What kind of society should the United States strive to become Essay

What kind of society should the United States strive to become - Essay Example Though it presents us with a unique opportunity, it has the potential to work against us if we fail to create a social attitude to accept these differences. There is a fine line we must walk to maintain our cultural differences without labeling a group as being different. Being set too far apart from the larger society runs the risk of many minorities becoming increasingly separated by prejudice and discrimination. The challenge is to incorporate and preserve multi-value systems without the attitude that can develop in a dominant-minority relationship. The multicultural approach views our value system as a diverse set of qualities that defines what it means to be an American. The term mulit-cultural implies that the definition is broad and sweeping, encompassing numerous attitudes and beliefs. The older national approach assumed there were a set of traditional American values at the core of our society. The two approaches are not mutually exclusive. Minority groups adopt the prevailing core values of the society in an effort to become more American. Immigrants may develop values based on our constitution or Ten Commandments without rejecting their own unique perspective and cultural heritage. What is ethnocentrism Can you identify your own ethnocentric feelings Please provide a specific example. Ethnocentrism is the belief that our own values and standards are the true and correct ones and cultural differences are viewed as unusual or inappropriate. Ethnocentrism deems our own judgments and values as morally superior than others, which we view as primitive or barbaric. It is a trait that gives us the sense that 'I am right, they are wrong'. When I see an ethnic grocery store or market in a major American city, I am instantly repelled by the bizarre types of foods and what I perceive as unhealthy conditions. I may not even know what the foods are, but my knowledge that they are different is enough for me to develop the perception that they are inferior to my familiar cheeseburger and french fries. My ethnocentrism is making the judgment without regard to well-reasoned thought. Week 2 Define pluralism and explain the ways in which it differs from assimilation. Why has interest in pluralism increased How have contemporary theorists added to the concept of pluralism Pluralism is the process of maintaining distinct social groups that hold and preserve unique cultural differences and values. Assimilation is the process of becoming a member of another group through social contact. It assumes that when groups interact they will adopt mutual values and goals. Over time, the two groups will merge into one without noticeable differences. Pluralism recognizes that values and ethnic traditions are preserved within a group because they offer value to its members in the way of self-image and group power. Interest in pluralism has increased because real assimilation does not seem to be a practical reality. Ethnic identification has become more pronounced as America becomes more diverse and groups cling to and celebrate their ethnic traditions. It is becoming more accepted that the assimilation predicted by Park and others will not come to pass in the foreseeable

he Absolutely True Diary of a Part-Time Indian by Sherman Alexie Essay Example for Free

he Absolutely True Diary of a Part-Time Indian by Sherman Alexie Essay Identity shows a person’s individuality. A person’s individuality can include how they dress, their beliefs, their personality traits, the way they speak, their culture, their education, etc. In The Absolutely True Diary of a Part-Time Indian by Sherman Alexie and in my own life, it is evident that when exploring identity, a character must leave and return to his/her roots before truly understanding him/herself. Arnold finds out who he is by leaving and later coming back to Rowdy. In the last scene, before Arnold and Rowdy played their one-on-one basketball game, Arnold and Rowdy repair their lost friendship. It is then that Arnold thinks, â€Å"I would always love Rowdy. And I would always miss him too. † (230) This quote shows how Arnold realizes that he is different from Rowdy. To begin, he has always valued his friendship with Rowdy and so he says that he â€Å"would always love Rowdy. † Even when Arnold had a disagreement with Rowdy when heading to Reardan for a better education, he still thought of how Rowdy would defend him. However, by the end of the book, Arnold realizes that he will have to â€Å"miss† Rowdy because their dreams make them too different from each other. Therefore, Arnold discovers that his life can still include Rowdy, who has been his friend since the beginning, however, he cannot rely on Rowdy to be with him always. By the end of the book, Arnold has returned to Rowdy as a stronger and independent person. Similarly, I found my true identity after leaving and returning to my family. Growing up, I came from a home that was traditionally Chinese. We did not easily express our emotions, we were not allowed to date until after college, and being successful at school would ultimately bring honor to my family. Though these beliefs were deeply ingrained in everything I did, a rebellious side of me wanted to discover what it meant to be American as well. Why were the other families so expressive and communicative towards each other? What mattered beyond grades and doing well in school? These questions led me to leave my family and head to college eight hours away. There, I met many people who did not come from Chinese families. I noticed that some students were not as disciplined at school because their families did not stress education or some students were a little overly expressive with their feelings, which caused drama among their peers. I began to miss my house where my parents had instilled values towards having a good education and protecting our family’s privacy. When returning home, I was thankful for understanding my parent’s values and their intentions for my future. Arnold truly finds himself when he has accepted his origins and absorbed them into his perspective of himself. His reunion with Rowdy and the reservation show how he came full circle in finding himself. Even though Arnold wanted to both physically and emotionally remove himself from the reservation in order to pursue his dreams, he ultimately realizes that it is only when he acknowledges his heritage that he can move forward into adulthood.

Influence Of Alchemy In Frankenstein English Literature Essay

Influence Of Alchemy In Frankenstein English Literature Essay Frankenstein, the novel written by Mary Shelley, takes ideas found in literary texts, moments in time, and people and incorporates them into the novel to tell the framed narrative. Alchemy and the alchemists, although scarcely mentioned in the novel, are quintessential to the continutation of the plot. It is the alchemists and their ideas, particularly those of Paracelsus and the concept of the elixir of life, that propel Victor Frankenstein to pursue the idea of creation through science, ultimately leading Victor to the creation of the creature in Frankenstein. A modern misconception is that alchemy is the act of transmuting objects such as lead and mercury into gold and silver for material gain. In Frankenstein, the natural philosophy that is mentioned views alchemists as those who wished to discover the mystery of life and the creation of inanimate objects in addition to those who sought to restore the human soul to perfection. By viewing alchemy in such way, Victor wishes to use the alchemy he learns from his teachers to exterminate the state of death, a goal that is not for the wealth but for the benefit of the people. With the intention of demonstrating of how Victor utilizes alchemy, one must see where Victor learns alchemy. While on a trip with his family, undesired weather prompts the family to stay inside the inn where Victor stumbles upon a book by the alchemist, Cornelius Agrippa. With Agrippas ideas as an impulse, Victor goes on to read all of Agrippas works as well as works by Paracelsus and Magnus, alchemists that lived in a time before Frankenstein was written. Victor regards these three alchemists as his teachers. Even Victor states that he is a disciple of Albertus Magnus that arose in the eighteenth century. (Shelly 23) Shelley uses this direct reference to illustrate that alchemy was the start of Victors education. Although it is apparent all three alchemists have ideas that contribute to Victors education, the works of Paracelsus are most recognizable and notable in the novel. Paracelsus was a Swiss alchemist and physician who viewed and used alchemic medicine above all other ideas of alchemy to help people. Paracelsus taught that the object of chemistry is not to make gold, but to prepare medicinesà ¢Ã¢â€š ¬Ã‚ ¦. (Redgrove 60) These medicines would be able to extend the life of man by healing them, and thus allow them to live a better life. It was believed that the exilir of life, a goal of many alchemists, was the ultimate medicine that would allow man to live eternally. With this in mind, one can view a parallel to Victors idea in Frankenstein. Victor himself seeks the fabled elixir in the novel. He directly quotes the elixir of life. I entered with the greatest diligence into the search of the philosophers stone and the elixir of life. Butà ¢Ã¢â€š ¬Ã‚ ¦wealth was an inferior object; but what glory would attend the discovery, if I could banish disease from the human frame, and render man invulnerable to any but a violent death! (Shelley 23) At this po int, Victors focus lies in extending life, not the wealth that may have come with the discovery of making life. Consequently the ideas that the alchemists teach Victor and lead him towards creation do not stay with him entirely. In spite of all that alchemy has taught Victor, modern day science challenges the views of the alchemists and pushes Victor toward chemistry. Although in this event Victor becomes a scientist, one must know that alchemy evolved into chemistry. It is a demonstration with electricity that Victors father conducts that causes the overthrow of Cornelius Agrippa, Albertus Magnus, and Paracelsus, in Victor. (Shelley 24) Due to this experiment, Victor goes off to study natural sciences at a school in Inglostadt. At Inglostadt Universiry, Victor comes across two professors, Krempe and Waldman, both men of science, with different views of alchemy. Krempe, on one hand, ridicules Victor and tells Victor that his time has been wasted acquiring knowledge on alchemy. On the other hand, Waldman sees Victors educational background and does not criticize Victor. As Waldman states, They had left to us, as an easier task, to give new names, arrange in connected classifications, the facts which they in a great degree had been the instruments of bringing to light. (Shelley 29) These words solidify that chemistry originated from alchemy since the statement refers to how this natural philosophy of alchemy, as a precursor, brought some of the mysteries of the world into public knowledge. Along side eachother, one can inspect use of alchemy against the use of science. Shelley uses both alchemy and science in the novel and thus, with the words Waldman states, it is seen that alchemy and science can not be separated. It is the union of the practice of science and ideas of alchemy that allow the creature to be created. The creation of the creature is one of the most, if not the most, important moment in Frankenstein, yet to see how alchemy is related to this moment, an observation on the events leading to the creation must be made. Victor states, One of the phaenomena which had peculiarly attracted my attention was the structure of the human frame, and, indeed, any animal endued with life. (Shelley 31) Victor starts to focus on the idea of life and death in living beings. It is here that he begins to question what causes death and more importantly, what causes life. With this, Victor eventually discovers the secret of the barrier that seperates life and death. I succeeded in discovering the cause of generation and life; nay, more, I became myself capable of bestowing animation upon lifeless matter. (Shelly 32) At this point Victor makes the biggest scientific discovery possible at the time and goes to work on making it possible by starting to collect dead matter, or in terms of alchemy, base materi als to put together his creation. Intitially Victor is indesicive in what he wishes to make, but he eventually decides on making the creature based on the image of human beings. When Victor has collected all his materials, after two years of working on his discovery, he finally brings his creation to life. In spite of how scientific his decision may be, it also has origins in alchemic teachings. One of Victors teachers, Paracelsus, taught, the belief in the artificial creation of minute living creatures resembling men (called homunculi). (Redgrove 61) This decision to make the creature resemble a human can classify it a homunculus, since it was created artificially. This is important to see since in the novel, Shelley does not explicitly tell her readers the process in which the monster was created. The idea of collecting the dead material, before the creature is put together, can be seen as alchemy. In addition, the byproduct, the homunculus, also has an idea in alchemy. It would therefore seem the actual creation o f the monster would have been alchemic as well since the initial and finals states were alchemic. As it has been noted, alchemy and the teachings and ideas of alchemists were very influential in the creation of the creature in Frankenstein. Paracelsus teachings along with the ideas of the elixir of life and the animation of inaminate materials are the key items that allow the creature to be born. Although one may say that science was the important factor in the creation of the monster, the science most visible in the book, chemistry, has its origins in alchemy. The inclusion of first alchemy and then science does not imply that alchemy is more important than science or vice-versa. These references to alchemy also prompt one to observe the case where alchemy was inexistent in the novel. This prompts the questioning of the initial impluse that Victor receives. What if Victor had initially picked up a book in religion or oceanography while at the inn instead of a book on alchemy? In this case I believe the novel would have advanced differently than way that it did, since without alc hemy, using science to create would have little value. Waldmans character may not have been as supportive towards Victor since it is Waldmans view to alchemy, a common ground for both, that makes Victor trust him. Without alchemy, it is possible that Victor may have never pursued discovering the boundry of life and death. Without the desire to discover how to bring inanimate objects back to life Victor might have never created the creature therefore prompting a total shift in the plot of the story. It is alchemy that allows the creation of the monster and allows the novel to continue the way Shelley initially wrote it.

The Unexamined Life Is Not Worth Living Essay examples -- essays resea

Socrates was considered by many to be the wisest man in ancient Greece. While he was eventually condemned for his wisdom, his spoken words are still listened to and followed today. When, during his trial, Socrates stated that, â€Å"the unexamined life is not worth living† (Plato 45), people began to question his theory. They began to wonder what Socrates meant with his statement, why he would feel that a life would not be worth living. To them, life was above all else, and choosing to give up life would be out of the picture. They did not understand how one would choose not to live life just because he would be unable to examine it.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates felt that if he was unable to examine life, he would not be really living. To Socrates, living meant being able to question the world around him. Examining life gives one freedom. Once one examines himself and understands who he is, he can take control of his life. Socrates believed that the ability to ask, to examine, and to understand would make a life whole. He believed that the purpose of life was to grow, both physically and spiritually. Being able to explore and understand would lead to a deeper understanding of the world around us as well as a deeper understanding of ourselves. (Plato 46)   Ã‚  Ã‚  Ã‚  Ã‚  Socrates felt that, above all, one should be a good citizen and always do the right thing (Plato 18). However, many in his time did not worry about doing what was correct. Socrates realized this, and understood that they did not care to look into their actions and beliefs. Their first thoughts were on the goals that they had, such as money and pleasure, rather than the thought of whether or not the goals they held were actually what should have been considered important and right (Plato 26). Socrates knew that, unless they took the time to question their lifestyles, they would never do the right thing. By living a life that was being examined, the citizens would be living a life that was, for the most part, also right. Socrates believed that a life that was not right was not worth living, which is why he also felt as though an unexamined life would also be not worth living.   Ã‚  Ã‚  Ã‚  Ã‚  When Socrates was brought to trial for the corruption of the city’s youth he knew he had done nothing wrong. He had lived his life as it should be lead, and did what he ne... ... when he is discussing the unexamined life. When Socrates mentions the oracle, he is explaining how one can believe he knows all but still can question life. Although he believes that a smarter man will not be found, Socrates still questions and examines the life he leads. This is the basic concept of philosophy, to try to examine and understand what is going on in life. Socrates understands that without this questioning, there would be no philosophy or a worthwhile life. (Plato 25)   Ã‚  Ã‚  Ã‚  Ã‚  Socrates was a wise man who realized that life was not something that could be easily understood. He knew that questioning life would lead to a stronger conception of life and reality. When he stated that â€Å"the unexamined life is not worth living† (Plato 45), he truly meant that without questioning life, one would not be truly living. Actions would have no understanding of being right or wrong. For Socrates, a man who believed that life should be based on what was right, there would be no greater wrongdoing.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Plato. Apology. Indianapolis: Bobbs-Merrill Educational, 1977.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Comparative analysis of prayer and pastoral counseling

Educes Humdinger believes that one of the key essentials to the Persephone of pastoral caregiver is kinfolk. When we dedicate ourselves to a Christian life, kayoing is the essential element of our Christianity, because It combines our fellowship, community and communion with God and with others. Van Educes Humdinger states the kayoing is the tells as well as the indispensable means of all true pastoral care. Van Educes Hunger, Pl) If we are experiencing kayoing in our spiritual life, kayoing will be made up of the ultrasonically element that encompasses not only the vertical dimension (our relationship with God), but also the horizontal dimension (our relationship with each other). It starts with ourselves and opening the communication line with God through our prayer life. As we begin to experience the fellowship, community and communion with God, we develop that vertical dimension. Our living out the vertical dimension is witness by others around us.It Is at this point we begin to realize the horizontal dimension of fellowship, community and communion with others is established. (van Educes Humdinger, up) When the vertical and the horizontal have been established, we achieve a common ground based on humbling ourselves before God and others. In this setting trust and fellowship are established, and ministering and pastoral care between one another can begin. In reading Pastoral Counseling The Basics, Ditties believes that one of the essentials to the Persephone of the pastoral caregiver is kayoing as well.Ditties is more subtle in his approach to kayoing, than van Educes Hunger. Ditties states that â€Å"The pastoral counselor does not pretend to possess godlike powers but Is a humble servant†. Deletes, pop) The multidimensional element of our relationships with God and others is essential to Ditties as well. Ditties also suggests that as we enter into a relationship with others, we enter that relationship with neither a Judgment of perfection or imperf ection on the part of the counselor and counseled. Ditties, pop) We once again enter Into a relationship not just vertically and horizontally, but inwardly to self, outwardly to others and upwardly toward God. (van Educes Humdinger 9) (Ditties, IPPP) 2 In the process of examining Pray without Ceasing by Deborah van Educes and Pastoral Counseling The Basics by James E Ditties, I found that the area of pastoral ministry and counseling were virtually the same. While their methodology and terminology appear to be different, the end result is the same. So I have to ask, Do these two authors really differ?Deletes says that we should be nonchalant, even benign and to empty ourselves to have no preconceived ideas, or so as not to be judgmental. Does this really differ from van Educes Humdinger, who said that our prayer life Is the integral part of our relationship? If I have take the time to empty yeses, Is this really different It I take the time to pray a prayer of petition for myself and for others? 1 OFF placing God in the center is the key if I am to be effective in ministry. Every facet, level or element is relational.That is to say that all our actions have to be God fed and Spirit led. The first way which I feel that van Educes Humdinger differs from Ditties, but yet they are still alike is in their views about pastoral ministry on the subject of relationship. Van Educes Humdinger's view is that relationship is the key to pastoral ministry and pastoral counseling. If one is to be effective in pastoral ministry and counseling we must first have a relationship with God. Then we can cultivate a relationship with others. An Educes Humdinger further states that the relationship will consist of a vertical dimension, relationship with God and a horizontal dimension, relationship with each other. This gives the counselor and counseled common ground in which they can experience a relationship of fellowship, community and communion with each other and God. This is a rel ationship that is entered into emptied of any preconceived idea of the counseled. This way we enter n a basis of honesty, with each other and with God which is non-judgmental and leads to developing openness and trust. Van Educes Humdinger, p 2) Ditties begins his view of relationship with the concept that we should be nonchalant in entering the relationship of pastoral ministry and counseling; that is to state further that we should empty ourselves and renounce the relationship factor and even be benign. This may sound harsh, but Ditties is getting to the same point that van Educes Humdinger is making that we must be the humble servant and create an open, non- judgmental atmosphere. Ditties p 89) Ditties view of the relationship is not vertical or horizontal; his view is inward, outward and upward.The relationship is inward to view self, outward to view other and upward to include God in the center of the relationship. (Ditties p 153) 3 While the two views may appear to differ, the y are, in reality, the same with Just a difference of methodology and terminology. The second way which I feel that van Educes Humdinger differs from Ditties but yet is still alike, is in their views about pastoral ministry. Is it pastoral care or pastoral counseling or Just counseling? Van Educes Humdinger view is that spiritual fellowship or kayoing is the basis for pastoral ministry to be possible.When kayoing flourishes so does pastoral care. The never ending constant follow of love, hope and grace from God is the building block for pastoral ministry. (van Educes Humdinger, p 3) Ditties tells us in the chapter on Counseling as God's Call, that the nagging questions are, Is it pastoral? Is it in keeping with one's call into ministry? Or is it distraction from the call? (Ditties p 145) I believe the Ditties offers these questions to make us consider all the facets of ministry and to concentrate on the area of pastoral ministry and counseling to make sure the we have involved God i n the center of all areas of ministry.While on the surface this appears to be a radical difference from van Educes Humdinger's view, it has not been completely obscured by the nagging questions. (Ditties, p 145) Ditties goes on to state â€Å"The pastoral counselor affirms, above all, that this is God's world and that the counselor and counseled are both in God's care. † This does not contradict what van Educes Humdinger has stated it confirms it. That is to say that we re to empty ourselves in order to be fulfilled and to fulfill the work of Christ in the the center of the issue from the very beginning by establishing an open communication line with God through an active prayer life.Then she moves through the areas involved in self, God and others and then brings us full circle to conclude with prayer. This is more in keeping with my faith life and work in ministry. This however does not diminish Ditties book at all. Ditties chose to take a more human approach first, to allo w us to view ourselves in our own human condition, so e could relate to others on a deeper level, but reminding us subtlety that God's involvement is needed at all levels of ministry. Ditties concludes his book with a bold reminder that God is the world and we are merely his servant to God and one another. When looking at Ditties book Pastoral Counseling the Basics, and comparing the significance that the â€Å"four Levels or Facets of Human Development have on the book as a whole, I began by looking at the four facets individually. While listing these levels or facets initially as Context, to Self-Regard, to Traits and Habits, to Coping and injunction, Ditties begins the break down for the levels or facets in reverse order. This order is a very effective way of presenting this information so as not to go to the first step and think we have accomplished the levels entirely.The first level that is addressed is Coping and Functioning. This level as Ditties explains is a realm of ever yday behavior in which I count my successes and failures. This level is the driving force in our lives. It encompasses how we handle all of the everyday events of our lives. We can either approach these as successes or failure, adversaries or allies. We as counselor and counseled may consider the list of successes and failures as Just the problem. Ditties warns us, that while offering advice on such practical matters may be extremely useful. UT this is not the realm of pastoral counseling. (Ditties pop, 30) This level is not Just for the counseled, but also for the counselor as well. If we are to provide pastoral counseling, we must first have an understanding of how we handle the areas in our own life within the level of Coping and Functioning first, before we can attempt to work with the counseled. I believe that Ditties uses this level to teach us that we cannot cope and function in the realm of everyday life without the involvement of God and others.We must first look inwardly a t ourselves and then seek God for upwardly involvement, before we can attempt to look outwardly to others to counsel and be counseled. (Ditties 153) I believe van Educes Humdinger would agree that this level is an integral part of our development, but this would not be the initial step. In Praying without Ceasing, van Educes Humdinger points out that the vertical dimension, that relationship with God through our active pray life with God must be established and maintained in order for us to be able to converse and interact with others. Van Educes Humdinger UP, 79) The second level that Ditties address is Traits and Habits-personal characteristics. The traits and talents are those things that evolve into habits, both good and bad, productive and destructive that makes up the character of who we are. These traits and talents are not machinery, but are organically grown out of our interaction with 5 It is important to know these traits, talents or habits that make up who we are, so tha t e can be an effective counselor and to know the make-up of who we are counseling.By understanding these traits, talents and habits of ourselves and others we can use this information to establish how we deal with governing the first level of coping and functioning. By having these two levels working in and through our lives we can find the common ground with others from which to can work together. (Ditties, p 31) I believe this is also an underlying theme throughout Ditties book, because knowing the traits, talents and habits of ourselves and others, is one of the essential elements of he experience for the counseling for the counseled, as in regarding the â€Å"As Is and As Though†.This gives the counselor and counseled a level playing field from which to know each other more deeply, so that both can learn to trust, not Judge and begin to develop fellowship, relationship and community. (Ditties, p 81) I believe the van Educes Humdinger would agree with Ditties, that knowin g the Traits, Talents and habits of ourselves and others is an essential element for Listening to ourselves, listening to others and Listening to God. I believe that this too is a building block community and spiritual formation with others.The third level that Ditties describes for us is the level of Self-Regard. The way we regard ourselves is a strong indicator of what kind of personality we possess. The way we were brought up and the environment in which we lived or live can signal how we perceive ourselves and also how we perceive others. Self-Regard is the combination of the other two levels of Coping and Functioning as well as Traits and Habits. (Ditties pop) Taking into consideration how we cope and function with our own traits and habits, we get an image of how we regard ourselves and how we will regard other.This action could be both good and bad. This level also opens the door to offer grace and to receive it as well. If we are willing to receive and offer grace to one ano ther, we once again open the door to fellowship and community. (Ditties pop) I believe the van Educes Humdinger would agree with this level as well, because our self-image and how we regard who we are can lead us to knowing ourselves, other and God at a much deep and open level of understanding. This engages our prayer life into a continuous circle of prayers to God, for others and for ourselves.This action strengthens the nods of fellowship and community, which is the basis of pastoral care. (van Educes Humdinger IPPP) 6 The fourth and final level is Context. Ditties' comment that â€Å"We all live evicted from the Garden which was created Just for us†¦ , The self can survive and thrive only when it can trust and outside the garden, trust is Jaded†. (Ditties pop, 35) When we come to the realization know who's we are, who we are, where we come from and what we are made up of, we have Context. This is the starting point from which we can accept ourselves with all our wart s and scars and know that we are not fighting this battleContext lays the ground work to know how we regard ourselves, knowing what our traits and habits are and finally how we can cope and function within ourselves and with others, while allowing Christ to intercede for us and keep God in the center of everything. Ditties and van Educes Humdinger both have given me the frame work from which I can come to an understanding of knowing the make-up of all the levels and elements of who I am as a child of God, knowing fellowship, community, and communion with God through prayer and finally helping others to know themselves and God as well.

Negative Body Image of Teen Girls Essay

Abstract Teenage girls everywhere are under constant pressure to have a body which is acceptable by society. Many aspects of society make females feel shameful of their body, leading to a negative body image. This study will determine exactly which aspects of society cause a teenage girl to think poorly of their body. If those influential factors are discovered, we can prevent teenage girls from shaming their bodies. In order to do so, I have conducted a survey and surveyed a population of fourteen teenage girls, ages fifteen to seventeen years old. The survey included a variety of questions which determined exactly what we needed to find out. It was discovered that the main reason that teenage girls feel as if their body is unacceptable to society is because of media and their own perception of their body. If society is always comparing us to those who are better, we are obviously going to look down upon ourselves. From the data found in the surveys, we know exactly what causes teenage girls to have a negative body image and what effect that has on their well-being. Negative Body Image and Teen Girls Shame. Guilt. Depression. These are just a few of the emotions that young women experience after spending only three minutes looking at models in fashion magazines(DeLeeuw, 2013). Teen girls all over the world are constantly struggling with their body image, attempting to keep up with the latest trends while maintaining peace with who they are. By studying negative body image we can find out what factors influence someone to think poorly about their body. If a cause is found then we can stop teen girls from looking at their body in such a negative way. A question that needs to be answered is: how does one develop a negative body image? Media Media is an large influential factor that causes teen girls to shape and distort their perceptions of their bodies. The media creates unrealistically  thin body ideals which results in teen girls wanting to look similar to photoshopped models, celebrities, etc. Media can be influential in many different ways: television, magazines, internet, advertisements, etc(Piran, 2000). Media over-exaggerates and causes an over-concern with weight. Young women are already dealing with enough stress through school, work, peers and family, there is no need to unnecessarily worry about their body image. Unfortunately, media is everywhere and causes a constant anxiety in teen girls to have a â€Å"perfect body†. Trends On a similar note, fashion trends cause young women to feel as if they should alter their body so that they can wear a certain style. Recently, crop tops and high waisted shorts have been â€Å"in†. This could cause teen girls to want to rapidly lose weight in order to feel comfortable in these trends. Unfortunately, fashion delivers an upsetting fantasy of a skinny young girl. Not often do we see overweight girls modeling clothes, it is often young women who look as if they are underweight. This causes teen girls idolize how the models do in the same clothes, again leading to rapid weight loss and other unhealthy habits. Eating Disorders Since our society is so obsessed with image and having a good body, many young women resort to dieting methods which lead to body dysmorphic disorders. A surprising amount of teen girls are affected by eating disorders: anorexia, bulimia, extreme dieting, or crash dieting. Eating disorders are commonly misunderstood, as they are actually mental illnesses and often have nothing to do with the consumption of food. Eating disorders are mostly a psychological issue which makes an individual see her body as bigger than she actually is. Since she is seeing herself as overweight, she may turn to a form of dieting which is not healthy. Eating disorders most often result in weight loss at an unhealthy rate; however, some may have an eating disorder which is not physically visible but is experienced mentally. Body dysmorphic disorders can be developed because of either psychological, biological or environmental factors(Katz, 2012). Specific aspects of society put pressure onto teen girls to have a body that reflects the unrealistic expectations of society today, resulting in young  women feeling poorly about themselves. Methods In order to collect data and find similarities and differences, I conducted a survey and distributed it to classmates. The survey consisted of a series of multiple choice and open ended questions in order to determine how teen girls felt about their body and the influential factors. I surveyed a total of fourteen teenage females who attend Lester B. Pearson High School. Their ages ranged from fifteen-seventeen years of age. I chose this population because these ages and this gender were relevant to the information in which I am studying and analyzing. The data was then analyzed by contrasting and comparing the results from each survey. I chose the questions that I found most relevant the my research topic to analyze. Results Analyzing the data gave a further understanding of the topics. The first one being: â€Å"Are you happy with your body?†. After comparing each individual answer, 65% of those surveyed answered with â€Å"no†. Another question that I analyzed was: â€Å"have you ever gone on a diet to change the way you look?†. I discovered that 72% of those surveyed answered with â€Å"yes†. The survey included a series of nine images of body types, numbers one and two being underweight. I asked â€Å"if you could change your body, which of these figures would you want to look like?†. Once looking at the answers that those surveyed gave, 50% of the participants answered with either one or two, stating that they wished they had an underweight body. Discussion After surveying a population, many facts have been observed which will contribute to the research topic of negative body image of teenage girls. Teenage girls are willing to do many harmful things to their bodies in order to please â€Å"society†. Society puts so much pressure on young women to have the ideal body and to conform to everyone else. My findings have confirmed my hypothesis, and have shown how significant my topic is to many females in today’s world. However, that â€Å"perfect body† is nearly impossible. There will always be something to fix, something to change, society will never be pleased. After conducting the survey, the results were a helpful contribution to the research topic because it gave real world examples of negative body image. It showed how teen girls are impacted so harshly by  society, media and even by themselves. This could be due to many reasons: the individual’s own perception of their body, peer pressure, pressure from family or media; however, the majority of those surveyed said that the biggest cause of their body image concerns were due to the perception they had of their own body. This directly informs us that teen girls put so much pressure on themselves to have a â€Å"perfect body† that it leads them to constantly view their body in a detrimental way. The majority of participants were unhappy with their body and would be willing to go to certain extremes to change some features, through things such as dieting. Crash diets can be an example of these extremes, being an unhealthy way to rapidly lose weight. Before surveying the population, we did not have an exact understanding as to what caused teenage girls to think negatively of their body. The fact that their own perception of their body is the leading reason just proves how much pressure not only media puts on girls, but also they themselves do. They should not be putting this much pressure onto themselves, it will eventually cause them to break down. Rather than giving teenage girls advertisements with perfectly thin and fit females, we should be giving them advertisements with women of all shapes and sizes. This way, they are not comparing themselves to a supermodel with an unrealistic body. The survey furthered our knowledge on this topic by giving us a real world example as to how teenage girls feel about the pressures they have in order to achieve a socially acceptable body. Conclusion This research topic is important and beneficial to our knowledge because it gives a deeper understanding of what causes a teenage girl to think negatively of her body. We now know what steps we can take in order to boost one’s self-esteem. Society should be praising teenage girls for their body so that they can feel comfortable in their own skin, rather than providing a supermodel with an unrealistic model to compare themselves to. These supermodels clearly impact teenage girls, as we discovered that 50% wish they had an underweight body. Not only is media causing pressure, but trends are a contributing factor. Teenage girls are constantly wanting to fit in with current fashion trends and are willing to go to certain extremes in order to achieve a body that will look good wearing these clothes. The constant pressure to have a perfect body can cause teenage girls to resort  to unhealthy ways of getting that dream body. There is a possibility of a teenage girl developing a body dysmorphic order, because of the constant pressure to have a socially acceptable body. She could resort to dieting methods such as crash dieting, or could induce vomitting, also known as bulimia. Society needs to make a conscious effort in order to make teenage girls feel proud of their body, no matter what shape or size. Each and every girl is beautiful in their own way, and should not feel the need to change their body in order to please society.

How to Use Attribution Correctly as a Reporter

How to Use Attribution Correctly as a Reporter Attribution simply means telling your readers where the information in your story comes from, as well as who is being quoted. Generally, attribution means using a source’s full name and job title  if thats relevant. Information from sources can be paraphrased or quoted directly, but in both cases, it should be attributed. Attribution Style Keep in mind that on-the-record attribution - meaning a sources full name and job title are given - should be used whenever possible. On-the-record attribution is inherently more credible than any other type of attribution for the simple reason that the ​source has put their name on the line with the information theyve provided. But there are some cases where a  source might not be willing to give full on-the-record attribution. Lets say youre an investigative reporter looking into allegations of corruption in city government. You have a source in the mayors office who is willing to give you information, but hes worried about repercussions if his name is revealed. In that case, you as the reporter would talk to this source about what kind of attribution he is willing to commit to. You are compromising on full on-the-record attribution because the story is worth getting for the public good. Here are some examples of different kinds of attribution. Source – Paraphrase Jeb Jones, a resident of the trailer park, said the sound of the tornado was terrifying. Source – Direct Quote â€Å"It sounded like a giant locomotive train coming through. I’ve never heard anything like it,† said Jeb Jones, who lives in the trailer park. Reporters often use both paraphrases and direct quotes from a source. Direct quotes provide immediacy and a more connected, human element to the story. They tend to draw the reader in. Source – Paraphrase and Quote Jeb Jones, a resident of the trailer park, said the sound of the tornado was terrifying. â€Å"It sounded like a giant locomotive train coming through. I’ve never heard anything like it,† Jones said. (Notice that in Associated Press style,  a source’s full name is used on the first reference, then just the last name on all subsequent references. If your source has a specific title or rank, use the title before his full name on the first reference, then just the last name after that.) When to Attribute Any time the information in your story comes from a source  and not from your own firsthand observations or knowledge, it must be attributed. A good rule of thumb is to attribute once per paragraph if you are telling the story mainly through comments from an interview or eyewitnesses to an event. It might seem repetitive, but it’s important for reporters to be clear about where their information originates. Example: The suspect escaped from the police van on Broad Street, and officers captured him about a block away on Market Street, said Lt. Jim Calvin. Different Types of Attribution In his book News Reporting and Writing,  journalism professor Melvin Mencher outlines four distinct types of attribution: 1. On the record: All statements are directly quotable and attributable, by name and title, to the person making the statement. This is the most valuable type of attribution. Example: The U.S. has no plans to invade Iran, said White House press secretary Jim Smith. 2. On Background: All statements are directly quotable but cant be attributed by name or specific title to the person commenting. Example: The U.S. has no plans to invade Iran, a White House spokesman said. 3. On Deep Background: Anything that is said in the interview is usable but not in a  direct quotation and not for attribution. The  reporter  writes it in his own words.   Example: Invading Iran is not in the cards for the U.S.   4. Off the Record: Information is for the reporters use only and is not to be published. The information also is not to be taken to another source in hopes of getting confirmation.   You probably don’t need to get into all of Mencher’s categories when you’re interviewing a source. But you should clearly establish how the information your source gives you can be attributed.

Piaget essays

Piaget essays Cognitive abilities to retrieve immediate knowledge and experience of the pre -operational child (age 2 - 6) The project is based on Piagets stage theory of cognitive development Based on Piagets theory, children during the pre - operational stage have acquired the ability to stand apart and view themselves from another persons perspective. They are able to describe themselves as different from other children by listing their unique characteristics, especially the fact that their names are different. They develop a more complex understanding of themselves, such as age, name, family etc.. During the same stage children become aware of and use gender as a dimension by which to classify people. Once children become aware of their own sex, they learn to label themselves as boy or girl. Early childhood is the time when children start to learn family values, and become a cooperative part of the family with their own responsibilities. They spend countless hours of play and other activities with their siblings. Although young children may use words reflecting an understanding of time, such as minute, hour, day, or week, they still confuse the concept of time and space. Based on Piagets theory, I believe that the interviewed children will know their age, name, gender, and their siblings. I do not expect to know their exact birthday and address because it is still too abstract for them. Furthermore, I do not expect that the background/culture is influencing the childrens answers to my questions. I believe that all four tested children do understand and are able to answer my questions. Interviewing four children from different backgrounds was the method use to assess the childrens cognitive development. The four-year-old identical twin girls were interviewed in the living room of their parents house. Each girl was interviewed separately. The five-year-old German boy was...

American and British English Pronunciation Differences

American and British English pronunciation differences From Wikipedia, the free encyclopedia Jump to: navigation, search Comparison of American and British English| American English British English| Computing| Keyboards| Orthography| Spelling| Speech| Accent Pronunciation| Vocabulary| American words not widely used in BritainBritish words not widely used in AmericaWords having different meanings in British and American English: A–L  Ã‚ · M–Z| Works| Works with different titles in the UK and US| * v * t * e| | This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. (October 2012) | | This article includes a list of references, related reading or external links, but its sources remain unclear because it lacks inline citations. Please improve this article by introducing more precise citations. October 2012) | Differences in pronunciation between American English (AmE) and British English (BrE) can be divided into: * differences in accent (i. e. phoneme inventory and realisation). See differences between General American and Received Pronunciation for the standard accents in the United States and Britain; for information about other accents see regional accents of English speakers. * differences in the pronunciation of individual words in the lexicon (i. . phoneme distribution). In this article, transcriptions use Received Pronunciation (RP) to represent BrE and General American (GAm) and to represent AmE. In the following discussion * superscript A2 after a word indicates the BrE pronunciation of the word is a common variant in AmE * superscript B2 after a word indicates the AmE pronunciation of the word is a common variant in BrE Contents * 1 Stress * 1. French stress * 1. 2 -ate and -atory * 1. 3 Miscellaneous stress * 2 Affixes * 2. 1 -ary -ery -ory -bury, -berry, -mony * 2. 2 -ile * 2. 3 -ine * 3 Weak forms * 4 Miscellaneous pronunciation differences * 4. 1 Single differences * 4. 2 Multiple differences * 5 References| Stress French stress For many loanwo rds from French where AmE has final-syllable stress, BrE stresses an earlier syllable. Such words include: * BrE first-syllable stress: adultA2,B2, balletA2, baton, beret, bidet, blase, brevetA2, brochureB2, buffet, cafeA2, canardB2, chagrin, chaletA2, chauffeurA2,B2, chiffon, clicheB2, coupe, croissant, debrisB2, debut, decor, detailA2, detenteB2, flambe, frappe, garageB2, gateau, gourmetA2, lame, montageA2, parquet, pastel, pastille, pate, precis, sachet, salon, soupcon, vaccine; matinee, negligee, nonchalant, nondescript; also some French names, including BernardB2, Calais, Degas, Dijon, Dumas, Francoise, ManetA2, Maurice, MonetA2, Pauline, Renault, ReneB2, Renoir, Rimbaud, DelacroixB2. BrE second-syllable stress: attache, consomme, decollete, declasse, De Beauvoir, Debussy, demode, denouement, distingue, Dubonnet, escargot, expose, fiance(e)A2, retrousse A few French words have other stress differences: * AmE first-syllable, BrE last-syllable: addressA2 (postal), moustacheA2; cigaretteA2, limousineB2, magazineB2, * AmE first-syllable, BrE second-syllable: liaisonA2 , macrame, Renaissance (AmE also final-syllable stress) * AmE second-syllable, BrE last-syllable: New OrleansA2 -ate and -atory Most 2-syllable verbs ending -ate have first-syllable stress in AmE and second-syllable stress in BrE. This includes castrate, dictateA2, donateA2, locateA2, mandateB2, migrate, placate, prostrate, pulsate, rotate, serrateA2,B2, spectate, striated, translateA2, vacate, vibrate; in the case of cremate, narrate, placate, the first vowel is in addition reduced to /? / in BrE. Examples where AmE and BrE match include create, debate, equate, elate, negate, orate, relate with second-syllable stress (though in American usage, orate occasionally attracts first-syllable stress); and mandate and probate with first-syllable stress.

Mechanical Science Coursework Example | Topics and Well Written Essays - 3750 words

Mechanical Science - Coursework Example The meter consists of a close end tube in which the water is collected. One orifice or more than one orifice at the bottom of the meter can be provided (for the purpose of changing diameter of the pipe). As the head h inside the orifice meter increases the flow rate through an orifice increases. When the flow rate out of the orifice is equal to the flow rate into the meter the head will be established at the fixed value. Now the flow rate is related to the head h and diameter of the orifice. The pin jointed frame work help us to build up frameworks base on 30, 45 and 60 angles. To measure the force in the members of a pin jointed frame work, we can use such an apparatus in which each of the members has a force sensor bended to the surface. The sensors that are used to measure the forces in member are staring gauges. Strain gauges are such sensors that under goes a change in electrical resistance when they stretch or compress. Now this change in resistance can be show in terms of displacement (Strain). Where F is the force exerted by the water jet on the flat plate, Ï  is the density of the water (i.e. 1000 kg/m3), Q is the volumetric flow rate and ∆V is the change in velocity of the water just after and before impact. Now in order to experimentally calculate this force, we need such an apparatus in which there is water coming from a nozzle and impacting on a plate. Further an arrangement is provided to measure the volumetric flow rate and velocity before impact. Velocity of jet after impact can be taken as zero. For measuring the velocity before impact we should know the velocity at the nozzle. The velocity at nozzle can be measured by dividing the volumetric flow rate by area of nozzle (For area of nozzle the diameter of nozzle should be known). F is the force, m is the mass of an object, a is the acceleration. Force is the cause of the acceleration, and mass is a measure of the tendency of an object to resist a change in its linear translational

Human Trafficking-Sheila Essay Example | Topics and Well Written Essays - 750 words

Human Trafficking-Sheila - Essay Example It is clear that pornography has been on ascending in the recent past, and the profits generated by the industry are such an exorbitant amount especially the child pornography (Rafferty, 2013). The young generation is therefore in danger of the crime. The offenders see the market gap and recruit more children into the vice (Hardy, Compton, & McPhatter, 2013). The child human trafficking hence finds valid reasons to transport them across the world. The recruited individuals are forcefully made to participate in the acts that are used to distribute across the mother earth. According to a study by Troung, (2013) more than half of the child trafficking occurs due to demand of domestic workers. Other studies indicate similar trends to continue, and the transportation of the child human trafficking is bound to persist. Various families have shown aspiration to have domestic workers within their ranks. Due to increased poverty, the children are easily lured into the crime (Masten, 2014). Their employers in turn mistreat them while the offenders of the child human trafficking go on with the recruitment of more children. It is a primary concern that motivates the child human trafficking. Children are seen as a source of labor in the society. The traffickers recruit them and make them work for no compensation or little income that does not resemble their output (Rafferty, 2013). They make more profits and get the urge to hire more to sustain their production. The children are made to works tirelessly under no protection that is a violation of their rights while conscription is kept across the globe (Brayley & Cockbain, 2014). Contemporary studies have indicated that not only in the past was the children recruited as soldiers but in the modern era as well. Various war groups, particularly in the Middle East, have shown the trend to recruit young personnel in their ranks to defend and carry out

Young Entrepreneurs Assignment Example | Topics and Well Written Essays - 250 words

Young Entrepreneurs - Assignment Example His latest project in the solar-powered (LED) lantern has been described by many as the greatest innovation in recent time to cushion those who cannot afford the electricity. This project also aimed at providing light to school going children from poor families who could not stand the smoke of the local kerosene lamp The idea of developing the solar-powered lantern was originally presented by Wadongo at a local congress of young innovative youth’s forum in Kenya and was picked as a promising one with the potential to solve the problem in their communities. Wadongo did a lot of his research on the design and the sizes that most suited the targeted population. Through his various attempt to design the sustainable product that would not only last for long, but also provide a cleaner source of energy, he came up with something that has been appreciated worldwide. His bright idea that only started in a small village in Kenya has been recognized worldwide in various forums. According to the locals, Wadongo’s project is one that has helped more children go back to their schools and the impact being felt almost immediately. The performances have increased in most schools that have adopted the use of the solar-powered lantern. According to Wadongo, his project has not reached its peak yet w ith several additions intended to be made. He wants to extend the scheme to cover more areas in the country, and the same time sells his solar tapped power to major towns. He said that â€Å"this approach will work best for him due to the frequent power blackouts experienced in those towns’’. His idea was driven by the fact that 90% of the country’s power is generated from hydropower stations and the need for other reliable means of power generation was needed. According to Wadongo, the current power rates in the country are very high, and the consumers will welcome any form of cushioning. With the rates currently at Ksh 75 per Kw unit, he intends

Comparison Between Two Films Assignment Example | Topics and Well Written Essays - 1750 words

Comparison Between Two Films - Assignment Example As most of the world, particularly the U.S., was trying to overlook the threat posed by the Germans and the discrimination of the Jews, Charlie Chaplin and the rest of the actors spoke up loudly against the discrimination in a humorous way (Maland 34). What makes these two films similar is the fact that they were both comedies that used humor to uncover and condemn the faults in the German political system. This paper will analyze two scene from each film and compare them to the other in aspects of their narrative structure (themes, characters and acting) and cinematography. On the second scene of the film, we observe the main actors of the last show, Joseph and Maria Tura, now acting in Hamlet. The two chat, and Joseph tries to convince Maria that he truly loves and adores her (Eyman 2). When he enters her room, he becomes overly jealous when he realizes that she has gotten flowers from a secret admirer for the third day in a row. After Joseph leaves the room, Maria informs her maid that she is sure they are from the attractive aviator, but reassures the maid that she too loves her husband, but he becomes offended by such small things. From this scene, we can see that Marias attitude appears to be that of a careless female who enjoys taunting men and making her spouse overly jealous. She appears to have few good motivations in life other than to be admired and loved (Eyman 2). Even as the movie continues, we observe that Maria only grows and matures when her country is in danger. Joseph, on the other hand, acts like a silly, haughty man when we initial ly see him. They have numerous passionate, but childish, arguments with Maria as they act, which makes us unsure of their matrimonial. Joseph becomes overly jealous and angry after and instead of acting like a gentleman, he turns into a raving lunatic for a while (Eyman 3). The central theme in this scene is

Criminology Research Paper Example | Topics and Well Written Essays - 1500 words

Criminology - Research Paper Example Later Robert King Merton seized on this idea of anomie and further refined it into what we now know as Strain Theory. (Featherstone, 2003) This and other theories of criminology such a labeling, which is stereotyping someone with criminal behavior, all depend on environmental factors alone. However there is another side that is overlooked by environmental theories and that is the nature of the person involved in criminal behavior. This is the consummate debate between Nature versus Nurture. Do Criminals have an innate imprint from birth that lead them astray or are they created as a result of their environment? This paper will explore both sides of this issue, singling out strain theory as the environmental factor, and researching the genetic side, the innate behavior in human beings and its influence on behavior. Environmental Influence: Strain Theory This strain begins in early adulthood and adolescence, as children are exposed to the environment of everyday living. Those in poorer circumstance with less opportunity to achieve the goals they see presented in the media are often frustrated and anxiety ridden. "The social strain theory of delinquency is based on the idea that delinquency results when individuals are unable to achieve their goals through legitimate channels." (Sullivan & Wilson, 1995 p. 1) The most obvious example of this is the "Gangsta" culture that is often promoted on many levels as the way that those without the legitimate means may attain those goals. But this is nothing new, the deification of criminals certainly has been a recurring theme throughout history and the romanticizing of their crimes leads to an unrealistic portrayal of possibilities for the maturing adolescent. One of the earliest strains in the life of a juvenile is the search for legitimate employment. Again, dependent on circumstantial variables of education and cultural jobs may be difficult to find and lead to feeling of persecution and prejudice: Sociological accounts o ften note that delinquency is an invention of western industrialized society and the separation of childhood from the adult world of work. As job security becomes more precarious in western economies, and as adult unemployment linked to school failure becomes more common, the lasting significance of the counterschool subculture of delinquency in the life course may become more salient for some adults. (Hagan, 1997, p. 121) This "counterschool subculture" is perhaps one of the most deleterious results of the social strain concept. Difficulties in school are often one of the benchmarks of the evolving delinquent. First seen as the failure of the child or parent and then of the school system, these children often have no recourse but to find alternate means of attaining status and capital. "Several theories emphasize how stress or strain can motivate criminal behavior so strongly that possible constraints are ignored. Therefore age and crime may be related because many potential stress es or strains are age-linked." (Tittle & Grasmick, 1997, p. 321) On the microcosmic level of the young adult this can have many differing ramifications. An unsettling home environment often precipitates failure in school and exposure to abuse or neglect is often present in these conditions. These strains

Young Entrepreneurs Assignment Example | Topics and Well Written Essays - 250 words

Young Entrepreneurs - Assignment Example His latest project in the solar-powered (LED) lantern has been described by many as the greatest innovation in recent time to cushion those who cannot afford the electricity. This project also aimed at providing light to school going children from poor families who could not stand the smoke of the local kerosene lamp The idea of developing the solar-powered lantern was originally presented by Wadongo at a local congress of young innovative youth’s forum in Kenya and was picked as a promising one with the potential to solve the problem in their communities. Wadongo did a lot of his research on the design and the sizes that most suited the targeted population. Through his various attempt to design the sustainable product that would not only last for long, but also provide a cleaner source of energy, he came up with something that has been appreciated worldwide. His bright idea that only started in a small village in Kenya has been recognized worldwide in various forums. According to the locals, Wadongo’s project is one that has helped more children go back to their schools and the impact being felt almost immediately. The performances have increased in most schools that have adopted the use of the solar-powered lantern. According to Wadongo, his project has not reached its peak yet w ith several additions intended to be made. He wants to extend the scheme to cover more areas in the country, and the same time sells his solar tapped power to major towns. He said that â€Å"this approach will work best for him due to the frequent power blackouts experienced in those towns’’. His idea was driven by the fact that 90% of the country’s power is generated from hydropower stations and the need for other reliable means of power generation was needed. According to Wadongo, the current power rates in the country are very high, and the consumers will welcome any form of cushioning. With the rates currently at Ksh 75 per Kw unit, he intends

Criminology Research Paper Example | Topics and Well Written Essays - 1500 words

Criminology - Research Paper Example Later Robert King Merton seized on this idea of anomie and further refined it into what we now know as Strain Theory. (Featherstone, 2003) This and other theories of criminology such a labeling, which is stereotyping someone with criminal behavior, all depend on environmental factors alone. However there is another side that is overlooked by environmental theories and that is the nature of the person involved in criminal behavior. This is the consummate debate between Nature versus Nurture. Do Criminals have an innate imprint from birth that lead them astray or are they created as a result of their environment? This paper will explore both sides of this issue, singling out strain theory as the environmental factor, and researching the genetic side, the innate behavior in human beings and its influence on behavior. Environmental Influence: Strain Theory This strain begins in early adulthood and adolescence, as children are exposed to the environment of everyday living. Those in poorer circumstance with less opportunity to achieve the goals they see presented in the media are often frustrated and anxiety ridden. "The social strain theory of delinquency is based on the idea that delinquency results when individuals are unable to achieve their goals through legitimate channels." (Sullivan & Wilson, 1995 p. 1) The most obvious example of this is the "Gangsta" culture that is often promoted on many levels as the way that those without the legitimate means may attain those goals. But this is nothing new, the deification of criminals certainly has been a recurring theme throughout history and the romanticizing of their crimes leads to an unrealistic portrayal of possibilities for the maturing adolescent. One of the earliest strains in the life of a juvenile is the search for legitimate employment. Again, dependent on circumstantial variables of education and cultural jobs may be difficult to find and lead to feeling of persecution and prejudice: Sociological accounts o ften note that delinquency is an invention of western industrialized society and the separation of childhood from the adult world of work. As job security becomes more precarious in western economies, and as adult unemployment linked to school failure becomes more common, the lasting significance of the counterschool subculture of delinquency in the life course may become more salient for some adults. (Hagan, 1997, p. 121) This "counterschool subculture" is perhaps one of the most deleterious results of the social strain concept. Difficulties in school are often one of the benchmarks of the evolving delinquent. First seen as the failure of the child or parent and then of the school system, these children often have no recourse but to find alternate means of attaining status and capital. "Several theories emphasize how stress or strain can motivate criminal behavior so strongly that possible constraints are ignored. Therefore age and crime may be related because many potential stress es or strains are age-linked." (Tittle & Grasmick, 1997, p. 321) On the microcosmic level of the young adult this can have many differing ramifications. An unsettling home environment often precipitates failure in school and exposure to abuse or neglect is often present in these conditions. These strains

History Museum Visit Essay Example for Free

History Museum Visit Essay Located on the coast of southern California is the city of La Jolla. Now home to almost 40,000 people, this city shares its own historical story from the past one hundred and fifty years through a series of presentations located within three historical structures. These three structures include, The Westeria Cottage, Carriage House and the Current Headquarters. Each structure contributes its portion in putting together the La Jolla’s Historical Society. Currently, the structures are featuring, Home front La Jolla : An American Community during World War 11. The series includes multiple rooms dedicated to different parts in history, along with the different aspects going on during the war. Each room featured many photographs, artifacts and personal stories to exploit the hardship of these times in our history. Many of these items were either donated or loaned by the Veterans Museum in Balboa Park and the Japanese American Historical Society of San Diego. While researching for museums, early in February I came across the main website for these historical sites. It caught my eye because I knew that this exhibit would cast a different kind of perspective than other grand museums. There are a ton of histories on World War II, but there are very few on the home front experience. The La Jolla Historical Society presents a perspective from its society, and shares multiple personal oral stories from its own residents who lived through the war or their surviving relatives, which I found fascinating. It is catered specifically to the effects of World War II on La Jollians. The oral stories provided by this exhibit are not only about what these residents remember about World War II, but also an intake of what life was like beyond that. I viewed this as a much different approach, but was very excited to begin my experience because I knew it would be something new. On April 7th, 2012, I took the opportunity to travel down to La Jolla and visit the museum. The museum is open Thursday-Sunday, Noon to four PM and does not have a fee at all. I was also fortunate to be able to attend on a day where there was a given lecture at five PM, giving me enough time to grab an early dinner before returning again. The lecture, Science Technology on the Home front, was covered by an oceanographer and U.S Army veteran Walter Munk. He discussed the scientific innovations sparked by the needs of the war effort precipitating a boom in the fields of marine sciences and aeronautics. Entering the museum, I was introduced into a grand room that was divided up by glass cylinders, and it also offered entrances to many other rooms. Initially where you begin the journey, the right wall played an introduction role. It began with the year of 1894, displaying numerous photographs creating an idea of how life was like in La Jolla at the time. â€Å"Everyone knew everyone† quoted by Maurice Bonny was stated at the top of the wall. Photographs included vacation sports such as the La Jolla Caves, as well as the role of the newly invented Trains and Trolleys played and daily lifestyle activities such as golfing and beachside activities. Continuing along, stood in front of me a large wall with a devastating photograph of the explosives on December 7th, 1941. Underneath was the original copy of the U.S Navy Communication Service from that given day, along with an article written the following day by John MaxConnel. This portion of the exhibit also feautured my first chosen artifact, a scrapbook. The oral history of a World War II veteran, Don Shutte, was done by a La Jolla High School student named Ana Ofresky, especially for this exhibit. Don Schutte donated a scrapbook of artifacts of things throughout his experience. It contained images, personal sketches and official documents, including the telegram the Department of War sent to his parents notifying them of his status as missing in action and a POW identification card he was given by the German Army upon his capture and imprisonment during the Battle of Bulge, on December 16, 1944. The final page of the scrapbook contains a letter he wrote to himself on Dec. 2, 1945, stating: â€Å"Hello there, great to be a civilian, isn’t it?† I found this a significant artifact because it told a story of just one man involved in the war in a very unique way. The documents inside this scrapbook were all original and of items I had never se en before. On the opposite side of the room was a large wall which featured certain camps that La Jolla was hosting at the time. These camps included Camp Callan, Camp Mathews and a military base in Bird Rock. Camp Calvin B. Mathews, also known as Marine Corps. Rifle Range was a military base from 1917 to 1964. It was used as a marksmanship training facility for Marine recruits being trained at Marine Corps Recruit. It was issued a rifle base but not until 1923. The base was then constructed to what is now UCSD. Camp Callen was a United States Army anti-aircraft artillery replacement training center that was operational during the time of war but was shut down right after World War II had ended. Lastly, there was another Naval Anti- Aircraft Training Center at Bird Rock, or Pacific Beach. This was a site where sailors would take a six-day course on anti-aircraft artillery. It was opened from 1942 to 1945 and trained about 300,000 sailors to shoot down aircrafts. In a separate and very small room, was a Japanese American side and point of view during the war. It was set up to look like what s room at the internment camps looked like. â€Å"Most Japanese were interned in 10 camps in remote areas of seven western states. No claim of humane intent could change the reality-these were concentration camps. (pg. 736). The room only included a bed and a suitcase which included bedding, a book and one outfit. On the largest wall was a map that displayed the location of all of the internment camps in the U.S and a copy of a poster of instructions for the Japanese living in these rooms. â€Å"Local newspapers there expressed confidence in the loyalty of Japanese Americans, who in any case were crucial to Hawaii’s economy(pg.736)† The room also displayed many newspaper articles, including one from the Los Angeles Examiner on March 23, 1942 announcing relocation of Japanese Americans from Los Angeles to internment camps. It was good to see an example of what kind of media was out during the time. Also in the room was the story of Hiomi Nakamura, a La Jollian born Japanese American who was first transported to a permanent relocation internment camp site, and later drafted to play a role in the was at a laboratory. Also, in this room I found my second artifact, small carvings. In all of the internment camps, people began making what they needed with whatever materials they could find. Scrap lumber became furniture, found metal became knives and for fun, scrap wood was carved into small, painted birds. These carvings were scrap wood paint metal which women also used as jewelry. To the right of this room continues on to an even smaller room. This part of the exhibit was the â€Å"blackout† room, covered with thick black sheets much like those were used by residents at the time to keep light inside their houses. People were so afraid the Japanese would attack that they had to turn out all of their lights at night. Blackouts were enacted to prevent enemy aircraft from reaching their targets by sight. They also helped prevent ships from being viewed in silhouette against the shore, and vulnerable to attack by enemy submarines. Traffic lights and car lights were covered in a way that would deflect their beams to the ground. This is where another one of my artifacts was inspired, a black sheet. These sheets were a source of protection and I feel it exploits a sense of nationalism as well. The community as a whole worked together in order to make sure all the light in their society was turned off. Nationalism is brought up many times in our textbook startin g with the growth of corporate businesses, to the acts of citizens during all three wars. Finally, came the last and second largest room. In this room I found my two remaining artifacts. This part of the exhibit displayed both men and women’s role during the war. It included stories from women who were living at home, while their men were at war. It provided the perspective of what it was like to be a women or even young mother in La Jolla in the 1940’s. Alongside of the roles played living on the home front, it also displayed the new roles women took inside the war itself. â€Å"World War II brought an end to the military as an exclusive male enclave that women entered only as nurses (pg.730).† At first the government discouraged women who wanted to perform some kind of military service. It soon became clear that the war was going to demand more than the government had expected. Women began to do technical jobs normally performed by men. One of the artifacts that I chose from this room was a nurse’s robe from the Red Cross. This robe was not just your typical plain robe but was covered in patches of each army man they had helped. I was barely able to even see any white apart of the original robe. I chose this artifact because it truly portrayed the crucial role women also played in the war. Our textbook gives us a brief overview from the changes of roles women played during the time of war, but the number of patches on this robe opened my eyes to how much more of an important factor these nurses played taking on a great amount of soldiers. The number of men these women helped were astounding, definitely portraying how import a women’s role was. On the other side of the room was a glassed display of a US Army Air force uniform from 1943-1945. It was considered to be the â€Å"Eisenhower jacket,† based on General Eisenhower. In the display were also a M1903 Springfield Rifle and a M1 Grand Rifle alongside what seemed to be a map. The other artifact that I chose from this room was a silk scar f. Now this long silk scarf had nothing to do with fashion, but proved to be a crucial navigation tool during the war. Allied pilots were issued with these scarves that had detailed maps of enemy territory printed on them. The silk scarves also denoted railroads, canals, roads, frontier, churches and lighthouses. Air Power Shrinks the Globe on page 743 of our textbook discusses the growth of airplanes over the period of time of war. â€Å"The Wellington flew 255 miles an hour and cruised as high as 12,000 feet, with a range of 2,200 miles, whereas the new B-29s could travel more than 350 miles an hour, at altitudes up to 30,000 feet, with a range of up to 5,000 miles. (Pg. 743)† At the time, this was a massive step in the evolution of aircrafts and aircrafts at war, but if we compare this to the type of technology we have in our airplanes it cannot compare. Many of us cannot find our ways around our own city without using our mobile devices to navigate us. These pilots were u sing maps printed on scarves to help direct them around! It is incredible. I believe that the site gave an exceptional insight of how life was like prior, during and after World War 11. Each room explained its story well by the display of artifacts, photographs and touching oral stories it presented. The facility was well outlined timeline which exposed a sequence of events. The exhibit related perfectly to the content of this class with all the information and artifacts it presented. Many of the things presented corresponded with what the book had to say about World War II, along with a lot of new material as well. Overall, I was very pleased to have been able to take a day off and visit the La Jolla Historical Society. I was able to learn a great deal of new material which contributed to a better understanding of what times were like during the war, not only as a nation but to the residents of La Jolla.

My sociological imagination

My sociological imagination Before going through this weeks reading and into todays lecture, I hadnt yet come across the concept of the sociological imagination. Although the concept is seemingly new to me, it is likely that I have been using my sociological imagination for several years now especially whilst studying Society and Culture for my Higher School Certificate in years 11 and 12 at high school. In the subject, I can recall doing numerous case studies such as looking at the red light district in Calcutta, India as well as research assignments on topics like the stolen generation and my major work, the personal interest project on the stems of homophobic attitudes. To complete this work to the best of my potential, I was definitely thinking with my sociological imagination. I would define the sociological imagination as the art of objectifying a situation so that you are able form a view that captures it as a whole. It is thus a holistic way of thinking and ability of incorporating all elements as well as backgrounds and contexts into what you may be researching. The sociological imagination is an important frame of mind for a sociologist or anthropologist to be able to effectively assess a situation. C.W. Mills expresses this holistic idea of shaping the complete picture throughout this weeks reading, The Promise. While the text was written in 1959, his views and ideas of sociological imaginative practice are still very much relevant in 21st Century context of analysing social and cultural situations. The social sciences now commonly use this idea to explore such issues as social structures (e.g. Indias social class system), welfare problems (e.g. domestic violence) or health concerns (e.g. drug and alcohol addiction and abuse). An interesting statement Mills makes about the sociological imagination featured on page 15 is The sociological imagination enables us to grasp history and biography and the relations between the two within society. Here he is stating that we are not able to understand or formulate solutions for the biography of certain situations without take into consideration history, be that of a place, a person, a theory or even anything you wish to analyse. We must look at what has been in order to comprehend what is. Take for example a 45 year old female suffering from heart disease, it seems their life is quite active and their diet is balanced but why are they in need of a bypass operation to clear a blockage in an artery? Well one of the first question doctors would ask is if there is a history of heart disease in the family. Doctors here use their sociological imagination to understand the patients condition and it seems genetics and the historical background of her family is what is contr ibuting to her life now. Also on page 15 of The Promise, Mills puts forward a further thought about the sociological imagination: For that imagination is the capacity to shift from one perspective to another from political to the psychological. Mills here is examining framing perspectives and the sociological imagination giving you the ability of seeing things from differing perspectives. Putting yourself in another persons frame of mind or in their circumstances makes a situation much easier to comprehend. We can see something from a feminist perspective, a Marxist perspective, a scientific perspective, a postmodernist perspective or even seeing things from a childs perspective, the list is endless. A jury takes a number of people from many different social, cultural and historical backgrounds in order for them to find a defendant guilty or not guilty. The idea is that all of these perspectives collaborate to form the correct verdict to determine the fate of a defendant. Mills consolidates why we must make use of our sociological imagination on page 17 by stating Accordingly, to understand the changes of many personal milieux we are required to look beyond them. He raises the idea here that you must look beyond ones milieux, environment and surroundings to be able to comprehend and analyse their identity thoroughly. In the Up Series video excerpt shown in todays lecture consolidated that Mills theory about looking past a persons environment is extremely valid. Based in Britain during the 1960s we saw fourteen children from varied socioeconomic backgrounds come together to determine whether or their social class will play a role in preordaining their future. It became particularly clear of their economic circumstances when the children were asked what theyd like to be when they grow up. One boy from an upper class background replies with I want to go to Oxford University whilst a boy from the lower class asks what is a university? Looking beyond these childrens backgrounds and paths that may or may not be planned by the childrens parents, it became clear that these children do hold many of the same characteristics regardless of social status. For instance, they all were able to successfully interact at a party together as well as being capable of playing with each other at an adventure playground. Children were essentially being children. By thinking with the sociological imagination I am able to discover the full scope of a situation and formulate a thorough holistic opinion. As I am studying a Bachelor of Social Work at UNSW, it will be important if not fundamental technique for me to make use of whilst completing my degree looking at case studies, writing assignments as well as when on work placement and most importantly in my future career as a social worker.

Should We Seek Truth in Somé’s Magic? :: Of Water and the Spirit Literature Essays

Should We Seek Truth in Somà ©Ã¢â‚¬â„¢s Magic? What is most striking about Malidoma Somà ©Ã¢â‚¬â„¢s Of Water and the Spirit is not only his extraordinary account of the Dagara initiation ritual, but the ways in which he uses his experiences to make comments upon Western culture. Because of the way in which he was raised and educated, Somà © clearly dwells upon the border between his native Dagara culture and the vastly differing Western culture. Somà © himself characterizes himself as â€Å"a man of two worlds,† with his lifework being to attempt to explain each to the other. Because of his unique status, Somà © is in the position to make extremely insightful comments about his native culture, his adopted Western culture, and the ties that bond the two together despite their seemingly irreconcilable differences. As much as this story is about Somà ©Ã¢â‚¬â„¢s initiation, it is just as much a commentary on what happens under colonization. To sum up briefly, Somà © seems to be discussing the arrogance and yet the connective void - what he calls the â€Å"sickness† - of Western culture. Colonization begins from a feeling of superiority in Western, in this case exclusively European, countries; they believe in their right to own the land inhabited by others. A secondary but nonetheless important assumption under colonialism is the belief that the European culture is better, more productive and beneficial to its members. Hence it is justified in the minds of the colonizers that they enter a foreign land, displace the indigenous peoples from their homes and strip them of their cultures. Despite the fact that these cultures, with their accompanying rituals, traditions and religions, have been established for millennia, the colonizers maintain a belief that these cultures are backward, i nferior and somehow harmful to their members. It is â€Å"for their own good† that these indigenous peoples are divided like spoils of war amongst colonizing nations, Christianized and forced to abandon their native tongues in favor of the language of the colonizer. Somà © himself is representative of his culture: kidnapped from his indigenous way of life and placed against his will into a Jesuit school where he is cruelly punished for misuse of the French language and force-fed Christianity. The colonizers came equipped with various methods of stripping the native of his culture and assimilating him, with or without his consent, into theirs; education, in this light, seems to be a method of brainwashing.

Soccer history :: essays research papers

Games similar to soccer were played in China as early as 400 B.C. In 200 A.D. the Romans played a game in which 2 teams tried to score by advancing the ball across a line on a field, which means no soccer goals. They passed the ball to one another, but not by kicking it. Also in the 1100's, London children played a form of soccer (World Book Encyclopedia, S p.73).   Ã‚  Ã‚  Ã‚  Ã‚  In the early 1800's, many English schools played a game that resembled soccer. Players added many rules that changed the game, and each school interpreted them differently. In 1848, a group of school representatives met at Trinity College in Cambridge and drew up the first set of soccer rules (Brooks Clark, 1993). In 1863, representatives of English soccer clubs founded the English football clubs found the English Football Association. Soccer began to spread throughout the world in the late 1800's. By 1900, associations had been established in Belgium, Chile, Denmark, Italy, Switzerland, and the Netherlands. In 1904, the national associations founded the Federation Internationle de Futbol Association. Soccer was made an official Olympic sport in 1908. The Canadian Soccer Association was established in 1912, and the United States Soccer Federation was set up in 1913. The first World Cup was played, in 1913, in Montevideo, Uruguay. Since then, the World Cup has been held every four years, except during World War II (1929-1945), when the games were suspended.   Ã‚  Ã‚  Ã‚  Ã‚   Indoor soccer began in 1939, was formed by Major Indoor Soccer League, it started so people could play during the winter months. The North American Soccer League had its own indoor league from 1979-1984. Some of the differences from outdoor soccer are: there were only five players on the field and the goalkeeper, the goals are smaller, and the field is smaller. The field is like a hockey rink with astro-turf field surrounded with Plexiglas. The soccer goals are also built into the wall. This is a very fast paced game with four periods of 15 minutes each. In the United States, major league professional soccer has attracted little interest from the fans. Either indoor or outdoor proved to be successful, even with stars coming from Europe and Latin America. American Soccer League was the longest running professional league in the United States soccer history, going from 1921 to 1984. The North American Soccer League only existed until 1985. Some of the worlds' greatest players competed in this league, such as Michael Platani and Giorgio Chinaglia.

Macpherson Refrigeration Limited

Read the case, and answer the following questions:1.Search in the library (books on Operations Management or Production Management), to find the main components of the â€Å"Aggregate Production Planning† problem and briefly describe which are â€Å"pure strategies† and â€Å"mixed strategies† to solve this problem.The aggregate demand is the total demand for all products/services produced by a production facility without considering size, models, etc., usually there are significant seasonal variations. The objective of the Aggregate Production Plan is to manage production in order to meet the aggregate demand, matching capacity with demand fluctuations.The main components of APP are: external (Market Demand, Economic Conditions, Raw Material Availability and Competitors Behaviors) and internal (Production, Workforce Level, Inventory Level, Subcontracting, Backlog Policy, Physical Plant Capacity, Union Agreement, Capital Limit, among others).The mentioned compone nts can be modified to create production strategies which can be applied to this problem:Pure strategies: Considering one variable at a time to demand fluctuation: 1.Varying Workforce Level (Hiring or Firing). 2.Varying Production Rate (Overtime/Length of Work Hour) 3.Varying Inventory Level (High or Low).Mixed strategies: Considering two or more variables at a time to demand fluctuation: 1.Varying both Workforce Level and Inventory Level. 2. Varying both Production Rate and Inventory Level.2.Find the following parameters of the problem (specify the units involved):Productivity450 app/worker-year Expected for next year: 480 app/worker-year Regular Labour Cost$10.50/hr-worker Overtime Labour Cost1.5 times the regular hourly rate; $15.75/hr-worker Hiring Costs$1,800/worker Layoff Costs$1,200/worker Inventory Holding Costs$8/app-month Initial capacity13,000 app/month Beginning Inventory240 app3) What are the main advantages and disadvantages of each of the actions (page 2, item 6) avai lable to the company to meet demand? How can these actions be combined?1.Building inventory to meet peaks ïÆ' ¼Protection against unforeseen demand changes. ïÆ' ¼Inventory accumulation will be drawn down during peak demand periods. XIn periods of low demand, inventory would be accumulated and it would generate high holding costs.2.Using overtime ïÆ' ¼No inventory carrying costs. ïÆ' ¼Workforce held just to meet average monthly requirements. XExcessive overtime might lead to lower efficiency. XRestricted production might promote poor work habits and low morale.3.Hiring and laying off workers ïÆ' ¼The cheapest alternative. XUnion relations and employee morale could be adversely affected by frequent layoffs. X Hiring and training employees would be a problem (limited labour market).4) Replicate in an Excel spreadsheet, page 4 (Exhibit 1). It's not just to copy the spreadsheet, but to write down the formulas to incorporate the production flow balance. A similar flow balance can be obtained for workers.  There are also formulas to include all the costs involved. Although you may discuss these questions with your team, you must submit your work individually.

The Forgotten Group Member

Case Study 7: The Forgotten Group Member Developed by Franklin Ramsoomair, Wilfred Laurier University The group is in storming stage right now. Every member of the group is in tension. Unannounced meeting shows that they are forming cliques. They could have easily informed every member of the group to discuss the project. Christine, the leader of the group could have managed the team in a better way. Group in this stage need more communication, training, supervision, and controlling. But she did not provide any of it. Knowing the stages of group development was also an issue within Christine’s team. The team never went through the forming stage. They never got to know one another. Clear expectations were not set amongst the group. Frankly, Christine probably wasn’t a good pick for the team lead because of the ongoing distractions she was experiencing with her grades in school. That was more important to her, not the team’s success. Janet or Steve would have been a better choice for the team’s leader. Basically, this group never got passed the storming stage. Christine never took the time to evaluate the situation. She just preceded status quo. The group is facing many problems. The main problem is, Christine is not an effective leader for the group. She didn’t assign work to the team or we can say the team never went through the forming stage. They never got to know each other. Even Christine did not know her team very well and did not take any steps to improve it. No clear work was assigned to the team members, no meeting were set in advance. Christine failed to cater to everyone’s need within the group which was evident because necessary steps weren’t taken to ensure Mike would be able to join the team for meetings. Christine failed to pack them in. Had she paired Mike up with Janet whose more reliable and always over achieve when it comes to the group Mike would not have felt excluded from the group. She could have even paired Mike with Steve who’s more businesslike being that he ensures that things are on point and according to plan for the teams meetings. She failed to promote creativity and definitely lacked communication within the group. With the latest technology, other means of communication should have been used as a resource. She could have suggested or used video conferencing, teleconference, or simply resulted to a simple email or chat to delegate tasks for the group’s project which ties into the constant communication with the group. Communication can make or break any relationship, especially in the workplace. The failed communication was evident when members didn’t know the team was meeting. Everyone should have been informed of all upcoming meetings well in advance so they would have been prepared to be in attendance and effectively contribute to the team’s project during the meetings. This could have promoted creativity, innovation, and initiative amongst all group members which would have resulted in group motivation. Christine did more managing tasks and not leading the group. A good leader would do things somewhat differently when compared to a manager. I'd prefer a leader when picking someone to build a team for this task based on my thread earlier. I personally think that leaders have more motivational traits versus managers. I have been in both shoes. To summarize the difference between Christine’s traits versus that of an effective leader I have provided a useful table that will help summarize the differences and really drive home what it takes to be an effective leader. Upon reviewing the characteristics below of a leader versus a manager by subject matter you will get a clearer picture. This is a very useful table that I came across while researching this topic for our class discussion threads. Based on this information, managers tend to have more demotivating traits while leaders have more motivating traits. I would rather have a leader! The Forgotten Group Member Case Study 7: The Forgotten Group Member Developed by Franklin Ramsoomair, Wilfred Laurier University The group is in storming stage right now. Every member of the group is in tension. Unannounced meeting shows that they are forming cliques. They could have easily informed every member of the group to discuss the project. Christine, the leader of the group could have managed the team in a better way. Group in this stage need more communication, training, supervision, and controlling. But she did not provide any of it. Knowing the stages of group development was also an issue within Christine’s team. The team never went through the forming stage. They never got to know one another. Clear expectations were not set amongst the group. Frankly, Christine probably wasn’t a good pick for the team lead because of the ongoing distractions she was experiencing with her grades in school. That was more important to her, not the team’s success. Janet or Steve would have been a better choice for the team’s leader. Basically, this group never got passed the storming stage. Christine never took the time to evaluate the situation. She just preceded status quo. The group is facing many problems. The main problem is, Christine is not an effective leader for the group. She didn’t assign work to the team or we can say the team never went through the forming stage. They never got to know each other. Even Christine did not know her team very well and did not take any steps to improve it. No clear work was assigned to the team members, no meeting were set in advance. Christine failed to cater to everyone’s need within the group which was evident because necessary steps weren’t taken to ensure Mike would be able to join the team for meetings. Christine failed to pack them in. Had she paired Mike up with Janet whose more reliable and always over achieve when it comes to the group Mike would not have felt excluded from the group. She could have even paired Mike with Steve who’s more businesslike being that he ensures that things are on point and according to plan for the teams meetings. She failed to promote creativity and definitely lacked communication within the group. With the latest technology, other means of communication should have been used as a resource. She could have suggested or used video conferencing, teleconference, or simply resulted to a simple email or chat to delegate tasks for the group’s project which ties into the constant communication with the group. Communication can make or break any relationship, especially in the workplace. The failed communication was evident when members didn’t know the team was meeting. Everyone should have been informed of all upcoming meetings well in advance so they would have been prepared to be in attendance and effectively contribute to the team’s project during the meetings. This could have promoted creativity, innovation, and initiative amongst all group members which would have resulted in group motivation. Christine did more managing tasks and not leading the group. A good leader would do things somewhat differently when compared to a manager. I'd prefer a leader when picking someone to build a team for this task based on my thread earlier. I personally think that leaders have more motivational traits versus managers. I have been in both shoes. To summarize the difference between Christine’s traits versus that of an effective leader I have provided a useful table that will help summarize the differences and really drive home what it takes to be an effective leader. Upon reviewing the characteristics below of a leader versus a manager by subject matter you will get a clearer picture. This is a very useful table that I came across while researching this topic for our class discussion threads. Based on this information, managers tend to have more demotivating traits while leaders have more motivating traits. I would rather have a leader!