Autobiography: Dance and Middle School Essay

Autobiography My name is Rickeya Ward. I was born December 26, 1997 and yes fortunately the day after Christmas. I am 15 years old and I have one brother and sister I’m the middle child. I was born in Galloway, NJ where I lived for a little. I have a very different name; I was named after my dad. My dad’s name means powerful ruler so my name must have the same meaning since it’s just about alike. I have a well-rounded personality. I never had problems making new friends I always got along with everyone. I am very outgoing. When I was in middle school I would play and try out for every sport I could get into. When I meet new people sometimes I happen to be very shy and quiet. Sometimes I like being very aware of my surroundings when I meet new people. People find me to be funny and interesting when they meet me. It feels good to have good vibes with people. When I was younger I had dreams of being a big time fashion model and traveling the world as a fashion icon. I wished I could be on Americas Next Top Model for a short period of time. Ever since I was little I was one of those people who enjoyed life. I enjoy traveling I been traveling since I was about 4 years old. Read more:Â  The person I admire essay I have been to Atlanta, Ohio, North Carolina, California, Virginia and a few other places. One of my favorite places was actually California, Los Angles to be exact. The feel that it brings you was magical and a Hollywood lifestyle feeling. I enjoy making new friends and being around my family. My family means something so special to me. My family and I have a bond that we share. We share different laughs, and bond with each other in different ways. The genes run very strong in my family we have a lot of similarities with each other. I have an exact look alike which is my little sister we could be twins. My sister is my joy. That’s my partner in crime with anything we are always doing something together. My two cousins are the two people I favor also. We all have personalities that are alike and we get along very well. We are very close in age but I am the oldest. My extended family lives near me and some of them live far away. I always communicate and talk to them so it’s not that far of a distance because we stay in touch often. They are like my support team whatever I try to accomplish they are there to back my idea up. I know a lot of people and have a lot of different friends that I hang around. I am grateful for my life and the people that came in it. Another place that I enjoy being is school. I know that’s a weird thing hearing a teenager say but I enjoy school. I like learning new things that enriches me. I always did well when I was in school. When I was in elementary and middle school I was on the Honor Roll and Merit Roll. I always strive for the highest grades at school. I received a lot of awards. I am a very hard person on myself. I can be considered as a perfectionist because I have very high expectations for myself. Another thing I like about school is meeting new people and having different challenges come against me each year. School is very interesting to me with the different subjects every year and the different things I learn. When I learn about each subject it informs me about something that maybe come up in the future to help me. I tried so many different sports in my life. I played soccer, field hockey, track, swimming and cheerleading. When I was in middle school I thought I could do it all. The sports that I actually take pleasure in is track, cheerleading and I would love to try this year is crew. When I was in the 5th grade I studied and played the Clarinet. It was an amusing instrument to play but playing an instrument just wasn’t my thing. Something I have a true passion for is dancing. Dance is basically life for me besides my other dreams. When I dance it frees my mind from everything I’m thinking about. The dancing I study is Ballet and Hip hop. I did tap dancing for about two years but I decided to take a break. A program that I do is Champions of youth which makes sure you are on the right track and doing what you’re supposed to. On my free time I like reading books and shopping. The type of books I am delighted in are the realistic books that can relate to real life stories. Just like other teens I cannot live without my cell phone or my electronics that is a huge part of my life. While I am in high school I would like to stay focused and on task. I want to graduate a good number in the class and go to a good college. I want to go to college to become a lawyer. My dream since I was young was to become a lawyer. While I been in school I had previous people tell me I would become a lawyer because the way I disputed my points. I didn’t decide what type of lawyer I wanted to become yet. A big goal I am trying to achieve is going to a great college and becoming a big time lawyer. One of the icons I always looked at as a great lawyer was Johnnie Cochran. He’s been an inspiring lawyer for me. I have big dreams of living in a nice house and eventually getting married. In 10 years I will be graduating law school hopefully going to good law firm. I want to have no worries in the world at all. My dream is just becoming successful and knowing that I did from hard work. I have high and big goals for myself that I am going to achieve. I have a dedicated mind for what I want to become. After I pursued my career of being a lawyer I want to become a dancer as a side job or open a dance school for other youth that loves dancing. I plan on traveling to a lot of different places I’ve never been. At first I was debating if I wanted to become a lawyer or a doctor. But, as I got older I realized that being a lawyer was definitely the career I wanted to pick. The person I admire the most is my mom and my grandfather. They are two people that motivate me the most.

Investigatory Projects

The problem, however, is that these chemicals are expensive and pose harm to the environment. This study aims to develop an environment friendly, safe, and effective yet cheap mosquito repellent by using weeping pillow leaves and pine cones. The activity is not success but it shows the different scientific processes to be followed in doing an experiment. Mosquitoes are one of the most harmful creatures In the world, not only to humans but also to other land vertebrates as well. They carry viruses that are sometimes fatal when transmitted to humans.Diseases transmitted by mosquitoes are common In are tropics (Merit Encyclopedia, 1969). Mosquito-borne diseases are transmitted to the body of the host through mosquito bites and contaminated food. The saliva of the mosquito is sometimes infected with pathogens. These pathogens are transmitted to the hosts when they are bitten by the mosquitoes. Common viral infections caused by Mosquitoes are more pronounced in the larval stages and can r esult from the ingestion of contaminated food. Mosquito- borne diseases include malaria, dengue or break bone fever, fallacies, yellow fever, and H- fever (Melts, et.AI,. 1971 Insecticides are recommended to combat these disease -carrying pests and â€Å"trouble makers. † Insecticides are widely used as chemicals In controlling pests, which are either organic or chemically synthesized. The plant kingdom is a vast source of naturally occurring and selective insecticides portions of plants such as the flower, leaves, steam, or roots (Colliers, 1972). Insecticides include nicotine, rotenone, preterits, and sabbatical. Some have been used by humans for a long time. As early assess, nicotine was used as an insecticide in the form of a crude extract from tobacco.Nicotine's alkaloid can be obtained from the leaves and stems of Nicotine Tobacco (Inupiat, 1976). Nicotine is harmful to humans though it doesn't effect the plants when applied . Rotenone, the most active of the six alkalo ids , is harmful to man but a very effective poison against various insects (Abbey, 1972). On the other hand , essential oils from eucalyptus and psychophysical were use as effective mosquito insecticide or repellent (Smith. 1996). A research made on the subject found that weeping willow (Saliva Babylonian) leaves contain essential oils similarly found in eucalyptus (Antonio, 1984).Pinups Insular, commonly known as Shaky pine, is found in Khakis hills and Motorman, in the hills of Burma and in Central Luzon. It is a valuable source of resin turpentine. It grows up to 15 m (1 50 feet) and has very fine, grass-like needles (Tree of the World). It contains alkaloid, which is an ingredient in most insecticides. A. Materials Half a kilogram of weeping willow leaves were gathered from the Philippine Science High School (SSH) campus. Two and Half kilograms of pine cones came from Baggie. B. Methods 1. Extraction and DistillationForty grams of weeping willow leaves were extracted five times for 10 hours using the sloshes apparatus and titleholder as the solvent. Then two kilograms were extracted in five occasions for 10 hours each using the same apparatus and Covent as the extraction for the weeping willow leaves. After each extraction, the solution was gathered, and distilled for an hour to obtain the extract. The extract was then stored in a cold place. 2. Culture of Wriggler Stagnant water was collected from the creek and from the SSH fish pond. The water was placed in basins and was left for two to three weeks.

Women and Advertising

2AHIFA? JELAI It’s the Image that Is Imperfect Advertising and Its Impact on Women Advertisements and media images have a stronger impact on shaping gender images than books on feminism and scholarly experiments on gender equality. Stereotypes and generalisations in ads continue to objectify women, and place stress solely on their appearance, thus devaluing their innate worth. INDHU RAJAGOPAL, JENNIFER GALES Prologue I n examining higher education, there is a tendency to assume that all students have equal opportunities and only merit matters. There are, however, some unique factors that mitigate chances for qual treatment for all groups because of different ascriptive characteristics of students who wish to access, and achieve merit in, higher education. Gender is one such ascriptive characteristic that blocks girls and women both socially and academically from realising their fullest potential. In this paper, we will examine how gender-based social images that are transmitte d through the media act as barriers to realising students’ full potential in their life. Could higher education intervene in and vitiate these media images? As far as gender issues are concerned, it can be proven that the power of advertisements nd media images has a stronger impact in shaping gender images than what books on feminism and scholarly experiments have on gender equality. On the assumption that education shapes our intellect, we proceed to explore in this paper how media shape the images, especially those of girls and women. The Image-Making As we sit here watching the new Levi’s commercial – yes, the one with the catchy tune with the singing belly buttons – we find ourselves becoming a victim to the Economic and Political Weekly power of advertising. We were thinking how good these jeans would be especially for someone with my body type as we hum he song and do the dance. Then it hit us we are turning into the advertiser’s best friend – the one who believes anything they say. Furthermore, we are getting ready to tell our friends about the new ‘item’ on the market and how there are jeans to fit women with the wide hip too! The power that advertisements carry with them is sensational. They have the ability to change and shape people’s opinions of themselves with one picture of an image that is technologically modified to represent the advertiser’s perspective of what is seen as perfect by viewers. The key word is advertiser’s perspective because often he person who has created what she or he deems as the ideal image has also created the model. Often advertisements do not correctly represent the majority of society or even a small percentage of how women actually look. This analysis is intended to enlighten readers on the effect advertisements carry with them, specifically on women. First the discussion will expand on the societal milieu that ads hold, and then continue to e xplain the effects consumerism and promotional messages on this group of individuals. By looking at advertisements, and at theoretical and scholarly literature as well as popular culture material on the topic, this nalysis will show how the images advertisements allude to can influence and shape a woman’s perspective of herself. Matlin (1987) explains how the media’s misrepresentation of women in advertise- August 10, 2002 ments has created plenty of stereotypical representations of women. She lists seven empirically documented stereotypes that have been created by advertisements. Matlin’s1 sixth stereotype states that women’s bodies are used differently from men’s bodies in advertisements [Matlin 1987: 43]. In advertisements, men are shown accompanying the female and looking directly into the camera whereas females are portrayed with their eyes ooking away from the camera. Women are often shown in a sexual or vulnerable position in order to sell t he product, whether it is an advertisement for shaving cream or alcoholic beverage, for instance, Edge Shaving Cream, Pepsi-Cola or Absolute Vodka. Is this a reasonable representation of how women act and dress? No, it is not; but these types of ads are able to change what women think they should look like. When magazines feature pages on â€Å"make your butt look good in every outfit†, you have to wonder whether your butt does not look good now. You think: â€Å"I must have had a problem all along and I never noticed! Then, as you read on, you see some skinny and obviously attractive woman is advertising this article, which makes you think, â€Å"I will benefit and look like her if I read this article and buy the product†! Matlin illustrates how, when women look at advertisements showing beautiful female models, they tend to be less satisfied with their own attractiveness [Matlin 1987:44]. It is evident that the media will be the catalyst for these women to have body image problems. But do you blame them? Anyone would be self-conscious of his/her image after looking through a magazine filled with attractive women who portray unattainable images.Matlin describes how the medium is an important force in shaping reality [Matlin 1987: 43]. It is these stereotyped representations that help to shape womens’ opinions of what they should look like. Often girls and women forget that, and become sensitised by advertisements. They do not realise that they are conforming to what the ads show by reading the magazine ad’s prescription that will help them look like the woman in the ad in just three weeks! Realistically, these gender stereotypes only create more barriers for women. By creating 3333 these unrealistic images of women both genders are affected by these unreasonable nd often unattainable expectations and goals. The power of ads shapes men’s expectations for finding women who are over five feet and six inches tall, but still wei ghing less than 100 pounds, who look great in tight clothes, and demure and submissive. This is not a practical or reasonable expectation. In real life situations, it creates a downward spiral of disappointment and disillusionment. We live in a world where the goal of many North American women is to look like the next model in the Victoria’s Secret advertisements, which is one of the few catalogues a man generally grabs from the mail pile nd eagerly reads. Kang tries to answer the question: what messages do magazine advertisements on women transmit to society (1997: 979)? Following closely on Erving Goffman’s original study on gender analysis, the findings in this article are quite similar to the original survey that not much of a change has occurred over the years in the way women’s roles are portrayed. Advertisements have consistently confined women to the traditional role of a mother, or beauty, or sex symbol, and these do not represent women’s diversi ty [Kang 1997: 981]. This is similar to what Matlin refers to as gender stereotypes in ads.Ads use women not as humans but as objects. Stereotypes and generalisations in ads continue to objectify women, and place stress solely on their appearance, thus devaluing their innate worth. Kilbourne (1995) points out that a picture ad by only looking at one part of the body, for instance, the breasts, dismembers the woman’s body and objectifies her. This effect is demonstrated in alcohol or beverages or perfume ads that use a women’s body as the bottle. Ads seem to show more often skinny women cleaning the bathroom, making dinner or even worse putting on make-up; the women in these pictures are never heavy or even verage in size. The ads are made to portray unrealistic and over-exaggerated images. Women may indeed be engaged in such tasks; but how many women at home are organising their husband’s clothes and dusting antiques, wearing the latest makeup collection or the newest and trendiest outfit? These ads are so reminiscent of the 1950s image of June Cleaver waiting for her husband Ward to come home, while she cooks dinner and waters the plants wearing her pearl necklace. Again, we 3334 see the emphasis on the woman being attractive, no matter what role she plays. Once more, we see that advertisements ranslate and portray attractiveness as being tall, skinny and with flawless skin to condition the onlookers and attract them to such representations made in the ad. Kilbourne is a pioneering researcher on the topic of misrepresentation of women in advertisements. She is an avid lecturer, and has produced many videos on the topic of her lectures. Her most recent book Can’t Buy My Love (1999) talks about the way advertising can influence women and mould their opinions. Just as we are more vulnerable to the glory and heartbreak of romantic love than we will ever be again, at no time are we more vulnerable to the eductive power of advertising an d of addiction than we are in our adolescence [Kilbourne 1999: 129]. Thus, we are shown how a woman is actually influenced by ads and can end up physically trying to change to fit what she sees as acceptable because the advertisers show her that she needs to be skinny. In her video ‘Killing us Softly 3’, Kilbourne continues to look at magazine advertisements and the images they promote. She looks carefully at what Goffman outlines as his â€Å"categories† to analyse advertisements. 2 Kilbourne’s mandate is to make people take ads seriously because they do have an effect on humans and specially marginalised groups in this case, women. In her video, she touches on the obvious, but often forgotten, fact that technology plays a part in what we view as the perfect-looking person [Kilbourne 2000]. It is impossible to remove every line or blemish to create the illusion we viewers try to create. That is why I feel that ads are not healthy for women because they gi ve that fond hope that we could look like that person if we just, do/use ‘this’ and take ‘that’. What many viewers do not realise, as Kilbourne so quickly pointed out, is that often what we see are advertisements that have been air-brushed or created from a atabase of physical parts of various attractive human beings [Kilbourne 1995]. So Kilbourne asks the real question: when only 5 per cent of women can look like models why do we rush around to look like something we cannot be? [Kilbourne 2000]. Kilbourne’s research proves that young girls are easily influenced by these ads and will do anything to create the look granted as attractive. Cultivating a thinner body offers some hope of control and success to young women with a poor self- image [Kilbourne 1999: 132]. The image of beauty in thinness is often the only body type ever advertised, and therefore shown to women.Marilyn Monroe was a national sex symbol, but was a size 12! [Kilbourne 2000]. It wa s originally thought that the extra skinny women would wear clothes well for a designer, and that way the audience would only see the outfit not the body because there was not much to see. Unfortunately, that plan backfired and the media had a field day with stressing the beauty of the women under the supposed item in question, the outfit. In the past, women who were skinny were not attractive, and were even thought of to be living a povertystricken life because they were so thin. In the present day, many young girls do not ee that these images of being thin are unattainable, and turn to being anorexic or bulimic [Stemple and Tyler 1974: 272]. Having advertisers choose what is sexy is not correct or healthy for a society. Girls live day by day on what is cool or not because the latest issue of Cosmopolitan dictates what is cool. Their life revolves around the new ‘get fit diet’, or around the top that makes them look like they have extra big breasts. The advertisement i n the Martha Stewart magazine (January 2002) is an example of how women of all ages can become the new target audience. It would be logical o assume that ‘Billi Jo’ can be seen as a middle-aged person (shown in the picture of herself in the inset before she lost weight). Following her use of the Jenny Craig Ultimate Choice Program, she was able to lose weight and feel good again. Keep in mind that it does state that results are not typical, but still the persuasive language and attractive picture only assist in making the advertisement truthful. The advertisement was featured in the prestigious Martha Stewart magazine. This magazine personifies a specific image of good taste and sophistication, which is another way to promote these ad images s acceptable. Kilbourne talks about the objectification of women. This is a common advertising tactic often used. â€Å"Many ads feature just a part of a woman’s body – a derriere, a headless torso† [Kilbourne 1 999:258]. An article in Newsweek explored the truth of stereotypes and how these stereotypes affect the genders. In the eyes of Cross (1996), this can be seen as gender typing: the process by which we identify not only people, but also vocabulary and speech patterns, gestures and behaviours, objects Economic and Political Weekly August 10, 2002 and activities as either masculine or feminine [Cross 1996: 94].By allowing this to happen, stereotypes are formed and perpetuated by the people who believe in these gender stereotypes. Claude Steele, a Stanford University psychologist, showed something more important – the impact on targets of a stereotype whose behaviour is most powerfully affected by it. A stereotype that pervades the culture the way ‘ditzy blondes’ and ‘forgetful seniors’ do, makes people painfully aware of how society views them – so painfully aware, in fact, that knowledge of stereotypes can affect how well they do on intellectual and other tasks [Begley 2000: 66]. This in turn emonstrates the truth of how gender stereotyping contributes to this problem and sustains its existence. Generalisations of this nature can be seen to have a role in advertising campaigns. Either they are the ads that create the gender stereotype or sustain it through pictures and catchy slogans, such as ‘you’ve come a long way, baby’. The ad for Victoria’s Secrets shows a woman, but all you see is her body with a caption of ‘all you see is curves’. This model’s gestures and behaviour are portrayed as feminine, and she only helps to further the idea of women as objects and more so as merely shadows in the dark.Another example of how popular culture material only encourages the stereotypes to exist is e-mail that defines what are seen to be the differences in male and female vocabulary patterns; this is a demonstration of what Cross defines as gender typing. Stemple and Tyler (1974) are ab le to give a brief synopsis of the historical changes of women in advertisements, ultimately showing how the portrayal of women has not changed very much over time. There is still the emphasis placed in the ads on what we should be, but not what we are. The ever so prominent theme still jumps out to the reader of how advertising elped to create an obsession with a woman’s physical appearance. The obsession became so deeply imbedded in women in a short span of time that they began to believe that if they did not work to look like the women in the advertisements – beautiful and youthful – they would never get or keep a man [Stemple and Tyler 1974: 272]. The most surprising aspect of this article was the survey conducted on how 30 college women interpreted these advertisements. Stemple and Tyler found that these women were not affected by the images the ads showed and felt no real Economic and Political Weekly negativity.These results were questionable, but still u seful in showing the different assumptions that can be made on this topic. Not knowing the criteria or specifics of these individuals, I speculate that the sample that saw these ads was small, and maybe these women have been exposed to this type of ad so often that they are immune to the message and image from these ads. As mentioned earlier in this paper, Kilbourne talks about how ads need to be taken seriously and not disregarded because there is a larger picture that results out of the message the advertisements give off; the idea of ‘perfection’ for women.She has shown how women’s obsession with body image has been nurtured by the advertising industry, and how historically this has not changed the idea that only skinny and pretty women live on earth. Women have to remember that it is the image that is imperfect, not the body [Wrinkler 1994: 231]. Sullivan and O’Connor give you an idea of alternative bias on the topic of advertisements influencing what women think. Results indicate that current advertisements in some ways reflect more acutely the true diversity of women’s social and occupational roles than did those of earlier time periods (1988: 181). This is not to say that hanges have not occurred in the area of advertising. We have seen an increase in the appearance of males in magazines, but they are still not being degraded in the same manner as women are usually portrayed. This is an extreme limitation to a controversial argument that ads create an unrealistic image of what women should look like and in turn causes women to feel a large sense of insecurity about themselves. One reason for the findings could be that this article did take its conclusions from the late 1950s to the early 1980s. On the contrary, the earlier article by Stemple and Tyler (1974) concluded that not much as changed in the way women are shown in ads. Sullivan and O’Connor looked specifically at the connection between social changes and the way in which the media has reflected these changes in advertisements since 1910. These authors are able to argue that ads have gone against what they have been stereotyped to do; show women in the home, needing the help of a male, and as decorative pieces. They feel that those responsible for the creation of magazine advertising have begun to recognise the increasing economic and social status of women in America [Sullivan and O’Connor 1988: 188]. The reasons for August 10, 2002 hese assumptions could range from their choice of magazines analysed to the nature of sample group they used. Even though they were able to state that changes had occurred on the image and the way women are used, they still felt that there was room for improvement. How many ads realistically depict women in their true form? The argument would seem to centre on whether advertisements have changed to realistically portray women or that there is no change in their portrayal. But both sides will agree that there can always be more improvement in this area. The true goal of advertisers is to create an image hat will generate profits for the product they are selling. The question remains whether these advertising executives are conscious of the societal problems created by them or whether they have intentionally created them as part of their selling strategy. We will never be told. We do know is that they do profit from advertisements that encourage girls to want something more, something difficult to attain/achieve in the context of where they are now. Looking through various current magazines, it was apparent that the stereotypes are evident, but maybe not to the extent that we have seen in the past. Could a hange be taking place? Sullivan and O’Connor feel that advertisements are changing with time. Women should be better represented, and not as Matlin would say, stereotyped characters. Kilbourne disagrees with this so-called change, and feels that much larger problems h ave been created by advertisements. Her research has shown that women’s selfesteem goes down at adolescence due to advertisements that portray a fake reality of women to these susceptible teenage minds [Kilbourne 2000]. This is not to say that men are left out of this process of stereotyping. They are stereotyped too, but men are usually generalised as being too ld or extremely wealthy [Kilbourne 2000]. Advertisements for men often do not degrade them by comparing them to objects, or focus on their thighs being too large and hence needing the new cream to create longer legs in four days or less! Advertisements and Their Impact A recent article in a York University student newspaper, Excalibur (January 2002) illustrates the feeling the university student experiences with advertisements and the allure of new products. The caption defiantly uses gender-specific terms to only 3335 emphasis the stress of being a woman these days. If people do not ‘smooth their wrinkles or im prove their pigment’, they ay not feel like a woman or even a person. This ad seems to carry plenty of sarcastic overtones of hate for this type of environment at York University. It seems that institutions such as a university are a focal point for advertisers to market their new ideas and watch if the trends take off. Another article in the university newspaper contributes to this materialistic critique of the university environment. The title, ‘You are What You Wear’, sums up the basic point of how the York students feel that clothes, and in a larger sense looks and appearance, shape the views of others. The interesting point of the article is that t is written from a black woman’s point of view on the topic of ‘label’ dressers. The author seems to be more embarrassed that black students follow the trends and sport the labels because, â€Å"wearing these name brands gives the wearer an elevated status† [Barnes 2002:8]. Her argument s eems to be similar to mine, that if you know yourself, then you may not be caught up in this fashion trend. But when looking at university students and this fashion environment, I cannot help but question whether this is a problem only for this age group. Advertisements have now changed their target towards multi-audiences with ne ad. Why would we think that this label issue affects only our demographics? Well it does not, and the message sent through ads is that everyone should be a part of this cultural trend of dressing well. Advertisements have the power to make the poor, rich, fat or skinny students feel insecure about their selves. If they did not, then what good would these ads be? The insecurity created by pictures ensures that the consumer will be spending or trying something to fix their appearance. Labels are just another area where advertisers use a name to target the audience. A name goes a long way, especially when ttractive individuals wear the advertised clothes. Kle in (2000) attacks this problem created by advertisers. A major reason why these advertisements are placed in schools is due to one basic fact. The advertising agencies are aware that students form their opinions in this environment, and take them with them wherever they go. Is it not better to start at this easy, impressionable age and have students edified into believing what the advertisements preach? They want conformity and lack of decision on 3336 the consumer’s part. That is what I see as so ironic, we are in an institution to learn and form our own views and not try to be haped by others. Oddly enough, in a university or college, there is an effort made in using other people’s views, and then shaping our own, for example, to learn about Freud’s or Erikson’s theories on child socialisation and then creating your own point of view. The use of popular cultural material creates a vehicle that makes it a lot easier to shape a person’s point of vi ew. This is second nature to the advertisers producing this abundance of ads in magazines. The university is seen as an ideal starting point. Klein focuses on the university as a tool/ venue used by brand-name companies to establish themselves.For example, many universities will turn to the scientific community for funding of new university building and locations, such as the University of Western Ontario’s 3M Centre devoted to research in the sports medicine field. Or they will accept donations placing these company names before the university name on the large sign that greets students before they enter their new learning environment. Klein concludes by saying how, â€Å"university campus in particular with their residences, libraries, green spaces and common standards for open and respectful discourse play a crucial, if now largely symbolic, role: they are the one lace left where young people can see a genuine public life being lived† [Klein 2000: 105]. This seems t o be ideal but not evident from our conversation on advertisements and the power they hold to possess individuals to create unrealistic goals for themselves. Universities are filled with logos – ideals and images to follow which only create a larger plain of unrealistic pictures of what women should be like. The difference between viewing an image and hearing or imagining is that ones imagination can create an unrealistic image in a person’s mind. Itamar Marcus is the Canadian director of the Palestinian MediaWatch, which is a privately funded organisation that monitors the media’s influence on the citizens of that country. Through his presentation on the topic of media and the powerful influences they create, he demonstrates the power pictures and words have. He explains that the media has shaped the lives and views of these people. People believe what they have been told, and furthermore what the specially edited books tell them [Marcus 2002]. In this case, Ma rcus shows how the school books have been rearranged to teach the youth a history different from what is taught elsewhere in the world. The Palestinian ids learn that Israel is not a country, and they are told that cities like Jaffa are a part of their land. By viewing these distorted maps or pictures they believe what they are told even more. This shows the power that words carry and the effect that images have on a group of people. Another example is the manner in which the youth of Palestine are taught to hate westerners. With pictures of westerners raping and killing their people, they are made to believe what they are told to be the truth about the western world. Marcus points out how images such as these are so â€Å"powerful† that the youth are socialised to become martyrs or their country because they see it as the right way to act. The government is using its power to create images that are not necessarily true. Verbal or written images will coerce individuals to use their own reference to imagine the truth, but pictures show exactly what they want us to believe. This is a situation illustrating how the way an image when projected with design has power and an undeniable appeal and validity. In North America, the advertisers use their power to create unrealistic images for whatever products they are hired to advertise. These images have the power to create an impression, a desire and a reality that ay not always be true. By creating a possibility, a hope and a dream, women are made to hear and then see pictures of other attractive women achieving these goals through using or having these products. These images have a strong and somewhat subliminal effect on them. It is easy to forget that we need to celebrate the differences among human beings and the uniqueness of each. We are not ‘transformer toys’ or ‘robots’ that can change body parts with a snap of the wrist and a new outfit. Advertisers hope that we will buy into these changes. Unfortunately, this misconception is perpetuated by the advertising industry.The more that women and even men realise that it is all right to listen and read the ads as long as you realise it is not a way to judge yourself by their standards that you will survive in the advertising war of pictures and words. It seems hard not to be concerned with your appearance when there is such an emphasis to look good, right or wrong. Essentially, this paper has been looking at various literature and current advertise- Economic and Political Weekly August 10, 2002 ments to speculate what effect advertisements have on women’s self-images. There still is another facet of the topic that has roubled me: is it not a question of socialisation? Does the way a woman is socialised as a child maturing into adolescence determine the likelihood of her being affected by the media’s depiction of women? If a young girl is taught to be confident and happy with her own self, would sh e still be influenced by advertisements? Why should the advertisements have the final say on beauty? The simple answer is that we let them. Can girls be properly taught that these pictures and images are not always truthful and that they should not use them as a mirror? Could self-confidence be the proper tool for teenaged girls to overcome he messages from the advertisements? As Marshall McLuhan said, the medium is the message. We need to teach girls how to deal with the message. The message will continue to be strong and distorted. Instead of fighting the images, we should teach girls that these ideals are unattainable and that they should not literally kill themselves to try to look like something that is impossible to achieve. Possibly these young women have been socialised into a pattern of insecurity or worthlessness even before they view advertisements. When they see these images on paper, the images reinforce what they already assumed about their role and omen’s roles in society. It has been stated, however, that since the early 1900s advertisements have depicted women in an insulting and often degrading manner. Hypothetically if the women who grew up during these periods are now mothers, then most likely they taught these norms to their daughters as well. Then the next generation is influenced by these advertising stereotypes, and in turn transfer these ideals to its youth. It believes in what was shown because it was not taught any better. Socialisation is a lifelong process, but it does not guarantee that a person can change or has the tools to change.With presentday slogans of ‘girl power’ from the Spice Girls, it seems hard to take them seriously when the same girls preaching girl power are wearing close to nothing on stage and over-made up with exaggerated cosmetics and costumes. Stemple and Tyler touch on how the women’s liberation movement has been devalued. The authors showed, however, that ads are a blatant co-optin g of the women’s movement; the offensive ‘baby’ in ‘you’ve come along way, baby’ clearly indicates we have not [Stemple and Economic and Political Weekly Tyler 1974: 273]. It has been shown that advertisements create a vicious cycle that emands an audience to become engulfed with an idea in order to create a profit for their clients. These advertisements and social ideas, rather than education that teaches you to be objective and critical, have been engraved in one’s culture and in the psyche of the general population. It seems to be illogical and naive on the part of any women who feel they need to starve themselves or throw up their food in order to look ‘good’. It is obvious to see how these girls feel that this is what they are supposed to do to deal with societal pressures of looking a specific way. It is difficult to accept, but women have been ingrained with hese pseudo-images. In turn, women and girls buy into this fantasy in the hope of fulfilling their desires and dreams. -29 Notes 1 Margaret Matlin outlines what she views as ‘stereotyped representations’. She states, â€Å"Hundreds of studies have been conducted in the representation of women in the media. From these resources we can draw the following conclusions†. She continues on to outline seven stereotypes that target women these are: 1) Women are relatively invisible; 2) Women are relatively inaudible; 3) Although most women are employed they are seldom shown working outside the home; 4) Women are shown oing housework; 5) Women and men are represented differently; 6) Women’s bodies are used differently from men’s bodies in advertisements; 7) Women of colour – when they are shown at all – are often represented in a particularly biased way [Matlin 1987: 43-44]. Her conclusions are helpful in deciphering the reality of how women are affected by advertisements. It was very useful to have the se stereotyped representations to add a sense of soundness to the conclusions made on the advertisements and the societal situation that has been created. 2 Kang, Mee-Eun, ‘The Portrayal of Women’s Images in Magazine Advertisements: Goffman’sGender Analysis Revisited’ Sex Roles: A Journal of Research 37 11/12 (1997): 979-996. pp 984985: The following theoretical definitions in Goffman’s Gender Advertisements are utilised in this study: (1) Relative size: One way in which social weight (eg, power, authority, rank, office, and renown) is echoed expressively in social situations is through relative size, especially height. The male’s usual superiority of status over the female will be expressible in his greater girth and height. It is assumed that differences in size will correlate with differences in social weight. (2) Feminine touch: Women, more than men, re pictured using their fingers and hands to trace outlines of an object or to cradle it or to caress its surface or to effect a â€Å"just barely touching†. This ritualistic touching is to August 10, 2002 distinguish from the utilitarian kind that grasps, manipulates, or holds. (3) Function ranking: When a man and a woman collaborate face – to face in an undertaking, the man is likely to perform the executive role. This hierarchy of functions is pictured either within an occupational frame or outside of occupational specialisations. (4) Ritualisation of subordination: A classic stereotype of deference is that of lowering oneself hysically in some form or other of prostration. Correspondingly, holding the body erect and the head high is stereotypically a mark of unashamedness, superiority, and disdain. The configurations of canting postures can be read as an acceptance of subordination, an expression of ingratiation, submisssiveness, and appeasement. (5) Licensed withdrawal: Women more than men are pictured engaged in involvements which remove them psychol ogically from the social situation at large, leaving them unoriented in it and to it, and dependent on the protectiveness of others who are present. Turning one’s gaze away rom another’s can be seen as having the consequence of withdrawing from the current thrust of communication (p 62). The individual can also withdraw his/her gaze from the scene at large, and be psychologically â€Å"away† from the scene. References Barnes, Alicia (2002): ‘You are What You Wear’ Excalibur, February 1. Begley, Sharon (2000): ‘The Stereotype Trap: from ‘white men can’t jump’ to ‘girls can’t do math,’ negative images that are pervasive in the culture can make us choke during test of ability’, Newsweek, November 6, p 66, downloaded from: Gale Group Database, January 30, 2002. Cross, Mary (1996): Advertising and Culture:Theoretical Perspectives, Praeger Publishers, Westport, CT. Kang, Mee-Eun (1997): ‘The Portr ayal of Women’s Images in Magazine Advertisements: Goffman’s Gender Analysis Revisited’, Sex Roles: A Journal of Research 37, 11/12, 979-96. Kilbourne, Jean (1995): ‘Slim Hopes: Advertising and Obsession with Thinness’, videotape, Cambridge Documentary Films. – (1999): Can’t Buy My Love, Touchstone, New York: Simon and Schuster. – (2000): ‘Killing Us Softly 3: Advertising’s Image of Women’, Videotape, Cambridge Documentary Films. Klein, Naomi (2000): No Logo, Random House, Toronto. Matlin, Margaret W (1987): The Psychology ofWomen, Orlando, Florida: Harcourt Brace and Company, pp 41-45,461-70. Marcus, Itamar (2002): The Encouragement of Suicide Bombers and Terrorists in the Official Palestinian Authority Newspapers (a speech) January 22. Stemple, Diane and Jane E Tyler (1988): ‘Sexism in Advertising’, The American Journal of Psychoanalysis, 34. 1, pp 271-73. Sullivan, Gary L and P J O’Conn or (1988): ‘Women’s Role Portrayals in Magazine Advertising: 1958-1983’, Sex Roles: Journal of Research, 18. 3/4, pp 181-88. Winkler, Mary G (1994): ‘The Model Body’, The Good Body: Asceticism in Contemporary Culture, Yale University, Connecticut. 3337

Seven Habits of Highly Effective People Personal Statement

Seven Habits of Highly Effective People - Personal Statement Example Briefly, the 7 habits of highly effective people are summarized, to wit: Habit 1: Be Proactive; Habit 2: Begin with the end in mind; Habit 3: Put first things first; Habit 4: Think Win-Win; Habit 5: Seek first to understand, then to be understood; Habit 6: Synergize and Habit 7: Sharpen the saw (Covey 2004). Appreciation of these insights could be viewed in terms of remunerating each habit’s impact and influence in one’s life. The 7 habits were divided into sections which cover private victory (habits 1 to 3), public victory (habits 4 to 6) and finally, renewal (habit 7). In Covey’s quest to determine the factors that lead to highly successful people, he was able to deduce that personality and character ethics contribute to the success attainment. The first insight that struck as a promoter of positive change is the statement emphasizing that change starts from within. The insight encompasses all concepts and theories contained in Habit 1: Be Proactive. I share t he same personal conviction that the individual takes charge and is accountable for one’s own destiny. Nobody else should be blamed.

Response to 3 students posting with 2 references each Coursework - 1

Response to 3 students posting with 2 references each - Coursework Example Therefore, through the support of various articles on the subject, I strongly agree that ‘perhaps a major factor that creates hurdles in dealing with these public policy issues is democracy itself’. As emphasized by Liverani (2009) that â€Å"democracies can be notoriously shortsighted when dealing with long term issues† (par. 4). The rationale for this could be that there are enumerable external factors that could influence diverse issues and so policy makers opt to decide on the most pressing issues given the resources and current macro environmental status of the time. The post was also in response to Dinesh Sah’s Post where we both saw the issue of seeing democracies as recommending policies more on a short-term leash (Liverani, 2009). Sandra’s contention, however, focused on the culture of "instant gratification"; which is also a valid point. According to Rivenburg (2004), â€Å"part of the problem is that technology and pop culture have trained people to expect instant gratification of their desires. So when a temptation comes along, theyre inclined to indulge it† (par. 12). There is so much focus on immediate outcome and results with little foresight being accorded to long term vision of the effects of one’s course of action. Therefore, to see policy-makers in a democratic society to manifest behaviors which exhibit the culture of instant gratification would also explain the lack of forbearance and foresight to resolve climate action on a more lasting and effective manner. De Yudice’s post was interesting in terms of illuminating the power of democracy at its best. Despite the apparent support from various policymakers and different stakeholders of the DREAM Act, the Senate reportedly made the firm decision of seeing it as a threat to being a precursor to invite more illegal aliens and encourage illegal immigration. As policymakers, democratic forces encourage making

Case study Essay Example | Topics and Well Written Essays - 1000 words - 28

Case study - Essay Example the merger would result in saving about $1.4 billion during the year after the merger due to the prospect of combining operations such as purchasing and distribution. In any merger, there are issues that have to be considered in order to determine if the merger will be successful. The most understated but possibly one of the most important of these factors is the difference in national cultures of both parties. One of the biggest challenges for the Daimler-Chrysler merger would be the distinctions between the German and American work cultures. While both America and Germany rank quite high in terms of the masculinity level of cultural goals in the workplace, they have intrinsic factors in which both nations greatly differ. According to the Dutch sociologist, Geert Hofstede, characteristics that mark cultures as being more male-oriented include ambition, competitiveness, assertiveness and the push for financial success (Abdou and Kliche 2004). Moreover, in the German culture, there tends to be a strong undercurrent of female identified traits such as emphasis on the importance of maintaining good relationships even while committing to being the be st worker one can be. The masculine traits embraced in the American work culture also encourages a greater level of individuality that is lacking in German society which is more supportive of collectivity and creating good relations with co-workers and neighbors. The differences in work culture, which did not seem as such big problems prior to the merger, quickly emerged to be the greatest challenge for Daimler-Chrysler. The main divisions that would have been affected by the merger would be those personnel policy, finance, joint production, and marketing. The Germans and Americans had different views about how to go about engaging in decision-making (Camera and Renjen 2004). The executives at Daimler were accustomed to a bureaucratic structure in which decisions could only be made after a painstaking analysis of the

Biography Assignment Essay Example | Topics and Well Written Essays - 1750 words

Biography Assignment - Essay Example d as a Prime Minister for two different periods including the 11 year period starting from 1966 and ending in 1977 and then she held the office of Prime Minister for a 4 year period ranging from 1980 to 1984. She was still holding the office when she was removed from the face of the earth through murder and she successfully became the only female Prime Minister in the history of India. This writing will focus on the leadership autobiography of Indira Gandhi and will reflect upon why she is one of the major examples of a successful leader. The way a leader leads is referred to his/her personal philosophy of leadership. Different leaders follow a different philosophy of leadership. Leaders follow the dictatorial, participative, delegative philosophies of leadership. Indira Gandhi and her actions reveal that she followed an autocratic form of leadership philosophy. A leader who follows this philosophy tends to communicate clear expectations that he/she may have from her followers. They do not only inform the followers about what needs to be done, they even tell them how operations are to be carried out. These leaders try to alienate themselves from the followers and create clear distinction between the two in the eyes of others. They themselves make the decisions and do not allow the followers to participate and expect the followers to follow those decisions obediently. One of the reasons due to which it is believed that Indira Gandhi was an autocratic leader is that she was held responsible for conducting acts of corru ption and even after she was found to be guilty, she did not give up her position and instead instated emergency after 19752. This shows that Indira Gandhi thought of herself as someone who is above all and has a higher status as compared to others. She did not only declare emergency. She even disallowed the press to report freely and she even went a step further by detaining members of opposition’s political parties. This shows that Indira Gandhi

Sa.1.2.1 Essay Example | Topics and Well Written Essays - 500 words

Sa.1.2.1 - Essay Example er of reasons however it is likely that a great deal of people are starting to enter the field owing to the relative job security guaranteed as a result of the recent financial crisis. Furthermore it may be seen as an excellent opportunity for workers who wish to remain in more rural areas, and people may look to this field as it is the case that there seems to be a growing demand for these positions. The objective of this research piece will be to first break down a the topic into a number of different sub categories such as people studying to be social workers, people who were recently hired as government social workers, people who have been working as a government social worker for a long time etc. Then through a systematic examination of research that has already been conducted on these sub groups it will hopefully be determined that a research gap exists. The research method that will be conducted will be directed towards exploratory research to determine the new issues. To research this issue a combination of primary and secondary research will be conducted. Moreover a number of case studies will be examined with a focus on finding five usable case studies. In terms of the method of data collection that will be employed, a strategy of conducting qualitative research through conducting interviews with a variety of people who are either social workers or are seeking to be social workers. A survey will have to be designed in which pen ended questions will be asked to the interviewees with a mix of direct and open ended questions. By using this mixed survey format a kind of grounded theory approach will be taken. The questionnaires will be analyzed using Microsoft excel and potentially SPSS to determine any particular trends in the field of social work. Moreover, in regards to secondary research it is the case that a great deal of academic literature has been generated on specific sub groups of social workers. Furthermore there is a great deal of academic

DO WE NEED AND, IF SO, WHAT ARE THE PRINCIPLES FOR A CURRICULUM AND Essay

DO WE NEED AND, IF SO, WHAT ARE THE PRINCIPLES FOR A CURRICULUM AND PEDAGOGY FOR LIFELONG LEARNING - Essay Example ive advantage over their competitors, just as it means that national economies must spur lifelong learning if they are to become, or remain, competitive; as regards the sociological front, greater social diversity and changing demographics, as in increasingly older and more ethnically and racially diverse populations, has determined the imperatives of lifelong learning as a strategy for older adults to acquire the knowledge deemed requisite for working and competing within the said environment. In other words, the importance of lifelong learning emanates from both the aforementioned changes and the mercurial, ever-changing, nature of global and national economies. There is no doubt that lifelong learning, due to the reasons mentioned in the preceding, is a critical imperative. The question is whether this means that the development of a curriculum for lifelong learning is necessary. As this research will argue, traditional curricular models cannot be applied to lifelong learning as these only embrace formal learning which usually unfolds within a classroom setting. In direct comparison, lifelong learning embraces all of formal and informal types of learning and may be defined as a continuous process of learning, autonomous and directed, formal and informal, theoretical and practical. Following a review of the implications of lifelong learning and a clarification of the meaning and structure of curriculum, this research will argue that while lifelong learning does not need a curriculum, it does need a model. As broadly defined by Knowles (1980, p.25), adult education is â€Å"a set of organized activities carried on by a wide variety of institutions for the accomplishment of specific educational objectives,† and Rachal (as cited in Merriam & Brockett, 1997) described the workplace as â€Å"a major force in the changing nature of adult education† (p. 151). Darkenwald and Merriam (1982, p. 9) defined adult education as â€Å"systematic and sustained learning

Benefits of exercising Annotated Bibliography Example | Topics and Well Written Essays - 500 words

Benefits of exercising - Annotated Bibliography Example Philpott, Houghton and Luke used available information on exercise science to create a listing of several common childhood ailments and the specific risks and benefits of physical activity related to each of those conditions, in an attempt to provide guidelines for increasing overall health and fitness in children with those illnesses. The authors of this paper are clinical pediatricians, and they are writing for others who practice pediatric medicine. This paper will help me to compare the risks associated with exercise in someone with other medical conditions, so I can better determine whether those individuals will benefit from exercise. Borjesson and a group of other researchers from the Sahlgrenska Academy Department of Medicine used the existing body of knowledge for older adults, as well as their personal experience as medical practitioners and researchers, to develop assessment models for exercise in those older adults. Exercise in middle-aged adults is linked to better cardiovascular health, but at high intensity is also linked to sudden death through cardiac arrest. Due to this, Borjesson and his group wrote this paper for other practitioners to assess their patients, as well as to provide an assessment model to be given to the general public to help with self-assessment for the potential risks of exercise. This paper will help me to compare the risks of exercise to the potential benefits and determine who will gain the most from exercise and who should be limiting their physical activity for optimal health.

The Ainu Essay Example for Free

The Ainu Essay The Ainu are found in the northern Japan on the island of Hokkaido. Ainu people are distinct from the people of Japan .The Ainu are smaller in height then the people of Japan. Men wear large beards and their moustaches are a sign of beauty and their noses are straight and long. One of the strangest thing in their culture is the sacrifice of a bear they treat bears as their own children and when they are big enough they sacrifice the bear . Then Ainu people think that bear is a strong spirit so a women is made in charge to take care of the cub when its 2 -3 years old they Ainu sacrifice the bear the men drink the blood of the bear and take off its head . later during family ceremonies the skin of the bear finds a prominent place in the house drinks and food are served to the skin of the bear like a honoured desk .Bear is considered as a hero for the Ainu because it taught them to fish hunt weave and so on Ainu live I rectangular huts which are made up of bundles .Ainu live In a climate where snow can last for 6-7 months and is a really rainy area in summer to keep a house form people usually wear warm clothes made out of bear skin and dug a hole inside an house and do bornfire usually chimneys and small holes are made to let escape smoke form outside the room .Ainu usually sleep over platforms made up of wood covered with rush mats they slept dressed because the house only had 2 windows . Ainu religious views are animist all the objeacts such as volcanoes fire water were added as a spirit. They belive when a person dies the spirit is released it could be good or evil harming living beings or people . To avoid this ainus usually worked on wood representation with a human form called ianos . Ianos are usually simple sticks made by cuts of the knife In Ainus culture women are independent till marrying after getting married they are under mens will . Ainu women adorned their hands forehead mouth and mouth online with blue tattoos . Women in the ainu culture do work such as gathered wood , cooked food , look after their kids and make clothes etc. The Ainu women used to make mate, bags ,nets using elm bark . The bark is soaked and and left until large soft threads can be removed . The women wind them in balls later it is woven coarse looms. In the Ainu village the most important person is the shaman. He is the person who has contact with the spirits. Shaman can also cure diseases and is the leader of the village. When a person is sick and asks for help from the shaman the shaman waits till the sunset when he arrives to a sick person a bass drum is played to call the evil spirit who has caused that sickness and the shaman and then they start to dance in a uncontrolled way and in the end he falls down in trance at his return before the amazed eyes of the assistance he extracted out of the body of the patient a cause of the disease a stone a bark once this operation is done healing is immediately required some times a person dies because of the evil spirit is so strong . When a person dies in Ainu culture his family make a large bonfire in a hut and send messengers to inform his friends and relatives when they arrive burial is done a dead body is wrapped in clothes which are torn from a side and at its side his goods are placed and then sacrifices are offered to the spirits that they can welcome the new spirit to their family of dead the family celebrates a great feast after the burial and at the next day the body is wrapped and buried in a tomb if it was a man there is an arrow placed on the tomb and if it was a girl a strip is hanged. The Ainu people eat crabs, lobsters, scallops, mussels, oysters and even turtles. In winter fishing is done by making a hole on the flat layer of ice and in summer fishing is done by using nets, rods, hooks and bows on the stick of the bow poison is placed on the nib of it . The most good trick of fishing of Ainu was a dog they train the dog in special ways. The Ainu people are kind and friendly they welcome their visitors but they will have to follow their culture. When you are entering in an Ainu house you must clear your throat and if invited inside you must leave your shoes outside the house then he will go and sit near a fire and the owner of the house may offer him for example a pipe of tobacco . They also offer sticks which they use to correct their moustaches while drinking because they are so big that they can can enter dishes they are very good people and you can also visit them if you want.

The film Mississippi Masala Essay Example for Free

The film Mississippi Masala Essay The film Mississippi Masala portrays the Asian’s varied and confused identity in a multiethnic together through an interracial love affair between Uganda-born Indian woman Mina (Sarita Choudhury) and an African-American man Demetrius (Denzel Washington) in the American South in 1990. The results of this union are intolerance and hostility from both communities. Nair’s film is controversial and complicates the double complications of black and white but also challenges of huge problems of national and ethnic belonging. Mina’s culture origin is Asian Indian, Ugandan by birth, and is American by migration. This interracial couple is strongly opposed by the minority of (White Americans) communities; namely Mina’s. The film addresses the characters identity politically, in the interethnic encounter. The end finds the couple forced to elope to escape the pressures and pursue a new life outside of Mississippi. Mina embraces her memory of her childhood in Uganda in the 1970’s. She feels comfortable in the black disco in Greenwood. She embraces her identity as African despite her family’s exile from Africa and migration to America. Mina, on the other hand settles in Mississippi with her family via England and works as a maid in her parents motel and belongs to the Asian Indian community in her adopted country. She is very close to her relatives and attends all the groups wedding ceremonies and other social events. Mina represents herself as the good girl, never an outcast among her Indian friends and relatives until her relationship with Demetrius is found out. Mina’s identity here becomes more complicated than her inheritance from her Indian culture. Mina is the Masala in the title; a metaphor, describing her embracing her Ugandan, African, and American roots. Director Mira Nair chose the word Masala to describe diaspora’s concern with identity and group structure. â€Å"I believed strongly that to be a Masala is to be mixed is the new world order. So many of us think one language and are forced to speak another. † Works Cited Mira Nairs Mississippi Masala. Ed. Peter X. Feng. Screening Asian Americans. New Brunswick, NJ: Rutgers University Press, 2002. Dir. Mira Nair. Burbank, Calif: Columbia TriStar Home Video, 1992. First released by Mirabai Films, 1991.

Schema as an Active Recognition Device | Experiment

Schema as an Active Recognition Device | Experiment Written report of a cognitive psychology experiment. Schemas are integrated chunks of knowledge stored in memory allowing us to form expectations and make sense of the world. Rumelhart and Norman (1988) described schemas as having variables or slots where schemas vary in the amount of information they contain and overlap to relate together to form systems. For example, a schema for a picnic may be part of a larger system of schemas including ‘meals’, ‘outings’, and ‘parties’ (Gross, 1996). Therefore, suggesting schemas to be active recognition devices where we try to make sense of ambiguous and unfamiliar information in terms of our existing knowledge and understanding. Bartlett (1932) argued that we rely on schemas as well as content to remember stories. Based on his findings of participants recalling a story â€Å"The War of the Ghosts† from a different culture, Bartlett (1932) found that distortions increased over successive recalls and most of these reflected the participants’ attempts to make the story more like a story from their own culture. Changes from the original story included rationalisations, which made the story more coherent as the story was shortened and phrases changed to be more similar to their own language, participants failed to recall unfamiliar details such as the ghosts, and they elaborated certain content and altered its importance (Bartlett, 1932). Therefore, the changes made the story easier to remember. Bartlett (1932) concluded that the changes to the story on recall showed that the participants were actively reconstructing the story to fit their existing schemas and that schemas affect retrieval rather th an encoding or storage. Other evidence suggested schemas influence comprehension and retrieval. For instance, Bransford and Johnson (1972) argued that schemas often influence comprehension processes rather than retrieval. Presenting participants with a passage in which it was hard to determine which schemas were relevant Bransford and Johnson (1972) found that participants who heard the passage without a title recalled an average of only 2.8 idea units compared to the participants who were given the title who recalled an average of 5.8 idea units. Bransford and Johnsons (1972) study show that the title acted as a useful retrieval cue. Anderson and Pichert’s (1978) research showed that a person’s perspective could guide retrieval of information. For instance, Anderson and Pichert (1978) asked participants to read a story about two boys playing in a house from one of two perspectives, that of a home-buyer or that of a burglar and to write as many of the stories detail they could recall. The participants asked to recall the story again but with half of the participants in the home-buyer condition recalling the story from the perspective of a burglar and half of the participants in the burglar condition to recall the story from the home-buyer perspective. Anderson and Pichert (1978) found that people recalled new information following the change of schema. Anderson and Picherts (1978) findings suggested that schemas play a critical role for readers in selectively attending to elements of a passage that is significant for recall. Therefore, this study aims to replicate the Anderson and Pichert (1978) stud y to see if there would be a significant difference in the recall for participants who changed schema compared to the recall of the participants who did not change schema. Participants: Purposive sampling selected a sample of 40 participants: 20 males and 20 females, age range of 20 to 25 for males and 20 to 26 for females, mean ages 20.5 and 32.7 years respectively. Participants were randomly assigned to one of two groups; home-buyer schema group and the burglar schema group. Design: The study used a repeated measures design, with two conditions: condition A (no change schema) and condition B (changed schema). The IV being the number of story details recalled correctly and the DV measured was recall accuracy for the change in schema perspective. Controlling for order effects, half of the participants of each group were randomly assigning to condition A and half to condition B for the second recall task. Materials: The materials used were the story used in the original study by Anderson and Pichert (1978) about two boys who played truant from school and spent the day at the home of one of the boys because no one was home that day. The story contained many details, of which some were expected to be more salient for a person with a home-buyer schema, such as attractive grounds, leaking roof, and damp basement; and other details more salient for a person with a burglar schema, such as valuable coin collection, nobody home on Thursdays, and an expensive TV. Part B of the Productive Vocabulary Levels Test (PVLT) (Laufer and Nation, 1995) was the ‘filler’ task used before the first recall of the story. Before instructions for the second recall participants were asked to count backwards from 99 until asked to stop as a ‘filler’ task before the second recall, with the stopping cut off point was 30. Procedure: The participants were randomly assigned to one of two groups: one group was told to imagine that they were looking for a house to buy (‘home-buyer’ schema group). The other group was told to imagine that they were burglars looking for a house to break into (‘burglar’ schema group). Working with one group at a time, participants were given a story to read about two boys who played truant from school and spent the day at the home of one of the boys because no-one was home that day, and were given two minutes to read the story. Next, the participants were instructed, to complete the (PVLT) test for twelve minutes. When the twelve minutes were up the participants were told to stop the test and to write down as many of the details of the story they could recall. When the participants had completed the first recall task, they were instructed to count backwards from 99 until told to stop. The participants were asked to stop counting at the count of 30, and then han ded envelopes containing standardised instructions for the next stage of the study. Half the participants received instructions asking them to recall the story a second time from the same perspective, the other half of the participants were given instructions asking them to recall the story a second time from the other perspective. For example, half of the participants who had imagined they were home-buyers were asked to imagine they were burglars (the other half kept imagining being home-buyers), and half of those who had imagined they were burglars were asked to imagine they were home-buyers (the other half kept imagining being burglars). Once participants had read the instructions, they were asked to write down as many details of the story they could recall for a second time. When the second recall task was completed, debriefing took place and the participants were thanked for their participation. This standardised procedure was used for both groups. Ethical considerations: For ethical reasons the following steps were taken Firstly, during gaining consent before the participants’ participated in the study it was explained that the true nature of the study would not be explained until the debriefing after all measures were taken. However, the participants were reassured that their participation will be kept anonymous and that the study was not a test of their intelligence or mental abilities and that they were free to withdraw at any time during the study. Finally debriefing at the end of the study took place informing the participants of the true nature of the study, and that they could withdraw from the study. The debriefing also ensured that the participants suffered no distress during the study. Recall results were collected for the first and second recall tasks and the details recalled which related to the schema perspectives were recorded. Mean scores were calculated for the correct recall of schema related details from the first recall task (table 1). The data was analysed with the anaylsis of variance (ANOVA) showing that there was a significant effect for the number of story details recalled by the participants with different schemas F = 4.49, p The data was analysed with the analysis of variance (ANOVA) (table 3) showing a significant main effect of changing interaction F = 4.3, p Schema theory research has assumed that explicit thought about a schemas topic or an encounter with relevant information can activate a schema. Bransford and Johnson (1972) argued that schemas often influence comprehension processes rather than retrieval where Anderson and Pichert (1978) argued that schemas influence the retrieval of information. The aim of this study was to replicate Anderson and Pichert’s (1978) study, claiming that people store information when reading a passage, which they fail to produce when recalling the passage after changing schemas. This study was a replication of Anderson and Pichert’s (1978) study which predicted that participants who changed schemas would recall more information related to the ‘new’ schema than ‘new’ information for their original schema. An anaylsis of variance (ANOVA) statistical test showed a significant effect if the type of recall presented, showing that the participants who changed schemas re called more additional information which was previously unrecalled than the participants who did not change schemas. These findings supported Anderson and Pichert’s (1978) claims that correct recall resulting from the retrieval of knowledge are strongly influenced by the perspective taken during perception and cognition of the retrieved information. It has been show, that schemas provided after learning can affect recall. For example, when participants are given an additional perspective at test (e.g. home-buyer) may use this perspective as a retrieval cue and remember additional information (e.g. leaky roof) (Anderson and Pichert, 1978). Besides increasing correct recall, use of schemas post encoding may also lead to bias and memory errors. For example new information learned after the fact can activate a schema which participants then use to reconstruct the original events. Lotus and Palmer (1974) demonstrated this phenomenon in their classic study that questioned participants about a slide show they had just seen. One question asked how fast the cars were going when they â€Å"hit† or â€Å"smashed† into each other. One week later, those whose question read smashed were more likely to report seeing broken glass. Post encoding use of schema research has focused on correct recall (e.g. Anderson and Pichert, 1978) or on memory distortions resulting from post event information, which strongly implied the biased memory. This study controlled confounding variables by testing the participants in two separate groups and getting them to carry out a ‘filler’ task between first and second recall. In addition, for each group half the participants were assigned to the no change schema condition and the other half assigned to the changed schema condition for the second recall task to control for order effects. The participants were deceived of the true nature of the study to control for participants expectancies, to ensure that schema change was the only variable manipulated while all other variables are held constant so as not to affect the results. In summary the findings of this study showed, there to be a significant difference in the recall of additional information for the changed schema than for the additional information recalled for the original schema compared to the additional information recalled by the no change schema group. Showing that schemas are active recognition devices and play a critical role in reading where readers selectively attend to details of a passage that is significant to recall and that schemas strongly influence our retrieval of information. As the study used undergraduate students, who have plenty of experience in reading for text from different perspectives future research would benefit from looking at how schema change influences recall when reading from a studying perspective or reading from an entertainment perspective in primary school children. References Anderson, R.C. and Pichert, J.W. (1978) ‘Recalling of Previously Unrecallable Information Following a Shift in Perspective’. Journal of Verbal Learning and Verbal Behavior, 17: 1-12. Bartlett, F.C. (1932) Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press. Bransford, J.D. and Johnson, M.K. (1972) ‘Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall’, Journal of Verbal Language and Verbal Behavior, 11: 717-726. Gross, R. (1996) (3rd Ed.). Psychology: The Science of Mind and Behaviour. London: Hodder Stoughton. Laufer, B. and Nation, P. (1995) ‘Vocabulary Size and Use: Lexical Richness in L2 Written Production’, Applied Linguistics, 16: 307-322. Lotus, E.F. and Palmer, J.C. (1974) ‘Reconstruction of Automobile Destruction: An Example of the Interaction between Language and Memory’, Journal of Verbal Language and Verbal Behavior, 13: 585-589. Rumelhart, D.E. and Norman, D.A. (1988) ‘Representation in memory’, In R.C. Atkinson, R.J. Herrstein, G. Lindzey, and R.D. Luce. (2nd Ed.) Steven’s Handbook of Experimental Psychology. New York: John Wiley and Son: 511-587.

Investigation: How does the concentration of acid affect the rate of reaction? :: GCSE Chemistry Coursework Investigation

Investigation: How does the concentration of acid affect the rate of reaction? The aim of this investigation is to test how concentration affects the rate of reaction. My prediction for my investigation is that the higher the concentration, the faster the reaction will be. My reason behind my prediction is: Â · The higher the concentration, the more particles there are which will collide with enough energy to overcome activation energy, which is explained as the collision theory. Collision theory explains how chemical reactions occur and why rates of reaction differ. For a reaction to occur, particles must collide. If the collision causes a chemical change it is referred to as a fruitful collision. For a reaction to occur, the reactant particles must collide. Only a certain fraction of the total collisions cause chemical change; these are called successful collisions. The successful collisions have activation energy at the moment of impact to break existing bonds and form new bonds, resulting in the products of the reaction. Increasing the concentration of the reactants and raising the temperature bring about more collisions and therefore more successful collisions, increasing the rate of reaction. When a catalyst undergoes collision with the reactant molecules, less energy is required for the chemical change to take place, and hence more collisions have sufficient energy for reaction to occur, therefore the reaction rate increases. The four factors that influence the rate of reaction and therefore the experiment are: 1. The temperature. This is because; if the concentration is warmer, then the reaction rate may increase or decrease depending on temperature. 2. The Catalyst. This is because; if the catalyst is of a larger volume or size than the concentration then it may have an affect on the concentration and experiment that will differentiate results. 3. The concentration. This is a variable that will be used because we are trying to find if the concentration will affect the rate of reaction. 4. The surface area. This is because; if the surface areas of the calcium carbonate pieces are different then it will affect the results also because it will give off more gas, the greater the surface area. To achieve the most accurate of results possible I will use all sufficient equipment and data. For my prediction, that the higher the concentration, the faster the reaction rate, I will use pre-test results to help with my evaluation before I start my investigation. Before I started my investigation, I did a pre-test experiment that helped me to reach my prediction.

A Synagogue Essay -- Papers

A Synagogue A synagogue will look like any other building from the outside - the only sign you might get from the outside is the star of David which is called magen David in the Hebrew tongue. There may also be a sign outside stating the name of the synagogue. There are many names for a synagogue such as; shul - which means school in Hebrew, bet haknesset, which means house of assembly - this is only used by Sephardim, which is oriental Jews. A synagogue is primarily a place of worship but also functions as a community centre for the Jews. The building is so important that the whole Jewish community that worship there will revolve around the building. It is used as a teaching school for Jewish children where they will be taught the Hebrew alphabet, numbers of Hebrew and about their faith. This school is a Jewish equivalent to a Christian 'Sunday school.' If you now go inside you would see that the synagogue is rectangular and although you will not realise it, but the whole synagogue is built facing Israel, if possible, Jerusalem. There will be a sink where the congregation will wash their hands and feet before praying or worshipping. You will also notice that there are separate seats. This is because in orthodox synagogues, the men sit on the ground floor and worship and the women sit in the gallery. There is a good reason for this - and not because the Jews are sexist - but because in Judaism, the men take on the role of worshipping and the women are expected to look after the house and the children so if people were late (the women). This may be because they had to change the baby or something like that so instead of disturbi... ...yed and the hymns and songs are sung without the aid or backup of music. In a liberal or reformed synagogue however things would be very different, for instance, there is quite a large chance that a female rabbi would be conducting the service, the man and women are more 'equal' they sit together and worship together as one big mass. The bimah may be at the front which, in my opinion, gives a sense of preaching and I think Jews know their religion, they don't need to be educated about it they just want to worship god. There also may be an organ to accompany songs and hymns because music is permitted in reformed synagogues. There would also be slightly less Hebrew spoken. So this synagogue I have described to you is an orthodox synagogue. Orthodox translates to "right belief" and is considered to be traditional Judaism.

MS :: essays research papers

Multiple Sclerosis Mission:  Ã‚  Ã‚  Ã‚  Ã‚  The mission of the National Multiple Sclerosis Society is to end the devastating effects of multiple sclerosis. Providing accurate, up-to-date information to individuals with MS, their families, and healthcare providers is central to our mission. The organization is to prevent and cure MS, and to improve the lives of all people affected with MS. The National Multiple Sclerosis Society funds research, publishes scientific finding, provides information and other services to people with MS. History:  Ã‚  Ã‚  Ã‚  Ã‚  The coming of the National MS Society emerged from wartime research efforts in many areas. In 1943 new methods of technologies of the actual myelin was determined. The National Multiple Sclerosis Society was founded in 1946. Other info.   Ã‚  Ã‚  Ã‚  Ã‚    §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Multiple sclerosis is a chronic, often disabling disease of the central nervous system.  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Most people with MS are diagnosed between ages of 20 and 40 but the unpredictable physical and emotional effects can be life-long.  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Women develop the disease at a rate almost double that of men.  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  MS is not fatal-with modern medicine and technology; people with MS live 90%-95% of the normal life span.  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The cause is a mystery and no cure has been found. Symptoms:   Ã‚  Ã‚  Ã‚  Ã‚  Numbness in body parts may include: slurred speech, blurred or double vision, tremors, loss of balance, and poor coordination.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Invisible symptoms include extreme fatigue, mental changes as mood swing, forgetfulness, and confusion. ag;lja'jk'ffjkajgk'jgakj;aj;ljg;lkajsjfadjskgj;kasj;kgjakdsjgk'jMultiple Sclerosis 6560 Fannin, Suite 1224 Houston, TX 77030 (713) 798-7707 infor@mnss.org Mission:  Ã‚  Ã‚  Ã‚  Ã‚  The mission of the National Multiple Sclerosis Society is to end the devastating effects of multiple sclerosis. Providing accurate, up-to-date information to individuals with MS, their families, and healthcare providers is central to our mission. The organization is to prevent and cure MS, and to improve the lives of all people affected with MS. The National Multiple Sclerosis Society funds research, publishes scientific finding, provides information and other services to people with MS. History:  Ã‚  Ã‚  Ã‚  Ã‚  The coming of the National MS Society emerged from wartime research efforts in many areas. In 1943 new methods of technologies of the actual myelin was determined. The National Multiple Sclerosis Society was founded in 1946. Other info.   Ã‚  Ã‚  Ã‚  Ã‚    §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Multiple sclerosis is a chronic, often disabling disease of the central nervous system.  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Most people with MS are diagnosed between ages of 20 and 40 but the unpredictable physical and emotional effects can be life-long.

Death Penalty: Pros and Cons Essay

Capital punishment has been the center of much controversy dating back to its origins. Although the roots of capital punishment can be traced as far back as 1697 BC, arguments over its effectiveness and morality continue in the midst of its existence today. There are many people who have come up with arguments for both sides. Most people who believe that the death penalty is a fair punishment use the argument, â€Å"lex talionis†, meaning, â€Å"an eye for an eye, a tooth for a tooth, an arm for an arm, a life for a life.† (Hooker). While most people who are in opposition use the argument that capital punishment is a cruel and unusual punishment which violates the eighth amendment to the United States Constitution. Today, in the United States, there are approximately 3,624 people on death row. (Pro-death Penalty.com) Throughout history there have been many methods of executing criminals. Some of these methods are crucifixion, stoning, drowning, burning at the stake, impaling and beheading. But more modern methods of capital punishment are typically accomplished by lethal gas or injection, electrocution, hanging or shooting. The argument over the brutality of capital punishment is at the head of topics concerning it as a whole. These arguments are also not only centered in The United States but all over the world as well. About 90 nations have denounced capital punishment by abolishing it, but almost an equal amount of nations retain it (MSN Encarta). Capital punishment remains legal in all but twelve states. Alaska, Hawaii, Iowa, Maine Massachusetts, Michigan, Minnesota, North Dakota, Rhode Island, Vermont, West Virginia and Wisconsin all do not use the death penalty. (Pro-death Penalty.com) Many people feel that the death penalty is cruel as well as an ineffective crime deterrent. But the most successful argument that is used against the death penalty is that it infringes the eighth amendment to the United States Constitution. Another argument against capital punishment is that people who are innocent may be killed. Life without parole is one. A lengthy sentence with treatment, with release conditional upon proof of rehabilitation, is another† (Williams). The people who are opposed to taking the life of a convicted murderer do not believe that premeditated, state-sanctioned killing is justifiable under any circumstances. They also refute the idea that the death penalty deters crime. Some states say that a person will stop  themselves from killing or committing a crime if, in the back of their minds, they know that the punishment for their actions could be the death penalty. Statistics have shown that the states that use the death penalty have a higher crime rate than those with out it. The chance that a person who has been convicted of the death penalty is innocent is also a factor. This causes much controversy because innocent lives are taken and it could have been prevented. Lastly, opponents of the death penalty say that when the states execute killers in an attempt to proclaim that murder is wrong, they undermine their own, moral authority. On the other side of the argument, people claim that capital punishment is a deterrent for future criminals, a proportionate punishment for those who have killed, and it is also said to be less harsh than life imprisonment because it is quick and instantaneous. Ernest Van den Haag contended that human beings are morally responsible for their actions and should therefore be punished accordingly for their crimes (Williams). The definition for justice is â€Å"fair treatment† (Stewart). In the case of premeditated murder, capital punishment is the only just punishment. Nothing less of the death penalty would be proportionate to murder. Immanuel Kant argues that â€Å"even guilty-ridden killers should die in order to gain release from their anguish.† (Williams) The fact that a convicted murderer has the chance to live while their victim is dead is unfair. Why is that they are able to take an innocent life and then live to tell about it? Execution is even more humane than sentencing someone to life in prison. Making the prisoner suffer by rotting in jail for the rest of their life is more torturous and inhumane than execution. The people who favor execution also claim that it is the most effective means of crime deterrence. Most people think about the consequences to their actions before they actually follow through with what they are thinking. Capital punishment not only punishes those who commit the crimes, but also prevents future crimes by scaring the would-be murderer with the consequence he would pay for his action. In the end, the main support for capital punishment comes from one Greek phrase, â€Å"lex talionis,† meaning, â€Å"an eye for an eye, a tooth for a tooth, an arm for an arm, a life for a life.† When it comes to capital punishment, most people find themselves wondering if it is a fair and effective punishment. Arguments for both sides are very strong. Those who oppose the death penalty fight against it because they think it is unfair and unjust. They also believe that no one should have their lives taken away as a punishment. They also believe that the argument that capital punishment is an effective deterrent to crime is invalid. Because only fractions of people on death row are actually executed, most criminals would take the chance. They also believe that life imprisonment is as much of a deterrent as the death penalty. People on the other end of the argument believe in criminals receiving equal punishment for the crime that they commit. The only punishment in proportion to murder is execution. The United States government has many regulations regarding the death penalty. All of those rules oppose using the death penalty in an unfair manner, but do not prohibit the death penalty completely so we should try to use the death penalty for those who deserve it. Works Cited MSN Encarta Encyclopedia. (2003). Capital punishment. March 3, 2003: http://www.encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761570630 Stewart, G. (1998). The death penalty. San Diego: Greenhaven Press Inc. Williams, M. (2000). Capital punishment. San Diego: Greenhaven Press Inc. Williams, M. (2002). The death penalty. San Diego: Greenhaven Press Inc. www.pro-death Penalty.com (2003).

Cats

I have read and understood The University of Sydney Academic Dishonesty and Plagiarism in Coursework Policy 2012 . I understand that failure to comply with the Academic Dishonesty and Plagiarism in Coursework Policy can lead to the University commencing proceedings against me for potential student misconduct under Chapter 8 of the University of Sydney By-Law 1999 (as amended). 4. This work is substantially my own, and to the extent that any part of this work is not my own I have indicated that it is not my own by acknowledging the source of that part or those parts of the work. . The assessment has not been submitted previously for assessment in this or any other unit, or another institution. . I acknowledge that the assessor of this assignment may, for the purpose of assessing this assignment may: Reproduce this assignment and provide a copy to another member of the Faculty of Health Sciences; and/or Use similarity detection software (which may then retain a copy of the assignment o n its database for the purpose of future plagiarism checking). 7. I have retained a duplicate copy of the assignment.Please type in your name here to acknowledge this declaration: Coherence Luau Now proceed to page 2 to begin your assignment. This template will become your assignment file. OFFICE USE ONLY Question 1: Positivistic Theory (Biological and Psychological Theory) The positivist approach to criminality introduced the idea of empirically researching crime to understand the causes of criminality, and thus the solutions to solving it. Positivism is based in logic, and is the philosophy that combined epistemological phenomena with science (Blackmore, 1972).The theory assumes that criminals are fundamentally different from non-criminals; either biologically (Limbos), psychologically (Freud), social (Park, Druthers) or in some combination of them all, ND thus aim to classify people according to these differences (Boom, 2010). The approach ultimately replaced the ‘rational man' with the ‘criminal type' (Killing, 1997). The period of Enlightenment in the 18th century enforced human progression, and as such, saw Positivism gain popularity.It was a move from abstract reasoning to rationalism, from superstition to science, with the emergence of intellectuals with philosophies to understand and improve the world (Porter, 2001). Since this time, the positivist approach has guided policymaking throughout the criminal Justice system. Positivism focused on specifically tailored treatment to fit the needs of offenders' (Treadwell, 2006). Positivists dismiss any form of evidence that does not have an empirical basis, such as religion, magic, philosophy and tradition (Blackmore, 1972).Those that cannot be objectively experienced are rejected, in so that positivists can explain criminal behavior through that which can only be observed or measured (Boom, 2010). Biological positivists look at observables such as anatomical abnormalities, identifiable genetic o f gene patterns, and bodily actions where as psychological positivists will look at biological observables, but will add behavioral factors, for instance, child rearing practices and brain abnormalities that causes identifiable behavior outcomes.Positivism views criminals as certain kinds of human beings who are governed by natural phenomena, which have been set in place by an external factor that is out of their control. It follows that criminals do not make decisions regarding their criminal behavior, and thus, the abstract view of humans being rational were discarded. Biological theories sought to determine a biological defect inside individuals that caused a predisposition towards criminal behavior.Limbos was one of the most influential early biological thinkers and positivist theorists, and was influenced by phrenology in his theory. Phrenology is the concept that the shape of your skull defines your character. Through his studies, Limbos identified ‘born criminals' to be dangerous ‘evolutionary throwbacks' (Limbos, 2006). He identified physical features of criminals, which supported this notion, as they echoed biological features of an ape. Among others, Limbos classified several criminal characteristics through studying cadavers of executed criminals.Features such as smaller and more deformed skulls, canine teeth, protruding ears, excessive hairiness and unusually long arms were said to be common features in criminals (Limbos, 2006). Generally, biological positivists search for biological causes generally in genetic inheritance. The chromosome pairing of an ordinary female is XX, and for a male, XX. However, there are naturally occurring variations, for example the pairing EX. of chromosomes, known as the Skillfulness's Syndrome (Taylor, Walton and Young, 1973).This theory claimed that people with an extra X chromosome were more likely to omit crimes and could be identified by their biological and physical features, such as lacking facial ai r, round bodies and were frequently infertile. However, further investigation into this theory showed that abnormal people containing an extra Y chromosome showed signs of slight mental deficiency. On this assumption, Price undertook chromosome counts on all available male patients in a special security institution in Scotland and found that X† males tended to be severe psychopaths.The extra Y chromosome, therefore, appeared to be positively linked to increased eight and psychopaths. In essence, biological positivists were attempting to be able to identify criminals by looking at them. Psychological positivism focuses on aggression, psychopathology and violence when studying crime (Storefront, 1990). It is based in the field of psychometrics that seeks to measure psychological and mental differences between criminals and non- criminals.One of the most famous theories in this field is Sigmund Freud†s theory of the structures of the mind, used to explain the influence of t he unconscious over conscious thoughts, feelings, and behavior. The theory divides itself into the unconscious id, the ego, and the superego (Martin, 2007). Further, Wilson and Hermiston's personality study and crime concluded that crime is a rational act of defective personality (Treadwell, 2006). Furthermore, psychologically based theories in criminology have focused on deficient cognitions as causes of crimes.Hostels and Sameness (2004) extended this notion by their study of male offenders from a variety of backgrounds, which were divided into an experimental group and compared to a control group of ‘normal' convicted prisoners. The two theorists legged that a common factor in shaping the thinking pattern of criminals was denial of responsibility. They concluded that these thinking errors were an aspect of criminal thinking patterns, and developed a cognitive treatment programmer to ‘cure' these errors.Druthers held the belief that societies are external to the indivi duals who compose them (Schemas, 1994), and from this, formulated his notion of a social fact. A social fact is every way of acting, fixed or not, capable of exercising on the individual an external constraint; or again, every way of acting which is general wrought a given society, while at the same time existing in its own right independent of its individual manifestations. Druthers was the pioneer of early positivist Social Research with his famous study of suicide.This was so others would be able to develop evidence for ideas on human behavior rather than unsubstantiated theories. The use of positivism in criminology aims to identify the problem and treat it, and thus control crime and criminality. In more modern times, Rained conducted a study in 1998 on the brains of murderers as compared to a control group using PET scans. In the case of those who committed impulsive murders, Rained concluded that the emotional impulsive murderers are less able to regulate and control aggressi ve impulses generated from subtropical structures due to deficient preferential regulation† (Rafter, 2008).Despite conclusions drawn from the movement in criminology, it was claimed that Very little of contemporary psychology can be described as positivistic' (McGuire, 2004) as it is not directly observable, and thus to associate it with Positivism is fallacious. Theorists such as Boom criticized Positivism for its flawed belief in roommate consensus (Boom, 2010), as well as Reid, who believed that positivism was a dualistic fallacy (Reid, 1982).As the approach advocates two distinct groups of criminals and non-criminals whom are influenced by biological, psychological and social factors, other elements such as ones culture was dismissed in the theory. In regards to the positivist approach to Skillfulness's Syndrome, it was found out through further research that criminals had normal chromosomes and that non-criminals also had abnormal chromosomes, thus disproving the black an d white division of Iranians being the only people with irregular genetic material.Nonetheless, the Positivist movement has played a vital role in shaping the criminal Justice system. Regardless of its ignorant faults in its biomedical and psychological aspects, the approach has influenced Western criminal codes and has impacted the modifications made of the classical model. Rushers, a modern day psychologist, bases his research on the Positivist theory. His book, â€Å"Race, Evolution and Behavior† (1995) attempts to show that East Asian people and their descendants average a larger brain size, greater intelligence, and slower rates of maturation than o Europeans and their descendants.The contributions of the positivist school have combined with the classical theory of criminology to shape the contemporary criminal Justice system. The punishment of a criminal must fit the crime (Siegel, 2010), as in reality, victims and perpetrators are often the same people, Just swapping r oles in different situations† (Maguire, 1996). Positivism was formulated on the intention of obtaining facts about human behavior, but as human existence is a complex and volatile phenomenon, any attempt to classify it in black and white falls short.Aiming to obtain objective fact is important in influencing criminal legislations, and can offer solutions to committed crimes. However, relying solely on objectivity is impossible, and subjectivity must be accepted as an inherent part of human nature as any claim of pure objectivity is simply fictitious (Reid, 1982).