Catching Fire Journal Entry

February seventeenth I as of late read a novel by Suzanne Collins named, The Hunger Games. What I review most about this book is the eminent accentuation put on food. Each and every feast eaten by the characters was depicted in such incredible detail that you would think the creator was a previous culinary understudy. As the name continues, food is a noteworthy issue in this book. It’s an extravagance for individuals living in the areas and an item for the capital. Individuals from the locale frequently passed on of starvation while individuals who lived in the capital pressed a catch to brings a full meal.The individual from a region who dominated the Hunger Matches was ensured the fortune of food and cash for the remainder of their lives. Stunning, what a prize! What I delighted in most about perusing this book was the manner in which the writer presented and depicted the entirety of the characters. I had an extraordinary picture in my brain about every single character and I felt myself considering some of them in any event, when they were missing from a page or two. It turned out to be fascinating to the point that before I could complete the book, I needed to go to the web to look into the characters of the film. I simply needed to see them in the flesh!My most loved character for the majority of the story was Katniss Everdeen, the delightful, lively boyish girl. I could truly identify with her like I could no other character in the book. I appreciated her for dealing with her younger sibling and particularly her mom. I as well, must be the parent youngster in my family when growing up. I was not astonished at all when she replaced her sister, the dark horse, in the Hunger Games. Since I as well, have lost somebody near me, I realized that chasing not just satisfied the reason to take care of her family however that it helped her to adapt to the demise of her dad, whose bow and bolts she cherished.My closest companion during my high school years was a person named Brian, so it was simple for me to comprehend the relationship Katniss imparted to her closest companion Gale; the gorgeous person that different young ladies groveled over, yet not her. She was not the sort of young lady to go gaga over a guy’s decent looks. It was a close connection that developed from such a large number of shared emotions about existence and their mutual normal intrigue. They praised each other like nutty spread and jam. I adored that they cherished each other that way. Dislike a sibling and sister, who regularly quarrel. Dislike a couple; it’s a lot further than that.Those connections are polluted. At that point she entered the Hunger Games thus did Peeta Mellark. Peeta was my subsequent most loved character in the story. He was a lot gentler around the edges than Katniss however he paid special mind to her like a man would pay special mind to the lady he cherishes. Indeed, even before the Hunger Games, some time ago he got destroye d from his mom for consuming some bread. The explanation he consumed the bread was so he could offer it to Katniss who he knew was eager and covering up in his back yard. It was that hinting in the story that caused me to trust him later when he admitted his affection for Katniss.Katniss didn't know about his adoration since she generally thought it was a ploy for him to get further in the games, yet I knew better. Because of the conditions in the field she nearly persuaded me two or multiple times that he was not being valid, however I hung on quick. Now and again I needed to holler at her for being so obstinate and at different occasions I appreciated her for not being so natural to trick. It was a thrill ride! Climate it was genuine or not, the sentiment they shared had me snared. I felt like one of the onlookers in the book itself! I was pulling for them to dominate the matches so they could return home and live cheerfully ever after.It was this relationship that makes them anti cipate perusing Catching Fire, the second book in the set of three. I cherished that Peeta came into the image and imparted passionate minutes to Katniss. I know Katniss can deal with herself yet I can’t oppose needing her to let Peeta deal with her inwardly. I realize she can trust in Gale about her sentiments, yet it’s not the equivalent; in their relationship they are rises to. I as of late observed an image of Katniss, Gale and Peeta which nearly ensures an adoration triangle or the like. I’m energized simply pondering it!

Truth Is It Good Or Evil Essay -- essays research papers

Have you at any point met somebody who thinks such a great amount about the manner in which they look or how individuals see them that they can't concentrate on the real world? This summarizes the way the grandmother in a 'Decent Man Is Hard To Find'; is more or less. Shallow would likewise be a decent word to depict the manner by which Grandma carried on with her life. Her entire presence on earth was unreasonable and to a limited degree strange. Grandmother drove an existence of not knowing the importance of satisfaction. An ideal presence for grandmother would be for everybody who realized her to think about her as an ideal woman who had no blemishes and consistently looked and acted like the woman she envisioned to be. For instance, when grandmother and the family took an excursion to Florida grandmother wearing her most delightful garments since she expected that on the off chance that they got in a mishap people would discover her and they would not think she was a genuine 'wom an';. To a great many people the idea of pre-arranging an outfit in dread of a mishap sounds rather exceptional and senseless however that was only a typical idea of grandmothers. We don't meet the rebel until the finish of the story, however it is he who hold the way to grandmas express feelings. I accept the Misfit was grandma's fate. Flannery O'Conner makes a story that compels us to address, 'What is truth?'; Through the grandma who carries on with an existence of clichã ©s – we are taken on an excursion of disclosure. Before the finish of the excursion we find to be 'acceptable'; we should have the option to acknowledge and pardon even the individuals who convey extraordinary misfortune to u...

The Importance of Resilience

The Importance of Resilience Basics Print The Importance of Resilience By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on November 27, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW on November 27, 2019 Alena Paulus/Getty Images More in Psychology Basics Psychotherapy Student Resources History and Biographies Theories Phobias Emotions Sleep and Dreaming Resilience is what gives people the psychological strength?? to cope with stress and hardship. It is the mental reservoir of strength that people are able to call on in times of need to carry them through without falling apart. Psychologists believe that resilient individuals are better able to handle such adversity and rebuild their lives after a catastrophe. Dealing with change or loss is an inevitable part of life. At some point, everyone experiences varying degrees of setbacks. Some of these challenges might be relatively minor (not getting into a class you wanted to take), while others are disastrous on a much larger scale (hurricanes, tornadoes, terrorist attacks). How we deal with these problems can play a significant role in not only the outcome but also the long-term psychological consequences. What Is Resilience? Have you ever wondered why some people seem to remain calm in the face of disaster while others appear to come undone? People that can keep their cool have what psychologists call resilience, or an ability to cope with problems and setbacks.?? Resilient people are able to utilize their skills and strengths to cope and recover from problems and challenges. These problems may include job loss, financial problems, illness, natural disasters, medical emergencies, divorce, or the death of a loved one. Instead of falling into despair or hiding from problems with unhealthy coping strategies, resilient people face lifes difficulties head-on. This does not mean that they experience less distress, grief, or anxiety than other people do. It means that they handle such difficulties in ways that foster strength and growth. In many cases, they may emerge even stronger than they were before. Those who lack this resilience may instead become overwhelmed by such experiences. They may dwell on problems and use unhealthy coping mechanisms to deal with life’s challenges. Disappointment or failure might drive them to unhealthy, destructive, or even dangerous behaviors. These individuals are slower to recover from setbacks and may experience more psychological distress as a result. How to Adapt to a Stressful Situation What Resilience Provides Resilience?? does not eliminate stress or erase lifes difficulties. People who possess this resilience don’t see life through rose-colored lenses. They understand that setbacks happen and that sometimes life is hard and painful. They still experience the emotional pain, grief, and sense of loss that comes after a tragedy, but their mental outlook allows them to work through such feelings and recover. Instead, resilience gives people the strength to tackle problems head-on, overcome adversity, and move on with their lives. In the wake of traumas such as the 9/11 attacks and the Hurricane Katrina disaster, many individuals demonstrated the behaviors that typify resilience.?? Not only were they able to remain strong in the face of almost unbearable loss but they were also able to carry on and even offer emotional support to others affected by the same tragedies. Even in the face of events that seem utterly unimaginable, resilience allows people to marshal the strength to not just survive but to prosper. Factors That Contribute to Resilience Some individuals come by these abilities naturally, with personality traits that help them remain unflappable in the face of challenge. However, these behaviors are not just inborn traits found in a select few individuals. According to many experts, resilience?? is quite common, and people are very capable of learning the skills that it takes to become more resilient. Social support is another critical variable that contributes to resilience. Mentally strong people tend to have the support of family and friends who help bolster them up in times of trouble. Other factors associated with resilience include: Holding positive views of themselves and their abilitiesThe capacity to make realistic plans and stick to themHaving an internal locus of controlBeing a good communicatorViewing themselves as fighters rather than victimsHaving high emotional intelligence and managing emotions effectively How to Build Resilience Fortunately, resilience is something that you can build both in yourself and in your children. Some of the important steps that you can take to become more resilient: Reframe Your Thoughts Resilient people are able to look at negative situations realistically, but in a way that doesnt center on blame or brooding over what cannot be changed. Instead of viewing adversity as insurmountable, focus on looking for small ways that you can tackle the problem and make changes that will help. Focusing on the positive things you can do can help get you out of a negative mindset. You can also use this approach to help children learn how to better cope with challenges. Encourage them to think about challenges in more positive, hopeful ways. This way, instead of getting stuck in a loop of negative emotions, kids can learn to see these events as opportunities to challenge themselves and develop new skills. Seek Support Having people you can trust and confide in is important for building resilience. Talking about the difficulties you are coping with doesnt make them go away, but sharing with a friend or loved one can make you feel like you have someone in your corner. Discussing things with other people can also help you gain insight or even new ideas that might help you better manage the challenges youre dealing with. Focus on What You Can Control When faced with a crisis or problem, it can be easy to get overwhelmed by the things that feel far beyond your control. Instead of wishing there was some way you could go back in time or change things, try focusing only on the things that are in your control. Even when the situation seems dire, taking realistic steps to help improve the situation, however small these steps may be, can improve your sense of control and resilience. A Word From Verywell Resilience is an important ability and something that you can get better at with time.?? Start by practicing some resilience-building skills in your daily life. Developing a positive outlook, having a strong support system, and taking active steps to make things better can go a long way toward becoming more resilient in the face of lifes challenges. How to Become More Resilient

Hum 105 WORLD MYTHOLOGY Essay - 779 Words

Hum 105~World Mythology Assignment One How is the word myth used popularly? For example, what does the statement, â€Å"It’s a myth† mean? In contrast, how is the word myth used in the academic context? After considering the definition in your textbooks and course materials, write a definition in your own words. The word myth is used most popularly in tales and stories. These tales and stories have been passed down from generation to generation and are based on some truth, but mostly an idea or common theme. The statement â€Å"It’s a myth† means that a tale or story may be based on some truth, but that it is also based on fiction. For example, if one of your friends told you that they saw a UFO it would be hard to believe them†¦show more content†¦What is the relationship between belief, knowledge, mythology, and religion? Where do mythology and religion intersect? Where do they diverge? Think about the function of myth and religion in helping human beings cope with change, suffering, loss, and death. The very first thing I am able to think of with this is the Bible. It encompasses everything that has been asked. As far as humans being able to cope, it is said in the Bible that â€Å"I can do all things through God who strengthens me.† Even with this example, one can assume that there is literally nothing that cannot be done, as long as God is on your side. The Bible also encompasses suffering, loss and death just through the crucifixion of Jesus Christ. Having said that, its what happens after that that can be tied directly to mythology. He is resurrected from the dead ascends into Heaven, thus creating that idea that one is capable of immortality, even if you have died. Where this diverges is that unlike Greek mythology, most people who identify themselves as Christians will not recognize the Bible as one of the greatest stories of mythology, ever. How would you defend mythology’s relevance in contemporary culture? Think about familial and cultural traditions. Also, consider how mythology is used in the

The Late Middle Ages And Medieval Times - 996 Words

The Middle Ages, or Medieval Times, lasted from the fifth to fifteenth centuries in European history. Specifically, 1300-1500 brought about the period known as the Late Middle Ages. In this period, a decline of the quality of life became apparent. The Late Middle Ages is viewed largely as the early beginnings of what would become the Renaissance only a couple of centuries later. Even being the late part of the Middle Ages, much of this time was still prevalently medieval much like the earlier centuries. Although there was some hope for a continuing era, many signs pointed toward the end of the medieval times as a whole, and inevitably, towards a renaissance. The Black Death, Dante’s The Divine Comedy, and Paolo Ucello’s The Battle of San Romano were very significant during the Late Middle Ages and thus significantly helped to lead to the end of the Medieval Times and towards development of the Renaissance. The Black Death was the beginning of the end of the Late Middle Ages and Medieval Times. Decreasing Europe’s population by twenty-five to fifty percent in just four short years, the Bubonic Plague was devastating. Europe during this time period lacked proper sanitation. Brought in from Asia, fleas from rats spread it; people would become infected easily. Symptoms included a painstakingly high fever and internal bleeding. The victim’s chances of falling to their deaths due to the plague was at a high fifty percent. The Black Death had many impacts on Europe due to the highShow MoreRelatedEurope During The Medieval Period986 Words   |  4 Pagesthe medieval time period of 200 AD to 1650 AD, Europe experienced a fluctuation in population numbers. Factors such as disease, famine, war, and others all contribute to the changes in population. A trend to help represent the medieval demography show a population decline during the Late Antiquity, slow population growth during t he Early Middle Ages, large population expansion during the High Middle Ages, and a variation of population decline and growth during the Late Middle Ages. The Late AntiquityRead MoreMedieval Period in European History1575 Words   |  7 PagesIntroduction The medieval period in European history begins after the fall of the Roman Empire around 500 C.E., and continued until the early modern period beginning around 1500. The medieval period is split into the sub-categories of early medieval (500-1000), central middle ages (1000-1300), late medieval (1300-1500), and followed by the early modern period (1500-1800). At each of these periods of time important political, economic, social, cultural, religious and scientific changes were beingRead MoreThe Decline Of The Middle Ages1392 Words   |  6 Pages The Middle Ages was a period that lasted for over 1000 years, beginning in 400 CE and ending in 1500 CE. This era is known as the period of time between the fall of the Roman Empire and the Renaissance. The medieval era is split up into three sections; early Middle Ages (400-900 CE), High Middle Ages (900-1250 CE) and the late Middle Ages (1250-1500 CE). Medieval Europe was a time of key advancement in society and a period where a distinct cultural unit emerged. This was influenced by differentRead MoreThe Author of the Black Death: John Aberth Essay828 Words   |  4 Pagesof Cambridge in Medieval Studies after he received his masters from the University of Leeds. 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The 15th century wasRead MoreThe Fall Of The Roman Empire1110 Words   |  5 PagesThe Medieval Period was an important time in Europe which spanned for over 1000 years, beginning at the fall of the Roman Empire, in 476 CE and ending at the Renaissance in 1500 CE. The Middle Ages were divided into 3 eras, the Early Middle Ages (478 – 900 CE), High Middle Ages (900 – 1250 CE) and ending with the Late Middle Ages (1250 – 1500 CE), which was a time of fear and rapid population decrease caused by the black death. Throughout the Medieval Period there was major contact between societiesRead MoreThe Periodization of the History of Western Europe1669 Words   |  7 Pagesperiodization of the history of Western Europe during the Middle Ages into three eras: the Early Middle Ages (5th-11th Centuries AD); the High Middle Ages (1000-1300 AD); and the Late Middle Ages (1300-1500). Construction of the great Gothic cathedrals began during the High Middle Ages, which was an era that experienced a dramatic re-emergence of urban life and an increasing sophistication in secular culture (Singman xi). Major events in the High Middle Ages include the conquest of England by the NormansRead MoreDbq the Renaissance818 Words   |  4 Pagesflourished, and the arts changed for the better and ideas became more focused life on earth. It was a time when new ideas of individualism, the thought of secularism and the interest in human ideas jumpstarted a new and freer lifestyle for everyone. The new ideas formed in the renaissance made enough impact on the world them and ever since that it deserves to be called its own era. The medieval times was filled with ideas based just around the church. As the Renaissance began, the arts developed intoRead MoreThe Middle Ages : Religion, Politics, And Warfare998 Words   |  4 PagesThe Middle Ages provides historians with various examples of concepts like kingship, church, warfare, politics, and health. Historians are able to explore events during the middle ages to determine how society operated and what mindset medieval people had. The middle ages is split into three sections early (500-1000), high or central (1000-1300), and late (1300-1500). This paper is going to delve into some similarities and differences between the high and late middle ages specifically looking atRead MoreWarfare of Elizabethan Times677 Words   |  3 PagesElizabethan Times In the Medieval times a sword was a knight’s most important weapons. The fact was found on this website: http://medievalweaponsrds.weebly.com/fun-facts.html. In Medieval times, the armor would vary with leather, chain mail, and plate armor, all coming as technology advanced and blacksmith’s skill increased. Over the Medieval period, weapons were advancing and the elegant rapier began to be obsolete as the musket became popular. A battle was brewing during these times with Queen

Paying College Athletes Free Essays

Persuasive Speech Nearly two weeks ago, over 700 men and women signed on to play in the largest post-season tournament in professional sports, or should I say, amateur sports. The athletes in March Madness, the post-season basketball tournament, practice multiple times per day, all year round, and even on the weekends. When they aren’t busy between practice and traveling around the country, they are watching film to make themselves even better. We will write a custom essay sample on Paying College Athletes or any similar topic only for you Order Now That sounds a lot like a professional athlete to me. The only thing that isn’t professional about their lives is their pay check. The networks that host March Madness rake in millions of dollars through commercials. The schools rake in money through merchandise and ticket sales. The athletes rake in, well, nothing. Other than experience and exposure, these athletes aren’t allowed to make any money or even accept rewards for their accomplishments. The money generated by March Madness rivals the money earned from the post season of nearly every professional sports league in the world. At $613 million, the NCAA is earning over 40 percent more ad revenue than the entire NBA playoffs and over 60 percent more ad revenue than the entire post season for Major League Baseball. Given that professional basketball and baseball players bring home millions to their families every year, one has to wonder: What is the NCAA doing with all that money? The money doesn’t disappear just because the players’ families don’t get it. Instead, we see coaches signing blockbuster deals worth tens of millions of dollars. It’s time to let the players have a piece of the pie. You can’t possibly convince me that head coach Gene Chizik was worth more to Auburn’s championship football than their quarterback Cam Newton. Plus, kids in Alabama aren’t buying Chizik jerseys from the university. Still, we somehow expect that a kid from the inner city should be happy with a scholarship. The truth is that almost none of us would accept a scholarship over a job that generates tens of millions of dollars. That’s why we see kids like Kobe Bryant and LeBron James coming straight out of high school and to the NBA. Now, for them, that move paid off. However, there have been plenty of talented high school students who were lured by the money of professional sports but were never able to make it. Now they’re stuck without a job or an education. As Americans, should we be encouraging this risky behavior? Those who oppose paying college athletes say that a full ride scholarship with free room and board should be enough, and the kids should get used to the idea of working hard in school and not worrying about money. However, kids are only guaranteed these scholarships one year at a time. Meaning that if a kid sustains a career or season ending injury, now he’s left at school without a scholarship. Now he can’t pay for his classes. Now he can’t pay for room and board. Most college athletes can’t pay the fees their school charges, so why not help them out if they get hurt? Others also say that athletes can go out like any other citizen and find a job if they need to support their family while in college. The reality is no college athlete can possibly hold a job while being part of a team. Between traveling half the season, suffering through day long practices, sitting through night classes, these kids can’t find any time to fit in a job. Like I said, this dilemma encourages many to skip college and enter the pros, sometimes, without enough experience and no college education. Allowing the payment of athletes would end the lying and cheating that all but criminalizes big-time college sports. All the rumors and finger pointing, often times without any evidence, only creates dark clouds around universities. When SMU was convicted of rewarding their football players with cars and other material items, the football program was given â€Å"the death sentence† for one year, and it destroyed their reputation. Without distractions in the media, kids would be allowed to focus and not worry about the safety of their programs. The current system is practically like slavery. These kids work their hearts out and play through injuries in fear of losing their scholarship. Meanwhile, their families are left at home, struggling without their kids’ help. Keeping athletes and their families in poverty while coaches and administrators get rich is not only un-American; it is an emmbarrassment to us all. How to cite Paying College Athletes, Papers

Social Institution of the Family Essay Example

Social Institution of the Family Paper Abstract The social institution of the family is one of our oldest institutions. Through the years it has gone through some changes and many challenges. In this paper I will describe what the social institution of the family is, its functions, how it is failing in the United States, and how other countries are dealing with these issues. The Family as a Social Institution Introduction A social institution is an organization that puts in place a set of norms to connect an individual with the rest of society. There are predominantly five social institutions found among human groups, these are family, religion, government, education, and economics. The primary functions of a social institution are to satisfy the basic needs of a society, to define the social values within a society, establish certain norms for social behavior, support other institutions, and to give social roles for individuals within society. Social institutions are the foundations of societies to provide the necessary structure to maintain development, order, and provide for basic needs within a society (Cravens, 2011). A family is defined as two or more people who are related by marriage, blood, or adoption. In Western society the family as a social institution primarily consists of parents and their children. In other parts of the world families can consist of a husband having more than one wife which is classified as polygyny, and a wife who has more than one husband which is classified as polyandry. We will write a custom essay sample on Social Institution of the Family specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Institution of the Family specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Institution of the Family specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The primary functions of the family as a social institution are to provide socialization to the members of that unit, to provide new members to society, to teach the social norms of sexual behavior, and to provide the economic and emotional stability within the family unit (Henslin, 2008). Of the various types of social institutions, the institution of family is a vital component of life and has a significant amount of impact on the course of the lives of individuals. The development cycle of an individual, the experiences that they go through, the type of behavior that they show and their degree of adjustment to the social changes in their lives are affected by the social institution of family. The institution of American family has changed in many aspects in the times after World War II. Discussion After the times of World War II, the general American ideas about the family changed and the role of the family as a support system was expanded to include the functions associated with a broader sense of completion and fulfillment. The new definitions of family were now associated with a sense of comfort which arose from the family’s interpretation as a base which could help share the problem, worries and emotional circumstances of a human being. In the post-World War II ages, when the aftermath of the war faded and people started developing a sense of rebuilding their lives, the ideas associated with the social institution of American family were altered and developed in the form of nuclear families and the people of America started investing the emotional and financial aspects to their lives in the idea of nuclear families. Different fields of life promoted a domestic sort of thought which redefined the traditional family values found in the earlier era and laid the foundation for nuclear families. The idea of nuclear families was based on clearly defined and divided gender roles. This idea classified the man or husband of the family as the earner and the woman or wife of the family as the one to lay the groundwork for the domestic life. The political viewpoint also focused on this idea of the family to achieve stability during unstable times. The role of family as a social institution in those times was to meet the requirements and needs of people with the help of complete satisfaction. This was the ideal which underlined the American societies of those times but all the families did not act in accordance with these standards (Rotskoff, 2002, p. 7). Since those times, the social institution of American family has gone through many changes, developed to acquire new faces and adapt to new times. The late twentieth century witnessed the social institution of family going through many changes, and even though nuclear families which follow the typical gender roles still exist, this age changed the definitions of gender roles to give a new meaning to the social institution of the family. Many financial, cultural, political, social and psychological aspects contributed to this change in the social institution of the family. The other modifying aspects to the institution which were seen in the times up to the late twentieth century were in the conditions of living and the occurrence of childcare. Many new dimensions were established within the social institution of the family. The sense of class and ethnic diversities contributed to the change within this social institution (Mintz, 2009, p. 207). With the increasing occurrences of divorce and a rise in the statistics showing blended families, the institution of family has experienced a period of major transformation in recent times and the overall structure has changed. The basic idea of the social institution of the family is dependent on how the government and the society view it. The workings of the institution of the family are greatly impacted by social and cultural standards. The general beliefs and the social and cultural definitions found in the American identity affect the definitions of the family (Fineman, 1993, p. 387). The general workings of an American family include the support associated with the family system. Family works as the foundation for an individual’s thought processes, growth and development and provides a norm for them to base their basic ideas and beliefs on. The present functions of the American family vary from one family to another and there are very broad definitions of the roles. In today’s times, the gender roles have new dimensions and there are no restrictions to as far as the earning aspect to the American family is concerned. The nuclear and other sorts of families of today’s times still work as the system of support for an individual. Family is also a protective barrier from the pressures associated with the process of life and the rest of society. With the constant change in the world, many families have grown apart to rely less on the family structure. With the changing times, the general population has grown apart from the basic settings of the institution of the family. Since many parents are more concerned about monetary gains and many adolescents have grown to be distant from the family structure, therefore the institution as a whole has changed. The positive effects of the social institution of the family can be analyzed with the help of the fundamental definitions and expectations which are found in the American society. The positive effects of this institution on individuals include the constant and unconditional form of love and support that the family offers, a sense of belonging so that individuals develop in a positive and stable environment, and a sense of reliability and psychological peace which are generated from the sort of ideas and beliefs that there is a definitive structure to hold on to when needed and to depend on (Farrell, 1999, p. 3). A family’s support leaves a positive impact on the development cycle of an individual and their mental and psychological development takes a natural path. The social institution of family can also help proceed toward a sense of emotional fulfillment, and individuals can focus on the other aspects to their lives which need taking care of. The support of the institution of family during difficult times also helps individuals deal with hardships and emerge from obstacles as victorious. With a stable family, individuals can grow with the qualities of loyalty and commitment and incorporate those in their own lives. The situations in which the social institution of the family can negatively affect individuals happen from the conditions in which individuals are part of families exhibiting the event of neglect, abuse and violence (Farrell, 1999, p. 3). Circumstances associated with these types of conditions inside the boundaries of the social institution of the family damage the psychological process of individuals and end up negatively impacting the path of their life. The pressures and expectations associated with the social institution of family can also negatively affect an individual. The high performance objectives and expectations linked with unnaturally high levels of achievements imposed by the family are also some of the facets which can negatively affect an individual. Individuals might try to change the social institution of the family by contributing more to the family structure. This can be achieved by trying to remove the mistakes as individuals and trying to find and correct the faults that they are doing on an individual basis. For the removal of societies cruelty on a general basis, it is required that the problems with today’s conditions of the social institution of the family be addressed. In the homes in which children or adolescents get neglected or abused, the parents or guardians can work toward changing this and providing a basis so that these children or adolescents can find emotional attachment (Farrell, 1999, p. 3). With the information age, the world has evolved and traveled a long distance from the traditional definitions of the family. The Information Age has brought many new dimensions to the workings of the world and the family institution. With evolving technology, the amount of information has increased and this age has resulted into an increase in the number of broken families, divorce rates and issues. The pressures used by the various environments have increased in this age and with the growing number of split or blended families, more problems and issues have become part of the society. The roles in the American social institution of family have expanded to add many new dimensions and the man in the family is no longer supposed to be or considered as the sole provider within the family structure. The form of the social institution of family in China has also evolved with time, but the Chinese institution sticks to the traditional definitions of the family and even though the conditions of times have altered and the presence of many exceptions to the fundamental rule can be noted, the man in the Chinese social institution is still supposed to be the earner or provider of the family. Chinese terms for familial settings also vary from their American counterparts. In the region of Germany, families are still the most important aspect in the general population’s lives. In contrast to the status in which American families find themselves to be, German families still act as the central factor in people’s lives and the lives of people revolve around the social institution. Many parts of Germany still stick to the traditional gender roles but the boundaries have become flexible with the evolution of times (â€Å"Families,† n. d. ). Globalization has brought the world closer and given birth to a need for an acceptance of the many diversities. Families are adapting to the cultural questions caused by globalization by expanding their acceptance towards more diverse backgrounds. The changes in other institutions also put pressure on the social institution of the family, and families adapt to these changes in their own special ways. The institution of family reacts to the modifications in the religious institution by adopting policies which combine their religious requirements with the change of definitions. The pressures put by the changing educational institution create many challenges for families because the competition has become stronger. The changes in the government institution affect the institution of the family by revising the financial and operational conditions, and the family adapts to these changes by changing its methods. Conclusion In conclusion, the social institution of the family is associated with all the aspects to an individual’s life and impacts the direction the individual takes. As far as the present status of this institution is concerned, there is a view that American family is in a broken state and in urgent need of repair (Farrell, 1999, p. ). The future role of family is associated with the developmental, psychological, social, academic and business oriented progress of individuals in the environment of the social institution (Belardinelli, 2002, p. 169). The future role of the American institution of family will depend on how the people who form the family approach the institution. The future characteristics of the institution will also depend on whether the constituting factors of the family approach the social institution with selfish or selfless reasons. In a world which has been brought closer by the assistance of globalization, and in a world where a rising number of people are growing to be career oriented and more children and adolescents are growing to be emotionally distant from their families, whether the involved parties have a sense of long-term commitment and strive to achieve a condition of balance will also affect the future shape of the institution. References Belardinelli, S. (2002). The evolution of family institution and its impact on society and business. Family Business Review, 15(3), 169+. Retrieved March 4, 2011 from Questia database Cravens, T. (2011, January 17). Social institutions. Retrieved from http://www. tomcravens. com/inst. html â€Å"Families – an important social institution. † (n. d. ). Facts about Germany. Retrieved March 4, 2011 from, http://www. tatsachen-ueber-deutschland. de/en/society/main-content-08/families. html. Farrell, B. G. (1999). Family: The making of an idea, an institution, and a controversy in American culture. Boulder, CO: Westview Press. Retrieved March 4, 2011 from Questia database. Fineman, M. A. (1993). Our sacred institution: The ideal of the family in American law and society; Law Journal Library, 387. Retrieved March 4, 2011 from, http://heinonline. org/HOL/LandingPage? collection=journalshandle=hein. journals/utahlr1993div=29id=page= Henslin, J. M. (2008). Sociology a down-to-earth approach (pp. 460-497). Boston, MA: Allyn Bacon. Mintz, S. (2009). Family life in 20th-century America. Journal of Social History, 43(1), 207+. Retrieved March 4, 2011 from Questia database. Rotskoff, L. (2002). Love on the rocks: Men, women, and alcohol in post-world

Statistical coursework that uses data from Mayfield High School. Essays

Statistical coursework that uses data from Mayfield High School. Essays Statistical coursework that uses data from Mayfield High School. Essay Statistical coursework that uses data from Mayfield High School. Essay Essay Topic: High School Middle School I have chosen to do this statistical coursework that uses data from Mayfield High School. Although this is a fictitious school, the data is based on a real school. As the data has been collected for me, it is called secondary data. I believe that this coursework will allow me to illustrate my ability to handle data, use specific techniques and apply higher level statistical maths by being able to use a variety of methods in order to analyse and compare sets of data. During this project I will be examining the relationships between the attributes of the pupils of Mayfield High School. My aim is took produce a line of enquiry which has two or more statistics regarding the pupils which are related to each other. This table shows how many boys and girls there are in each year group at Mayfield High. Year Group Number of Boys Number of Girls Total 7 150 150 300 8 145 125 270 9 120 140 260 10 100 100 200 11 84 86 170 The total Number of students at the school is 1200 Data is provided for each pupil in the following categories: * Name * Age * Year Group * IQ * Weight * Height * Hair colour * Eye colour * Shoe size * Distance from home to school * Usual method if travel to school * Number of Brothers or sisters * Key stage 2 3 results in English, Mathematics and Science From the abovementioned, I need to pick several types of data to base my investigation on. However, I have decided to pick only two (at the maximum 3) pieces of data, as time is a limiting factor in this coursework. When deciding my data categories, there are a few things that I need to bear in mind. I need to use quantitative data, so I am able to apply all higher level statistical maths to my results. I also need to make sure that the data I choose are closely related, so I can analyse my results thoroughly. There are several lines of enquiry at this point that I may wish to follow up. These are: * The relationship between IQ and Key stage 3 English results * The relationship between height and weight * The relationship between shoe size and height Through basic observations of the people in my surroundings, I believe that there may be a strong relationship between a persons height and weight, not only with people in general, but between separate genders. However, I also feel that age is an affecting factor, and intend to look into that later on in the coursework. I have made this decision based on the fact that each of these pieces of data is interrelated and they are continuous (quantitative). As previously stated, my line of enquiry will be the relationship between height and weight (with the introduction of age). I predict that there are several hypothesis that are related to this investigation. * Boys will be taller than girls * As height increases, so does weight * Girls are heavier than boys However, you must also take into consideration that relationships will be different when genders are treated separately. In order to collect the data, it would take too much time and energy to unnecessarily include every person from the whole school. Therefore, a type of sample is needed. I have decided to take a sample rather than use the whole of the population, as it is quicker to take samples than to collect information from the whole population. Because time is a limiting factor, sampling will help me very much. It is important to choose the sample without bias so that the results will represent the whole population. There are many types of sampling, and I now need to find out which type suits my investigation best. Random Sampling In a random sample, every member of the population has a chance of being selected. * Advantages: Every member of the population has a chance of being selected. * Disadvantages: Due to its unpredictability, anomalous results can sometimes be obtained that are not representative of the population. In addition, these irregular results may be difficult to spot. For our purposes, there wont be the same amount from each year and equal amounts of both genders. Systematic Sampling In a systematic sample, every member of the sample is chosen at regular intervals from the list. * Advantages: Can eliminate some sources of bias * Disadvantages: Can introduce bias where the pattern used for the samples coincides with a pattern in the population. For our purposes, there is a guarantees representative sample of year groups but not of gender Stratified Sampling A population may contain separate groups or strata. Each group needs to be fairly represented in the sample. The number from each group is proportional to the group size. The selection is then made at random from each group. * This form of sampling will work well for our purposes Quota Sampling As with stratified samples, the population is broken down into different categories. However, the size of the sample of each category does not reflect the population as a whole. This can be used where an unrepresentative sample is desirable (e.g. you might want to interview more children than adults for a survey on computer games), or where it would be too difficult to undertake a stratified sample. * Advantages: Simpler to undertake than a stratified sample. Sometimes a deliberately biased sample is desirable * Disadvantages: Not a genuine random sample, and is likely to yield a biased result. For our purposes it is not very reliable because it depends on the interviewer to choose the sample Cluster Sampling Used when populations can be broken down into many different categories, or clusters (e.g. church parishes). Rather than taking a sample from each cluster, a random selection of clusters is chosen to represent the whole. Within each cluster, a random sample is taken. * Advantages: Less expensive and time consuming than a fully random sample. Can show regional variations. * Disadvantages: Not a genuine random sample. Likely to yield a biased result (especially if only a few clusters are sampled). After looking at all of the advantages and disadvantages of each types of sampling, I have chosen to use stratified sampling, as this form of sampling will work well for our purposes. The reasons are stated above. As I have now decided on my line of enquiry and type of sampling, I now need to decide how big my sample size will be. As different sizes of sample will affect the reliability of my results and conclusions, it is imperative that I make the correct choice when deciding the size of my sample. The bigger a sample, the more useful the data will be. I you select a lot of people, your results will be closer to the actual results for the whole school. However, if you choose too many people the data becomes too difficult to analyze and takes too long to collate and sort. 5 10% is usually a fair representation of population, so I have decided to use a 9% sample, which is 54 people. In my opinion, I think this will be a good representation of population and is also a reasonable figure to manage. When collecting my data, I need to check for outliers and anomalies. I will need to check my sampled data for untypical values which appear to lie outside the general range. (E.g. weight: 1kg/600kg and height: 0.01m/10m) Once I present my results in a graph it will be easy to see where the outlier resides: If these outliers were included in my calculations or graphs they would distort the data, disrupt the correlation of graphs, and therefore effect my conclusion, and whether or not my hypothesis is correct. This is why it is crucial that I disregard any information that is blatantly incorrect. Sampling Method (In Detail) In order to produce my results, I need to know how my sampling method works. 1. Count boys and girls per year group 2. Work out sample size 3. Find the fraction of pupils in each year 4. Find how many people there are in each year out of 54 (9% sample) 5. Use same method to calculate amount of girls and boys in each year for sample 6. Use random sampling to choose correct number of boys and girls per year group and enter results in tables 7. Identify and anomalous data/outliers. Reselect data item Mathematical Techniques In order to thoroughly analyze and evaluate my data, there are many mathematical techniques, diagrams and graphs I will need to use. Here is a list of them: Diagrams: 1. Histograms A histogram is constructed from a frequency table. The intervals are shown on the X-axis and the number of scores in each interval is represented by the height of a rectangle located above the interval. 2. Box Plots A box plot provides an excellent visual summary of many important aspects of a distribution. The box stretches from the lower quartile to the upper quartile and therefore contains the middle half of the scores in the distribution. The median is shown as a line across the box. Therefore 1/4 of the distribution is between this line and the top of the box and 1/4 of the distribution is between this line and the bottom of the box. 3. Scatter Diagram A type of diagram used to show the relationship between data items that have two numeric properties. One property is represented along the x-axis and the other along the y-axis. Each item is then represented by a single point. 4. Cumulative Frequency Graphs A cumulative frequency graph can be used to estimate some useful statistical measures. 5. Line Of Best Fit Single line drawn through a series of data points as a best representation of the underlying trend. Can be a straight line or a curve. Calculations: 1. Mean 2. Mode 3. Median 4. Mean Modal Class for Grouped Continuous Data This calculates the mean for grouped continuous data. 5. Interquartile Range The distance between the upper and lower quartiles. As a measure of variability, it is less sensitive than the standard deviation or range to the possible presence of outliers. It is also used to define the box in a box-and-whisker plot. 6. Standard Deviation It is the most commonly used measure of spread. 7. Normal distribution Normal distributions are a family of distributions that have the same general shape. They are symmetric with scores more concentrated in the middle than in the tails. Normal distributions are sometimes described as bell shaped. 8. Spearmans Rank Correlation Coefficient The Spearmans Rank Correlation Coefficient is used to discover the strength of a link between two sets of data. 9. Equation of Line of Best fit Equation of line that shows underlying spread. Collecting the Data In order to find my results, I will need to sort the data and put it into tables. As I am using stratified sampling, I have had to count up the amount of boys and girls in each year and work out my sample size. Once I have done this, I will record my results in two separate tables (one for males, one for females), in year order. From there, I will then create separate tables for each year and then create 1 large mixed table. After I have finished sorting out the tables, I will then do various scatter diagrams. Firstly, one for males one for females, mixed and then one for each year (for both mixed and separate genders). Finding the Results As I have previously stated, I have decided to use a samples size of 9%, which in total is 54 people. I now need to apply that information to the investigation and work out my sample for each year, gender etc. Data: Year Boys Girls Total 7 75 75 150 8 65 70 135 9 62 68 130 10 51 49 100 11 41 44 85 Total 600 Sample size : 9% of 600 = 54 Now, I have to calculate how many pupils to examine within each year, because each year group varies in total amount of students. I will calculate the proportion of pupils from each of the year groups. Stratified Sample: Year Fraction of population /54 No. Of Girls in Sample No. of Boys in Sample 7 150/600= 0.25 13.5 75/150 x 13.5 = 6.75 (7) 75/150 x 13.5 = 6.75 (7) 8 135/600= 0.225 12.2 70/135 x 12.2 = 6.32 (6) 65/135 x 12.2 = 5.87 (6) 9 130/600= 0.2166666 11.7 68/130 x 11.7 = 6.12 (6) 62/130 x 11.7 = 5.58 (6) 10 100/600= 0.1666666 9 49/100 x 9 = 4.41 (4) 51/100 x 9 = 4.59 (5) 11 85/600 = 0.1416666 7.6 44/85 x 7.6 = 3.93 (4) 41/85 x 7.6 = 3.67 (4) Due to rounding, my sample size has been adjusted from 54 to 55. Given as a percentage, this would be: 55/600 x 100 = 9.166666667 = 9.2% I now need to randomly select, within the specified year and gender, the designated amount for each category. I will do this by using the random function on my calculator. I need to make sure the results are random, so that they will not be biased. Once I have done this, I need to check for any anomalies in my selected pupils weight/height. Boys Year Height (cm) Weight (kg) 1 7 1.48 44 2 7 1.59 52 3 7 1.49 43 4 7 1.52 45 5 7 1.54 43 6 7 1.55 40 7 7 1.59 45 8 8 1.57 48 9 8 1.67 51 10 8 1.71 46 11 8 1.66 43 12 8 1.59 47 13 8 1.42 40 14 9 1.67 54 15 9 1.8 48 16 9 1.75 63 17 9 1.46 45 18 9 1.5 70 19 9 1.82 66 20 10 1.8 49 21 10 1.6 50 22 10 1.62 52 23 10 1.65 50 24 10 1.77 59 25 11 1.91 82 26 11 1.62 56 27 11 1.74 50 28 11 2 86 Results Girls Year Height (cm) Weight (kg) 1 7 1.61 45 2 7 1.61 47 3 7 1.56 43 4 7 1.48 42 5 7 1.5 40 6 7 1.56 53 7 7 1.58 48 8 8 1.72 43 9 8 1.62 53 10 8 1.62 54 11 8 1.6 46 12 8 1.75 45 13 8 1.48 46 14 9 1.57 38 15 9 1.62 54 16 9 1.64 40 17 9 1.6 46 18 9 1.8 60 19 9 1.6 51 20 10 1.52 45 21 10 1.72 56 22 10 1.66 45 23 10 1.73 42 24 11 1.7 50 25 11 1.68 48 26 11 1.52 38 27 11 1.62 48 Organising My Results Although I have already presented my results into 2 separate tables, one for each gender, the results are not concise enough. In order to fully analyse my results, I will need to put my results into scatter diagrams and histograms etc. Therefore, my results need to be grouped into around 5-8 groups, which are the same for both genders. This is because when I put my results into the scatter diagrams (etc), I will need to compare both genders, thus requiring me to use the same groups for both sexes. Once I have chosen my groups, I will enter the information into the frequency tables and use those for me histograms and scatter diagrams.

Word Choice Began vs. Begun - Proofread My Papers Academic Blog

Word Choice Began vs. Begun - Proofread My Papers Academic Blog Word Choice: Began vs. Begun Does the English language really need both â€Å"began† and â€Å"begun†? Wouldn’t it be simpler to just have one past tense variation of â€Å"begin†? Of course it would, but nobody ever said English grammar would be easy (in fact, many have said the exact opposite). So what exactly is the difference between â€Å"began† and â€Å"begun†? And why should you try to avoid confusing them in your work? Began (Simple Past Tense) We all know that the verb â€Å"begin† means â€Å"to start,† but whether you use â€Å"began† or â€Å"begun† when describing something that has already started depends on how you phrase your sentence. â€Å"Began† is the simple past tense of â€Å"begin† and typically used when describing an action or process that started in the past, but that has now finished: The Second Boer War began in 1899 and ended in 1902. Back in the days when having a mustache was enough to qualify you as a military commander. This isn’t always the case, as you can use â€Å"began† for an ongoing action or event: The day began well and has gotten better since! But it’s worth remembering that â€Å"began† is most often used for past events that have come to an end, since â€Å"begun† has a slightly different use. Begun (Past Participle) â€Å"Begun† is a past participle, which means it is used in the present perfect tense. This allows us to talk about something which started in the past, but which continues into the present: The lecture had begun only minutes ago, but it felt like hours had passed. Weve all been there [Photo: scottjacksonx]An important factor here is that, like all past participles, â€Å"begun† is always used with a helper verb (e.g., â€Å"has,† â€Å"had† or â€Å"have†). Generally, if a sentence has some variation of â€Å"have† in it, the correct term to use will be â€Å"begun.† We can see the difference between â€Å"began† and â€Å"have begun† if we use both in a similar situation: Past Tense: I began writing my book. Present Perfect Tense: I have begun writing my book. The first of these sentence leaves the current status of the book uncertain (it could be finished, abandoned, or still in progress). The use of â€Å"begun† in the second sentence, on the other hand, clearly signals that the book is still being written. Began or Begun? There are two things to consider when deciding whether to use â€Å"began† or â€Å"begun.† The first is whether your sentence contains a helper verb (usually a variation of â€Å"have†), since this will usually mean you need â€Å"begun.† The second is whether what you are describing has already ended. If so, you will usually need to use â€Å"began.† Remember: Began = Simple past tense Begun = Past participle

Jefferson's view about the Missouri Compromise Assignment

Jefferson's view about the Missouri Compromise - Assignment Example It is interesting to consider the view of Jefferson with the benefit of hindsight. The admission of Missouri as a slave state would have meant that the number of slave states within the Union would outnumber the free states by one, hence the compromise of allowing Maine to enter the Union as a free state. By the start of the Civil War, 25 states supported the federal government and 11 states were part of the Confederacy, and by the end of the Civil War the Union had prevaled. In a sense, Jefferson was right to have misgivings because the Union as it was in 1820 was destroyed, and the Missouri Compromise was one of the triggers for the start of the Civil War (McPherson & Hogue, 2009, p19). The Missouri Compromise is said to have exposed slavery as a contentious issue, and of course the Civil War was a response to slavery. However, Jefferson was not completely wrong. He also described the Missouri Compromise as the knell of the Union, where knell is taken to mean a solomn announcement of death. The Union as it was then died, perhaps, but the Civil War did end in a Union victory and thus the Missouri Compromise can be said to have strengthened the Union infinitely. The Missouri Compromise was not the only source of growing tensions in the US. In the 1840s, the American-Mexican war took place in response to the Mexican designs for the state of Texas (one of the states supporting slavery in the Confederacy). It was the American victory (and subsequent permanent acquisition of the state of Texas, amongst others) that led to the next Compromise with regard to slavery, that of 1850 (McPherson & Hogue, 2009, p88). The Compromise of 1850 was a bill defining the status of the newly aquired states within the United States, something that diffused the immediate political problems but did not, evidently, remove the need for the Civil War. We can say that

Segmentation and Targeting Research Paper Example | Topics and Well Written Essays - 1000 words

Segmentation and Targeting - Research Paper Example Starbucks coffee and Jamaica Blue Mountain coffee company are used as the bases of reference. Target markets for Starbucks coffee and Jamaica Blue Mountain coffee Starbucks coffee targets a general local market. Its initial target market was young college students, neighborhoods and social classes that would spend time with friends at their stores and gladly accept the idea of buying a $3 a cup of coffee. The initial focus included small towns, ethnic neighborhoods, highway rest shops, rural communities and even towns saturated with coffee shops. As a result of rapid growth, this target market has expanded quickly to include local buyers of all ages. On the other hand, the Jamaica Blue Mountain focuses on the export market. Its main target market is Japan though it wants to expand to include Canada. How the choice of target market influences the company's promotion and pricing A company has to consider the buying power of its market. Miller (2006) explains that customers have differe nt disposable income and this means they are different in terms of their sensitivity to prices. Market segmentation is therefore important in determining if a company can raise its prices or not. If the company has to raise its prices, the type of target market will determine the level to which the company will raise its average prices. If the target market is very sensitive to prices, then a company could consider dropping its prices slightly so as to gain an extra market share. If it is insensitive to prices, then a slight increase for purposes of increasing profits margins will benefit since the increase will be indiscernible. According to Aaker et al (2000), the type of target market also determines promotion methods used. A company has to choose the promotion methods that will enable it to reach its target market quickly and adequately. Alternative methods include the TV, radio, billboards, direct marketing mail shot or the Internet. At the same time, the company has to conside r how competitors do their promotions. They should then evaluate the efficiency of these methods and compare with those they use or intend to use. The type of target market also determines the frequency of these promotions. For example, markets that are highly competitive require frequent promotions in order to retain customer loyalty. Effects of introducing a new target market on consumer perceptions A company can introduce a new target market in a market that is already captured by its competitor. For example, Starbucks coffee can start producing brands for export to Japan, a market segment that is already captured by Jamaica Blue Mountain coffee. According to Kotler (2003) the perception here will be that the company has performed well in terms of pricing and its expansion is a sign that it is now focusing on the quality of its products and expansion of its image. As a result of this, customers will tend to associate more with the company products so as to enjoy the anticipated h igh quality products and form part of this international or wide region market. The influenced of economic changes on purchase trends of customers The customers will not be influenced by changes in the economy because they will have already formed a perception that the company is already working on the quality of its products. This means that at fair prices, they will be enjoying more quality products and variety as well. This situation is reinforced by the

Media Influences On Publics Fear Of Crime Media Essay

Media Influences On Publics Fear Of Crime Media Essay Fear of Crime, Violent Behavior And Policy Changes. Mass media is obsessed with crime. Today in our society, as well as other western societies, crime seems to be a topic of fascination. The criminal justice system appears throughout the mass media. From television shows and films to books, newspapers and magazines, crime turns up for everyone to see. By the 1970s the crime or police drama had replaced the western for the most prevalent prime-time television fare (Doyle, 2006). The boundary between crime entertainment and crime information has been blurred progressively more in the past years (Dowler, Fleming, Muzzatti, 2006). Roughly half of the newspapers and television items people come into contact with are concerned with crime, justice or deviance (Doyle, 2006). With the bombardment of criminal images surrounding people every day, the mass media often influences how people look at crime. The picture presented in the media of crime differs from the picture by official and other statistics (Doyle, 2006). How the public fears crime, the violent behavior associated with it and even some policy changes are all thought to be influenced by the media. While there is some debate as to how much influence the media actually has on these things, there is some evidence to suggest there is some connection. The study of media influences on crime has increased substantially throughout the years. In more than 30 years the interest and diversity of the field has expanded substantially, along with our knowledge about the interplay between the media and crime. Throughout the late 1970s and 1980s Gerbner et al (1980) works expanded the knowledge about the relationship between the consumption of various media sources, mainly television, and the fear of crime. Heath and Gilberts (1996) works on how audience traits affects and Liska and Baccaglini (1990) works on direct experience expand the understanding of how different characteristics could affect the medias influence on the fear of crime. When people interact with the mass media, they are often showered with criminal images. It is suggested by many that this bombardment of criminal images people experience can lead to a higher fear of crime. Since many of these images are violent or include violence in some way, they can cause the public to overestimate how much crime there is. Throughout the years, more and more crime has been mentioned in the media. There is a highly skewed presentation of crime highlight stories of select forms of crime (Dowler, Fleming, Muzzatti, 2006). It seems the old adage if it bleeds, it leads is true when it comes to news stories. The most serious and violent crimes are given the best entertaining angles and are presented as hard news, even if the facts are distorted and misrepresented (Dowler, Fleming, Muzzatti, 2006). Often times crime in the media is stylized as infotainment, that is it is presented in a way that is edited, stylized and formatted in a way that is camouflaged as realisti c and informative (Surrette, 2006). People associate the information they see on the television to real life. If the television shows elevated crime rates, real life must also. The line between media crime and real life crime has become blurred. For example, studies in Canada have found that despite significantly lower crime rates, Canadians are more afraid of crime than their American counterparts (Dowler, Fleming, Muzzatti, 2006). It is not quite known why this is the case since both counties enjoy much of the same viewing habits. It seems that maybe the line between reality and media portrayals of crime have blurred even more for Canadians than for Americans. This could lead to potentially remarkable analyses of how people filter news, reality shows and drama to construct their ideas about crime (Dowler, Fleming, Muzzatti, 2006). In addition, television series and movies have seemed to make the move towards criminal themes. These criminal justice themes run throughout many American television shows, each showing a skewed view of justice in which the public absorbs. There is some debate among researchers as to whether or not the mass media actually influences the publics fear of crime. In an earlier study, Gerbner et al (1980) found that individuals who watch mass amounts of television show a higher rate of fear towards their environment than those who watch a less television. A later study conducted in the 2000s seemed to partially reinforce Gerbners early results. Even when controlling for age, gender, race, income, education and marital status, people who watched crime shows regularly showed a significantly higher rate of being fearful of crime (Dowler K. , 2003). On the other hand, the hours of television as the primary source of crime news was not significantly related to the fear of crime (Dowler K. , 2003). The crime portrayed on the television is more violent, haphazard and hazardous than the crime in reality. Those who are exposed to it more internalize these images and develop a mean world view (Dowler K. , 2003). Crime show viewers we re more likely to worry about being sexually assaulted, shot or stabbed and getting killed. On the other hand, Rice and Anderson found a weak association between television viewing and the fear of crime (Dowler K. , 2003). While Dowler himself found that there was a statistically significant relationship between the watching of crime shows regularly and the fear of crime, he also found that it was not a strong relationship (Dowler K. , 2003). Who is viewing the stories and where the person is located influences how much influence the media has on the fear of crime. Heath and Gilbert (1996) suggest that the relationship between the mass media and the fear of crime is contingent on the audience and the message. Large amounts of local crime news increased fear among those who lived in the area while large amounts of non-local crime had the opposite effect (Dowler K. , 2003). Chiricos et al (2000) also found that local and national news affected the fear of crime. They found that the effect of local news was greater for residents of high crime neighborhoods. Also, those who live in high crime areas and watch large amounts of television were more likely to be fearful of crime (Dowler K. , 2003). Other factors, like experience and demographics, influence whether or not media consumption affects the fear of crime. For instance, when a person has a direct experience with a particular crime in a story, he or she is less likely to be influenced by that story. It is when direct experience is lacking that the media influences the fear of crime the most (Liska Baccaglini, 1990). Gerbner et al (1980) found that the relationship between the fear of crime and the amount of television watched was greatest for females and whites. Another researcher also found that the females, whites and the elderly were more likely to be fearful of crime even though they had a lower risk of being victimized (Dowler K. , 2003). As mass media grew in size and number, the fear that the violent images seen on television caused violent behavior seemed to increase as well. From research on video games to violent television shows, trying to understand whether or not violence in the media causes violent behavior has been a topic of vast discussion. For centuries people have been concerned with the corrupting nature of media, dating back to at least ancient Greek and Roman times. Plato cautioned that plays and poetry may have detrimental effects on youth and should be burned (Ferguson, 2010). Throughout history, people have been arguing that violent media could lead to violent or unwanted behavior from those who are exposed to it. In the 1930s social research on the matter began and the Payne Fund studies were released which suggested a link between movie watching and aggressive behavior (Ferguson, 2010). Setting the stage for the debate that was to come, critics noticed a lack of control groups and difficulty meas uring aggression (Ferguson, 2010). Several decades later the debate would really begin to take off with the introduction of the television into society and a few decades later moral crusaders began to link crime waves with the mass production of the device. Violent crime spiked in the late 1970s to the 1980s but even though the rates were comparable to those before 1930, a link was established by looking only at a slice of Americas crime patterns (Ferguson, 2010). In the 1970s video games came onto the market with the launch of first game counsel. Almost immediately debate as to whether violent video games could have an adverse effect on childrens development started. This concern for the violence developing because of the video games at the time was founded since according to the American Psychology Associations pamphlet violent behavior is learned, not genetic (Ferguson, 2010). When Grand Theft Auto was introduced to the market, the debate really began to take off. David Grossman, a respected activist, claims video games desensitize youth to killing because they simulate the real thing. His main argument claims these killing, violent video games mimic combat and the US military actually uses similar devices to desensitize soldiers so they will be more willing to kill an enemy combatant (Ferguson, 2010). He argues that since the military began to use simulators, soldiers in combat are more likely to shoot and kill an enemy soldier than a WWII soldier (Ferguson, 2010). He also claims that exposure to violent media and specifically violent video games can be a predictor of youth violence (Ferguson, 2010). In an extensive meta-analysis study conducted by Anderson et al (2010), they found that violent video games stimulate aggression in players and increase violent behavior later in life. After playing for a short while, Anderson showed that mild aggressive beha vior increased in youth for a short while. After repeated, habitual exposure to the violent game, the youths aggressive behavior became worse and even became physical on occasion. On the other hand, while some researchers have found some positive relationships between violent video games and violent behavior, others have found no relationship or a negative one. Others who have found effects, when looked at closer by critics the relationship disappears when certain factors are accounted for. It is also said that meta-analysis of violent video games produce inconsistent and weak results (Ferguson, 2010). Sherry (2007) found that a meta-analysis on video games produced weak effects and the results were even weaker than for the television (Sherry, 2001). Numerous other researchers produced similar results that violent video games did not have an effect on the violent or aggressive behavior of children and youth. Even with their interactive nature, video games do not produce more of an effect on violent behavior than television or anything else. In the case of television, there is much debate as to whether or not there is a relationship between violent media and violent behavior. While some research has shown that violent television and media have an effect on violent behavior others do not. In a two year longitudinal study done by Hopf and associates, they found that the more frequently children view horror and violent films and the more frequently they play violent video games at the beginning of teenage years, the higher their violence and aggression rates will be at the age of 14 (Hopf, Huber, Weiß, 2008). Other research by Anderson and associates found that exposure to any kind of violent media, whether it is television or video games, increases the risk of violent or aggressive behavior in both immediate and long term contexts (Anderson, et al., 2003). Short-term exposure to violent media increases aggressive thoughts, behavior and emotions (Anderson, et al., 2003). Earlier research results tended to show that shor t term exposure could increase aggression in people (Drabman Thomas, 1974). Many of the studies done throughout the years have shown that exposure to violence on television through film and series increases peoples aggressive and violent behavior but there are a few critics out there claiming the effect is small and/or weak. Political policy changes are also thought to be influenced by the media. Since we are contently surrounded by media texts, it is reasonable to conclude that the media would have some influence on policy. Particularly gruesome, heinous crimes have tremendous appeal to the media. Since these stories sell and are attractive to both consumers and the producers, these types of crimes often saturate the airwaves and print material. The media can construct a new crime problem or can construct a moral panic around a particular crime by twisting and relaying facts. By creating a moral panic or by creating fear and anxiety around a crime, public pressure for solutions to problems are put on political figures. Some researchers found that the presentations of crime news increases pubic pressure for more effective policing and more punitive responses to crime (Dowler K. , 2003). Dowler (2003) also found that those with a college education were more likely to hold non-punitive attitudes. It was su ggested that these people were more likely to recognize the inequality of the justice system (Dowler K. , 2003). Crime news has been long understood to have influence in moving society towards law and order campaigns, increasing social control and punitive responses to criminal conduct (Dowler, Fleming, Muzzatti, 2006). Research has indicated a sophisticated understanding of the interplay between the media and policy (Dowler, Fleming, Muzzatti, 2006). The message from the media outlets is clear: there is a strong support for more critiques of police efforts, harsher measures, stronger laws and/or an increase prison sentences. Although the debate rages on as to whether or not the media actually influence the fear of crime, violent behavior and policy changes, there are some things that future research needs to consider. First of all, one should be careful not to make associations prematurely. Assumptions should be made carefully about the production or reception of media products when the analyses based on the media products themselves (Doyle, 2006). Numerous researchers use the media texts themselves to make assumptions about the production and reception of different forms of media. Many times it is also assumed that the audience taking in the various media forms conforms to a dominant ideology the same way. While this may work for some research, work rooted in various critical theories should avoid this mistake and not assume a homogeneous public (Doyle, 2006). Secondly, one should acknowledge the considerable diversity and complexity in media organizations, production, formats and audiences (Doyle, 2006). Media and crime are both complex entities which researchers need to take into account. Crime in the media is a diverse phenomenon that needs to be accounted for. It shouldnt be oversimplified and unified. It is assumed that crime in the media isnt as varied and complex as other social phenomena. Often times the media reports have a pack mentality in which they try to appeal to a wide population. On the surface this may make it seem as though it is a homogeneous entity but in reality it is more complex. One key flaw in academic and other accounts of crime in the media a unitary, reductionist reading in terms (Doyle, 2006). This flaw should be changed by accounting for the fragments and recognizing that neither the audience nor the media texts themselves are homogeneous. More complex, specific, and contingent way of thinking about crime is needed when thinking about how it is represented in the media (Doyle, 2006). In order to explore effects or influences has been to move away from the construct of a homogenous audience and look directly at the repercussions of representations of crime in the news media in particular political and institutional contexts (Doyle, 2006). Specific media coverage could provide some insight into how the media actually influences the criminal justice system and the public. Political consequences should be considered when looking at influences and effects. It could prove to be easier to analyze effects directly on political events and other institutional contexts. Case studies should be used to show the political effects on political episodes of media coverage in a more specific, localized way (Doyle, 2006). For example, in New York, police and politicians used the media to manufacture a crime wave which served their own ends by resulting in more police resources and tougher laws. Analyzing more direct political and institutional effects of crime and the medial repres ent an advance (Doyle, 2006). It offers perhaps the best way of approaching the question of how news-media coverage contributes to the politics of law and order (Doyle, 2006). It also opens up more questions about the place of crime stories in the lives of individuals, questions that cannot effectively be answered by the fear of crime topics (Doyle, 2006). Lastly, researchers should give more attention to the very substantial interplay between crime news and crime fiction (Doyle, 2006). Most researchers only consider one subject, even though there is often similar and intersecting public concern. These common approaches ignore the fact that these two aspects could be intertwined. Both news and entertainment media texts interact, shape and are shaped by frames of meaning about crime and punishment (Doyle, 2006). Sometimes fictional television shows take their stories from news headlines. These shows incorporate the story of real life and when seen by the public it is often interpreted in that context. Both of these factors seem to be interpreted together by the public as a package. Since these items are absorbed together and not separately from each other, they should also be studied as such. There have been lots of efforts and difficulty to try and isolate and measure influences of the media on crime. For example, many critics have come forward questioning whether or not the media actually influences the fear of crime. It has been widely criticized for the way it operationalizes key concepts, like simply counting the number of hours people watch television and contrasting the attitudes of high viewers and low viewers (Doyle, 2006). Other factors need to be taken into account in order to make sure there is an actual relationship. For example, while it could be suggested that watching lots of television causes fear of crime, it could be that those who are fearful of crime tend to watch lots of television (Doyle, 2006). It is not clear which factor causes the other. While lots of research has been done to try and figure out which way the causation goes, it is more likely that fear and media consumption reinforce each other (Doyle, 2006). In an effort to isolate causality in the media more control has been imposed through the creation of experimental situations (Doyle, 2006). This has mostly been used in violent behavior and television violence relation studies. One key problem with this study is external validity: it becomes difficult to judge how the artificial environment generalizes to the outside world (Doyle, 2006). There is much debate as to whether or not media actually influences crime and criminal behavior. While some researchers contend that the effect of media influence is significant, others claim it is weak, if not nonexistent. Even if we are not influenced by them as strongly as some believe, they are still all around us. Crime is ever present while the lines between reality and the media continue to be blurred. No matter what one believes, one thing is for sure: we are and will continue to be bombarded with media images.

Heredity, the Environment, and Development Essay

The field of behavioral genetics strives to understand how and why we develop the way we do. Behavioral genetics seeks to find how not only heredity, but also environment, plays a role in the development of human beings. The field has evolved quite a bit in the last few years. Studying genetics helps us to be able to predict future behaviors and also potentially help us to use genetic engineering. Since the study of behavioral genetics can potentially lead us down the road of genetic engineering it attracts a lot of controversy. As will be examined here genetics shows some strong correlations between heredity and environment. The field has studied numerous examples to help explain what is caused by heredity, what is caused by environment, and how the two can be linked together to further understand why we behave the way that we do. Behavior Genetics†Human behavioral genetics, a relatively new field, seeks to understand both the genetic and environmental contributions to individual variations in human behavior.† (McInerney, 2008) Human behavior genetics studies how an individual’s genetics and environment influences their behavior. â€Å"Behavior genetics focus is on the effect of heredity on differences between individuals.† (Boyd & Bee, 2006) Heredity refers to genetic and traits being transmitted from one generation to the next or from the parent to the offspring. â€Å"Traits or behaviors are believed to be influenced by genes when those of related people, such as children and their parents, are more similar than those of unrelated people.† (Boyd & Bee, 2006) Behavior geneticists study behavior genetics and the way they can affect an individual. Behavior geneticists have shown in their studies that heredity can affect some traits and behaviors, like intelligence, shyness, and aggressiveness. The basic concepts of behavior genetics are: phenotypes which are observable or measurable characteristics (hair and eye color); genotype which are genetic complement of an individual, like having a recessive gene for color blindness; polygenic which is many genes influencing a trait but no one gene has a major effect (hundreds of genes influence IQ and personality). Correlations between Heredity and EnvironmentCorrelation between heredity and environment can be looked at through genotypes or a person’s â€Å"unique genetic blueprint† (Boyd & Bee, 2006) and the environment which a child tends to experience. Active genotype environment correlation, evocative genotype environment correlation, and passive genotype environment correlation are three casual mechanisms to describe the correlation between heredity and environment in relationship to human behavior (Scarr & McCartney, 1983, p.4). Genotype environment correlations affect phenotypes through the course of a person’s development (p.4). A child’s development stems directly from traits his or her parents pass along and environmental experiences therefore behavioral genetics has developed theories of the correlation between heredity and environment. Active genotype environment correlation is defined as a child’s tendency actively to seek environments he or she finds to be â€Å"compatible and stimulating† (Santrock, 2002,  ¶2). An example would be a child who is introverted tends to seek solitary environments. A child who is extroverted tends to seek out social environments. Evocative genotype environment correlation is â€Å"when the child’s genotype elicits certain types of physical and social environments† ( ¶19). The responses a child receives from his or her environment molds the child’s development. A child who demonstrates a pleasant disposition evokes positive reactions in his or her social environment for example. (Scarr & McCartney, 1983, p.4) Passive genotype environment correlation describes correlation based on the â€Å"rearing environment† (Santrock, 2002,  ¶31) supplied by the â€Å"biological parents† . The explanation the passive type of correlation is the parent passed the genes to the child and supplies the environment in which the child is raised. The environment a parent supplies is directly related to the parents genes which were passed to the child hence the correlation (Scarr & McCartney, 1983, p.4). The example given by Scarr and McCartney is one of a positive nature. A parent who is well versed and enjoys the activity of reading books reads often to the child. The child will most likely be well versed at reading books and enjoy the activity based on the environment provided and the genotype inherited. The Ugly Side of EugenicsAs mentioned previously, the ethical study of genetics is a concern. Galton and his American colleague, Charles Davenport, studied and promoted eugenics in an effort to improve the quality of humans and to create a better future for mankind. Galton and Davenport researched patterns for undesirable character traits such as alcoholism, insanity, the propensity for criminality. In time, certain behavioral tendencies were linked to particular races. Lehrman cited examples of Davenport’s characterizations of â€Å"Italians as drawn toward crimes of personal violence, Greeks as slovenly, and Swedes as tidy† (1998,  ¶8). Society began to adopt laws and policies based on the principles of Galton’s and Davenport’s findings with the purpose of correcting social and economic problems before they started. Although Nazi Germany was the first country to rationalize mass sterilization and then extermination of a race based on their perceived inferiority, the United States also contributed to the mindset of an inferior people. As many as 30 states had legislation concerning the sterilization of people regarded as genetically inferior. The horror and immorality of the holocaust discredited eugenics. Ethics are a guiding force for today’s human behavior geneticists who seek to understand traits that enhance the human race and those that are harmful (Lehrman, 1998). Twin StudiesIdentifying traits that are beneficial and those that are harmful is just the first of many steps. Behavior geneticists must also identify correlations between the genes humans inherit and the environment that humans are fostered in. Researchers have an exceedingly difficult task before them since experiences and environments are intricately influenced by genetic predispositions. For example, identical twins both are born taller than average. When they complete surveys for behavioral geneticists, they both score high for people who are extroverted and self-confident. Is this because they have a â€Å"self-esteem† gene, or is this a result of society reacting towards them in a manner with more respect and attention because they are tall (Piercy, nd.)?Likewise, a child who is predisposed towards shyness will not seek out social situations that are uncomfortable to her. She may not choose to participate in organized sports. Whatever athletic ability or talent she may possess will remain dormant. Due to her choices, she will not receive any instruction to develop athletic ability.  Conclusions that outgoing individuals possess more athletic ability could be grossly inaccurate (Boyd & Bee, 2006). Due to the difficulty found in the previous two illustrations, most research involves fraternal and identical twin sets for the following reasons: †¢Fraternal twins raised together show a correlation with a shared environment but not agenetic sameness. †¢Identical twins raised apart as adoptees show correlations for non-shared environmentsbut a shared genetic foundation. One such study examined the influences of heredity and environment on the differences of children’s conversational language use among twins. The study measured language skills with two standardized tests among 380 twins. According to the study, more than half of the variance in conversational language skills can be attributed to genetics. Additionally, evidence was not found to support significant shared environmental influence. This study sheds new light on this issue. Previously, differences were attributed to environmental influences such as premature birth and low birth weight (DeThorne et al., 2008). Conclusion â€Å"To be born and die are common to all animals, but there are specifically diverse ways in which these phenomena occur.† (Aristotle, trans. 1984). How humans grow and mature behaviorally is important in understanding the impact heredity, shared and non-shared environmental experiences have on humans. As humans age behavioral social-environmental and psychological changes emerge in a direct correlation with cultural and environmental influences. Environmental, heredity and behavioral genetics all give rise to â€Å"obesity, pre-diabetes, atherosclerosis, cancer, immune-suppression, menopause, and osteoporosis† (Biological, Social-Environmental, and Psychological Dialecticism: An Integrated Model of Aging, 2000). As well with age innate biological changes impact our brain based on both shared and non-shared environmental experiences. A keen understanding of morbidity, mortality and how genetics influence both health and behavior are all important factors in how biological changes in the  brain are associated with each stage of aging. Human behavior can be influenced by genetic pre-dispositions as well as shared and non shared environmental experiences each of these forces account for physical changes and/or declines throughout adulthood. References Blumenthal, H. T. & Von Dras, D. D. (2000). [University of Phoenix e-Text]. Biological, Social-Environmental, and Psychological Dialecticism: An Integrated Model of Aging. Lawrence Erlbaum Associates Inc. Boyd, D., & Bee, H. (2006). Lifespan Development (4th ed.). Upper Saddle River, NJ: Allyn &Bacon, Inc. A Pearson Education Company. DeThorne, L., Petrill, S., Hart, S., Channell, R., Campbell, R., Deater-Deckard, K., Thompson, L. A., & Vandenbergh, D. (2008). Genetic effects on children’s conversational language use. Journal of Speech, Language & Hearing Research, 51 (Issue 2), Retrieved June 4, 2008, from EBSCOhost database. Lehrman S., (1998). DNA & behavior: the topic in-depth. Retrieved June 6, 2008, fromhttp://www.dnafiles.org/archive/about/pgm2/topicMcInerney, J. (2008, September 16). Behavioral Genetics. Retrieved April 8, 2009, fromwww.ornl.gov/sci/techresources/Human_Genome/elsi/behavior.shtm1Piercy J., (n.d.). Psychology 230. Retrieved May 20, 2008, fromhttp://courses.cvcc.vccs.edu/Psychology_Piercy/. Sandrock, J. (2002). Life-Span Development: A topical approach. McGraw-Hill HigherEducation. Retrieved April 7, 2009, from http://highered.mcgrawhill.com/sites/0072435992/student_view0/glossary.htmlScarr, S. & McCartney, K. (1983, April). How people make their own environments: a theoryof genotype → environment effects. Child Development. Vol. 54 Issue 2, p424, 12p.

Malcom X And The Civil Rights Movement - 1105 Words

Fahad Algarni Ms. Kristi Brock ENG 101- College Writing (WC) 15 July 2015 Analysis of Ballot or Bullet On 3rd April 1964, Malcom X addressed the Negro community assembled in Cleveland over the controversial issue of the civil rights movement. â€Å"The Ballot or the Bullet† speech of Malcom X can be considered as a direct response to â€Å"I have a Dream† speech of Dr. Martin Luther King Jr. Malcom X and Dr. Martin were taking a stand for the true freedom of the same community but with a diagonally opposite philosophies. Dr. Martin chose a non-violent approach inspired from an Indian freedom fighter Gandhi, whereas Malcom X’s approach was radical and violent. The aim of Malcom’s speech was to invoke a need for action amongst the African-American community while at the same time generating a fear of civil war amongst the Whites. â€Å"Ballot or Bullet† can be considered as one of the most influential speeches that America has ever witnessed. It can be noticed that there has been an extensive use of rhetorical appeals such as emotional appeal (pathos) and cold-grave logic (logos). Also the credibility (ethos) of the author is built because of the reference that were strategically used in the speech to relate to the people present to listen to the speech in person. Even though Malcom’s speech seems in support of the African-American community, the credibility of the speaker is damaged because of multiple usage of attacking the character of the White politicians and the White people inShow MoreRelatedThe Civil Rights Movement : Coretta Scott King, Jr., Malcom X, And Rosa Parks2182 Words   |  9 PagesWhen people think of leaders of the Civil Rights movement, they think of big names like Martin Luther King, Jr., Malcom X, and Rosa Parks. However, there were many people behind the scenes that had as big of an impact as these forerunners had. These are the transparent heroes; the underdogs. 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