Media Violence Essay

Television, magazines, radio, movies, and music are all forms of today’s modern media. Is it possible that our modern media could be causing crime rates to rise? Back in the 1920’s, these media’s came out so that people could stay connected with what was going on around the world. Soon, the media became a form of entertainment. Over the last five decades, the rules and guidelines of media have changed dramatically. When the media first came out, it was completely prohibited to even say something small like â€Å"pregnant† on TV, or cursing in music. However, eventually the new entertainment became old, and the producers of the media had to find ways to keep our interest. Therefore, the media starting making the previous prohibitions, non-prohibited so that they could keep our interest. In result, today the producers the media are showing mass murders and other violent things on TV, like showing murders and crimes. Music artists sing about violent actions. In many people’s eyes, the world we know as media has left a state of innocence and entertainment, to a world of violence and indecency. A plethora of people would say that change in the media has created new issues. Often times, people blame our media for crime rates that have been skyrocketing in the last five decades, especially in adolescences. In fact, violent crimes in adolescence living in America have more than doubled since the 1990’s. For this reason, we must ask, is media violence the reason for this aggressive behavior? After reading many essays, such as Mike Males essay, â€Å"Stop Blaming Kids and TV,† and Sissela Bok’s essay, â€Å"Agression:The Impact of Media Violence,† I realized that people cannot just pinpoint violent media as the cause of this new epidemic, because in reality the environments that kids live in nowadays plays a much bigger role. Therefore, through these essays, it became very clear that media violence is not the biggest issue for violence, but perhaps these children’s homes and families. The first essay I read, â€Å"Stop Blaming Kids and TV,† by Mike Males, explains to the reader that the new profound aggressive behaviors of children have little to do with our new media and more to do with their home environments. To begin Males’s essay, he starts by stating that many people believe that media violence is the cause of the new crime rate increase. Males then starts to list various groups that are strong believers of media violence being bad for kids and gives us many examples such as, â€Å"Progressives are no exception. Mother Jones claims it has proof that TV makes kids violent. And the institute of Alternative Media emphasis, the average American child will witness 200,000 acts of (TV) violence by the time that child graduates from high school† (253). Males then goes on to argue that point by stating, â€Å"None of these varied interests not that during the eighteen years between a child’s birth and graduation from high school, there will be fifteen million cases of real violence in American homes grave enough to require hospital emergency treatment† (253). He then continues by telling us that the Department of Health and Human Services said that there are over 500,000 cases of abusive parents reported each year. After the Department reported this fact, this report disappeared from the news completely after only one day (253). Another point that Males argues is that the Japanese and European kids have media just as violent as ours here in America and yet their crime rates are not nearly as high as ours. In fact, it is said that their crime rate are so low that their 17 year olds create less crime than our 77 year olds in America. Furthermore, Males then tells about his own personal experiences and what he has watched over his years of working with children. Through his own studies, he found that many of the kids who showed any acts of aggression or violence had an unstable or bad home life. For example: kids who have parents in jail or kids who have alcoholics in their families. Next, he tells us about the survey that he conducted in los angles from 400 middle school students. From this study he got that most kids’ parents are there biggest influence. Thus, when a kid sees his/her parents doing something, or acting some way, they are far more likely to act just like their parents did. To back this statement, he provided us with yet another study from the Centers for Disease Control, where they found that â€Å"75 percent of all teenage smokers come from homes where their parents smoke† (255). Males then goes on to conclude his essay by stating, â€Å"Millions of children and teenagers face real destitution, drug abuse, and violence in their homes†¦. Yet these profound menaces continue to lurk in the background†¦Ã¢â‚¬  (256) Males’s main purpose of this essay was to persuade the reader that violent media such as TV is not the only cause for why kids are violent. This essay was very effective because he used many outside sources besides himself. He used a lot of logical appeals and even a few emotional pieces throughout his essay. For his logical appeals he used university, departments, and programs that deal with the youth. These sources tend to be very credible and reliable. As the reader that makes us feel like what he is saying is very factual because he got his information from good sources. In addition He researched other countries and media violence in their countries, which was really good because what he found in those countries, was that even though those countries play the same violence and aggression on their TV’s, they have a lower crime rates which really helps back up Males’s point. Thus, for these reasons this essay was very effective in persuading the reader that TV is not to blame for this aggression. The second essay that caught my attention, â€Å"Aggression: The Impact of Media Violence,† by Sissela Bok, also explains how there is not just one thing that affects why kids are so violent but a myriad of things. As Bok begins her essay she states, â€Å"Even if media violence were linked to no other debilitating, it would remain at the center of public debate so long as the widespread belief persists that it glamourizes aggressive conduct, removes inhibitions toward such conduct, arouses viewers, and invites imitation. † (224). Next, she goes on to tell about how 21 percent of the American public blames television more than any other factors for teen violence. It is said that the media makes up for 5-15 percent of the societal violence. Furthermore, she then writes about Centerwall’s study which was published in 1989 which states that if television had not been created he believes we would have 10,000 less homicides each year (227). However, Sissela fights back to this statement by addressing that Mr. Centerwall did not take into consideration of other things that were going on at the time, like shifts in policy and population. Therefore, she persuades us that media is not a for sure topic to blame for the increase homicide rate. She continues her argument against blaming media violence by writing, â€Å"We may never be able to trace, retrospectively, the specific set of television programs that contributed to a particular persons aggressive conduct†¦. How can anyone definitively pinpoint the link between media violence and the acts of real life violence? †(228). Nevertheless, Mrs. Bok tells about her research on homicides in America and how the children homicide rates have escalated greatly, and then concludes her essay by saying: America may be the only society on earth to have experiences what has been called an â€Å"epidemic of children killing children,† which is ravaging some of its communities today. As in any epidemic, it is urgent to ask what is it that makes so many capable of such violence, victimizes so many others, and causes countless more to live in fear. Whatever role media are found to play in this respect, to be sure, is part of the problem. Obviously, not even the total elimination of media violence would wipe out the problem of violence in the United States or any other society. The same can be said for the proliferation and easy access to guns, or for poverty, drug addiction, and other risk factors. As Dr. Deborah Prothrow-Stith puts it not an either or. It’s not guns or media or parents or poverty. (228-9) Bok’s main purpose was to persuade the reader that media violence is not the only contributing factor into this new profound violence in children. She explains that there are many other factors like these kids’ home environments. This essay was effective because Bok used a lot of really good sources such as associations, psychologists, and studies, as well as many statistics that she provided for us. She also made it very clear that she had researched this topic quick deeply by going way back into the history of children’s violence in previous decades. She provided us with a very well displayed argument and even showed some of the opposing side. However, she always fought back with the opposing arguments with a better argument really building her argument into a good one. In consequence, Bok’s essay was a very effective essay and does persuade the reader into believing that media violence is not the main cause of aggression in children. Overall, Mr. Males and Mrs. Bok both had very good arguments. They both expressed their opinions and the found facts and proof to help back there thesis. While these essays did not completely take the same stand, these authors had similar views to an extent on media violence. In both of essay’s they uses logical and credible sources. In addition, in Mr. Males essay he also included a few emotional pieces, about his work with the children. Both of these essays specifically focused on the outcome of the kids and how media violence has affected them. However, both essays would like to say that media violence is not the pinpoint cause of why kids are being more violent nowadays, as opposed to in the recent decades. After reading these essays I do have to say that now I don’t believe that media violence is the may cause for aggression in adolescence. Furthermore, so who is to say that media violence is causing this aggression since there is no evidence? Better yet, why aren’t we looking at other oppositions such as children’s home environments? Either way this is an epidemic now, and it’s time we learn how to change it. It’s time for the community’s to get involved in helping to stop this epidemic. Perhaps this could be through offering more rehab programs for parents, or counseling to the children with deep levels of anger and hatred. Maybe it’s through offering anger management programs through schools, or spreading awareness, because in any situation, no matter the cause, this violence is happening, and we can’t stop it until we try. So like Sissela Bok and Mike Males, let’s look at other oppositions, and learn how to stop this violence before it gets even more out of control.

My family’s relationship to nature and the environment

The history of my family demonstrates the drastic change in the relationship with environment that has occurred over the past few generations. Seeing the change in attitudes and lifestyles between my grandparents, parents, and my own generation is very educational, Examining the changing relationship with environment across this timeframe, one can make conclusions about the relative importance of natural surroundings in the life of people as changing over time. My family history naturally reflects the situation in Thailand, as I come from this nation, but I believe that it to a great degree parallels the events in other parts of the globe. My grandparents lived in a rural area in Thailand and made their living by farming. This is still a common situation in Thailand where 65% of the land is engaged in agriculture (Assumption University, n.d.). Their occupation made them strongly aware of their natural environment as they depended upon it for their livelihood. However, this relationship was not one of adoration or concern – land, water, plants were to them something matter-of-fact, something they perceived as their daily routine. Besides, their attitude was one of consumption. They saw the resources of the land as something they were entitled to merely because of being born in this land, since soil, skies and water were simply vehicles for growing food, not much else. There was little concern as to what will happen in the next generations, and little awareness of the need to implement new agricultural techniques in order to extend the land’s capability to generate harvests over generation. At that time, Thailand’s population was not so large, and it was at many times simpler to move to a new plot of land than to tend to the old one, trying to improve its productivity. With all this said, I would like to note that my grandparents were successful as farmers and developed some new crops that allowed them to outstrip the rest of the farmers in terms of financial gain. In the next generation, the income received by my grandparents enabled my father to receive a college education and obtain a white-collar job. Thus, nature offered them this opportunity to improve their lifestyle and life standards. As a result, my father who grew up on a farm, found himself working in an office in Bangkok, only occasionally visiting his elderly parents in their place. The same is true for my mother who also changed her rural motherland for an urban life. This made nature seem something of a holiday setting to them, rather than an everyday reality. In their office jobs, they did not need to care whether land preserved its fertility and whether the climate remained mild enough for the crops to grow. Although Bangkok and other cities in Thailand are made up of landscapes skillfully integrating trees, lawns and buildings to create a coherent image, this nature is very ‘cultured’ and very far removed from the roughness of the village landscapes. Thus, in my parents’ urban life, nature was very much a distant reality, something they saw on TV and enjoyed in our little Sunday outings. However, they identified with Thai nature as associated with their place of birth and motherland. Given their rural background, they remembered toiling in the fields and gardens, trying to turn the gifts of nature into material benefits. Somewhere deep inside their souls, they looked upon this connection, although on a subconscious level. One change that occurred in the relationship to nature in my parents’ generation was the rising awareness of nature as a global phenomenon. Thanks to books, periodicals, TV, and now Internet, their generation was able to realize that the boundaries of nature transgressed those of nations, and that nature was facing a threat from too much human interference. Seeing pictures of nature all around the world, they began to see in color how different various places on earth were, and realize how unique their own natural surroundings were. This ‘global’ realization, I believe, happened more or less in the time my parents’ generation was active, as millions of people throughout the world realized that the rest of the world has become closer, and reality is such that we live in a small, interdependable world. With the move to the US that happened when I was only 17, the connection with nature as some place in Thailand where my parents were born and grew up, has become even weaker. Here, we were surrounded by a rich and diverse natural setting, even if it seemed alien to us at first. However, the beauty of American nature took our hearts, and as a family we made quite a few ‘nature-focused’ outings, such as, for instance, a trip to the Grand Canyon or the Yellowstone park. More important is, however, the revolution in thinking that occurred in my generation. With globalization trotting over the planet at a dramatically increased speed, environmental plight is no longer something distant and incomprehensible, but instead has become something that threatens us already in out lifetime. With evidence of the global climate change and warming happening on a large scale, no one can ignore the significance of what is happening. Basing my judgment not only on my personal experience, but also on that of my colleagues and fellow students, I can claim that we are much more likely to make environmentally conscious choices. Personally, I agree with the words of James Gustave Speth, dean of the Yale School of Forestry and Environmental Studies, that environmental issues today have turned into â€Å"chronic problems,† that emerge and have a long-term nature† (Laverdiere, 2000). The fact that today’s ecological issues such as greenhouse effect, ozone depletion and loss of biodiversity cannot be solved by the efforts of one nation or dealt with effectively on a local level. Their solution requires the coordination of effort on an international level, translating into significant changes in our mentality. My generation is much more aware of the existence of other nations, better informed of their struggle for a cleaner environment and has better opportunities to join with representatives of other countries in the struggle for a safer and cleaner environment. Personally, I have participated in a few demonstrations focused on environmental issues and at one point attended the Ecological Club in my high school. I also know a lot of peers who take this action seriously. This is something my parents and grandparents would not think of doing since they had a totally different perception of their relationship to nature and environment. Thus, over three generations, my family went through a revolution in our relationship to environmental cause. To my grandparents, land and nature was commodity, something they consumed in order to receive material benefits for themselves and their kids. My parents were to a great degree alienated from nature that remained to them very much a childhood memory that bound them to their birthplace; at the same time, their understanding of nature and environment was considerably broadened to include places far away from their motherland. Finally, in my present generation, nature became a source of concern, something that requires distinct political action to protect and save it for future generations. References Assumption University, Bangkok. (n.d.). Agriculture. Retrieved January 27, 2006, from http://sunsite.au.ac.th/thailand/agriculture/AgriRes.html Laverdiere, M. (2000, January 27). â€Å"Forestry dean discusses hidden environmental problems†. Yale Daily News. Retrieved January 27, 2006   

Mamluks

The emergent of Mamluks started under Hasan Pasha's whose intent was to strengthen his personal base of power by creating a group of disciplined military and civil functionaries committed uniquely to him and not to the government at Istanbul or the Arabs of Baghdad. A page corps was formed, originally recruited from local families but later composed almost exclusively of slaves imported from the Caucasus and Georgia (Thomas Philipp, Ulrich Haarmann, 1998. These slaves were instructed in reading and writing, but also horse-manship and swimming, a combination of martial and bureaucratic virtues making them superior to Turks and Iraqis as civil servants. Their training emphasized a sense of interdependence and â€Å"esprit de corps. † They were made to feel that they owed their privilege to their master and to the Mamluks institution. John Joseph Saunders in the â€Å"The History of the Mongol Conquests† noted that the Mamluks dominated the power elite, but as an alien force, and they were merciless to any suspected rival to their authority. A close disciplined fraternity, and the only effective civil and military organization within the country, they provided their pashas with the power of an independent monarch. He argued, nevertheless, Mamluk pashas at no time renounced allegiance to the sultan of the Ottoman Empire. He went on to explain how they defended Iraq from the Wahhabis and Persians but did not create war on neighbors within the empire. They were the only Islamic dynasty that withstands the invasions of the Turks and Mongol. They were slave boy children captured and trained carefully groomed for life as military men. They were leaders’ corps of warrior-slaves, mostly from Turkic or Kurdish Central Asia, but also including some Christians from the Caucasus region of south-eastern Europe. They were called the Mamluks which literally mean slave. According to historians, Mamluks were young boys who were not Muslim and groomed to be Sunni Muslim soldiers( Saunders 2001). The Mamluk institution creates a lot speculation and comment among pre modern observers. Consequently, James Waterson reported that the Mamluks are the slave warriors of medieval Islam who overthrew their masters, defeated the Mongols and the Crusaders and established a dynasty that lasted three hundred years. He continued to say that these young boys turn out to be great soldiers. Interestingly, Halperin commented that at the same time as the Islamic world was combating off Christian Crusaders from Europe, the great Muslim general Saladin conquered Egypt in 1169, founding the Ayyubid Dynasty. He also stated that Saladan and his descendants used increasing numbers of Mamluk soldiers in their struggles for power. In fact, according Charles Halperin a researcher in the field of history commented how during this time the Crusaders controlled several small coastal principalities in the Holy Land. † He explained that during the war the Mongols approached the Mamluks offering them an alliance against the Muslims. The Crusaders' former enemies, the Mamluks, also sent representative to the Christians offering a deal against the Mongols. † They feared that the Mongols were a more immediate threat, the Crusader states opted to remain nominally neutral, but agreed to allow the Mamluks’ armies to pass unhindered through Christians’ occupied lands.

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Management Essay Example | Topics and Well Written Essays - 1250 words - 13

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English Oral - Lady Windermere's Fan - Oscar Wilde Essay

English Oral - Lady Windermere's Fan - Oscar Wilde - Essay Example She confronts her husband but he instead invites the other woman, Mrs. Erlynne, to her birthday ball. Angered by her husbands unfaithfulness, Lady Windermere leaves her husband for another lover. After discovering what has transpired, Mrs. Erlynne follows Lady Windermere and attempts to persuade her to return to her husband and in the course of this, Mrs. Erlynne is discovered in a compromising position. She sacrifices herself and her reputation in order to save Lady Windermeres marriage. The book, Lady Windermere’s Fan was staged in St. Jhames Theatre in London as a play in February 1892. This was written at the request of George Alexander, actor-manager of the St Jamess Theatre in London. Wilde described it as "one of those modern drawing-room plays with pink lampshades". It was immediately successful, the author making the enormous sum of seven thousand pounds from the original run.1 Numerous characters in the play draw their names from places in the north of England: Lady Windermere from the lake Windermere, the Duchess of Berwick from Berwick-upon-Tweed, Lord Darlington from Darlington.The plays Broadway premiere on 15, 1892 at Palmers Theatre was also the first Broadway performance for stage and screen actress Julia Arthur, who played Lady Windermere. Lady Windermeres eavesdropping convinces her of her husbands fidelity. Also Mrs. Erlynnes sacrifice of her own reputation convinces her of the older womans virtue. Further adding to the dramatic intensity, the story often has the eavesdropper leave something behind in the room. Hamilton criticized the book; He is an English teacher at Gary Academy, an innovative private school in Gary, North Carolina. He explores how the wit in Lady Windermeres Fan contributes to the structure and meaning of the plot, while also investing the book with a satirical jab at high society. Likewise, Jacobs, one of the critics of Oscar Wilde, examines Wildes use of fantasy in exploring the

Art History Paper Essay Example | Topics and Well Written Essays - 1500 words

Art History Paper - Essay Example This is usually different across the world and during the eras of time. Many individuals often experience the confusion when they have a different choice of opinions being offered from many sources in terms of the meaning of art. These opinions conflict with each other leading to even more confusion. This paper aims at expounding the relationship between society and art, based on two magazines photos, the photo of Marilyn Monroe and sculpture from MOMA bringing out the three works of Art and interpretation of photographs, from which the particular basis of art stems in. The photographs are from a magazine, and entails of two models, which in this case are titled Superstars and Superbitch. A well dressed gentleman and a lady both with grey suits. They look professional and their pause, looks and dress codes tells a lot. However, there is a caption based from Stout Hilary’s quote that talks about the man being good at his job, and the tells the readers that they are also good at their work. He then asks why the successful women look very different from the men, and how we can break from such labels and forget about it. The relationship between society and art is simple but complex depending on the work of the artist. Artists tend to give a definition to trends of how they look at it, acting as propagandist and defining the movements. The artist also symbolizes the principles of culture or rather act as a mirror. Some artists try to bring out new trends and thoughts, which relies on what and how he or she is trying to do. For example, some of the great artists who left a legend are; Gast John who helped in showing that the perfect American and his greatest point of his age. Audobon, who was ahead of time, was an innovator and a chronicle, showed the next step to Romanticism in its view of nature (Kleiner, 2011, Pg 72). The artist who took pictures of the two photographs â€Å"superstars† and â€Å"superbitch† seems to be ahead of time

Health and Safety Practices Plan (Part Two), Product Safety and Research Paper

Health and Safety Practices Plan (Part Two), Product Safety and Security Risks - Research Paper Example 132). The Apple Company strongly believes and upholds each worker’s health and safety. The company requires its suppliers create a safe working conditions and at the same time upholding the standards in its Code. Risks assessment techniques The company’s has health and safety programs that start with standard audits, and include occupational health and safety training which is carried out throughout its supplier base. Audits have resulted in various noncompliance findings, such as workers not wearing appropriate personal protective equipment, lack of first-aid supplies and fire detection equipment, or inadequate exit paths for emergency evacuations. In the last ten years, Apple has grown to become one of the biggest and most successful companies in the world. Apple and other American industries have achieved a dozen of achievements nearly unmatched in modern history. Workers involved in the assembling of iPhones, iPads and other devices are said to labor in harsh and di fficult conditions, which is according to employees inside most of its plants, advocates of these workers and documents published by companies themselves. Security risk More serious violations in the past have also included the exposure to chemicals as a result of poor ventilation, and where workers perform activities at dangerous heights in the absence guardrails or safety harnesses. The apple production uses n-hexane to clean mobile phones screen. The employees find the smell very irritating which makes the eye aches. In case of a prolonged inhalation one may feel weak, in addition, the chemical causes tingling and numbness in the hands and feet. The first poisoning case was discovered in July 2009 and triggered a strike at that time. Afterwards, Wintek sent two doctors to give employees physical exams. According to an employee, the only test the doctors did was to tap their knees with hammers. While recognizing that this is a, method of diagnosis, workers felt the examination was not professional. None of the workers were diagnosed as poisoned during the health examination. Deeply worried about their health, workers went to hospitals for further exams. Around 100 of them were told that their nerves were damaged. After the health examination, the employee had to be advised how he/she would attend the duties to prevent further damage of the nerves. Explaining why workers had to rest at home instead of receiving treatment at the hospital, the management said there was not enough bed space in the hospital. Wintek, which Apple’s n-hexane supplier, promised that workers who were discharged from hospital could rest at home for 3 months. The victims were entitled to a compensation, which included the basic wage, nutrition allowance and meal subsidy. Since the workers' strike, propane and isopropanol are being used in place of n-hexane, and the ventilation system has been improved. However, workers believe the new cleanser is also toxic. Some time the company discovers worker health and safety issues not covered by its regular audits. The company digs deeper to understand the cause of the problem and, in some cases, hire experts to conduct specialized assessments. The results of these assessments have led to the development of new standards for its suppliers to follow. Safety measures In the year 2010, Apple sought the services of Foxconn to initiate an employee assistance program (EAP) at one of its

Life on the Color Line Essay Example for Free

Life on the Color Line Essay A- Gregory Howard Williams wrote the book. Before you read the book you have no idea who he is. Once you read the book you find out that he is mulatto and was raised in a community that was extremely prejudice against blacks. The authors’ point of view is his own story. P-The book takes place in Virginia at the beginning of the book from 1943-1952, and then in Muncie, Indiana from 1952-1969. The source was produced in 1995. The meaning of the source doesn’t really change at all, but now that it is after the problems of racial segregation and discrimination, we are able to read it and look back on the problems of our society and make sure it doesn’t happen again. P- Other than what I learned from the book, I actually knew a lot. I knew that in the 1940’s-50’s there was a major problem with racial discrimination. I knew that the way whites treated blacks was terrible and unjust. I also knew that blacks looked toward whites as horrible people and that it was taboo to interracially date/marry. This helped me better understand why the whites were treating Greg the way that they were and why the blacks had a hard time accepting him into their community. A- The audience is for teenagers and adults. Its pretty graphic so it is intended to be taken seriously and with an open mind. It is it is more so towards teenagers and people with hard lives to show that they aren’t the only ones going through something difficult, because he went through some really complicated times and is now leading a successful, happy life. R-This book was produced in order to show what life was like for the mulatto race and how difficult it was for them. It is an inspirational book to tell people that they can go through anything if they keep their eyes on a goal and work towards it, no matter how hard it gets. T-The theme of the book was trials and success. It tells of his early child hood having to be both white and black in a community that was extremely prejudiced. It shows how he finds his way by keeping with the black influence and embracing it as his own lifestyle. It shows the difficulties he had with bullies and ignorant people and how he used academics as a way to stay out of trouble. It shows how he has to live with an alcoholic father and how he takes care of him even though he would probably be better off not worrying about him. It shows how he went through an extremely difficult childhood and was able to graduate college with a doctorate in law. S-This book is significant because it gives us a deeper look into how messed up our society was during the late 1900’s. It gives us a better understanding into the life that we aren’t familiar with because we usually just look at the black or white side of the story. Life on the Color Line makes us realize that it was just as hard for mulattos in that time as it was for blacks.

Role of Knowledge for Meaning and Purpose

Role of Knowledge for Meaning and Purpose â€Å"The whole point of knowledge is to produce both meaning and purpose in our personal lives.† To what extent do you agree with this statement? Curious mind, has a zeal to understand what is going on in the surrounding , let it be a natural event or phenomenon or people around, this understanding developed is what I assume frames the basis of knowledge. To quench this thirst provides the necessary fuel required to move on in personal lives. Knowledge provides the purpose and meaning to lead ones personnel life , while saying personal life I mean, the life of a person as guided by him or herself under his or her own instinct, in very own way-not forcefully guided by others rather willfully adopted to lead the personnel life. The question is how a person will drive his life in a specific way? One of the obvious answers could be by having knowledge of what is best for him. This leads to discuss the reason and emotion as the two Ways of Knowing, supported by the Areas of knowledge fueled by ethics and Natural sciences. The essay will try to understand how the reasoning charges the emotion to lead life in a particular way under t he umbrella of Natural sciences in an ethical way, by considering the logical arguments related to it with the help of examples as far as possible. While emotion is a natural instinctive state of mind deriving from ones circumstances, moods or relationship with others, Reason is the cause, explanation or justification for an action or event, reasoning and emotions are closely connected, the decision making relies on emotions, this implies that life is guided by reasoning and emotions, reasoning helps us to foresee the consequences and to judge if the action makes sense, yet what ‘makes sense’ depends upon the emotion. People do not practice any activity without active or passive purpose. They don’t waste time and energy purposelessly specially, a regular exercise of getting knowledge for more than a quarter of their life,Struggling in schools and colleges- investing money,time andenergy. There is Reason behind;true,sometimes the knowledge has a direct and well known purpose whereas sometimes the academic knowledge has some passive purpose but all these knowledge are meant to shape the life of the gainer and struggler for knowledge. The quest of finding the fact about malaria, a deadly disease was, to understand the reason the cause, and its cure, it took long time before the facts got established and a possible treatment was discovered leading to the invention of the medicine.Was this without a purpose? Was there an emotion attached behind, to save the whole human kind? I opine, the pain and sufferings of the patients may have fuelled the research to some extent as well. The natural science and its knowledge are all full with reason and purpose behind all scientific discoveries and inventions and endeavor. True, while trying to find out something purposefully people get extra, even un-associated knowledge of some other type or class which may or may not have an immediate use and purpose in their eyes, for the time being.But the graphic detail of it, remains saved in their mind and is utilized somewhere else in due course of time. or even if unutilized the knower is well aware of the latent information, to keep this piece of work in his brain, so as to utilize it some other time thus, knowledge has two forms namely an active and passive knowledge. It may also be noted that sometimes reason gets defeated by emotions attached to the purpose, a child’s repeated demand of cold drinks while suffering with cold and flu is accepted by father, at this point the knowledge question is, why this acceptance? Possibly, not because of reason but emotion! Talking about the natural science, why do scientists invest their time and brain in new research? Without, any point in their brain? Then what do they do sitting and observing? Till when and why, answering these questions frames the overall purpose of them being there. And these are the knowledge question as well, any new research cannot be carried out in physics or chemistry or biology unless there is a reason behind it, the people from management studies and sciences know it much better, when they say that the most important work for a successful activity is: setting the Goal breaking it into small achievable targets, and then working for the sake of those targets.One by one, to finally achieve the goal, and thus sort out the overall purpose. Scientific research are also done in the same fashion, by setting up goals breaking it into pieces and sequential steps, all forming important steps to reach a solution of the problem, a big tunnel cannot be made or a big mountain cannot be br oken or brought to ground without any purpose. Knowledge establishes facts and information are devised from this fact to help understand life and surroundings in a more refined way which thus provides a better living environment. Now the question is what if there is no purpose behind any peace of quest and there is no curious mind working behind a given idea or set of ideas, will the brain still be working will their still be an idea or creativity from nowhere? Where to start for what when how and many more questions will stand still without any straight or creative answer. So how the quest will take form and why?Another important point worth mentioning out here is the famous instant from Sir Isaac Newton’s life when he wandered as why the apple is falling down on the ground and not going up once it is broken from its branch, which leads to the famous and useful theory of gravitation. This incidence was not only once occurring rather a routine natural process that no one actu ally cared so no purpose and meaning for the people from normal walk of life, so a wandering but purposeful wanderer is needed to really bring meaning and purpose, to shape up knowledge. Or is there any counter claim? Supposing that Mr. Newton was sitting and thinking or dreaming something else at the time of this falling apple, paying no attention to this phenomenon of nature, then what would have happened? The answer is, whatever but not the theory. Ethics is another important area of knowledge which needs to ponder under this debate of knowledge meaning and purpose. Human coordination towards other humans and towards the nature is another philosophical area, which never works without any relationship between purpose, meaning and knowledge. How an ethical rule is defined and or established unless the raw material, a piece of past experience or a smallest of fact is available to the genuine thinkers in this field?Human mind starts working in an active way only with an input of purpose so in here if the main purpose and the meaning are missing from the whole fury of knowledge then nothing as knowledge takes shape. While wandering through wild purposelessly people get involved in watching the plants and trees with highest degree of curiosity only if they have interest in watching and gaining some active or passive purpose behind it others may find interest in watching animals or birds out there. Now if their interest is towards human and ethics the perspective will be different then someone interested in animals and animal protection as compared to someone else who is interested in the delicate balance between all these factors and the new ethical theory or principle formulated will be different from all these theorist and philosophers of ethics. Having said this, we may discuss the academic knowledge as acquired by the scholars at school and colleges, they will have better approach towards their studies, if they have the knowledge and understanding behind their subject of endeavor, if they know the real reason behind the struggle in studies, they will excel in their field as compared to those who are trying to study just for the sake of studying. This is the reason why preface and introduction to the book is written, and written to be placed on the front page. Students undertaking professional qualification always record high percentage of passing out as compared to those who are pursuing a general academic course where the pass percent is comparatively low. Thus to sum up knowledge is always acquired with a purpose and meaning in life and not in vain , I fully agree with the statement, and personally gaining knowledge for me is only possible if there is direct and indirect purpose leading to the meaning in life. This provides the necessary fuel and zeal required to continue the endeavor and struggle towards the successful assimilation of knowledge. Bibliography: References; 1) https://www.google.com/search?biw=1366bih=622noj=1sclient=psy-abq=the+meaning+of+Emotionoq=the+meaning+of+Emotiongs_l=serp.12..0l9.94867.104530.1.110389.8.7.0.1.1.0.989.3221.3-1j2j0j2.5.0.msedr01c.1.61.serp..2.6.3222.WSAznehMuh8 2) https://www.google.com/?gws_rd=ssl#q=Reasoning 3) http://www.theoryofknowledge.net/areas-of-knowledge/ 4) http://www.theoryofknowledge.net/ways-of-knowing/ 5) Eileen Dombrowski, Lena Rotenberg,Mimi Bick. 2007. Theory of knowledge , Course Companion Oxford University Press.

Reflexivity :: Enthnography Anthropology Essays

Reflexivity Anthropologists research and write. They participate and observe in order to produce ethnographies. While some anthropologists venture to â€Å"exotic† lands to study the â€Å"natives,† others conduct ethnographic research within their own culture. Despite the diverse cultures they examine and the use of a tape recorder instead of a pen and a notebook, the ethnographic process is virtually the same. Or is it? Although similarities between ethnographies exist, when it comes down to it, ethnographies differ from one anthropologist to the next and one culture to the next based on the writing techniques applied by the ethnographer, the position of the anthropologist (age, gender, class, culture), and his or her life experiences. Some ethnographers use reflexivity, a writing tool that personalizes ethnography as the anthropologist writes about his/herself in the work. In a reflexive ethnography, the anthropologist positions his/herself in relation to the examined c ulture and writes about his/her ethnographic experience, an experience which hopefully bridged the gap between the anthropologist’s culture and studied culture, converting the â€Å"outsider† status of the anthropologist to an â€Å"insider† position. Reflexivity allows the ethnographer to show how and why it is that he/she empathizes with a culture and to allow the audience an opportunity to identify with a culture that is not his/her own. Ultimately, reflexivity conveys the importance to acknowledge the similarities and differences that exist between cultures. In a reflexive ethnography, anthropologists locate their position in another culture and outline their experiences inside and outside of the examined culture. George E. Marcus describes reflexivity as â€Å"the practice of positioning† (Marcus 198). Reflexivity â€Å"locates the ethnographer . . . his or her literal position in relation to subjects† (Marcus 197-198). In other words, reflexivity conveys to the audience that the ethnographer â€Å"was there.† In most cases the ethnographer uses phrases such as, â€Å"I realized,† or, â€Å"I examined,† or simply â€Å"I.† This declaration of first-hand cultural knowledge grants the ethnographer authority to write about and understand a culture because he/she participated and observed the culture in action. Renato Rosaldo writes about positioning and the authority it gives him to write about the Ilongot tribe. In â€Å"Grief and a Headhunter’s Rage,† he writes, â€Å"The ethnographer, as a positioned subject, grasps certain human phenomena better than others. He or she occupies a position or structural location and observes with a particular angle of vision .

A Unique Cult Essays -- Consumerism Economics Economy Essays

A Unique Cult Within the past five years, the stock market has steadily increased due to an abundance of retail and merchandise shopping. Many may wonder, â€Å"why now?† or â€Å"why such an increase in sales?†; the answer to this question is right in front of our nose. The answer is the current consumer culture, consisting of everything we buy- including clothes, food, accessories, cars, and furniture. Pressure from the current consumer culture on the average shopper has never been so strong. Nowadays the only way for a person to feel as though they fit in is by purchasing the latest fashion fad, in order to, in some way, feel connected. Peer pressure and the pressure of advertising are placing the latest crazes in front of our eyes, and it is our job as consumers to purchase them, no matter the cost. The current consumer culture is taking the word â€Å"unique† out of the country by creating false images for teenagers and cities to fulfill. It is also pl acing unwanted pressure on parents and teenagers to cooperate with today’s consumer culture without realizing that the intent of large corporations is only for their own good. The words cult and consumer culture, also known as consumerism, have become prevalent topics in today’s society. The most general and personal definition of the term cult refers to a group of people in which everyone is the same, or has the same goals and dreams. For example, one may think of a cult as the Catholic Church in which every Catholic’s goal is to find salvation. In a less religious and significant stance, a cult is the extreme followers of a television show such as â€Å"Star Trek†. The term consumer culture, dealing with the need for people to purchase and have the latest... ...proving to be monetary gain for their own selfish needs rather than the people which keep them in business. Works Cited: Connor, John. "TV: 'TEENAGE SUICIDE: DON'T TRY IT!'" New York Times. 10 Dec. 1981, sec C. Lexis Nexis. 3 Dec. 2004 <http://web.lexis-nexis.com>. Garcia, Michelle. "New York, Brought to You by . . .." Washington Post. 7 Dec. 2003, sec. A03. Lexis Nexis. 20 Nov. 2004 <http://web.lexis-nexis.com>. Lasn, Kalle. "The Cult You're In." Culture Jam. New York: Perennial Currents, 2000. Mayer, Caroline. "Nurturing Brand Loyalty." Washington Post. 12 Dec. 2003, sec. F01. Lexis Nexis. 20 Nov. 2004 <http://web.lexis-nexis.com>. Moraes, Lisa de. "High-Priced Ads: For Younger Viewers Only." Washington Post. 21 March 2004, sec. N10. Lexis Nexis. 20 Nov. 2004 <http://web.lexis-nexis.com>.

Hustler - Censoring a Film about Censorship :: Movie Film Essays

[1] The People vs. Larry Flynt celebrates America for â€Å"being the strongest country in the world today only because we are the freest,† as Flynt once said. The problem is, that while the film triumphantly exhibits the (seemingly obvious) â€Å"evils of censorship,† it hypocritically censors out the most controversial parts. The film champions free speech yet is not able to visually depict the potentially harmful material that the First Amendment defends. The content in Flynt’s Hustler magazine absolutely, positively, requires the protection of the First Amendment. The film does not show you why. For how do you expose to mainstream society something that cannot legally be seen in an R-rated film? Director Milos Forman, incapable of surmounting this problem, needed to make changes. He removed the most obscene aspects of the â€Å"real† Hustler and Flynt, and fabricated the â€Å"reel† socially acceptable, laughable (and even likable) depicti ons. Consequently, in the process of telling this story that Forman wished to dedicate to his hero, the U.S. Justice system, he both sanitizes and canonizes Flynt and Hustler magazine. [2] In this issue essay I will first discuss the history of pornography in America and the emergence of Hustler. I will then show how the movie makes the viewer feel proud of the country without letting the viewer choose if he or she is really pleased with what is being protected, pointing out the impossibility of portraying the obscene images in an R-rated film. After that, I will discuss the possible ramifications of pornography, including violence against women and children. I will then address the moral implications of a complete freedom of expression and the possible effects of promoting ignorance about pornography through the movie. Finally, I will comment on my views regarding pornography and censorship in our society. The Sexual Revolution in America [3] Since the 1950’s, a sexual revolution has spawned in America, accordingly downgrading previous anathemas in society, like pre-martial sex, masturbation, and homosexuality. For example, according to an article describing the sexual revolution, â€Å"In the 1950s, less than 25 percent of Americans thought premarital sex was acceptable; by the 1970s, more than 75 percent found it acceptable† (Stossel 74). Norman Podhoretz recounts how in the early 1950’s obtaining pornography was like trying to buy illegal drugs. But Playboy changed all of that, as it emerged as an â€Å"acceptable† form of pornography in 1953.

Obediance and Deindividuation Essay

Most, if not all humans, have some ethics and morals, which help the individual make distinctions between right and wrong. Therefore, in most situations human beings behave in accordance with their morality. Studies on notions such as obedience to authority and deindividuation have shown that in some cases, an individual can be made to act in direct opposition to their morals and ethics. Studies conducted by Milgram (1963) on obedience have shown that if an individual is ordered to do something by someone who is perceived to be in power, it is possible that they will do it, even if it is something the person does not believe is right. Also, studies conducted by Zimbardo (1973) on deindividuation have shown that a normally healthy, intelligent person can lose their identity in a crowd, and commit acts of violence and aggression which they would not normally commit. According to the deindividuation theory, this is because the individual feels that they can no longer be singled out and held personally responsible for behaviour. The studies conducted by Zimbardo (1973) and Milgram (1963) have been examined and compared in this essay. The notions of obedience and deindividuation have been the subject of some very informative and sometimes disturbing research by social psychologists. Obedience is defined by Moghaddam (1998) as: â€Å"changes in behaviour that arise when people follow the instructions of persons in authority.† Our tendency to comply with authority figures can be surprisingly strong (Bourne & Russo, 1998). Experiments on the subject, particularly those conducted by Milgram (1963) have shown that though obedience is, in many forms positive, it can also be extremely negative, instigating individuals to commit acts of violence or aggression, of which they would not normally partake. Deindividuation is defined by Moghaddam (1998) as: â€Å"The loss of one’s sense of self identity as an individual person, associated with lower self awareness and decreased personal responsibility in group settings†. This can often lead to acts of aggression or violence, by a normally placid person. This notion, as well as the notion of obedience to authority, has been examined in this essay, by looking at, and comparing the studies conducted  by Milgram (1963) and Zimbardo (1973), Milgram looked to explore the notion of obedience by using the cover story that he was conducting research on the effects of punishment on learning. He advertised for volunteers aged twenty to fifty who would be paid four dollars an hour plus fifty cents petrol money. It is important to note though, that the participants were told that the money was theirs simply for coming to the laboratory no matter what happened after their arrival. A wide range of occupations, ages and backgrounds were represented in the chosen sample. The selected participant was introduced to a person (a forty-seven year old accountant, whom most observers found mild mannered and likeable [Milgram, 1963]) who pretended to be another participant, but was actually a confederate of the experimenter. It was explained that as this was a learning experiment, it was required that there be learner and teacher. The participants took a piece of paper from a hat to determine whether he was the teacher or learning. This was rigged so that the participant would always be the teacher (both pieces of paper said ‘teacher’). The teacher was then allowed to watch the learner being strapped into an ‘electric chair’ which was to be used to administer electric shocks. The learner was told that though the shocks could be extremely painful, they cause no permanent tissue damage. The teacher was then taken to an adjacent room and seated in front of a ‘shock generator’ consisting of thirty switches set in a horizontal line. The switches were marked, increasing from 0 to 450 colts, 15 volts at a time. Each group of four switches was also marked, from lowest voltage to highest, â€Å"slight shock†, â€Å"moderate shock†, â€Å"strong shock†, â€Å"very strong shock†, â€Å"intense shock†, â€Å"extreme intense shock†, â€Å"danger, severe shock† with the last two switches simply marked â€Å"XXX† (Moghaddam, 1998). The participant was given an example shock of 45 volts. The learning exercise was a word association task. Each time the learner got an answer wrong, the teacher was instructed to administer a higher level of shock. The teacher was also required to call out the voltage level before administering a shock, to make sure they were fully aware of the shock  level. The learner was instructed to give specific response to different shock levels. Between 75 and 105 volts, the learner grunted. At 120 volts, the learner shouted that the shocks were becoming painful, after that the learner complained of a bad heart and shouted that he no longer wanted to be part of the experiment. The cries became more and more distressed until shock level three hundred, when the learner indicated that he could no longer give answers to the memory test. After this, all that was heard from the learner was agonized cries. The participant was instructed to treat the lack of response as a wrong answer and continue increasing the shock level every five to ten seconds. At different stages of the experiment, the subjects looked to the experimenter for guidance or expressed their wishes not to continue, to which the experimenter’s responses were standardized. A series of ‘prods’ were established, which were to be used each time a participant indicated his unwillingness to go on. These prods were always given in order and were started again each time the participant showed reluctance These were: â€Å"Please continue†, then â€Å"The experiment requires that you continue†, then â€Å"It is absolutely essential that you continue† and finally â€Å"You have no other choice, you must go on†. If the participant refused to go on after the last prod, the experiment was terminated. The participants showed obvious signs of distress throughout the experiment, especially while administering the more powerful shocks. Subjects were observed to sweat, tremble, stutter, bite their lips, groan and dig their fingernails into their flesh (Milgram, 1963). Many subjects said they could not go on, but nevertheless they did. Approximately sixty five percent of participants were fully obedient (Moghaddam, 1998), continuing until they reached the most potent shock on the generator, at which point, the experimenter called a halt to the session. Not one participant stopped before shock level 20, which was 300 volts, and the point at which the learner stopped answering questions. Milgram asked groups of laypeople and experts to predict the outcome of the experiment before it as conducted. As it was predicted that participants would refuse to administer shocks of more than a minimal voltage to learners (Moghaddam, 1998) these results amazed many people. This experiment demonstrated that normal, healthy, intelligent people are capable of carrying out violent and destructive acts, if placed  in the right (or wrong) situation. This was also demonstrated by a study carried out by Zimbardo (1973). The Stanford Prison experiment, as it was known, simulated a prison environment in the basement of the psychology building at Stanford University. The prison was made to be as realistic as possible, with bars, prison uniforms, identification numbers and uniformed guards (who wore mirrored sunglasses). Volunteers for the experiment were screened with clinical interviews and psychological tests to ensure that they were emotionally stable and mature. Participants were to be paid fifteen dollars a day for the two week experiment. The study required two roles, guards and prisoners, which were assigned by a coin toss. The prisoners were unexpectedly arrested at their homes and brought to the ‘prison’ in a police car. They were handcuffed, searched, fingerprinted, booked, stripped, deloused, given a number and issued a prison uniform. Each prisoner was then placed in a six by nine foot cell with two other inmates (Bartol, 1998). The guards were simply instructed to keep order. They all wore standard uniforms and carried a night stick, keys to the cells, whistles and handcuffs. Guards drew up their own rules for maintaining law and order in the prison. Before the prisoners were allowed to do anything, they had to obtain permission, and they were required to address the guards as ‘Mr corrections officer, sir’. The participants quickly absorbed their roles. Guards degraded the prisoners in different ways, making them clean toilet with their hands, disrupting their sleep and using physical punishments and solitary confinement for minor infractions (Bourne and Russo, 1998). The prisoners broke down and accepted the brutal treatment. Three had to be released during the first four days because of hysterical crying and severe depression and many others begged to be paroled, willing to forfeit the money they had earned for participating in the experiment (Bartol, 1998). The experiment was terminated after only six days, well short of the planned two weeks, because of the guards’ brutality (Bourne and Russo, 1998). It is interesting to note some of the remarks made by the prisoners: â€Å"I practically considered the prisoners as cattle† and â€Å"I was tired of seeing  the prisoners in their rags and smelling the strong odours of their bodies that filled the cells† (Moghaddam, 1998). The experiment prompted Zimbardo to conclude â€Å"Many people, perhaps the majority, can be made to do almost anything when put into psychologically compelling situations-regardless of their morals, ethics, values, attitudes, beliefs, or personal convictions† (Zimbardo, 1973, cited in Bartol, 1998). Much the same conclusion had been reached by Milgram (1963) with respect to authority figures (Bartol, 1998). The results of these studies make statements about human nature and social psychology by demonstrating the importance of situational variables in determining behaviour. Zimbardo’s (1973) experiment illustrated the influence of deindividuation – the process of losing one’s identity and becoming part of a group, as a situational variable (Bartol, 1998), and Milgram’s (1963) study examined the variables involved in obedience to authority. Deindividuation follows a complex chain of events. Firstly, the presence of many other people gives rise to a sense of anonymity, the individual then loses identity and becomes part of a group. Under these conditions, the person feels that they can be no longer singled out and held responsible for their behaviour. According to the deindividuation theory, this generates a â€Å"loss of self awareness, reduced concern over evaluations for others, and a narrowed focus of attention† (Baron & Byrne, 1977, cited in Bartol, 1998). The combination of these things is believed to lower restraints against antisocial or aggressive behaviour. This theory is supported by Zimbardo’s (1973) prison experiment. As was demonstrated by Milgram’s (1963) experiment, individuals are likely to be obedient to people who have power (whether real or perceived) over them. Also, culture teaches people in certain roles to expect to be obeyed. As such, people learn to play authority roles, as well as roles submissive to authority (Moghaddam, 1998). This dominant-submissive relationship was demonstrated in the prison study. Stereotypically, prison guards are  perceived as having dominant, possibly even sadistic personalities, whereas prisoners, will tend to be aggressive and socially deviant (Moghaddam, 1998). The results of this study indicate that situational factors have a large bearing on behaviour, regardless of morals, ethics, values, attitudes or beliefs, or in short, the nature of the individual. This is also demonstrated by Milgram’s (1963) study. Milgram’s (1963) experiment also demonstrates how normal, healthy, intelligent people are quite capable of carrying out destructive acts, in this case, however, the individuals carried out these acts, because they were persuaded to do so by a person whom they perceived to be in authority. This can be seen on a much larger scale in the success of dictators, such as Saddam Hussein and Adolf Hitler. A substantial proportion of people do what they are told to do, irrespective of the context of the act and without limitations of the conscience, so long as they perceive that the command comes from a legitimate authority (Milgram, 1977, cited in Bartol, 1998). A lot can be learned from this about human nature. It can be inferred from this study, as well as Zimbardo’s (1973) study that normal, healthy, intelligent human beings are capable of carrying out acts which normally go against their nature, if the individual is placed in the right (or wrong) situation. These studies showed the effects of authority figures and environmental factors involved in behaviour and suggest that in many cases, people engage in behaviour that goes against their very nature, simply because they are told to do so. The results also show, that under deindividualized conditions, people may do things that they would not normally do, or engage in acts that they did not think they were even capable of. A better understanding of deindividuation could lead to a decrease in violent or aggressive acts committed by individuals in a crowd, for example rioting, and a better understanding of obedience to authority could decrease the possibility of events like those caused by Hussein or Hitler happening again. References Bartol, C.R. (1998). Criminal Behaviour. New Jersey: Prentice Hall. Bourne, L.E. and Russo, N.F. (1998). Psychology Behaviour in Context. New York: W.W. Norton & Company, Inc. Milgram, S. (1963). Behavioural Study of Obedience. Journal of Abnormal and Social Psychology, 67 (4), 371-378. Moghaddam, F.M. (1998). Social Psychology. New York: W.H. Freeman and Company.

A Composition of My Mother Essay

I am a country girl, and my mother is a country woman. She and my father are both junior-middle school graduates. Partly because of this, I, as their only daughter, bear their high expectations of me becoming a university graduate. Besides, I think their big hopes on me also come from some historical reasons our neighbor, my grandpa’s younger brother’s family, have been mean to us. The second family in our neighborhood to build a two-story brick house, they are far better off than us, and most importantly, they have a university-graduated son so, that’s why I must try to bring credit for my family and make them regret having despised us. Where there is high expectation, there is strictness. I have been obedient since in elementary school. At home, I was obedient to my parents and at school to my teacher. At first, I did well in both Chinese and math, among which my Chinese was better, and this was where the tragedy lay. Besides the homework given by my teachers, there was a great amount of math exercise having asterisk, namely difficult and not required, given by my mother, which she picked from my coach book. Apart from this, I had to practice handwriting for 2 pages on schooldays and 5 on holidays under my mother’s supervision. All those composed my miserable childhood no playing, no joy, only homework, homework and homework. However, my mother’s efforts didn’t work on me, on the contrary, my math was getting worse and my handwriting was neither neat nor beautiful, because every time I just try hard to finish all the endless homework as quickly as I could, pursuing speed but not quality, so that I could have some poor little time to watch cartoons. At that time, I had a strong adoration for music, especially for singing. Both my music teacher and my head teacher in elementary school thought that I had gift in singing, and whenever there were occasions needing performance like Children’s Day, National Day etc. and singing contexts at school or in the community, they offered me the chance to show my talent. And I often lived up to their expectations, winning many prizes in singing. That has been a most glorious period in my school life. Whereas, good times don’t last long. My mother considered my singing a waste of my precious learning time, so she ordered me not to take part in those meaningless things and concentrate on my study. I obeyed and quitted. Now, I am scared of gong KTV and being asked to sing, because after so many years, my talent has abandoned me. For those aforementioned aspects, I hated my mother, because she stripped me of my childhood joy and my singing talent. Although I hated her for those things, I know she loves me and I also love her. The economic condition of my family is bad, as both my parents are peasants and my grandparents were in bad health condition. Diligent and thrifty, my mother is the one in my family to make budget. Even though we lead a hard life, as for expenses on my schooling, such as buying learning materials, coach books, my mother never hesitates for a second to give me the money. Besides, as long as I am studying, even if reading a novel, in no case would my mother ever ask me to do any housework or work in the fields. I know, though she never said, that’s because she, believing deeply that knowledge can change one’s destiny, wanted me to acquire as much as knowledge so as to live a happy and easy life in future, rather than repeat her life, all year round working hard in the field while getting little in return. Though she resorted to some inappropriate ways in educating me, it was out of good intention and out of love. In a word, mother’s love is like the sun’s warmth, while daughter is just like grass, such unselfish and devoted kindness, how can grass repay?

Adolescent Rebellion Essay

Adolescents go to extreme measures to find their identity, often times rebelling to prove that they are their own people. Rebelling is a way for the adolescent to prove their independence, which makes sense in Huck’s case. Rebelling can range from not obeying parents to making friends with undesirable characters to completely going against the norms of the society. Huck’s home life and upbringing fuel his desire to rebel especially since he has trouble adapting to society, similar to Holden Caulfield, always looking for ways to be different and often times difficult and unreasonable. The adolescent years are marked by the search for personal identity and finally experiencing the real world as a maturing adult. With this being said, the reason adolescents such as Huck rebel is because they have trouble accepting the norms of society and refuse to conform. In the first novel, The Adventures of Huckleberry Finn, Author Mark Twain uses this story to show the immorality of society in the 1800’s. To convey this message, he uses his main character, a rebellious adolescent named Huck Finn. Huck has a very difficult time accepting the ways of society and refuses to let his guardians, The Widow Douglas, Miss Watson, as well as many other characters attempt to civilize him. Huck rebels against many things such as religion, education, cleanliness, and mannerisms. He even rebels against the main principle of society at the time which is slavery. He befriends a slave named Jim and is given the choice of following society’s rules and turning him in or treating him as an equal and assisting him to freedom. Mark Twain uses this novel to address many issues in society in the 1800’s, but mainly slavery and prejudice. I believe this novel teaches morals and lessons involving children and racial discrimination today. In the essay titled, The Controversy over Race: Does Huckleberry Finn Combat or Reinforce Racism, critic Julius Lester goes to the extent of saying that Mark Twain’s writings are â€Å"ethically dangerous† and claims that the author is in fact somewhat racist. He believes that Mark Twain does not take slavery seriously and therefore African Americans. He explains how Twain makes a mockery of Jim, degrading him throughout the novel through the use of Huck Finn. (356) Many critics like Lester, imply many negative claims against Twain but I believe this accusation is irrelevant because Twain is not using Huck Finn to degrade Jim, he is in fact using him as a symbol of innocence to the immorality of society. Huck is at that age where he is unaware of the difference between right and wrong but when he is faced with a matter as complex as discrimination; he takes his own path instead of following society’s regulations. Like a toddler at the playground, when a child of different color or race approaches them to play, they don’t discriminate; they sense a friendly individual and befriend them. Twain allows his character to rebel against the prejudice society, in order to raise awareness and address the issue of racism. The other criticisms we have read and discussed this semester, critique and pin point any flaw possible of criticism in each of the novels. Some criticisms aimed towards one novel can even apply to others. In Brivic’s The Disjunctive Structure of Joyce’s Portrait of an Artist as a Young Man, the author states, â€Å"Psychoanalysis shows how the images that weave through Portrait are linked by unconscious motivation to form a dynamic structure. Within this structure Stephen Dedalus develops his thinking around a central principle of connection with the world through alienation. And the conflicts and transformations in the structure enact opposing views by which Joyce both supports and condemns Stephen (279). This quote is interesting because it applies to two of the novels characters we have been introduced to, both Portrait’s alter ego,Stephen Dedalus, and The Catcher in the Rye’s Holden Caulfield, the society outcast looking for a path in life. Stephen and Holden both encounter many similar situations, where they find themselves in search of happiness and comfort. J. D Salinger puppets the protagonist of Holden Caulfield to verbally assault almost every in stitution and character he encounters during his transition from childhood to adulthood. Deeply mentally and emotionally disturbed, Holden resists conformity to every vice, failing out of four preparatory schools, lying about countless details to add excitement to his anticlimactic life, and stereotyping every individual he encounters and labeling them â€Å"phony†, proving Holden to be the most superficial of all the characters. Holden’s opinionated personality allows him to openly pass judgment and portray the kind of behavior he thinks contributes toward the corrupted, indecent world he is apart of. Holden believes he must be a protector of innocence; he must protect Phobe and all hildren from the cruel reality of how the world operates. He is â€Å"The Catcher in the Rye†, based off a poem, where he will catch the children and protect them as they fall off the cliff of childhood into the reality of adulthood, it is possible Holden Caulfield is consumed by the idea of sex, Holden engages in several contradicting actions, he solicits a prostitute b ut refuses to sleep with her, yearns for the affection or companionship of another girl but distances and degrades himself when he feels exposed, and repeatedly calls â€Å"Jane† but hangs up before speaking with her. J. D Salinger uses Holden to raise the issues of sexuality, sexual promiscuity, and homosexuality several times throughout the novel. In Daisy Miller, Author Henry James discusses the morals between the Americans and the Europeans and the involvement of women in the time setting of the novel. Daisy Miller, the main character, is one of the main mysteries throughout the novel as the author causes the reader to wonder whether she is really a â€Å"nice† girl or not. Daisy is young, wealthy, attractive American girl who travels through Europe with her family. With a strange mixture of personality traits ranging from high spirited and independent to ignorant and shallow, Daisy goes on an adventure that is illustrated to clarify the subtext involving the differences in American and European values. The author directs the audience towards the gender roles in society and how women of this time setting were at a much higher social standard. Women at this time were controlled with a sexist set of rules appointed by government officials according to gender. As you get deeper into the novel, you find out that Daisy is not as innocent as she seems she is very rebellious. Through this rebellion, the author addresses sexist tendencies and the pride of American womanhood and freedom despite social constraints. The reasons why adolescents rebel vary from person to person yet they hold one thing in common. It is to prove their independence as they disagree with how they should conform to society. Whether people are â€Å"fake† or the norms of the society, like slavery and racism, are wrong, adolescents find a way to be difficult in a sense to prove they have their own identity and they are independent. Each of the authors we have read over the course of the semester, Twain, Joyce, Salinger, and James took the risk of breaking the rules with their words in order to convey their messages to a large-scale audience. The adolescent years are marked by the search for personal identity and finally experiencing the real world as a maturing adult. With this being said, the reason adolescents such as Huck rebel is because they have trouble accepting the norms of society and refuse to conform.

Human Resource Forecasting Essay

PART 1: HUMAN RESOURCE FORECASTING Reference: Adapted from Human Resource Forecasting Assignment, pp 108 – 110 in Nkomo, S. M., Fottler, M. D., McAfee, R. B. (2008) Human Resource Management Applications: Cases, Exercises, Incidents, and Skill Builders, 6th Edition Due date: Week 9 LEARNING OBJECTIVES †¢Practice in forecasting an organisation’s people needs †¢To familiarize you with some of the factors that affect an organisation’s future people needs †¢To familiarise you with the complexities involved in making human resource forecasts †¢To point out that all human resource forecasting is based on assumptions and that these assumptions are critical to the accuracy of the forecast INSTRUCTIONS It has been a busy year with staff turnover, new employees and new equipment on order. Your CEO has requested a forecast of the human resource needs for North West Regional Hospital for the coming years. North West Regional Hospital (NWRH) is a purpose built, 180-bed inpatient facility and the largest regional hospital in the state. NWRH also has 15 outreach sites located throughout tropical, northern Australia, each of which employs approximately 17 individuals. In total, NWRH currently employs 700 people. Over the coming three years, NWRH is planning an expansion into additional regional areas and expects to add 25 new outreach sites. Each outreach site varies in size according to the needs of the community, so the figures  represent averages. During the past month, NWRH has placed an order for 3 new dialysis machines to increase its renal support services. These machines are scheduled to be in operation December 31, one year from now in existing outreach sites only. NWRH has found that for each new machine purchased requires four (4) additional nurses, on average. In addition, five (5) new doctors are added in year 2. A breakdown of NWRH’s current staffing is shown in Table 1. Your CEO has asked you to perform three human resource-forecasting tasks. First, based on the assumptions given below, you are required to determine employee turnover for the inpatient facility office, the old outreach sites, and the new outreach sites. The CEO would like to know this information for each of the next three years and for each of the major personnel categories (i.e., Doctors, Nurses, and Inpatient Facility Administration staff). Your job is to complete Table 2. Second, your CEO would like to know the number of new employees NWRH will need to hire for each major personnel category for each of the next three years. Your job is to complete Table 3. Finally, your CEO would like to know the total number of employees who will be working for NWRH as of the end of each of the next three years. Your job is to complete Table 4. Table 1: Present staffing Total Employees700 Number of outreach sites15 Doctors per outreach site5 Number of Doctors75 Nurses per outreach site12 Number of Nurses180 Outreach facility employees255 Inpatient Facility Employees445 Table 2: Turnover Employee CategoryCurrent YearYear 1Year 2Year 3 Old outreach site Doctors Old outreach site nurses Inpatient facility New outreach site Doctors New outreach site nurses TOTALS Table 3: Number of Employees to be hired Employee CategoryCurrent YearYear 1Year 2Year 3 Old outreach site Doctors Old outreach site nurses Inpatient facility New outreach site Doctors New outreach site nurses TOTALS Table 4: Year-End Employment Employee CategoryCurrent YearYear 1Year 2Year 3 Old outreach site Doctors Old outreach site nurses Inpatient facility New outreach site Doctors New outreach site nurses TOTALS In order to complete your assignment, your CEO has told you to make a number of assumptions. They are: A.You are making all projections in December for subsequent years ending December 31 B.With regard to the existing outreach offices, assume a.The 15 existing outreach offices employ 5 doctors and 12 nurses each. b.On December 31 (one year hence) 3 new dialysis machines are placed in operation and require an additional 12 nurses (4 per machine). c.On December 31 in the 2nd year, 5 new doctors are employed. d.Turnover rate is 40 percent for nursing personnel, and 20 percent for doctors. C.With regard to new outreach sites, assume a.New outreach sites are added as follows: 6 in Year 1, 10 in Year 2, and 9 in Year 3. b.Each new outreach site employs 17 individuals (5 doctors and 12 nurses). c.Turnover is 30 percent for nurses, and 20 percent for doctors. D.With regard to the inpatient facility, assume that turnover will be 15 percent per year. PART 2: WRITING JOB DESCRIPTION & RECRUITMENT ADVERTISEMENT References:Adapted from Job Analysis: Writing Job Description, pp 97-99 in Nkomo, S. M., Fottler, M. D., McAfee, R. B. (2008) Human Resource Management Applications: Cases, Exercises, Incidents, and Skill Builders, 6th Edition Note: For your presentation in Week 5, you will use one (1) Job Description to develop one (1) Advertisement to present as a group. The developed advertisement cannot be used in the Portfolio Assignment. LEARNING OBJECTIVES †¢To familiarise you with the job analysis process and with job descriptions †¢Practice in writing job descriptions †¢To make you aware of different methods for recruiting candidates and stand out from the crowd INSTRUCTIONS:Job Analysis, Writing Job Descriptions and Recruitment Advertising You are required to write three (3) job descriptions, one (1) job advertisement, and one (1) selection criteria for the Portfolio Assignment. The job advertisement should reflect one (1) selected job description (choose one (1) – doctor, nurse, and inpatient facility administrator), and the selection criteria should reflect the selected job advertisement to create a flow in your portfolio. A.Draw up a set of job descriptions for each of the (3) positions in the case (doctor, nurse, and inpatient facility administrator). You may use whatever sources you want, including interviewing people you may know in these positions or similar positions or searching relevant web sites as you want job descriptions and lists of duties that apply specifically to regional hospitals and outreach facilities. The Job Analysis Questionnaire (below) can be used as a guide to help determine the major responsibilities and tasks of the job and the required knowledge, skills, abilities, and personal characteristics needed to perform the job. Remember to write the job description using action verbs when describing the employee’s tasks, duties, and responsibilities. It is also important that specific duties be grouped and arranged in descending order of importance. The complete job description should follow the format shown in sample provided (below). B.Choose (1) job description to draft one (1) job advertisement, to attract the right people to apply for that position. Write the advertisement as if it will appear on an online employment agency (e.g. seek.com). It will need to stand out amongst the many thousands of other positions being advertised. Job Analysis Questionnaire A.Job Responsibilities and Duties a.Job title b.Department title and/or division title c.Title of immediate supervisor d.Description of duties (describe the duties in enough details to provide a complete and accurate description of the work) i.Provide a general overall summary of the purpose of your job ii.What are the major results or outputs of your job? iii.Describe the duties and tasks you perform daily; weekly; monthly. iv.Describe duties you perform irregularly. e.List any machines, instruments, tools, machine, materials, and work aids used in your job. Indicate percent of time used. f.Describe the nature of your responsibility for nonhuman resources (money, machinery, machine and so on). What monetary loss can occur through an error? g.What reports and records do you prepare as part of your job? When are they prepared? h.What is the source of instructions for performing your job (e.g. oral or written specifications)? i.Describe the nature and frequency of supervision received. j.How is your work reviewed, checked, or verified? B.Reporting Relationships a.How many employees are directly under your supervision? What are their job titles? b.Do you have full authority to hire, terminate, evaluate and transfer employees under your supervision? Explain. c.What contacts are required with other departments or persons other than you immediate department in performing you job? Describe the nature and extent of the contacts. C.Working Conditions a.Describe the working conditions present in the location and environment of your work such as cold/heat, noise, fumes, dust, and so on. Indicate frequency and degree of exposure b.Describe any dangers or hazards present in your job. D. Job Qualifications (Be certain not to list the incumbent qualifications, but what is required for performance by a new employee). a.Describe the  kind of previous work experience necessary for satisfactory performance of this job. b.What is the amount of experience required? c.What kinds of knowledge, skills, and abilities (KSAs) are needed to perform the job? d.What is the minimal level of education (grammar, high school, degree etc.) required? e.Are any special physical skills and/or manual dexterity skills required to perform the job? f.Are there any special certification, registration, license, or training requirements? Sample Job Description Job Title: Shift Supervisor (Mining) Position Purpose: The purpose of this position is to maintain a safe and efficient plant operation through directing the activities of the operation’s personnel and providing a management support function for the plant superintendent. Typical Job Duties: 1.Directs the activities of the operations personnel and coordinates the activities of the maintenance personnel. 2.Issues written communication to employees concerning personnel policies and operational concerns. 3.Administers a maintenance request program through collecting requests, scheduling, and recording maintenance activities. 4.Administers the plant tagging procedure. 5.Conducts the training and safety programs for shift employees. 6.Schedules shift assignments to reflect workload and vacation schedules. 7.Performs administrative tasks such as recording workers’ time, maintaining records concerning operational activities, and updating written procedures. 8.Prepares annual budget for assigned plan area and maintains the inventory level on these items. 9.Appraise performance of shift employees annually 10.Counsels employees on disciplinary problems and job-related performance. 11.Assumes plant superintendent’s duties when assigned. Physical Requirements: walking and climbing stairs Working conditions: Remote locations; secure fully furnished housing is provided. Quarterly rotations between locations are available. Four day rotating roster with morning, afternoon and night shifts. Machine and Machines Used: CRT, spectrometer, PH metre, conductivity metre Reporting Relationships: The shift supervisor reports directly to the plant superintendent. The shift supervisor directs the control room operator, two or more utility operators, trainees, and other assigned personnel, and coordinates the activities of the maintenance personnel present on shift. Qualifications: Education: Associate degree or equivalent training (e.g. management training classes) OR five (5) years of management experience Related Experience: Minimum of three (3) years as a control room operator for a coal-fired boiler operation. Job Knowledge/Skills Required: 1.Comprehensive understanding of plant systems. 2.Fundamental understanding of electrical systems and motor control centres. 3.Thorough knowledge of boiler chemistry. 4.Comprehension of flow, logic, and electrical prints. 5.Ability to perform elementary mathematical and algebraic calculations. 6.Communication and human relations skills. 7.Ability to operate CRT, spectrometer, PH metre, and conductivity metre. 8.Managerial skills. PART 3: WRITING SELECTION CRITERIA References: Adapted from Selection Decisions, pp 131-138 in Nkomo, S. M., Fottler, M. D., McAfee, R. B. (2008) Human Resource Management Applications: Cases, Exercises, Incidents, and Skill Builders, 6th Edition Selection Criteria adapted from Practical Exercises: Graduate trainee  selection at Yarra Bank, pp 269–271 in Stone, R. J. (2010) Managing Human Resources, 3rd Edition LEARNING OBJECTIVES †¢To help you develop skills in developing selection criteria and evaluation measures †¢To make you aware of the complex criteria often used to select candidates †¢To help you develop skills in planning and implementing semi-structured interviews †¢To give you practice in preparing for the selection interview INSTRUCTIONS:Selection Criteria Using the job description, you chose for the job advertisement: 1.Develop a list of key selection criteria for an upcoming vacancy in this position in terms of experience, qualifications, skills/abilities, personal qualities and special requirements (see template below). 2.Outline how you would evaluate the candidates on each criterion. What questions would you ask? 3.Identify your interview selection panel. Indicate the number of people to be on the panel, the positions that they hold and provide a brief explanation of why they are required on the panel. Key selection criteria Experience: What type of and how much experience is required to perform this job successfully? Qualifications: What are the minimum formal educational qualifications required to perform this job successfully? Skills/Abilities: What special skills and/or abilities and knowledge are required to perform this job successfully? Personal Qualities: What special personal qualities (physical characteristics and personality  characteristics) are required to perform this job successfully? Special requirements: What special requirements are required to perform this job successfully?