The Ethics Of Photojournalism

The Ethics Of Photojournalism Is a photograph worth more than words? Do the visuals of a photograph have more impact than language? Can one photograph put over the same point across to all its onlookers? Does one single person have a right photograph something that may question moral standards? All these issues arise when considering the field of photojournalism, but do photographs that are published in the media have more impact on the public and because it is a photograph, should we assume that what is being shown is the real truth, opposed to it being a very life like painting? Photojournalists have to comply with a set of ethical rules, the same as writers and editors in the world of media. Each photograph published has to conform to regulations, whether written or unwritten. These sets of rules have precedence in deciding if that photograph is a true and authentic image of what is being shown to the public. In some cases this may rely on the personal principles of the photojournalist and what they perceive to be what is morally right to publish or not. Many topics are raised when considering these rules such as, the behavior of the photographer when taking pictures, what images can be altered by the photographer and the most important one, what can and canà ¯Ã‚ ¿Ã‚ ½t be photographed. Technological competence and the ever-changing values of society have influenced this structure of ethics to evolve; and it is still constantly progressing today. Ethics, in any case, is inevitably going to be an area that provokes debate. Kenneth Kobre, a professor in photojournalism and author, writes in his book, Photojournalism, the Proffesionals Approach, à ¯Ã‚ ¿Ã‚ ½Photojournalism has no Bible, no rabbinical college, no Pope to define correct choices.à ¯Ã‚ ¿Ã‚ ½ What Kobre means by this is, there is no single referee that determines what is or isnà ¯Ã‚ ¿Ã‚ ½t ethical. However, if there were, it still isnà ¯Ã‚ ¿Ã‚ ½t a field where a right or wrong label can be administered. In many books that consider the ethics of photojournalism, one main focal point is often talked about and that is how truthful a photograph can be. It is a question of whether a certain image shows the subject in an accurate light or if it is deceptive to the onlooker. The National Press Photographers Association Code of Ethics states that à ¯Ã‚ ¿Ã‚ ½Our primary goal is the faithful and comprehensive depiction of the subject at hand.à ¯Ã‚ ¿Ã‚ ½ So does this mean that a photographer can alter a photo, or set one up? Would these photographs be deemed as à ¯Ã‚ ¿Ã‚ ½faithful and comprehensive depictions?à ¯Ã‚ ¿Ã‚ ½ Many texts have been written on the ethics of photojournalism and have tried to answer those questions. However, other debates reach much further when considering these questions, like the debate between ethics and preference. This is particularly true when contemplating photographs of a sexual or violent nature. Some may feel that sexual and violent imagery are in the field of personal preference, whereas the counter argument could be that ethical values must be considered when images such as these are taken. Another angle that could be looked at when thinking about the ethics of photojournalism is what the journalist does when taking their photographs. Perhaps, if a person requested not to be photographed, should the photographer go ahead with it anyway? Or another instance could be, if a photojournalist was covering a major natural disaster, should he stop taking pictures to help someone in desperate need? Then, of course, the argument between being a professional and the ethics of journalism comes into play. If, like stated in the NPPA Code of ethics that all depictions should be à ¯Ã‚ ¿Ã‚ ½faithful and comprehensiveà ¯Ã‚ ¿Ã‚ ½, does that also cover a situation where the journalist may deliberately not using a photograph to its full potential? There is one book in particular that tries to solve these questions. Written by Paul Lester, Photojournalism: An Ethical Approach, spells out six different ethical philosophies in order to sort out the baffling queries in this ethical field. The first being the Categorical Imperative. Lester states, à ¯Ã‚ ¿Ã‚ ½Categorical here means unconditional, without any question of extenuating circumstances, without any exceptions.à ¯Ã‚ ¿Ã‚ ½ What is meant by this is that if it ok for one, it is ok for all. If, for example, an editor was thinking about publishing a photograph of a white policeman using physical force against a black female citizen. That editor should then reflect on whether they would publish it if it was under a different situation; say if the policeman was a black male and the citizen a white female, or if they were both of the same race or gender. The second of the six philosophies is Utilitarianism. à ¯Ã‚ ¿Ã‚ ½Utilitarianism is the belief that tries to maximize the greatest good for the greatest number of peopleà ¯Ã‚ ¿Ã‚ ½. So, for example, a photograph of a child with severe burns may offend some people, especially those who have children. However, if this image will raise awareness for fire safety within the area, then going by the philosophy of Utilitarianism, the capturing and publication of this image is seen as morally right. The third that Lester talks about is Hedonism. à ¯Ã‚ ¿Ã‚ ½Phrases such as, Eat, drink, and be merry, for tomorrow we die, Live for today, and Dont worry-Be happy, are present examples of the Hedonism philosophyà ¯Ã‚ ¿Ã‚ ½. It is to justify publishing photos for their aesthetic nature (to sell newspapers) rather because of their importance. An example of this is perhaps where a young lady is pictured on the front page rather than a boring old politician. The forth of the six is The Golden Mean, à ¯Ã‚ ¿Ã‚ ½a compromise between two extreme points of view or actionsà ¯Ã‚ ¿Ã‚ ½. Here, Lester explains that if there is a photograph that is less offensive or invasive, but still gets the same point across then that photo is the best one to publish. So, for example, if there was a photo of the funeral of a dead solider or a photo of a memorial with the inscription of the names of lost soldiers, then the memorial image should be the one chosen as it still shows the impact of war. à ¯Ã‚ ¿Ã‚ ½The following two philosophies, Veil of Ignorance and Golden Rule, are usually used to argue against the taking and printing a controversial image by photographers, editors, subjects, and readers.à ¯Ã‚ ¿Ã‚ ½ The Veil of Ignorance is where à ¯Ã‚ ¿Ã‚ ½in practical terms, a photographer tries to imagine what it would be like to be the subject of the photographsà ¯Ã‚ ¿Ã‚ ½. What is meant by this is, if the photographers themselves wouldnà ¯Ã‚ ¿Ã‚ ½t feel comfortable in the place of the subject, then it would be best to find another image. For example, if a riot was being photographed and someone was pictured with their clothes torn off, then this could be a situation which the photographer may not feel comfortable in, because of the unforeseen nudity. Finally, the last of the six is The Golden Rule. Lester explains The Golden Rule as being the philosophy that teaches persons to love your neighbors as yourself.à ¯Ã‚ ¿Ã‚ ½ In other words, they should treat the subjects in their photographs the way they would want to be treated. This philosophy is one that relies on the photographers or editors own morals. Although there is no definite system that the ethics of photojournalism can be regulated by, there are other conducts that can establish its present shape to a degree. By investigating certain circumstances that have encouraged debate on the ethics of photojournalism, one can unearth any potentially unethical photograph or photographer, as people donà ¯Ã‚ ¿Ã‚ ½t usually question anything that is evidently all well and good. So, by doing this helps highlight the unclear guidelines to what may be or not be ethical; with unambiguous cases of unethical and ethical journalistic works, the understanding of the ethics in photojournalism can be broadened. Case Study As I have stated previously, the ethical quandaries that photojournalists and editors have to face is an area of grey. It could be argued that manipulation of a photograph can be as simple as changing it from colour to black and white. On the other hand, manipulation can also include a photograph that has been taken from a series of snaps, and published in a certain way that changes the whole concept entirely. That subsequently brings me to the photograph of à ¯Ã‚ ¿Ã‚ ½The Falling Manà ¯Ã‚ ¿Ã‚ ½ in the September,11th attacks in New York. The photograph was taken by Richard Drew at 9.41 am. à ¯Ã‚ ¿Ã‚ ½In the United States, people have taken pains to banish it from the record of September 11, 2001. The story behind it, though, and the search for the man pictured in it, are our most intimate connection to the horror of that day.à ¯Ã‚ ¿Ã‚ ½ It has been documented throughout the world that this photograph is just one that was selected from a series of photographs taken of this man plummeting to his death. Some may feel that this particular image is one that depicts elegance and peacefulness, whereas the others are said to be of a disturbing nature. This evidently shows that the alteration of an image and the editing process are one of the same, which leads one to question the ethics behind this photograph. One could argue, on ethical grounds, that the victim falling to his death in this photograph did not attend work that day to become a tragic figure. The victim falling to his death on 911 did not go to work to become an icon of a tragic day. It could be said that it is regrettable that this man, through the acts of terrorism, became a reluctant hero in his last living moments, yet it brings a recognition to the photojournalist who captured these terrible happenings. Is this ethically right? Afterward, the photograph was then used in a search to identify à ¯Ã‚ ¿Ã‚ ½the falling manà ¯Ã‚ ¿Ã‚ ½ which later provoked strongly opinionated debates about the shame and anger the families of people pictures were feeling. The well known phrase à ¯Ã‚ ¿Ã‚ ½jumpersà ¯Ã‚ ¿Ã‚ ½ came in use not long after this photograph was printed, which implied they had committed suicide. This created controversy throughout many communities in America, as suicide was a shameful act. Again, did Richard Drew consider any ethical reasoning before selling on this picture? This photograph doesnà ¯Ã‚ ¿Ã‚ ½t reflect any of the rules stated in the NPPC Code of ethics, but still the American newspapers felt it was right to publish. Photojournalists, and journalists alike, have a responsibility to provide the public with the news. Yet, on ethical terms, they also have to strive to achieve equilibrium between their professionalism as well as respecting the privacy and dignity of their subject. However, could it be said that photo was in the public interest? It could be suggested that, while this photograph may be a controversial one throughout America (and even the world) , ethics has nothing to do with it. A photograph can also be seen as a work of art; this one being no exception. The aim of a work of art is to trigger an emotional reaction to the person who is looking at it. Even when considering the horrific circumstances it was taken under, this photograph is still deeply moving. Therefore, it may be argued that this photograph cannot be controlled by ethics; somewhat our perceptions of ethics are fixed and then are subsequently challenged by art. My personal view of this photograph is undecided. Considering each argument that could hypothetically be put across I still have no solid opinion on it. However, I feel what Peter Howe wrote on Richard Drew does show a flicker of truth. This photograph has impacted on American society, even reaching out the other nations. à ¯Ã‚ ¿Ã‚ ½Drew hasnà ¯Ã‚ ¿Ã‚ ½t seen one image that he considers to be the iconic summation of the disaster, but he feels that the photographic coverage of it has influenced the American public: à ¯Ã‚ ¿Ã‚ ½I think it has rallied the Americans. At least what I can see. Ità ¯Ã‚ ¿Ã‚ ½s seemed to have rallied everyone. Everyone is carrying flags, they have flags on their cars, and they have flags on their lapels, flags on their hats at the NY stock exchange. They have flags everywhere. People on the street corners are all selling flags. There is a sense of patriotism that probably wasnt that strong as it was when this thing started, you know. You cant screw with us. We are going to go after you. Were not going to sit back here and take it.à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ In my conclusion, I feel that while the roots of print journalism can be traced almost to the origins of the written word. However, photojournalism is a pretty new thing when put in comparison with language. In 150 years a whole framework of ethics has evolved. When photojournalism first came about, technology ruled what was acceptable, because if it was possible then it must be ok. However, after the industry began to mull over what the essence of news really was that is when it all began to change. By introducing notions such as trust and fairness, that is when an ethical system had to be applied; as a result, the concept of photojournalistic ethics. . After looking into much detail about à ¯Ã‚ ¿Ã‚ ½the falling manà ¯Ã‚ ¿Ã‚ ½ photograph, it is clear how much of an impact photojournalism, and other journalistic works for that matter, have on our society as a whole. By sparking a debate from one single photo, creates thought processes which one may never have considered in any other instances. That leads on to the way society thinks and acts. Lastly, the vital aim is to put forward accurate and trustworthy photographic journalism to the public. Although, as I have stated previously, it may be published at a cost, the negative effect of a photograph must be put against the possible benefits it may have to the viewing public. However, we cannot assume that todayà ¯Ã‚ ¿Ã‚ ½s ethics, will be the same as tomorrows.

Puritan Society Essay -- Religion

The modern use of the word puritan is commonly used to describe someone who may have hard line views on sex, discredits recreational activities, and continually tries to impose their beliefs on others they come into contact with. However the term "Puritan" in the sense of this was not coined until the 1560s, when it appeared as a term of abuse for those who found the Elizabethan Religious Settlement of inadequate (Henretta pg 98). Puritanism has had a historical importance over time and most general views must understand the way it changed character and emphasis almost decade by decade. Moreover the seventeenth-century Puritans contributed to our country's sense of mission, its work ethic, and its moral sensibility. Today, eight million Americans can trace their ancestry to the fifteen to twenty thousand Puritans who migrated to New England (Mintz, S. 2007). This is a significant slice of today’s population, so as you can already see these people had a huge impact on the Unite d States. There is more to the Puritans than just migrating and to better understand Puritanism one needs to learn about their history and where they came from. The designation "Puritan" is at many times not used correctly; in the past this word was used to characterize the Protestant group as extremists similar to the Cathari of France, which can also be traced back to 1564. In actuality Puritans were a grouping of English Protestants in the 16th and 17th centuries and were founded by some Marian exiles from shortly after the accession of Elizabeth I of England in 1559, as an activist movement within the Church of England. They were blocked from changing the system from within, but their views were taken by the emigration of congregations to the Netherlands... ...c reason. Puritans also believed heavily in education as we do today, not just as a way to better ourselves, but to better society as a whole. Works Cited Armstrong, Nancy, and Leonard Tennenhouse. The Imaginary Puritan: Literature, Intellectual Labor, and the Origins of Personal Life. Berkeley: U of California Press, 1992. Henretta, James A. and David Brody. America: A Concise History, Volume I: To 1877. 4th ed., Boston: Bedford/ St. Martin’s, 2010. Mintz, S. (2007). Digital History. Retrieved April 20, 2011 from http://www.digitalhistory.uh.edu Susan Hardman Moore (1992). Review of Charles Lloyd Cohen 'God's Caress. The psychology of Puritan religious experience' The Journal of Ecclesiastical History, 43, pp 515-515

The Hunters: Moonsong Chapter Eighteen

The next morning, Elena woke to find Damon gone, his blanket folded neatly at the foot of her bed. Meredith was dressing for a morning workout, sleepy-eyed and silent, and she only nodded as Elena passed her; Elena had learned long ago that Meredith was useless for conversation before she'd had her first cup of coffee. Bonnie, who didn't have class until that afternoon, was only a lump under her covers. Surely Meredith would have said something if she had noticed Damon on the floor, Elena thought as she dropped in at the cafeteria to grab a muffin before class. Maybe Damon hadn't stayed. Elena bit her lip, thinking about that, kicking little stones on her way to class. She had thought he would stay, that he would want to try and keep her safe. Was it right that she liked that and that she felt more than a twinge of hurt at the idea that he had left? She didn't want Damon to be in love with her, did she? Wasn't part of the reason she put her romance with Stefan on hold so that she and Damon could get each other out of their systems? But†¦ I am a lousy person, she realized. Musing on her own lousiness took Elena al the way into her History of the South class, where she was doodling sadly in her notebook when Professor Campbel – James – came in. Clearing his throat loudly, he walked to the front of the class, and Elena reluctantly pul ed her attention away from her own problems to pay attention to him. James looked different. Unsure of himself, Elena realized. His eyes didn't seem quite as bright as usual, and he appeared to be somehow smal er. â€Å"There's been another disappearance,† he said quietly. An anxious babble rose up from the rest of the class, and he held up his hand. â€Å"The victim this time – and I think we can say at this point that we're talking about victims, not students simply leaving campus – is, unfortunately, a student in this class. Courtney Brooks is missing; she was last seen walking back to her dorm from a party last night.† Scanning the class, Elena tried to remember who Courtney Brooks was. A tal , quiet girl with caramel-colored hair, she thought, and spotted the girl's empty seat. James raised his hand again to quel the rising clamor of frightened and excited voices. â€Å"Because of this,† he said slowly, â€Å"I think that today we must postpone continuing our discussion of the colonial period so that I can tel you a little bit about the history of Dalcrest Col ege.† He looked around at the confused faces of the class. â€Å"This is not, you see, the first time unusual things have happened on this campus.† Elena frowned and, looking at her classmates, saw her confusion mirrored on their faces. â€Å"Dalcrest, as many of you doubtlessly know, was founded in 1889 by Simon Dalcrest with the aim of educating the wealthy sons of the postwar Southern aristocracy. He said that he wanted Dalcrest to be considered the ‘Harvard of the South' and that he and his family would be at the forefront of intel ectualism and academia in the soon-to-begin new century. This much is frequently featured in the official campus histories. â€Å"It's less Wellknown that Simon's hopes were dashed in 1895 when his wild twenty-year-old son, Wil iam Dalcrest, was found dead with three others in the tunnels underneath the school. It was what appeared to be a suicide pact. Certain materials and symbols found in the tunnels with the bodies suggested some ties to black magic. Two years later Simon's wife, Julia Dalcrest, was brutal y murdered in what is now the administration building; the mystery surrounding her death was never solved.† Elena glanced around at her classmates. Had they known about this? The col ege brochures mentioned when the school was founded and by who, but nothing about suicides and murders. Tunnels underneath the school? â€Å"Julia Dalcrest is one of at least three distinct ghosts who are rumored to haunt the campus. The other ghosts are those of a seventeen-year-old girl who drowned, again under mysterious circumstances, when visiting for a weekend dance in 1929. She is said to wander wailing through the hal s of McClel an House, leaving dripping pools of water behind her. The third is a twenty-one-year-old boy who vanished in 1953 and whose body was found three years later in the library basement. His ghost has reportedly been seen coming in and out of offices in the library, running and looking backward in terror, as if he is being pursued. â€Å"There are also rumors of several other mysterious occurrences: a student in 1963 disappeared for four days and reappeared, saying he had been kidnapped by elves.† A nervous giggle ran through the class, and James waved a reproving finger at his audience. He seemed to be perking up, sWelling back to his usual self under the influence of the class's attention. â€Å"The point is,† he said, â€Å"that Dalcrest is an unusual place. Beyond elves and ghosts, there has been a plethora of documented unusual occurrences, and rumors and legends of far more spring up around campus every year. Mysterious deaths. Secret societies. Tales of monsters.† He paused dramatical y and looked around at them. â€Å"I beg you, do not become part of the legend. Be smart, be safe, and stick together. Class dismissed.† The students glanced at one another uneasily, startled by this abrupt dismissal with stil more than half an hour left in the class. Regardless, they started to gather their possessions together and trickle out of the room in twos and threes. Elena grabbed her bag and hurried to the front of the room. â€Å"Professor,† she said. â€Å"James.† â€Å"Ah, Elena,† James said. â€Å"I hope you were paying attention today. It is important that you young girls be on your guard. The young men, too, real y. Whatever affects this campus does not seem to discriminate.† Up close, he looked pale and worried, older than he had at the beginning of the semester. â€Å"I was very interested in what you said about the history of Dalcrest,† Elena said. â€Å"But you didn't talk about what's happening now. What do you think is going on here?† Professor Campbel ‘s face creased into even grimmer lines, and his bright eyes gazed past her. â€Å"Well, my dear,† he said, â€Å"it's hard to say. Yes, very hard.† He licked his lips nervously. â€Å"I've spent a lot of time at this school, you know, years and years. There's not a lot I wouldn't believe at this point. But I just don't know,† he said softly, as if he was talking to himself. â€Å"There was something else I wanted to ask you,† Elena said, and he looked at her attentively. â€Å"I went to see the picture you told me about. The one of you and my parents when you were students here. You were al wearing the same pin in the picture. It was blue and in the shape of a V.† She was close enough to James that she felt his whole body jolt with surprise. His face lost its grim thoughtfulness and went blank. â€Å"Oh, yes?† he said. â€Å"I can't imagine what it was, I'm afraid. Probably something Elizabeth made. She was always very creative. Now, my dear, I real y must run.† He slipped past Elena and made his escape, hurrying out of the classroom despite a few other students' trying to stop him with questions. Elena watched him go, feeling her own eyebrows going up in surprise. James knew more than he was saying, that was for sure. If he wouldn't tel her – and she wasn't giving up on him just yet – she'd find out somewhere else. Those pins were significant, his reaction proved that. What kind of mystery could be tied to a pin? Had James said something about secret societies? â€Å"After my parents died,† Samantha told Meredith, â€Å"I went to live with my aunt. She came from a hunter family, too, but she didn't know anything about it. She didn't seem to want to know. I kept on doing martial arts and everything I could learn by myself, but I didn't have anyone to train me.† Meredith shone her flashlight into the dark bushes over by the music building and waved the beam around. Nothing to see except plants. â€Å"You did a good job teaching yourself,† she told Samantha. â€Å"You're smart and strong and careful. You just need to keep trusting your instincts.† It had been Samantha's idea to patrol the campus together after sundown, to check out the places where the missing girl, Courtney, had been spotted last night, to see if they could find anything. Meredith had felt powerful at the beginning of the evening, poised to fight, with her sister hunter beside her. But now, even though it was interesting to patrol with Samantha, to see the hunter life through her eyes, it was starting to feel like they were just wandering around at random. â€Å"The police found her sweater somewhere over here,† Samantha said. â€Å"We should look around for clues.† â€Å"Okay.† Meredith restrained herself from saying that the police had already been through here with dogs, looking for clues themselves, and there was a good chance they had found anything there was to find. She scanned the flashlight over the grass and path. â€Å"Maybe we'd be better off doing this during the day, when we can see better.† â€Å"I guess you're right,† Samantha said, flicking her own flashlight on and off. â€Å"It's good that we're out here at night, though, don't you think? If we're patrol ing, we can protect people. Keep things from getting out of control. We walked Bonnie home last night and kept her safe.† Meredith felt a flicker of anxiety. What if they hadn't come along? Could Bonnie have been the one who disappeared, instead of Courtney? Samantha looked at Meredith, a little smile curling up the corners of her mouth. â€Å"It's our destiny, right? What we were born for.† Meredith grinned back at her, forgetting her momentary anxiety. She loved Samantha's enthusiasm for the hunt, her constant striving to get better, to fight the darkness. â€Å"Our destiny,† she agreed. Off across the quad, someone screamed. Snapping into action without even thinking about it, Meredith began running. Samantha was a few steps behind her, already struggling to keep up. She needs to work on her speed, cool y commented the part of Meredith that was always taking notes. The scream, shril and frightened, came again, a bit to the left. Meredith changed direction and sped toward it. Where? She was close now, but she couldn't see anything. She scanned her flashlight over the ground, searching. There. On the ground nearby, two dark figures lay, one pinning the other to the ground. Everyone froze for a moment, and then Meredith was racing toward them, shouting â€Å"Stop it! Get off! Get off!† and a second later, the figure that had been pinning the other down was up and running into the darkness. Black hoodie, black jeans, the note taker said calmly. Can't tell if it's a guy or a girl. The person who'd been pinned was a girl, and she flinched and screamed as Meredith ran past her, but Meredith couldn't stop. Samantha was behind her so she could help the girl. Meredith had to catch the fleeing figure. Her long strides ate up the ground, but she wasn't fast enough. Even though she was going as fast as she could, the person in black was faster. There was a glimpse of paleness as the person looked back at her and then melted into the darkness. Meredith ran on, searching, but there was nothing to be found. Final y, she halted. Panting, trying to catch her breath, she swept the beam of the flashlight over the ground, looking for some clue. She couldn't believe she had failed, that she had let the attacker get away. Nothing. No trace. They had gotten so close, and stil , al she knew was that the person who attacked this girl owned black clothes and was an insanely fast runner. Meredith swore and kicked at the ground, then pul ed herself back together. Approximating calmness, she headed back toward the victim. While Meredith was chasing the attacker, Samantha had helped the girl to her feet, and now the girl was huddled close to Samantha's side, wiping her eyes with a tissue. Shaking her head at Meredith, Samantha said, â€Å"She didn't see anything. She thinks it was a man, but she didn't see his face.† Meredith clenched her fists. â€Å"Dammit. I didn't see anything either. He was so fast†¦Ã¢â‚¬  Her voice trailed off as a thought struck her. â€Å"What is it?† Samantha asked. â€Å"Nothing,† Meredith said. â€Å"He got away.† In her mind, she replayed that momentary glimpse of pale hair she had seen as the attacker looked back at her. That shade of pale – she had seen it somewhere very recently. She remembered Zander, his face turned toward Bonnie's. His white-blond hair was that same unusual shade. It wasn't enough to go on, not enough to tel anyone. A momentary impression of a color didn't mean anything. Meredith pushed the thought away, but, as she gazed off into the darkness again, she wrapped her arms around herself, suddenly cold.

Social Media And Web 2.0 Tools - 789 Words

Using Social Media and Web 2.0 tools to enhance the experience with Self- Regulated Learning Self-regulated learning is a total work of the human brain; it entails attention, concentration, self-assessment, change and responsibility for one in learning. Research states that self-regulation possibly have little to do with intelligence and development. Psychologist in the year of 1960 studied how they discovered the ability to delay gratification is by forming the basic for self-control. A person character play a role in the definition of self-regulated learning. Overall research helps strengthens self-regulated learning; which helps with the student’s ability to learn and helps with their behavior. There are three phases of†¦show more content†¦I feel that being able to view a peers opinion can make a person evaluate their view or stance on a subject. Learning 2.0 is technology enhanced learning that goes beyond access to traditional educational materials and tools to construct a style of learning that is more engaging for the student; this is accomplished through the demand-pull approach which presents students with a vivid, possibly virtual, learning construct. This self-regulated learning process is based on the student’s desire to learn about a particular topic or be a part of a certain community, and is usually informal. The demand-pull mode is resource-oriented and current internet sources. Web 2.0 is rapidly growing and evolving (Brown Adler, 2008). The benefits and challenges that may be associated with self-regulated learning are (1).Staying Engaged, the internet along with the various applications help keeps students engaged on a particular topic of interest. These social media technology tools assist with the learning process based on the familiarity of the tools that are used. (2)Self-monitoring is a strategy that teaches student to self-assess their learning along with communicating with their peers. This pro helps students not only learn with each other but from each other. A disadvantage could be cost, not all of these self- learning tools are free and the advanced version usually comes with a fee. The internet also has no filter and this could cause a majorShow MoreRelatedThe Benefits and Challenges of Emerging Technologies in Distance Education641 Words   |  3 Pagesread was written by Dr. Michael G. Moore, Web 2.0: Does It Really Matter? In this editorial Dr. Moore discusses emerging technologies and how they are à ¢â‚¬Å"being adopted voraciously by â€Å"digital natives† who have grown up with the Internet. 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Public sector includes all organisations, which are owned or operated by the government, and exist to provide services to citizens (PrivacySense.net, n.d.). Waste managementRead MoreWhat Is Social Media?1671 Words   |  7 PagesWhat is Social Media? In the 2010 book, Social Media for Trainers, Jane Bozarth defines social media as referring to material produced online by individuals and â€Å"the public,† distinctive from â€Å"content produced by professional writers, journalists, or generated by the industrial or mass media† (p. 11). Blogs, Facebook, YouTube, Wikipedia, Twitter, LinkedIn, and TeacherTube are a few of examples of social media technologies Bozarth discusses that â€Å"the public† could utilize to produce social media. EachRead MoreThe Growing Relevance And Role Of Web Based Technologies1547 Words   |  7 PagesSocial Media Today The growing relevance and role of web-based technologies in supporting â€Å"firm operations† is widely acknowledged both by practitioners and academics (Hanafizadeh, Hanafizadeh, Khodabakhshi, 2010). The explosion of social media across the globe has impacted personal and professional communications and has opened up a variety of opportunities for interaction with communities, regions and businesses across the world. Businesses now, and more importantly in the future, are nowRead Moresocial media1334 Words   |  6 Pagesï » ¿How Social Medias and Modern Technology Have Affected Today’s World? Advertising Strategy How social Medias and modern technology have affected today’s world? 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Software tools such as blogs and wikis and social network platforms like Facebook and Twitter and other communication technologies are helping to advance businesses. These new technologies improve the way that tacit and explicit knowledge is recognized, categorized