New Media Audiences and Technologies Essay Example | Topics and Well Written Essays - 1750 words

New Media Audiences and Technologies - Essay Example This part deals with some of the initial findings regarding new media and audiences as well as the challenges experienced. There are many studies done in relation to future relationships of audiences and the new media since they shift focus depending with the availability of new media. Because of this, the report aims to establish future trend and the challenges the audience will experience with the developments of new media. Therefore, the focus will be on the available literature in finding consistency of their study in relation to the area of study.In attempts to understand the evolution of new media and audiences, Napoli (2008) proposed evolution audience model that referred to the notion of the dominant framework used by the media stakeholders in conceptualizing audience evolution in response to changes in the environment. The environmental changes related to diversity in technology transformed the audience consumption and gathering information from different dimensions. The new technological changes in the media interact with one another as the developed new media affects the consumption and provides new means of gathering information. The study revealed causal relationships between the traditional declining exposure metrics and the emergence of a new audience behavior. From his study, it is clear that the entrance of new media technologies affects the audience consumption as it creates an environment for exploitation. Because of this, developments of new media affect the audiences’ ability to capture information.

Criminal law Assignment Example | Topics and Well Written Essays - 1750 words

Criminal law - Assignment Example However, I would state that this was not just manslaughter but ‘unlawful act manslaughter’ as it shall be discussed later. This case is an example of what is demonstrated in R vs. Creamer1. According to this provision, it is indicated that an individual is considered to have committed unlawful act of manslaughter when in the act of carrying out a criminal act, causes another unexpected harm. In R vs. Dawson, the defendant had attempted to rob a certain petrol station. He was carrying a gun ready to use it if need be. However, he did not know that there was an attendant at the station at that time. When attendant saw the defendant, she collapsed and died. However, the defendant did not do anything that would directly be linked to the death of the attendant. The Judge held that this was an ‘unlawful act manslaughter’ stating that the defendant did not actually kill the attendant. However, it was held that he was ready to use his weapon if there would be any re sistance from anyone. He was therefore sentenced to serve several years in jail. This situation is similar to the one stated in this criminal damage article. The defendant though committed unlawful act of destroying the properties did not was not aware of whether it would have resulted in another catastrophe. He had not intended to harm the toddler, but was just driven by emotions to destroy properties. From the article, I would say that stating that the defendant was charged of ‘manslaughter’ was too general. This is because there is what is referred to as voluntary and involuntary manslaughter. The article should have been able to be clear on the matter. If for instance, the defendant was found guilty of voluntary manslaughter, he should have been jailed for life. This is because this would show that actually the man had planned to commit the criminal act. However, as indicated before, the defendant in this article had no aforethought of wanting to harm anyone in the process. It is for this purpose that this article would be said to be too general in assessing this matter. Articles 2 and 3 These two articles are related in the sense that they both refer to a similar criminal act. In both, the arsonists have set ablaze properties, which is an act of crime. However, in the ‘Britain's oldest radical bookshop is burned, but the ideas survive,’ article, it is clear that the suspects have not yet been identified2. It is therefore difficult to tell the kind of sentence that was held by the court. On the other hand though, the third article, ‘Man, 47, charged with arson attack on 1,000-year-old Winchester Cathedral after ancient deanery doors were set ablaze using charity books,’ the police managed to apprehend a man who pleaded guilty of the offence3. He was charged of being responsible for destruction of properties. However, the article is not clear on how many years the individual was to be sentenced. Despite that, the artic le was accurate in identifying the kind of crime that had been committed. In the articles, if the two individuals would be held responsible for committing a crime of Arson. However, according to the common law statutory, a crime is stated to be an arson if, ‘it was malicious and also involves burning of other people’s properties.’ for the man who was apprehended, it is clear that he maliciously committed the act4. Though the

Model health promotion or wellness plan Research Paper

Model health promotion or wellness plan - Research Paper Example Hence, in community settings, this model is important in the health promotion campaign of enhanced success levels. In Montana, a community partnership had been forged between the Montana Department of Public Health, Benefis Healthcare, and Montana State University Social Norms Project in constructing a program that addresses the alarming epidemiology of high cardiovascular health-related risks. In particular, the Montana Cardiovascular Health Program had been established with several goals in mind. The program is formulated to elevate health community awareness on specific manifestations in cardiovascular and cerebrovascular diseases, reduce the need for treatment time, and enhance intervention outcomes through increased system efficiency in emergency response. In particular terms, community residents are further educated on what to look for in individuals for possible worsening heart and stroke conditions that need emergency care and treatment, as well as the risk factors that must be avoided before such incidents may develop.

International Finance and Financial Crisis Case Study

International Finance and Financial Crisis - Case Study Example They should oversee if the sources of funds have an undisrupted flow and if they are able to pay their creditors. Having a clear understanding, the company should try to maximise the cash positions. In 2008, Woolworths had net cash flow of 39.2 millions in comparison to 27.1 millions in 2007. In due contrast to it, the company had 2.2 millions of net cash flow in 2003. So, it can be said Woolworths took required measures to have the increased cash flow during the time of crisis. Identify and aggressively minimise operational risks - The companies, amidst financial crisis, should try to identify and reduce all sorts of avoidable day-to-day risks. During crisis, it is desirable that the companies follow the basics. The operations generated over 61.7 millions in 2008, a drastic increase over the previous year. Conduct rigorous scenario planning - During crisis the companies should also take a proper stock of the economic scenario. They should strategise on the basis of the GDP growth, currency depreciations, etc. Woolworths Group scrapped the idea of paying interim dividend in 2008 considering the net loss it has incurred and the global meltdown. Review business performance and prepare for divestitures - The c... They should strategise on the basis of the GDP growth, currency depreciations, etc. Woolworths Group scrapped the idea of paying interim dividend in 2008 considering the net loss it has incurred and the global meltdown. Review business performance and prepare for divestitures - The company, to sustain and survive the crisis, should continuously review its performance and take necessary steps, as and when required. Also, the company should prepare itself for necessary divestments to increase the cash inflow. As the cash inflow was great for Woolworths, so we can say that the company took regular assessments of its business performance. Maintain the confidence of key stakeholders - Any company that wants to stay floated for long term, knows the value of its stakeholders. Relationship with shareholders, suppliers and customers if once lost can not be regained. The revenue has increased in 2008 compared to 2007 for Woolworths Plc and also there are no bank overdrafts in the year. Dividend Policies, Capital Structure and the Shareholders' Wealth Share-holders are the true owners of any company. And the dividend is the earning of the owner because of his stock holding on the basis of the company's profit. Apart from the capital yield (which a share-holder might earn, if he sale away the share), earning of dividend is the reason of purchasing shares by the shareholder. If a company earns profit from its professional and operational activities, the management can either retain the profit or future investments (called retained profit or retained earning) under the head of 'reserve and surplus' in the balance sheet or the management of the company can distribute the profit among its

Communication Shc Essay Example for Free

Communication Shc Essay Parents and other adults who come into the school are more likely to give beneficial support if communication is strong and effective – this, in turn, benefit pupils. Communication takes many different forms, from talking to letters and memos; for a child care workers is very important to develop good communication skills so they can communicate effectively. WHY PEOPLE COMMUNICATE? There are many reasons why people communicate such as: * To give and receive information * To give and receive instructions Discuss a situation * Make a point or outline a concern * Express a need * Negotiate * Develop learning 1. 2 EXPLAIN HOW EFFECTIVE COMMUNICATION AFFECTS ALL ASPECTS OF YOUR WORK Effective communication is the key area for developing relationships with others and also covers many different forms of communication. It is a two-way process. The person communicating has to send the right message, but also needs to make sure that it is being correctly received and understood by the other person or people. Communication involves talking or verbal communication, and non-talking or non-verbal communication. To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Showing respect and considering the other child’s or adult’s point of view * Have a rapport with the child or adult you are communicating with * Taking time to listen to others * Being clear on key points Maintaining a sense of humour (laughter can be a good icebreaker and is also a great way of relaxing and relieving stress) * Find opportunities to speak (some children lack confidence and need to be given a chance to warm-up first so that they feel able to do so) * Give eye contact and actively listen (if you look away or are busy doing something else, this gives the recipient the message that you are not really interested in what they are saying) * Use body language and facial expressions, an d be approachable(for example, with very young children, get down to their level) * React and comment on what they are saying (you may need to repeat back to pupils to check on your understanding * Be interested, responding and questioning to maintain conversation so that they can build up an understanding about how it works * The age of the child or young person ( children of different ages will require varying levels of attention) The benefits of good communication are: * Your relationship with the children * Your relationship with colleagues * Your relationship with parents 1. 3 EXPLAIN WHY IT IS IMPORTANT TO OBSERVE AN INDIVIDUAL REACTIONS WHEN YOU ARE COMMUNICATING WITH THEM? When communicating with children or adults it is important to take account individuals feelings and what they want to say. You can do this by carefully observing a variety of reactions such as: * Facial expressions and eye contact * Body language: posture and actions or gestures which help to convey meaning * Tone of voice: this can alter the meaning of what has been said * Pauses * Turn taking * Take account of culture and context, such as where English is an additional language * Build a rapport by showing understanding, respect and honesty It is thought that more than 70% of messages are conveyed through non-verbal ways. NON-VERBAL REACTIONS Facial expressions They can be a way to find out how someone feels. Some facial expressions have the same meaning all over the world, but some cultures inhibit the expression of certain emotions, such as anger or disgust. EYE CONTACT People’s eyes can express a wide range of emotions. People may have intense eye contact because they are trying to understand you. However, some cultures or people may avoid eye contact when they do not understand or agree with you, want to avoid showing their feelings or fear negative feedback. Eye contact has five important functions in communications: 1. It regulates the flow of conversation 2. It controls intimacy in a relationship 3. It gives feedback 4. It express emotion 5. It informs both speaker and listener BODY LANGUAGE Your body language can often indicate your attitudes and emotions. If the person you are communicating with has arms crossed over their chest, this may indicate anger or tension (closed position = communication barrier) * If they lean forward with separated arms and legs, this communicat es warmth and friendliness (open communication) * Indifference to your communication may be expressed through shoulders shugs, raised arms, and outstretched hands * Clenched fists and hunching may convey anger * Slouched shoulders may convey a lack of confidence * A posture with the shoulders back in a relaxed position makes it more likely that others will view you as self-confident GESTURES It is important to learn to observe and understand as much as you can about gestures of the adults and children you are communicating with. * People often use gestures such as head and hand movements to reveal or conceal feelings. They can use them to add emphasis, to illustrate points, and to manage turn-taking * A nod may encourage others to continue talking. Some of these gestures may be used as part of a signed language – such as Makaton – or as an aid to verbal communication in a noisy environment, such a the floor of a busy factory. TOUCH It is one of our most basic forms of communication and it is associated with comfort. It is also a non-verbal communication. The amount of everyday touch which we will allow people to have with us is also culturally determined. VOICE TONE Paralanguage is the way in which language is spoken. By altering our tone of voice or changing its pitch, we can convey different emotions. An example of paralanguage is whispered speech. Paralanguage features include the tone of voice (such as flat or bright), the tempo (fast or slow), and the way in which we emphasise certain words. 2. 2 DEMONSTRATE COMMUNICATION METHODS Effective communication happens when the right method is used to send a message so it can be received and understood. Early years practitioners need to know about a range of communication methods. They should also be skilled at identifying the communication and language needs, wishes and preferences of children and adults in the setting. Children and young people’s care settings are used by people from a diverse range of backgrounds who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. You can do this by: * asking parents whether their children have particular language or communication needs * reading reports and notes that provide information on a child’s * speech and language development, learning difficulties, disabilities (such as hearing or visual impairment) or physical conditions that affect communication abilities (for example, cleft palate) * being aware that an adult or child’s culture, ethnicity and nationality may affect their language preferences and needs * observing the children and adults who use your setting to see how they use their communication and language skills * asking your supervisor or mentor, senior staff and specialist professionals (such as speech and language therapists and SENCOs) for information, advice and support when communicating with children or adults who have special communication needs. You may need to communicate with adults (parents, work colleagues, visitors or other professionals) who have special communication needs as a result of a hearing or visual impairment, or because English is not their first language. Meeting an individual’s needs, wishes and preferences Talking is not the only way of communication with adults and children in a setting. There are different ways of communication that may be used during the day, such as: * telephone * email * video conferencing * letters * memos * sing language * interpreting 2. 3 HOW AND WHEN TO SEEK ADVICE ABOUT COMMUNICATION There may be situations in which you feel unsure about how you should communicate with a child or adult. Perhaps you will be aware that you are struggling to communicate effectively with somebody. In situations like these, you should seek advice and obtain support. You can do this by: * talking to your supervisor, mentor or line manager about the difficulty – ask for their advice about how to deal withthe problem * talking to communication or language support specialists (teachers, psychologists or speech and language therapists) who work at or spend time in your work setting. When to look for support * When you are anxious about approaching an individual * When you are not sure how to deal with a situation * When child uses another language * When you want to improve your relationship with an individual * When communication is not effective * When you feel communication is not effective If you want to learn how to communicate in a way such as signing or an individual’s home language * If you find out an adult or child has communication needs Where to look for support * Always talk first to the line manager, who may be able to advise you or work with you to seek support * Then she/he will advise you where to find support, and will probably be the person to find appropriate support if it is external * If you work in a children’s centre you are likely to have support services to help both children and adults develop their communication skills BE ABLE TO REDUCE BARRIERS TO COMMUNICATION Knowing about different barriers to effective communication will enable you to avoid potential difficulties and adapt your communication approach when this is necessary. Barriers to communicate are things that interfere with a person’s ability to send, receive or understand a message. These may be physical, organisational, personal, to do with language and culture or to do with the presentation of information. Attitudinal example Language and culture WAYS TO REDUCE BARRIERS TO EFFECTIVE COMMUNICATION Barriers to communication can often be overcome, or at least reduced by making changes to the environment, adapting your approach or by using support services such as SENCO (Special Educational Needs Coordinator). Adapting the environment Environmental changes might include: * replacing poor lighting with brighter lighting * reducing background noise or creating some quiet areas putting up multilingual posters and displaying signs clearly * fitting electronic devices such as induction loop systems for hearing-impaired people. Adapting your approach to communication In order to improve communication, early years practitioners can adapt their approa ch by: * making sure they can be seen clearly, facing both the light and the person they are talking to * making sure their mouth is visible when speaking * minimising background noise * using eyes, facial expressions and gestures to communicate as necessary and appropriate. Timing Speaking clearly and slowly, and repeating or rephrasing what you say can make communication more effective for some children and adults. The speed or pace of communication may need to be slower if a person has a hearing or visual impairment, a learning disability or is anxious and confused. It is also important to allow time for the person to digest your communication and to respond. This can mean making silences comfortable while the person works out how to reply. Using support services and specialist devices Early years practitioners should understand the language needs and communication preferences of the children and adults with whom they work. If a child or adult has difficulty communicating in English or has sensory impairments or disabilities that affect their communication skills, specialist communication support may be needed. Learning a few words of another person’s language or developing some basic sign language skills can really help an early years practitioner to establish a positive, supportive relationship with a child and their parents. HOW TO ENSURE THAT COMMUNICATION HAS BEEN UNDERSTOOD There are various ways that you can find out if your communication has been successful. If you can do this, it can help to solve any issues that arise and stop barriers from developing. Active listening Active listening involves paying close attention to what the other person is saying, while also noticing their non-verbal communication. People who are good at active listening also tend to be skilled at using minimal prompts. These are things like nods of the head, ‘Mm’ sounds and encouraging words like ‘Yes, I see’ or ‘Go on’. Skilful use of minimal prompts encourages the person you are communicating with to keep speaking or to say a little more. Clarifying or repeating You can ensure that your communication has been understood by clarifying (repeating back, summarising or rephrasing) aspects of what the person has said during the conversation. You could say something like, ‘Can I just check that you meant †¦? ’ or, ‘Do you mean †¦? ’ You should try not to clarify too often in a conversation as this will interrupt the speaker’s flow; it might also make them think you are ‘parroting’, which may appear insincere. 3. 4 SOURCES OF INFORMATION AND SUPPORT OR SERVICES FOR MORE EFFECTIVE COMMUNICATION Royal National Institute for the Deaf (RNID): They give support to people with hearing and sight loss with agencies in different areas. Association of Sign Language Interpreters Qualified in sign language professionals help people who are hard of hearing to communicate. Royal National Institute for the Blind Agencies in different areas give visually impaired people support in communicating. Teaching Development Agency Have courses to support teaching assistants working with children in schools. Common Assessment Framework (CAF) Give practitioners a right to seek support in communicating with parents and children who have specific needs. Department of education The government website or your local authority website gives information about local agencies that will help to communicate with families from a variety of cultures and religions. BIBLIOGRAPHY Children amp; Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 1-15 PRESENTED BY MONICA BELALCAZAR INTRODUCTION TO COMMUNICATION UNIT SHC 1. 2 CYPW L2 KNOWLEDGE TASK PART TWO 4. 1 WHAT IS CONFIDENTIALITY Confidentiality is not about keeping secrets; it is about protecting an individual’s right to privacy. You may obtain private, personal information from children or parents as part of your work role. As an early years practitioner you have a duty to: * keep personal information about children and families private * only share information about children and families with those who have a right to know or when a parent has given permission. Your workplace will have a confidentiality policy that sets out the rules and procedures on sharing confidential information. You should read this and make sure that you follow it in your practice. You may be asked to sign a confidentiality agreement as part of your employment contract. Again, you should have a clear understanding of what this means in practice. Cross reference with TDA 2. 2 assessment criteria 3. 5 4. 3 SITUATIONS WHERE CONFIDENTIAL INFORMATION MIGHT NEED TO BE PASSED ON There may be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organisation. A parent, child or colleague’s request that you maintain confidentiality can be overridden if: * what they say suggests that a child may be at risk of harm * they reveal information that can be used to protect another person from harm * a court or a statutory organisation, such as OFSTED, asks for specific information about a child. * If a child needs additional support from other professionals * If a child is suspected to be in a situation that risks their safety * If an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting * If an outside body such as Ofsted requests to see an adult’s or child’s records When should you seek advice about confidentiality It is best to treat everything you learn about children and their families in your workplace as confidential information; it is advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone wants to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you or not. Always do this in an area where nobody else can overhear what you are saying. It is better to seek advice verbally rather than using communication such as email, which other adults could access. BIBLIOGRAPHY Children amp; Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 28-29

A Review On Nature Vs Nurture

A Review On Nature Vs Nurture For decades it has been debated that humans intelligence, behavior, and socioeconomic status are determined by the surrounding environment a human grows up in rather than the genealogical history they are born with. While humans may inherit physical traits from their biological parents, there is no reason genes should affect intelligence or behavior. It can be argued that human intelligence and behavior is passed down generations through genes, but there is evidence countering such theories. I firmly believe that humans come into this world as a blank slate and that behavior is formed as well as influenced by the surrounding environment in which they are raised. I will present both sides of this argument and provide both scientific and personal evidence. While both sides hold valid claims and possess good supporting evidence, the nurture simply more logical. This commonly known argument is known as the debate between nature and nurture. In this debate, nature argues that behavior and intelligence are affected genetically and that a person is able to maintain their minds ability solely through what they are born with. Those backing this belief in this case are known as nativists. Nativists in one way or another assume that human characteristics as a whole are a product of evolution. This debate only began over a century ago when Charles Darwin brought up this theory between the environmentalists and nativists. Darwins cousin, famous English scientist Francis Galton (1822 -1911), believed that intelligent families brought up intelligent children. Galton was the most famous explorer of human intelligence and made important contributions to criminology, physical anthropology, and meteorology. He made the most significant contributions to both psychology and genetics. Galton was convinced that intelligent humans came from families which possessed other intelligent family members. Professions of art, science, and politics often ran in those families that he observed. Galton theorized that people had the potential to produce a highly gifted race of men by judicious marriages during several consecutive generations (Neill, Nature vs Nurture in Intelligence). He called this eugenics. He also argued that intelligence was bred and not trained, siding with nature. Though arguably, Galton was raised through means of great wealth as his father Samuel Tertius Galton was a prominent banker. His family contained rich bankers and gunsmiths. There is no doubt that his family had easy access to high education. In his time, good education and the idea of attending a great college usually happened to wealthier folks. So it could instead be said that intelligent humans actually came from families who possessed great wealth and were actually able to afford a quality education. After World War I, several psychologists started to reconsider their nativist views and sought intelligence to be influenced through environment rather than through genealogical history. At the time African Americans were given IQ tests to compare with that of whites for a mass study. The end results showed that African Americans from Illinois scored higher on IQ tests than whites from nine other southern states. Through this analysis some scientists found it difficult to make peace with the basic idea that whites were intellectually superior to blacks. Evidence soon seemed to support a closer link between intelligence and social class, rather than race and intelligence. Following in the 1960s, the focus of an individual pertaining to hereditary studies began to shift towards social determinants. The idea started to move away from the nature and genetic outlet to the environmental and nurture end. In this case, nurture refers to the surrounding environment. Environment plays a huge factor as it may be the air we breathe, water we drink, food we eat, people we speak to, people we see, etc. Parents arent the only aspect of environment. There is also the surrounding culture. After this general idea began to be widespread, America reformed its public education and improved poor living conditions with welfare in order to better the environment. Talk of nature playing a role in contributing to any individual differences, especially intelligence, became minimalized through the present political stance. However, evidence of the differences in intelligence between racial and socioeconomic groups did not dissipate. In 1994, the Bell Curve controversy began. Richard J. Herrnsteins and Charles Murrays The Bell Curve swung the idea of nature back into the minds of the general public. This 800+ page book re-ignited the nature vs. nurture debate and generated massive controversy in sociology, education, psychology, and politics. It implied that an individuals intelligence, which was partially inherited from both biological parents, would determine that individuals socioeconomic background and future life experiences. So it claimed that your IQ could determine your job, annual income, education, criminality, relationships, and socioeconomic status. Now this is where the debate gets really heated. Readers from the left viewed the authors as racist scientists, un-American, and the book as a complete joke. Then you have the readers on the right seeing the authors at brave, powerful and respectable scholars. The nurture end of this debate claims that the behavioral differences and psychological characteristics that emerge from infancy to childhood are the simple result of learning. It leans towards the idea of how a human raised and nurtured affects solely the psychological aspect of childhood development. The only thing that biology here has to do with this is with the physical maturation of the human. Those with strong views on nurture in this debate are known as environmentalists. Environmentalists believe that the human mind at birth arrives into this world as a blank slate and that future actions along with personality and intelligence are gradually nurtured as a result from experience. Intelligence is very important to this debate. Nativists say that differences in intelligence are determined through means of certain smart genes that are being passed down generations -wealthy ones at that, if anything. Some environmentalists believe that differences in intellectual ability are a result of certain social inequalities relating in access to opportunities and material resources. For example, if a child is raised in a ghetto neighborhood, the likelihood that they will earn a good score on an IQ test is rather low because they were denied the exact same life chances that other more privileged members of society had. This is why the nature vs. nurture debate gets heated, and its understandable too, because what starts as an attempt to understand how the neighborhood that a child is raised in or the public school that they attend is able to determine the causes of behavioral differences can sometimes get into a politically motivated dispute about distributive power and justice in society. Thankfully I was raised in a nice neighborhood that consisted of friendly neighbors and calm locals. I had a good friend who lived two houses down and we would go to the same school together almost every day. His parents had college degrees and earned a good average living. I always thought he would turn out to be something big since he was very bright. Later I guess he moved in with his aunt in some other town because his mom and dad were fighting and arguing a lot. They ended up getting a divorce I figured, as the home he used to live in began to welcome moving trucks at the garage door. Last I saw him, we were both 12. The next time I saw him was when I turned 17 and it was on the local county news. He had assaulted a liquor store clerk and attempted to rob the place for a gang initiation. I wasnt so sure it was the same person because of the generic name until it was later confirmed through Facebook that evening. I looked through at his location, friends, and education and not surprisingly, he had moved to a very low income neighborhood that held a bad reputation that was located nearby downtown. So how could it have been that such an environmental shift affected his lifestyle s o drastically? He befriended gangsters and he lost interest at the public school that he attended nearby. When we were younger we went to the exact same school and lived in the exact same neighborhood. I surely did not turn out that way. I cant think of any one of my neighbors who had such a tragic change like that happen to them and affect them harshly. I always said that it was merely his environment. If parents talk, read, and listen to their kids, then they tend to do well academically and are very bright. If parents provide firm and flexible rules, then their children tend be to be well behaved. If parents treat their kids harshly then they tend to be anxious, aggressive and stressed out. A child can also acquire bad habits from their surrounding environment. Today in society, our environment isnt just about our families and friends. We have cellphones, television, music, and social networking which influence us in different ways. Todays youth is just a button away from sending a text message, searching the internet, or turning on the television. To conclude, the debate between nature and nurture consists of two ideas, both with much supportive evidence and criticism. The belief that nature is responsible for human intelligence, behavior and socioeconomic status is interesting, but does not convince me that those characteristics can be inherited. All I can see inherited are merely physical traits that appear through maturity. Nurture seems more plausible as it brings up the idea that a humans surrounding environment affects not only its intelligence and behavior, but its social life as well. This debate is still very current today as scientists battle over how much human intelligence and other behavior are determined by genes and how much by the environment.

The west :: essays papers

The west The West was a form of society rather than an area. It is the term applied to the region whose social conditions result from the application of older institutions and ideas to the transforming influences of free land. By this application, a new environment is suddenly entered, freedom of opportunity is opened, the cake of custom is broken, and new activities, new lines of growth, new institutions and new ideals, are brought into existence. The wilderness disappears, the "West" proper passes on to a new frontier and, in the former area, and a new society has emerged from this contact with the backwoods. Gradually this society loses its primitive conditions, and assimilates itself to the type of the older social conditions of the East; but it bears within it enduring and distinguishing survivals of its frontier experience. Decade after decade, West after West, this rebirth of American society had gone on, and left its traces behind it, which reacted on the East. The history of our political institutions, our democracy, is not a history of imitation, of simple borrowing; it is a history of the evolution and adaptation of organs in response to changed environment, a history of the origin of new political species. In this sense, therefore, the West has been a constructive force of the highest significance in our life. The West, as a phase of social organization, began with the Atlantic coast, and passed across the continent. But the colonial tidewater area was in close touch with the Old World, and soon lost its Western aspects. In the middle of the eighteenth century, the newer social conditions appeared along the upper waters of the tributaries of the Atlantic. Here it was that the West took on its distinguishing features, and transmitted frontier traits and ideals to this area in later days. On the coast were the fishermen and skippers, the merchants and planters, with eyes turned toward Europe. Beyond the falls of the rivers were the pioneer farmers, largely of non-English stock, Scotch-Irish and German. They constituted a distinct people, and may be regarded as an expansion of the social and economic life of the middle region into the backcountry of the South. These frontiersmen were the ancestors of Boone, Andrew Jackson, Calhoun, Clay, and Lincoln. Washington and Jefferson were profoundly a ffected by these frontier conditions. The forest clearings have been the seed plots of American character.