of cash flow optimization. These negative conclusions can be directly attributed to the project teams lack of real teamwork in not questioning each others actions enough or discussing relevant issues.

Joseph Conrads Background and Heart of Darkness Plot Summary Essay

Joseph Conrad was an author whose life was as equally amazing as the stories he wrote. In many cases, he derived the situations he wrote about from his many experiences as a seaman and adventurer. Born Teodor Jozef Konrad Korzeniowski on December 3, 1857, of a patriotic Polish couple living in the Polish Ukraine, he did not have the average childhood of the time ("Bibliography" 1). When Conrad was five years old, his father was arrested for alleged actions in revolutionary plots against Russia and was exiled to northern Russia with the young Conrad and his mother. Due to her already weak health, his mother did not last the imprisonment and died at the age of thirty-four. His father sent the young Conrad back to his uncle for an education. Orphaned at twelve years old due to his father's untimely death, Conrad entered a state of deep emotional stress ("Conrad, Joseph"). With the break of the strong bond shared by Conrad and his father, his writings as an adult would later convey a melancholic attitude. After receiving a good education in Cracow, Poland, and spending time traveling, Conrad decided to leave Poland. At the age of sixteen, he left the grip of Russian-occupied Poland and set out for Marseilles, France to pursue the unlikely career choice of a life at sea. For the next four years he worked on French ships, smuggled guns to Spain, and was allegedly involved in a duel that wounded him. He continued to work at sea, which became an integral part of most of his works, and in 1878 at the age of twenty-one, Conrad left France for England ("Conrad, Joseph"). When he arrived in England, Conrad knew no English, but signed onto an English ship anyway. On this ship, he began to learn E... ...incensed that he lied to the woman, but did nothing and left her. Finally, the scene returns to the present deck of the Nellie where silence ensues with the end of Marlow's story. The men share no feelings of the emotional story they have just heard and are more or less indifferent. They just sit afloat on the Thames, which seems to flow into the endless "darkness" of the horizon. Works Cited "Bibliography of Joseph Conrad." Heart of Darkness & The Secret Sharer. New York: Harper & Brothers, 1983. Conrad, Joseph. Heart of Darkness & The Secret Sharer. New York: Harper & Brothers, 1910. "Conrad, Joseph." Microsoft Encarta. Microsoft Corporation; Funk & Wagnallis Corporation, 1994. Guerard, Albert J. "Introduction." Heart of Darkness & The Secret Sharer. New York: Penguin Books, 1978.

Is Downloading Free Music from the Internet Legal? :: Argumentative Persuasive Essays

Is Downloading Free Music from the Internet Legal? Nowadays, it is extremely easy to download free music from the internet. All someone has to do is download some peer to peer file-sharing application such as Kazaa, Edonkey, Blubster, or Bearshare, and you have unlimited access to download just about anything that you please. But is downloading free music from one of these applications legal? I think that it is. This paper will look at both sides of the argument. The first online peer to peer file-sharing application was Napster. Napster allowed people to copy music from their CDs onto their computers in mp3 format. They then allowed other members of Napster to download these songs onto their computers. Once this caught on, millions of people were downloading thousands of songs a day. And as you can imagine, this did not make the record companies happy with the idea that people were getting their music for free instead of buying the CD. It also caused a problem with some of the recording artists. Most notably Metallica. In 2000, Metallica filed a lawsuit against Napster and won. As a result, Napster banned about 300,000 of its users who were sharing Metallica songs. Soon after, the RIAA (Recording Industry Association of America) filed a suit against Napster and the file-sharing server was forced to shut down. [1] You kind of have to wonder if the downloading of mp3s really hurt the recording artists. When the artist makes a CD, they make relatively little money from it. Most of the millions that an artist makes is from merchandising and endorsements. Most of the money from CD sales goes to the record industries executives. In an article from Young Money, Meredith Corbin states that â€Å"the executives from the recording industry should change the way they operate by either lowering the price of CDs or taking a pay cut.

Individual Critical Thinking and Society Exercise Essay

Describe a situation in which critical and creative thought could have been used for a better outcome. Describe why it is important to think critically and creatively in similar situations. Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts. Identify three hindrances to the critical thinking process. Determine methods for overcoming these hindrances. Identify a time in which you experienced a hindrance in critical thinking. Describe a method you could use to overcome the hindrances. Identify a message in advertising. Describe how you perceive the message of the advertisement. Try to determine the reality of the advertisement. Distinguish between your perception and the reality of the message. General Questions – General General Questions Write 150- to 200 words on each of the following topics: Describe a situation in which critical and creative thought could have been used for a better outcome. Describe why it is important to think critically and creatively in similar situations. Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts. Identify three hindrances to the critical thinking process. Determine methods for overcoming these hindrances. Identify a time in which you experienced a hindrance in critical thinking. Describe a method you could use to overcome the hindrances. Identify a message in advertising. Describe how you perceive the message of the advertisement. Try to determine the reality of the advertisement. Distinguish between your perception and the reality of the message. Avoid using your financial aid funds to go on a shopping spree at your cam†¦ To get this material Click this link – https://bitly.com/12CdK9X Avoid using your financial aid funds to go on a shopping spree at your campus bookstore. This is common, especially among first-year students. When you learn that you have financial aid credit at the bookstore, it is tempting to buy things you don’t really need. Avoid this impulse and your pocketbook will thank you later. General Questions – General General Questions Write 150- to 200 words on each of the following topics: Describe a situation in which critical and creative thought could have been used for a better outcome. Describe why it is important to think critically and creatively in similar situations. Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts. Identify three hindrances to the critical thinking process. Determine methods for overcoming these hindrances. Identify a time in which you experienced a hindrance in critical thinking. Describe a method you could use to overcome the hindrances. Identify a message in advertising. Describe how you perceive the message of the advertisement. Try to determine the reality of the advertisement.