Pathogencity and Immuneology Host resistence and the immune response Essay

Pathogencity and Immuneology Host resistence and the immune response - Essay Example The bacterium has the ability to cause problems for people who use catheters and heart valve implants. It forms biofilms on these catheters and implants. Over time the bacteria has become resistant to antibiotics and it is because of this resistance that the bacteria has evolved in highly virulent forms. It has the ability to cause infections if removed from its ecological niche. It can also be said to be an opportunistic bacteria because it has the ability to cause pathology in people whose immunity is decreased. Variola Virus On the other hand Variola virus is a virus which causes small pox. Small pox is the only disease which has been eliminated from earth. The virus is brick shaped with a double stranded DNA. It also has an enzyme known as RNA polymerase which helps it to replicate when entering the body. Unlike Staphylococcus epidermidis the variola virus is transmitted through the external world. It does not reside in the normal flora or act as opportunistic bacteria. It can be transmitted through respiratory passageways and skin lesions unlike the bacterium staphylococcus epidermidis which resides inside the body. Staphyloccocus epidermidis may not be harmful in its ecological niche whereas the Variola virus is always harmful because of the disease that it can cause.

Issues of Performance Appraisals Essay Example for Free

Issues of Performance Appraisals Essay Performance appraisal refers to the process, where in, an organization measures the performance of its employees against the performance or productivity standards set by it. For instance, an organization might review employees on the basis of the number of projects completed, goals achieved or sales targets met. Therefore, performance standards of one organization might be different from those of another. This further pinpoints the importance of performance appraisals in truly reflecting and impartially evaluating the performance of employees. A good performance appraisal will motivate employees and point out problematic areas. Whereas, a bad performance appraisal will be a waste of resources for any organization. Issues and Solutions Many organizations have trouble identifying the key areas that a performance appraisal has to address. They do not know, what they are trying to accomplish through a performance appraisal or how it will help them in employee evaluation. This can be established using the example of 360-degree feedback. â€Å"Typical mistakes organizations make are rushing into 360-degree appraisals without a clear idea of what they want them to achieve. † (McCurry P. (1999). New angle on 360-degree feedback. Director, 53, p. 36) Furthermore, organizations tend to use one particular tool in isolation, which does not yield reliable results. This should not be put into practice because one tool may not satisfy all the requirements of appraising. Moreover, appraisals need to take into account a comprehensive picture of performance. Using one particular tool can create a pigeon-hole view of what otherwise needed to be a holistic view of performance appraising. Ideally, an organization should know exactly what each tool can deliver, and use a combination of tools to assess different competencies. Organizations must assess pros and cons of different tools and handpick tools that suit their needs. Some tools that can be used are graphic rating scale, Behaviorally Anchored Rating Scales, alternation ranking, forced distribution method, critical incident method, management by objectives and 360-degree feedback. (cited in Dessler, 2006). Some organizations might use certain tools of conducting performance appraisals just because they are being followed in the industry. This again produces a serious loop hole in the entire process of conducting performance appraisals. Every organization has its own structure, and culture that defines it. Although industry best practices might exist even for performance appraisals, however, the same tool is not necessarily applicable to all organizations. For instance, Andrew Forrest implies; if an organization’s culture is characterized by bureaucratic hierarchies, and does not foster communication, then conducting a 360-degree feedback will be pointless in such an organization. (cited in McCurry P. (1999). New angle on 360-degree feedback. Director, 53, p. 36). Some tools of performance appraising may become obsolete with relevance to an employee or employees because the on job environment of the employee changes. The problem remains that same job dynamics do not hold true for an employee, and so the employee can not be evaluated on former standards. In such a scenario performance appraisers need to consider the exact dynamics of the job of the employee and then undertake evaluation. This solution serves the interest of the both the organization and the employee. As mentioned by Candy Albertsson, . â€Å"An individual may have a different boss or team one year or be doing different work, which can make findings hard to compare†. (cited in McCurry P. (1999). New angle on 360-degree feedback. Director, 53, p. 36). One of the most important issues pertaining to performance appraisals is the degree of its objectivity. Employees certainly do not want to be unfairly evaluated because that effects the rewards or compensations tied to their performance. To ensure objectivity and fairness, Gail Dutton recommends software based performance appraisals. â€Å"software-based performance-appraisals tend to focus on results and actions rather than personality traits, employees are more likely to view them as fair†. (Dutton G. (2001). Making reviews more efficient and fair. Workforce,80, p. 76). Other methods of ensuring impartial appraisals are using multiple evaluators for the appraisal process as this increases the probability of attaining more accurate information. This is because if more than one appraiser is used the chances of errors stemming from biasness, halo effect or central tendency can be reduced. Halo effect, biasness, and central tendencies are inherent problems of the appraising process that are related to the appraiser. Halo effect occurs when â€Å"the influence of a rater’s general impression on ratings of specific ratee qualities† (cited in G. Dessler, 2006). Biasness comes from the impartiality of the appraiser where the appraiser might hold something against some employee. For example, a supervisor may have a personal dislike of an employee that may affect the appraisal process. Whereas, central tendency is defined as â€Å" a tendency to rate all employees the same way, such as rating them all average†. (Dessler, 2006, p. 328). Therefore, using more than one appraiser can truly raise the accuracy of an appraisal. In addition, appraisers should be asked to appraise only those areas in which they have expertise because they will be able to precisely evaluate the areas they specialize in. Another method to increase accuracy and objectivity of appraisal is to train evaluators. Provided that evaluators are better trained they will have a clear understanding or standards and will make better decisions. (Robbins S. P. , Judge T. A. ,2007, 625). Another issue that stems from the use of software based performance appraisals is that they can contain a set of generic questions that are not suited for the jobs that are being evaluated. (Dutton G. (2001). Making reviews more efficient and fair. Workforce,80, p. 76). To overcome this issue organizations need to tailor their software to their performance evaluation needs. In order to process a fair evaluation, the questions need to be customized to the jobs that are being evaluated. Not only should it be customized to the jobs, but also to the performance standards the job entails. Doing so organizations can address this particular issue effectively. Some organizations might favor software or computer based performance appraisals because it increases efficiency of operation. It should be noted that incorporating software based performance appraisals just for speeding up the appraising process will do no good to the organization. It might help the organization effectively utilize resources, for example, time savings, and less use of paper. Nonetheless, appraisal just for the sake of appraisal should not be the prime concern of any organization. Rather even the software based appraising process should be used to support the true meaning of carrying out performance appraisals. To make the appraising process effective organizations should incorporate supportive techniques into their performance evaluations. They should use interviews as well as other tools because in my opinion no tool can undermine the importance of face to face communications. Although the software based performance appraising methods are useful, however, a combined approach of using different tools can give more accurate results. The human touch should not be totally eliminated from the appraising process. References Dessler G. (2006). Human Resource Management. Florida: Prentice Hall Dutton G. (2001). Making reviews more efficient and fair. Workforce,80, p. 76-81. McCurry P. (1999). New angle on 360-degree feedback. Director, 53, p. 36. Robbins S. P. , Judge T. A. (2007). Organizational Behavior. New Jersey: Prentice Hall

Language Key Stage 1 2 Teaching Essay

Language Key Stage 1 2 Teaching Essay Research, such as that undertaken by Piaget (1978) and Vygotsky (Krause et al, 2003), Erikson (1997) and, later on, Bronfenbrenner (Krause et al, 2003), has put child development within social, economic and environmental contexts. Language, its acquisition, and how children talk, are recognised an essential constituents of these approaches. For example, at a Piagetian level, language acts as an indicator of a childs age and stage. For Vygotsky and Erikson, it reflects the students pre-conceptions, interpretations and understandings of the world and its workings as well as levels of pro-social skills. For Bronfenbrenner, language reflects the individuals environments within specific systems ranging from personal (microsystems family, peers, teachers) to external (macrosystems culture, beliefs). Currently, the value to student learning of specific talk types has come to the fore. For example, the importance of exploratory talk (Dawes et al, 2004) within the classroom talk context (Grugeon et al, 2005) has been realised as a means of developing pro-social and thinking skills. The first section of this essay extends this validation of childrens linguistic development. It does this through a survey of how theory, reason and practise combine to define childrens talk at primary level. It also looks at the formats that have been generated to support this (e.g. National Curriculum for Key Stages 1 and 2 and the National Literacy Strategy for Key Stages 1 and 2). The second section gives a general discussion of forms of talk. The third section focuses on the classroom environment and the teachers role in an increasingly holistic approach to students language and learning. It looks at the different language forms as exemplified in Figure 1 and how a teacher can best develop a students skills through talk. As the brief survey above shows, the basic human urge to communicate has been much studied, qualified and quantified. Many of the educational models of communication (eg Lasswells, 1948 adaptation of the 5 Ws and Johnsons processes of interpersonal communication, 1986, both cited in Marsh, 2004) place parameters on childrens talk by encouraging specific forms of talk. The National Curriculum emphasises exploratory and questioning (see Table 1) language. It provides frameworks within each learning area and stage where these forms of talk can be scaffolded into a students means of communication. Understanding how children interpret, manage and convey information in important in order to effectively encourage questioning and exploration. Table 1. Examples of talking and listening in the National Curriculum Examples from the National Curriculum frameworks of teaching talk Listening Mathematics Group discussion and interaction Religious education Group discussion and interaction Science Speaking Design and technology Listening PSHE Listening Information and communication technology Listening Art and design Group discussion and interaction Music From the perspective of childrens talk, language must move through a number of stages and in doing so reflects both physical and cognitive development. It could be argued that two functions of talk, at the early stages, are as a means of learning and as something to be learnt (although arguments to a universal basic grammar point to language as instinctual eg Chomsky, 2000: Jackendoff, 1993). Gradually the parameters for this talk develop into more efficient tools with which to gather, interpret and communicate knowledge. It is important to bear in mind that language is more than just a tool for representing knowledge(Karmiloff-Smth, 1979, p.14). The influences on the childs way of, and purpose in, talking, may start as parents and carers and their specific attitudes and values their cultural capitol as Bourdieu would put it (cited in Webb et al, 2002). They also include culture and environments and, as Jackendoff (1993) points out, society. Children arrive at school with this background of child-directed speech. The amount and type of expansion and recasting appears to be linked to social, cultural and economic environments and impacts upon how a child can interpret and respond to school. Whilst this essay cannot give syntactical, phonetic, semantic or grammatical elements in childrens language development the space they deserve, their importance is acknowledged. However, the importance of oral language is now enshrined in the National Curriculum and integrated across the Key stages. As Dockrell et al (2004) point out in their examination of methods of supporting language development in young children, the approach initiated in Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999) increasingly focuses on teacher modelling. Research shows (e.g. Hart and Risley, 1995; Peterson and Siegal, 1999) how socio-economic factors and environments can influence a childs basic linguistic knowledge (eg the literacy hour (National Literacy Strategy, 1999) has intended to make up for short fall in a students pre-existing language. As the previous section briefly covers, the mode of childrens talk helps identify cognitive stage, personal knowledge, preconceptions, pro-social skills and terms of reference. It also mentions the reciprocal determinism, as Bandura (cited in Krause et al 2003)would put it, where environment is a product of both the individuals internal and external factors. However, this next section takes a level playing field approach to modes of talk. For example, leaving learning difficulties and ESL aside for the moment, a teacher would not expect a five year old to still be using the telegraphic speech (two word sentences) typical of a two year old. You may expect some over and under-extension, but essentially key stage 1 students should be demonstrating more metalinguistics awareness. Encouraging the development of metalinguistic awareness runs throughout the National Curriculum. For example the English section states: Pupils should be taught about how speech varies: in different circumstances [for example, to reflect on how their speech changes in more formal situations] to take account of different listeners [for example, adapting what they say when speaking to people they do not know]. Clearly, at the basis of this are two fundamental skills the ability to explore an issue and the ability to communicate within the parameters that have been established. Exploratory talk, as pointed out by Dawes and Wegerif (1998) is an essential skill that, for many primary school situations, needs to be taught. Their example is with regard to the use of computers by small groups. It stresses the need for children to learn to take turns talking, to listen to each other, respect each others opinions, question each other, discuss and finally agree on an outcome. Students need to know the necessary formats for this to work. For example, one student may have a very clear idea of the issue but may not be able to explain it well. Without the tools to communicate effectively, the students knowledge cannot contribute to the group. This brings us to the issue of the teacher as facilitator of constructive talk. language acquisition cannot take place in the absence of shared social and situational contexts (Chapman, 1978, cited in Bransford et al, 2000, p.94) With the goal of allowing students to develop their communication skills (and the associated processes such as literacy, pro-social skills etc), teachers need to provide a learning environment based on building confidence in enquiry. This guiding introduces a number of important issues. Firstly, the teachers must be aware of their own preconceptions, attitudes and values. For example, the curriculum demands that teachers maintain high expectations for their students. Without this, students can at best loose their enthusiasm for learning in specific areas, and at worst can sabotage their own learning. As much as a students language reflects their background values and conceptions, so can a teachers. An effective teacher needs use a number of strategies to enable students to contribute orally in a number of different formats. Modelling and motivation are just two of these strategies at work in each format. Both through drama and other exploration, children can develop a better understanding about effective communication, both verbal and non-verbal. Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 p.7 Good modelling is an essential part of a teachers repertoire. The words confidence and fluency run through the National Curriculum and one part of achieving this is to provide the students with both the vocabulary a situation demands and the means of using it. For example, Listening Mathematics involves practical activity, exploration and discussion (5.1.a Mathematics, National Curriculum). However, as Dockrell, Stuart and King (2004) consider, difficulties in defining a good oral go beyond modelling: it is not sufficient simply to provide good models; the language from the adult needs to be carefully tuned to the childs language. It needs to be offered in such a way as to extend and support, and children need plenty of opportunity to practise their fledgling skills. Dockrell et al, Supporting early oral language skills, 2004 A positive learning environment needs several elements. One, as Figure 1 shows, is motivation. This is a key element in producing types and forms of childrens talk. Young children will often talk out loud as they explore a problem, new situation, and put the issue into self-questioning and self-resolution. At this early stage, exploratory talk is often self-generated. At primary level, the teacher takes responsibility for ensuring that valid learning is taking place. Whilst exploratory talk is to be encouraged, it is more guided and learning more scaffolded, be that in a constructivist paradigm or a more structured setting. If the teacher can catch the students interest, then motivation occurs naturally. The curriculum gives four groups of speaking, listening, group discussion and interaction (Speaking, listening, learning: Working with children in KS1 and KS2 extends and supersedes the Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999)). Specifically, the teacher needs to provide individuals with talking formats and opportunity to practice them. The following is one from the English Framework: What is being talked about? Who is talking? What kind of talk? Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 (2003) Added to this could be what does this mean and how should I respond? Sadly, there is no space here to go into the excellent lesson plans and strategies (see for example Grugeon et al, 2005) for enhancing enquiry learning through exploratory talk or activities such as Talk Box activities (Dawes et al, 2004). In summary, the effective teacher needs to: develop a safe and motivational learning environment be clear and explicit (Johnston, 2004) provide and scaffold the basic tools for communication to listen and judge how successful their strategies are and reflect on how to improve them to tailor communication to individual learning styles to provide ample opportunity for students to practise these skills to use small group work develop a students metalinguistics awareness encourage a students self-regulatory processes enthuse and encourage students maintain high expectations These are just a few of the important elements in producing well-rounded, confident students. It should also be taken into account that school is a format in itself, for example playground talk is a valid component of student learning. Therefore, it is as important to listen to the vernacular as to teach confidence in the more formal contexts. Finally, this essay hopes to have conveyed an understanding of the importance of oral language. It also recognises the effect that talk has on other areas of a students learning. Good oral work enhances pupils understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts. The NLS Framework for teaching YR to Y6 References and further reading Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds) (2000 expanded ed) How People Learn: Brain, Mind, Experience and School. Commission on Behavioural and Social Sciences and Education, National Research Council, Washington, DC: National Academy Press Chapman, R.S. (1978) Comprehension strategies in children. Pp.308-329 in Speech and Language in the Laboratory, School and Clinic. J. Kavanaugh and W. Strange, (eds) Cambridge, MA: MIT Press Chomsky, N. (2000) New Horizons in the Study of Language and Mind. Cambridge, UK: Cambridge University Press Dawes, L. and Sams, C. (2004) Talk Box: speaking and listening activities at Key Stage 1. London: David Fulton Publishers Dawes, L., Wegerif, R. and Mercer, N. (2004) Thinking together: Activites for Key Stage 2 Children and Teachers. Birmingham: Imaginative Minds DfES. The NLS Framework for teaching YR to Y6 DfESFramework for teaching (DfES 0500/2001) National Literacy Strategy: DfES Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0626-2003) DfES Grammar for writing (DfEE 0107/2000) National Literacy Strategy DfES Developing early writing (DfEE 0055/2001) National Literacy Strategy DfESMathematicalvocabulary book(DfES 0313/2000) National Numeracy Strategy DfES NLS Framework for teaching(DfES 0500-2001). National Literacy Strategy Dockrell, J., Stuart, M., and King, D. (2004) Supporting early oral language skills in Literacy Today, September 2004 Vol. 40 Erikson, E.H. (1997) The Life Cycle Completed: Extended version New York: W.W. Norton and Co. Gee, J.P. (2004) Situated Language and Learning: a critique of traditional schooling. Abingdon, Oxfordshire: Routledge Grugeon, E., Hubbard, L., Smith. C. and Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London: Fulton Press Hart., B and Risley, T.R. (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Jackendoff, R. (1993) Patterns in the Mind: language and human nature. Hemel Hempstead, Herts: Harvester Wheatsheaf Johnston, P.H. (2004) Choice Words: how our language affects childrens learning. : Portland, Maine :Stenhouse Publishers Krause, K.L., Bochner, S., and Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria:Thomson Karmilloff-Smith, A. (1979) A Functional Approach to Child Language. Cambridge: Cambridge University Press Marsh, C. (2004) Becoming and Teacher: Knowledge, skills and issues. (3rd ed). Frenchs Forest, NSW: Pearson Education Australia Peterson, C.C., and Siegal, M. (1999) Representing inner worlds: Theory of mind in autistic, deaf and normal hearing children. Psychological Science, 10(2), pp.126-129 cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Piaget, J. (1978) success and Understanding. Cambridge, MA: Harvard University Press Robertson, M., and Gerber, R. (Eds) (2000) The Childs World: triggers for learning. Melbourne, Australia: The Australian Council for Educational Research Webb, J., Schirato, T and Donaher, G. (2002) Understanding Bourdieu. Crows Nest, Australia: Allen and Unwin Winch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday, M. (2004) Literacy: reading, writing and childrens literature. (2nd ed). Oxford: Oxford University Press Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., and Nosworthy, M. (2004) Learning for Teaching: Teaching for Learning. Southbank, Victoria: Thomson Wolfe, P. (2001) Brain Matters: translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development Websites Play and effect. http://www.genkienglish.net/playandaffect.htm. Accessed 5 Jan 2006 National Curriculum. http://curriculum.becta.org.uk/docserver.php?docid=728. Accessed 3 Jan 2006 Oral language skills.http://www.literacytrust.org.uk/Pubs/dockrell.html Accessed Jan 4 National Curriculum frameworks. http://www.standards.dfes.gov.uk/literacy/publications/framework/

Pursuing a PhD in English Literature Essay -- College Admissions Essay

Pursuing a PhD in English Literature Education has always been the highest priority in my family. After attending university and graduate school in the US, my parents moved to Florida, turning down a masters in architecture at Harvard for my mother for a position at an engineering firm for my father. Still relatively new to this country and language, my mother established her own architectural firm. In the midst of this transition, both spatially and professionally, my parents insisted on sending my brother to an expensive private school. My mother was trying to get her own firm going at the time and money was scarce. Yet the first priority was always to provide the best education for both my brother and myself no matter what the cost. Along with this focus on education, my parents have also seen it necessary to give us exposure to other cultures. Born into a family that is already multicultural, my very large extended family also helped in this regard. With relatives located in Paris, Tokyo, Seoul, Chile, as well as being spread out through most of the US, we had the opportunity to travel extensively even early on when money was scarce. These trips were always as much education as they were entertainment with a strong focus on exposing us to the arts. Museums, theater, and historical site always took precedent over relaxation and leisure. As a result of this upbringing, I have always been extremely focused on my academic pursuits. In high school I participated in numerous competitions and had my curriculum restructured to challenge me. In the end, I graduated a year early, over-eager to go to college. In retrospect this may have been a mistake. I fell into the stereotypical trap of assuming I could coast t... ...le fulfilling my parent’s own desires. Entering into academics fulfils their desires for a son with a graduate degree and a respectable career while maintaining my own interests. While my interests have developed beyond simple admiration for the texts, at the core I chose this particular path with the intent of working with something I love. Thus, my multicultural background has provided me with the education and the focus I needed. However it simultaneously hindered my interests, for a while at least. It is a continuing struggle to balance my Korean heritage with my American upbringing, embodied not in the least by my academic and professional concerns. My parents provided me with an excellent education, both formally and in our personal lives, yet the obligation incurred nearly pressured me into pursuing a life that would have been at its core dishonest.

Media Violence Essay

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

Texting While Driving Essays

Texting While Driving Essays Texting While Driving Essay Texting While Driving Essay Imagine you are driving down the highway and suddenly a car hits the car in front of you. In that car there was one adult, one teenager, and toddler, and a newborn baby. The car that was hit got flipped over multiple times. No one in the car managed to survive that accident. This all happened because the driver decided to pull out their phone and text a simple mies. Texting and driving is a huge problem in the United States. Many laws have been passed to prevent texting and driving. It also causes many deaths and injuries. Many laws have been passed to prevent the danger of texting and driving. As said by Robert A Heinlein, l am free, no matter what rules surround me. If I find them tolerable, I tolerate them; if I find them too obnoxious, I break them. I am free because I know that I alone am morally responsible for everything I do. am part of the generation that had a cell phone long before having a car. As a society, we have become more and more dependent upon the use of cell phones. They have enabled us to stay connected to the world. With smart phones, we can now check the weather, email, and that eBay item we really want to win in a bidding war. When we talk or kook at a cell phone, our attention span becomes very limited. The emotional stress while talking on a cell phone can lead to decreased awareness on what is happening around a person. Personally, I see no difference between talking on a cell phone and watching a television show. Every day, I see many people on cell phones while driving. I see drivers in cars, Subs, and semi trucks all holding a phone up to their ear while making one-handed turns. I think back to when I received my drivers license and how important it was to have my hands on the wheel at ten and two-o- clock. I remember being told by my driving instructor to always be aware of what is happening twelve seconds ahead of me. Looking at all of these cell phone users on the road, I cant imagine they even know what is going on five seconds ahead of them. I have heard that a persons attention span is decreased four times while talking on a cell phone. A decreased attention span of four times is also the same as a person with a blood alcohol level of . 08. Studies have shown that testing and driving is twice as risky as talking on a cell phone. With more and more teenagers acquiring cell hones, up to fifty percent of teens admit to testing while driving. In my personal opinion, we, as a society, should make cell phone use illegal while driving on the road. I have heard about all of the accidents associated with cell phone use and I am bewildered that we havent made any action to address this issue. I love the fact that hands-free devices are an option with new technology coming out; as of recently, we have developed voice activated calling thats now included in newer models of cars. Sure, Michigan has made it illegal to text while driving, but what about talking on a bile device? I cant help but think about all of the times I have been on the highway and have witnessed drivers making lane changes without looking because they had a phone up to their ear. Drivers on cell phones also have an eighteen percent slower reaction time to brake lights. Several states have already banned the use of cell phones while driving. The carelessness needs to stop! We need to reprimand those who are putting others lives at risk on the road. If we cant confront and enforce this issue, the deaths will Just keep on coming. Testing while driving By sparseness

Free Essays on Japans Declining Population

Japan’s Declining Population One of the world’s most advanced nations, economically and technologically, is Japan. Yet, economic growth has been stagnant for the past several years, and the long-term view is clouded by a question of demographics. Japan is a densely populated nation; it averages 332 people per square kilometer, as compared to 105 in France and 28 in the United States. (Cutter, Renwick 1999) The problem here however is not overpopulation; it is the decline in Japan’s birthrate. Japan is moving rapidly down the road towards a society with fewer children and an aging population, with a speed unprecedented anywhere else in the world. Japan’s total birthrate is declining year by year, while its average life expectancy is increasing. According to the national census, Japan’s population stood at 125.6 million as of October 1, 1999. (Flakus 2000) In terms of population, Japan now ranks seventh in the world following in order China, India, the United States, Indonesia, Brazil and Russia. As in other industrial countries, Japan’s population growth has slowed in recent years despite a steady decrease in the death rate. The government fears fewer babies – births are down to an all-time low of 1.39 per woman. This will mean a less prosperous, more troubled and lonelier Japan. The trend will increasingly squeeze funds needed to provide for the rapidly increasing numbers of elderly among the approximate 130 million Japanese. (Coleman 2001) The Health and Welfare Ministry announced in June that the current birthrate is far below what is needed to keep population steady. Within a decade, the total population will begin to fall. (Kakuchi 2001) The main reason for low fertility rates, as in most other countries with population problems, is the idea of wealth. Women in Japan are now becoming more independent; the traditional roles of housewives and mother are no longer being instilled in them from an early childho... Free Essays on Japan's Declining Population Free Essays on Japan's Declining Population Japan’s Declining Population One of the world’s most advanced nations, economically and technologically, is Japan. Yet, economic growth has been stagnant for the past several years, and the long-term view is clouded by a question of demographics. Japan is a densely populated nation; it averages 332 people per square kilometer, as compared to 105 in France and 28 in the United States. (Cutter, Renwick 1999) The problem here however is not overpopulation; it is the decline in Japan’s birthrate. Japan is moving rapidly down the road towards a society with fewer children and an aging population, with a speed unprecedented anywhere else in the world. Japan’s total birthrate is declining year by year, while its average life expectancy is increasing. According to the national census, Japan’s population stood at 125.6 million as of October 1, 1999. (Flakus 2000) In terms of population, Japan now ranks seventh in the world following in order China, India, the United States, Indonesia, Brazil and Russia. As in other industrial countries, Japan’s population growth has slowed in recent years despite a steady decrease in the death rate. The government fears fewer babies – births are down to an all-time low of 1.39 per woman. This will mean a less prosperous, more troubled and lonelier Japan. The trend will increasingly squeeze funds needed to provide for the rapidly increasing numbers of elderly among the approximate 130 million Japanese. (Coleman 2001) The Health and Welfare Ministry announced in June that the current birthrate is far below what is needed to keep population steady. Within a decade, the total population will begin to fall. (Kakuchi 2001) The main reason for low fertility rates, as in most other countries with population problems, is the idea of wealth. Women in Japan are now becoming more independent; the traditional roles of housewives and mother are no longer being instilled in them from an early childho...