Rhododendron Essays - Beekeeping, Diterpenes, Grayanotoxin

Rhododendron Rhododendron The plant rhododendron belongs to the family Ericaceae which also includes the Heath, and there are about eight-hundred fifty species which grow worldwide (Turner and Szczawinski, 171-2). The Heath family is a large one with so many species, all of the poisonous species fall into two of its subfamilies, one of which is the rhododendron. These cultivated plants occur naturally in temperate regions of the northern hemisphere and in the mountains of Southeast Asia. They are located in the Himalayas with seven-hundred species, southwest China, Burma, and in New Guinea with over three-hundred species (Turner and szczawinski, 172). It has been popular as ornaments in gardens and has led to a major horticultural industry with its widely uses in landscaping. There are twenty-seven species native to North America, (Turner,172) and is the state plant of Washington. This specific plant is called R. macrophyllum or the Pacific rhododendron (Pojar and Mackinnon, 61). It forms a shrub layer in forests ranging from shoreline pine groves to stands of Douglas-fir and western Hemlock up in the mountains. Usually they are located everywhere from homes to freeway sides and also in the forests. The rhododendron shows a great variety in size, habit, and flower color, colors from white to pink, dark-purple, yellow, red, and orange (McKenzi,1). They range from small shrubs to small trees with evergreen leaves that are leathery. The leaves are short stalked, simple, and alternate, and the flowers are large, bell-shaped, and born in dense clusters. They are best grown on acidous soil with a ph of 4.5 and 6.5, included with lots of moisture and organic material (McKenzie, 3). The leaves, flowers, pollen, and nectar of many rhododendron species contain several toxins (Kingsbury, 50). These toxins are called grayanotoxins or andromedotoxin, a resinoid carbohydrate (Kingsbury, 51). It is prevalent in the flower nectar, and has caused poisoning of bees and the honey produced. The symptoms are similar to both humans and all animals. The human cases are that in which children chew the leaves and get the poison in their system, or when people drink tea made from the honey and plant (Abrahams, 2). It has been reported that animals clip the leaves for boredom or when they get hungry, as food is short (U.S food and drug admin., 3). The rhododendron is a beautiful plant which lies outside homes for decorations. People should become more aware of its toxicity and should take precautions when handling them. Grayanotoxin The plant rhododendron contains several toxins called grayanotoxins. Other well known but former names are rhodotoxin, andromedotoxin, and acetylandrome (U.S. food and drug admin., 1). They are included in almost all of the species rhododendron. The name of the disease is honey intoxication, which is caused by the consumption of honey produced (Abrahams 1). The grayanotoxins cause this intoxication, and the specific toxins vary with the plant species. Other names associated with this disease is rhododendron poisoning, mad hone intoxication or grayanotoxin poisoning. (U.S food and drug admin., 1) The poisoning results from the ingestion of grayanotoxin contaminated honey. The other ways that it can get into your system is if you consume plant parts. Every part of the plant is poisonous, the flowers, nectar, honey, and especially the leaves, which contain more. In humans, symptoms of poisoning occur six hours after a dose. These symptoms include salivation, vomiting, very low blood pressure, loss of coordination, muscular weakness, slow and irregular heartbeat, and comas, followed by death in extreme cases. (U.S. FDA,2) All organisms such as animals and humans are affected in the same way. The treatments are to induce vomiting, or perform gastric lavage, replace fluids and maintain electrolyte balance, monitor heart beat, blood pressure and breathing. Even though the cases reported have been rare, people still should become aware of this toxin. House pets eat the plants, children do also, so they should be taught to stay away from these plants.

Lifespan Development Sociology Essay Sample

Lifespan Development Sociology Essay Sample Lifespan Development Sociology Essay Example Lifespan Development Sociology Essay Example It is well recognized among developmental theorists that neither heredity nor environment can account for development over lifespan. This paper aims at offering the understanding of human development. The work commences with presenting an explanation of the various facets of development, which include personal/social, cognitive and physical development. The relationship between age and aspects of developments are also revisited. From the various sources, it becomes evident that factors such as nonstop versus sporadic lifespan change, and critical versus sensitive periods of development, influence development over lifespan. Psychodynamic theory, behavioral, cognitive, and humanistic perspectives are considered further in the understanding of human development. Some of these concepts differ in their explanation of development. Some maintain that development is continuous, while some are of the opinion that this process is discontinuous. Development over lifespan focuses on the progress of human being. Though there exist other developmentalists studying development from nonhuman perspectives, the majority of them investigates growth and change in humans. Some scientists seek to comprehend the universal tenets of developments, while some concentrate on how racial, cultural and ethnic differences influence the lifespan development course. Others are also still focusing on comprehending the exceptional characteristics of individuals by examining the traits that distinguish one individual from the others over the course of his/her life. Irrespective of the approach, all theories tend to view the process as an incessant progression throughout the lifespan. As theorists concentrate on the trends in which people transform and grow their lives, they also regard stability in the lives of people they are studying. Researchers have attempted to find the areas and periods within which human beings exhibit change and grow. They a lso have strived to study consistency and continuity in human behavior. Generally, developmental over lifespan is an interesting and wide topic. On this background, this paper discusses the development of human beings in relation to factors influencing it, and theoretical perspectives that have guided it. Aspects of Lifespan Development Development over lifespan is a multifaceted domain. Its first sphere is physical development. It relates to the manner in which the composition of the body assists in the determination of behavior. The brain, muscles, senses and nervous system are considered as the major composition of the body (Lucas Donnellan, 2011). For instance, studies focusing on physical development might assess the impacts of several factors, such as malnutrition, on the pace of growth of children as they undertake education. The dietary habits are the main influencing factor on physical development. In relation to this study, a connection between retarded growths and nutrition, which might have an impact on education of a child, can be seen. The second facet of lifespan development is cognitive development. Researchers on this issue aim at comprehending how growth and variation in cognitive abilities dictate the behavior of an individual. The scientist examined how memory, learning and problem solving abilities and intelligence are acquired (Messer Wolitzky, 2010). Straightforwardly, cognitive development plays a crucial role in education, because it determines the ability of child to memorize and internalize what he or she is taught in class. Some researchers have investigated how problem-solving abilities vary over the course of life. As a cognitive scientist, an individual can also be interested in the manner in which human beings experience traumatic events in early life, which they would recall at old age (Dykas Cassidy, 2011). The third facet is personality development, which often overlaps with social development. This issue focuses on the study of transformation and constancy in the long-term aspects that forms a person’s individuality over his/her lifespan. Allan (2011) defined social development as the style in which people interrelate with others as their social relations, which can change and remain unchanging over time. Personal development studies might concentrate on recognizing stability and long-term personal traits, throughout lifespan. Conversely, social development studies might concentrate on the influences of racism, poverty, or divorce on human development (Lucas Donnellan, 2011). All the three facets of development have an impact on one another. Age and Individual Variations Besides focusing on a specific facet, an educational developmentalist might decide to examine how age and associated differences vary over lifespan. Human life can be divided into broad age categories. The first phase is prenatal stage, which is actually the period between conception and birth. The second age category is toddlerhood, which is the duration between birth and the third year of life. The subsequent age category is preschool stage, which constitutes children aged from three to six years (Dykas Cassidy, 2011). The next age phase is middle childhood, which comprises of individuals aged between six and twelve years. The fifth age group is puberty, which constitutes of individuals aged between twelve and twenty years. The subsequent stage is young adulthood, and it consists of people aged between twenty and forty years. The seventh phase is middle adulthood (persons aged between forty and sixty five years). The last age category is late adulthood, comprising of persons aged above sixty five years. Every development facet – social, cognitive, physical and personality development – plays a significant role in development over lifespan (Lucas Donnellan, 2011). As a result, some developmentalist studies have concentrated on physical development during the prenatal period, while others during adolescence. Similarly, Csikszentmihalyi Rathunde (2014) focused on instances of social development during preschool years, whereas Dykas Cassidy (2011) investigated social relations during late adulthood. Cohort and Other Impacts on Development A cohort refers to a group of individuals born at virtually the same time in the same place. Major social phenomenon, such as economic crisis, wars, famines and epidemics result in the same influences on the constituents of a cohort (Csikszentmihalyi Rathunde, 2014). From the perceptive of an educator, these effects assist in determining how cohort members affect a child’s readiness for school. For instance, an educator might attempt to find the benefits and limitations of coming from a cohort in which Internet use is a routine, compared to the earlier cohorts who lived before the inception of the Internet (Csikszentmihalyi Rathunde, 2014). Villar (2012) classified cohort impacts on development as age-graded and history-graded. They offer a good example of history-graded impacts, which are both environmental and biological influences linked to specific historical time. For example, persons who lived during the 9/11 attack have collective environmental and biological challenges resulting from it (Villar, 2012). On the other hand, age-graded impacts are environmental and biological influences common to individuals of specific age group, irrespectively of when or where they were brought up. For instance, biological phenomena, including menopause and puberty, are universal events occurring at comparatively the same age for all individuals, throughout all communities. Likewise, a sociocultural event, such as commencement of formal education can be regarded as an age-grade influence since it takes place in virtually all the cultures at around age of six (Villar, 2012). Socio-cultural-graded impacts also influence human development. Glà ¼ck Bluck (2011) defined these influences as social and cultural factors existing in a specific time for specific person, depending on ethnicity, subcultural and social class membership. For instance, socio-cultural-graded impact will be more significant for children from wealthy white race than for children from poor minority group (Pfeifer Peake, 2012). Key Factors Determining the Nature of Lifespan Development For developmentalists, the variation and range in lifespan development raises several questions and issues. Some of these issues are linked to appropriate ways of thinking about the drastic transformations that an individual undergoes from before birth to death. Some of the questions have also been asked regarding the importance of chronological age. These issues and questions have been argued since lifespan development first became introduced as a distinct field in the early XX century (Dykas Cassidy, 2011). In this section, the paper examines the issues determining the nature and nurture of lifespan development. Nonstop Versus Sporadic Lifespan Change Developmentalists, such as Pfeifer Peake (2012), have debated whether development proceeds in a nonstop or sporadic style. Development is steady with achievements at one phase acting as input in the next phase in continuous development change. Nonstop development change is quantitative, which implies that the key underlying developmental processes driving transformation remain the same over the course of lifespan (Pfeifer Peake, 2012). Nonstop change produces transformations that are a matter of extend, and not of kind. An example of a nonstop/continuous transformation is the change in height before adulthood. However, some theorists, including Csikszentmihalyi Rathunde (2014), have also suggested that alteration in a person’s thinking abilities is a continuous process, exhibiting regular quantitative improvements, instead of developing entirely new cognitive abilities. On the other hand, development can be perceived as mainly constituting sporadic changes, taking place in different phases. Every change or stage results in behavior that is presumed to be qualitatively disparate from behavior at previous stages (Allan, 2011). Consequently, sporadic change is a matter of qualitative change, rather than quantitative. Despite being considered a continuous process, some theorists, such as Messer Wolitzky (2010), have pointed out that cognitive development is of a sporadic nature. Despite the issues surrounding continuity and discontinuity of development, majority of developmentalists affirm that leaning on either side is not appropriate. Whereas several developmental changes exhibit continuity, others clearly demonstrate discontinuity. Critical Versus Sensitive Periods of Development A critical period refers to a specific time in the development process when a specific event has its utmost magnitudes. Critical period seems to take place when the availability or presence of certain forms of environmental stimuli is necessary for development to proceed. Despite early theories on lifespan development emphasizing on the significance of critical periods, recent theories argue that, in several domains, individuals are more pliable than was first perceived, especially in the realm of social and personality development (Messer Wolitzky, 2010). For example, instead of suffering an enduring damage from inadequate form of social experiences, there is emerging proof that individuals can utilize later experiences to their benefit, in order to overcome earlier inadequacies. ause of the emerging proofs, developmental theorists are leaning more regarding sensitive period. Messer Wolitzky (2010) defined this phase as an instance in development when organisms are especially vulnerable to some forms of stimuli in the environment, though the absence of the stimuli does not often result in an irreversible effect. From an educators perspective, there is age when a child is sensitive to education partially because children around are going to school. The other school-going children act as stimuli, and their absence result in irreversible effect (Glà ¼ck Bluck, 2011). For educators, it is significant to comprehend the distinction between the notions of sensitive and critical periods. In critical periods, it is assumed that the unavailability of certain forms of environmental influences is likely to result in permanent irreversible consequences for the development (Csikszentmihalyi Rathunde, 2014). Consequently, teachers can use critical periods to instill knowledge to children since they are unlikely to forget what is learnt in such phases. On the other hand, despite the unavailability of certain environmental influences during the sensitive period hindering development, it is possible for later experiences to overcome earlier inadequacies. Consequently, sensitive periods play a crucial role in linking cognitive process, thereby allowing remembering (Dykas Cassidy, 2011). Theoretical Views on Lifespan Development There are several theoretical perspectives applicable to lifespan development. Some of the most frequently used include psychodynamic, behavioral, cognitive, and humanistic theories (Dykas Cassidy, 2011). Each of these theoretical perspectives provides distinct aspects of lifespan development, and influences educators in specific directions. In addition, every concept continues evolving as required by the growing and dynamic discipline. Psychodynamic Theoretical Perspective This theoretical perspective focuses on the inner person. The supporters of psychodynamic theoretical perspective strongly believe that inner forces, conflicts and memories that an individual has little or no awareness or control, mostly influence human behavior. They might emerge from one’s childhood, and continually proceed influencing his/her behavior throughout the lifespan (Dykas Cassidy, 2011). Freud’s Psychoanalytic Theory Sigmund Freud’s psychoanalytic theory is often linked to the psychodynamic theoretical perspective. According to Freud, insentient forces determine personality and behavior. It is a part of one’s personality about which he or she is not aware (Glà ¼ck Bluck, 2011). The insentient part of an individual constitutes the childhood wishes, desires, needs and demands that are concealed from the sentient part due to their disturbing characteristics. According to psychoanalytic theory, the insentient plays a substantial role in the determination of everyday behavior (Csikszentmihalyi Rathunde, 2014). Freud suggested that a sequence of phases that a child undergoes focuses on specific biological function and body part. He assumed that the personality of everyone has three elements that include ego, id and superego (Dykas Cassidy, 2011). The id refers to the raw, unorganized inborn segment of personality that is evident at birth. It represents primitive motivations linked to aggression, sex, irrational impulses and hunger. Freud suggested that the id functions are based on the pleasure principle; in their objective is the maximization and reduction of tension. The ego refers to the segment of the personality that is sensible and rational. To Freud, it serves as a buffer between the real world and the primitive id (Dykas Cassidy, 2011). Its functions are based on the reality principle, which holds that instinctual energy is controlled to maintain the safety of the individual and assist in the integration of the person into the society (Csikszentmihalyi Rathunde, 2014). The superego refers to the conscious mind of an individual that engages in distinguishing wrong and right. It begins to develop during preschool period, and is acquired from teachers, parents and other important figures (Csikszentmihalyi Rathunde, 2014). To an educator, it is therefore evident that superego determines whether a child acquires concepts learned. Psychosocial Theory Erik Erikson invented the psychosocial theory. According to it, the society and culture have an influence on development (Lucas Donnellan, 2011). Erikson’s psychosocial development theory integrates one’s interaction with comprehension of one another, as well as one’s understanding and knowledge of himself/herself as a society member. The scientist agrees with the fact that development takes place in the eight phases mentioned above. According to Erikson, these stages emerge in a fixed style, and are the same for all individuals. He argued that every phase presents a conflict that an individual must resolve. Despite no crises has ever reached full resolution, which makes life sophisticates, an individual has to address them at every stage in order to address the demands made during the subsequent stage. In contradiction to Freud, who asserted that development comparatively ceases at adolescence, Erikson pointed out that growth and change proceed throughout lifes pan (Csikszentmihalyi Rathunde, 2014). Behavioral Perspective The behavioral perspective holds that the keys to comprehending development are visible behavior and external environmental stimuli (Csikszentmihalyi Rathunde, 2014). If one knows the stimuli, then it becomes possible to predict his or her behavior. However, behavioral theories do not acknowledge the notion of age-graded impact, which maintains that all people experience a sequence of phases. The two known behavioral theories include classical conditioning, and operant conditioning (Dykas Cassidy, 2011). It is widely recognized that human beings develop through learning, and these two theories focus on learning through observable behavior. Classical conditioning theory holds that it is possible to get the full comprehension of development by carefully examining stimuli that the environment constitutes (Lucas Donnellan, 2011). Classical conditioning takes place when an individual learns to react in a certain manner to a neutral stimulus, which frequently does not evoke that form of reaction. Conditioning refers to a form of learning in which the reaction linked to one provocation can be associated to another one. The process of classical conditioning elucidates how human beings learn emotional reactions in order to develop emotionally (Lucas Donnellan, 2011). Operant conditioning refers to type of learning in which voluntary reactions are fortified or weakened by the relationship with negative or positive. It varies from classical conditioning in which reaction is voluntary and resolute instead of automatic. In this form of learning, individuals act intentionally on their surroundings to cause desired consequences (Lucas Donnellan, 2011). The chances that an adult or child will repeat a certain observable behavior relies on whether the behavior is followed by reinforcement. In this scenario, reinforcement refers to the process through which the provocation is offered, which increases the chances that the preceding behavior will be repeated. Therefore, in relation to education, a student is dedicated to working hard in school if he or she receives good grades. Besides, punishment or the introduction of an unfriendly stimulus decreases the chances that a previous behavior will be repeated. Operant conditioning seems to have applications in education (Lucas Donnellan, 2011). It is also used to rectify behavior of students by introducing punishment, which is an unpleasant provocation. Cognitive Perspective This perspective makes emphasis on how humans internally represent and think about the universe. By utilizing this perspective, developmentalists hope to comprehend how people process information, and how their thinking affects their behavior. Piaget’s theory falls under cognitive perspective (Lucas Donnellan, 2011). This theory maintains that everyone passes through a fixed series of universal stages of cognitive development. Jean Piaget argued that both quantity and quality of information processed by an individual increases at every stage. However, the quality of knowledge and comprehension also changes (Lucas Donnellan, 2011). This theory represents human thinking in terms of schemes, which are organized in mental patterns representing actions and behaviors. They represent concrete behavior in infants; they have scheme for reaching and sucking among others. Older children have more sophisticated and abstract schemes. For instance they might have one relating to skills for playing interactive video games. The schemes can be likened to computer software that instructs the operations of the computer. To Piaget, the growth of child’s comprehension of the universe can be elucidated by two key principles of assimilation and accommodation (Dykas Cassidy, 2011). Humanistic Perspective The humanistic perspective maintains that human beings have the natural ability to make decisions concerning their lives. This perspective emphasizes on free will, rather than depending on societal standards. It assumes that people are motivated to make decisions concerning what to do with their lives. Major supporters of humanistic perspective argue that everyone has a need for positive regard, which emanates from an underlying wish to be respected or loved. Since other people are those providing this respect and love, one is dependent on them. As a result, one’s view of him/her and self-worth is an indication of how he or she thinks others view him or her (Allan, 2011). This paper has discussed development over lifespan in relation to factors influencing it, and theoretical perspectives. The various facets of development include physical, personal/social, and cognitive development. Physical development focuses on the manner in which the composition of the body assists in the determination of behavior. Cognitive facet aims at comprehending how growth and variation in cognitive abilities dictate the behavior of an individual. Personality development centers on the study of change and stability in the lasting aspects that distinguish individuals from others over lifespan. Some of the most frequently used theoretical perspectives include psychodynamic, behavioral, cognitive, and humanistic theories. Some of the key factors influencing lifespan development include nonstop versus sporadic lifespan change, and critical versus sensitive periods of development.

Is the liability of a carrier for the carriage of goods by sea any Essay - 1

Is the liability of a carrier for the carriage of goods by sea any different under the Hague and Hague-Visby Rules than it is at common law - Essay Example These exceptions were stated in the Acts of Lading, making carriers an almost untouchable lot. Later on their insistence led to a free-for-all in contract negotiation, and to carriers claiming and securing exception from almost all manner and form liability, even negligence. This led to the decision of the maritime stakeholders to have some form of control to prevent widespread abuse of claims arising from this situation. At the International Conference on Maritime Law held at Brussels in October 1922, (1) the delegates at the conference, agreed unanimously to recommend their respective government to adopt as the basis of a convention a draft convention for the unification of certain rules such as responsibilities, liabilities, rights and immunities attaching to carriers under the bills of lading. Bill of lading is a receipt of terms of the contract of carriage, which is generally evidenced by a document. This receipt is issued by the ship owner acknowledging that goods have been delivered to him for the purpose of carriage and the terms of the contract are incorporated in the bill of lading. signed at Brussels on the 25th of August, 1924; the Convention for the Unification of Certain Rules relating to bills of lading or The Hague Rules(2) was passed. In its bare essence, the Rules obliged carriers to provide seaworthy vessels at the beginning of the voyage and exercise due care for the goods throughout it(3) Thereafter, the U.K. Carriage of Goods by Sea Act of 1971 was passed to give effect to the protocol. The 1971 Act was brought into force in June 1977 and it repealed the 1924 Act and re-enacted the Hague Rules in their amended Hague Visby form.(4) "Contract of carriage by sea" means any contract whereby the carrier undertakes against payment of freight to carry goods by sea from one port to another; The Carriage of Goods

Destination Marketing and Branding Essay Example | Topics and Well Written Essays - 3000 words

Destination Marketing and Branding - Essay Example According to the research findings, destination marketing is a phenomenon used by most authority or players in the hotel and hospitality industry to lure tourists and other clients into demanding services from respective firm within the locality. Heavy capitalization of the resources available within the area of destination plays a key role in destination marketing. Clients are expected to visualize the tranquility of the destination being marketed and desire to travel. Tourists are at liberty to visit other coastal resort not only in England but other parts of the world. Destination marketing and consumer marketing or the other forms of marketing are very distinct. Key aspect in the designing of the destination marketing is the tourists; tourist will travel several miles and expect to enjoy the tranquility being promoted. Since the tourist is not captives, they will move around different hotels, restaurant and anything that fall short their expectations will result to dissatisfactio n. Bournemouth coastal resort identifies the demand from their tourists over the years, with that it has differentiated its product and services to meet the diversity in tourism. Tourism cannot be defined by the traditional thought, because of the dynamics that the industry has undergone. In Bournemouth strategy, tourists should not receive anything less than what they anticipated through the destination marketing. To meet the diversity of tourists growing demand, Bournemouth has the following services for their clients to do while they are within the coastal resort; walking, attraction, cycling, garden, and shopping. Destination marker has the responsibility to spot tourists need and match with the resources available within the marketed destination.

How women of the Middle East integrate fashion trends with their Outline

How women of the Middle East integrate fashion trends with their culture and Muslim religion - Outline Example In Islamic fundamentalism, women are required to cover their bodies with a veil. (McCullar, pp. 57)The only exposed body parts allowed are the face and the hand. For a long time, this norm has dominated many Islamic societies since the practice is believed to be based on the teachings of the Quran. Today, however, another Islamic school emerged called as Islamic modernism. It promotes women’s rights and cultivated the Islamic version of feminism, wherein restrictions were questioned and unjust attitudes and behavior towards women were criticized. According to Moaddel (1998, pp. 109), this transition marks the changes in Islamic ideas, which are brought about by new sociological perspectives. In this context, the use of veil as a fashion accessory than as a religious restrictive tool became easily understood. The veil came to represent an aspect of the Muslim woman’s identity and it was celebrated. For example, in Turkey, the veil became a staple in fashion runways as th e country positioned itself as an Islamic fashion capital. (Navaro-Yashin, 2002, pp. 218) The cases of Islamic fundamentalism and Islamic modernism depict how the veil came to represent the ideologies and values of different periods in the Islamic world. As a piece of clothing it is used to conceal identity. More recent and secular rules and regulations enabled the veil to become a tool to express an identity. Both the fundamentalist and modernist perspectives support Bennett’s (2005, pp. 96) argument that fashion â€Å"play a considerable part in informing notions of commonality† typified by shared patterns of cultural consumption and tastes. This variable is an excellent example of social construction. It does not only demonstrate the alliance of individuals to establish and perpetuate norms but also offer a channel by which meanings can be attached in order to define

Socio-Cultural Influences on Human Sexuality

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Gender Role In Social Construction Essay -- Gender Socialization Sex E

Gender Role In Social Construction Works Cited Missing   Ã‚  Ã‚  Ã‚  Ã‚  Everyone’s life is affected by social construction. This is the belief that knowledge is determined by society, and in turn (knowledge) is formed by the individuals that belong to the society. When an individual thinks of a doctor, lawyer, priest, engineer, or manager they usually picture males. While nurses, teachers, and housewives (emphasis on wives) are purely female professions in our society. This is social constructionist thought on what role a male/female should play in today’s society. These may not be the professions of choice for the individuals, but what the individual believes is socially acceptable. â€Å"Most of the behavior associated with gender is learned rather than innate†(Chandler 5). People begin to learn what is right and wrong (according to the community) from the earliest of ages. The media contributes to social construction, as women and men are almost always portrayed in a stereotypical manner. By examining the way t he media is presented, one can see the impact of social constructionist thought.   Ã‚  Ã‚  Ã‚  Ã‚  The impact that media can apply varies from society to society, this is because each society obliges to a different social construction. In European countries nudity can be shown on television, and is perfectly acceptable. For example, in the Netherlands:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Governments support massive, consistent, long-term public education campaigns utilizing television, films, radio, billboards, discos, pharmacies, and health care providers. Media is a partner, not a problem, in these campaigns. Sexually explicit campaigns arouse little concern.(â€Å"Love† 2) In this community the openness towards sexuality is not only acceptable, but is the standard set by the society. In the United States however, displaying sexuality is not acceptable. Kirby Anderson states that â€Å"what children see on television encourages them to take part in sexual activity too soon, to show disrespect for their parents, and to lie and engage in aggressive behavior†(4). The American society believes that displaying sexually explicit content pressures the viewers into preforming â€Å"sinful† acts. These acts include anything from using foul language to premarital sex. By comparing the views of these two cultures it is easy to see how â€Å"knowledge in one society may not be considered knowledge in another society... ... 100 ads based on sex appeal contained at least one near-naked woman (England, McBride and Peirce 5). This overwhelming majority just adds to the fact that society believes that women should be compliant and submissive. To advertisers these findings may seem trivial. What does it matter if most ads associate men with supremacy and females as secondary? Or perhaps advertisers believe that complying with society is the only way to sell products.   Ã‚  Ã‚  Ã‚  Ã‚  The clothes we wear, jobs we hold, and roles in society are all partially determined by social construction. Although each society contains a different social construction, the theories themself are presented in the same manner. The mass media is one of the largest social constructs that make up a community, and therefore effects the audience greatly. Movies, television, and advertisements render women as weak and inferior; while men are depicted as the superior leaders of society. According to Doctor William Rouster â€Å"...knowledge is based on what a certain society says it is...†(1). The media is built from what society believes to be true. With this in mind maybe it is the society, not the media, that requires a change.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Modern Technology in Daily Life

Can you imagine a world without technology? Well, back then they had no access to any type of electronic. As time went by, electronics has changed over time and influenced others, especially social life. Now technology such as video games and cellular devices has affected us both positively and negatively. Sometimes when you get bored or take a break you start to play your smartphones. You check Instagram, texting your friends, or start to play games. But then you realize you spend more time on your phone than doing what you were suppose to do before. Phones can be a negative and positive influence in your life.A positive effect of cell phones is that they have revolutionized communication and made it easier to contact someone exactly at the moment that we need. Also, phones offer features that have many other benefits. A negative effect on phones is that you get off track and when you try to concentrate again, you cannot focus or even remember what you were doing. In addition, the l ack of communication with your family and friends increases. You tend to talk to them through text instead of talking to each other. Smartphones can be a tool of convenience, but at the same time they can be a distraction.The internet is so popular nowadays that about everyone uses it. It can be accessed by users Now that we have access to internet in almost everywhere, it can be an advantage and a disadvantage. What are they? The internet on society is that it provides the ability to access unlimited information and it also allows you connect and interact with your friends worldwide. Consequently, internet can include the difficulty to remove information when you want to and it can be an absence of communication as well just like using phones. Many people have been downloading music and other copyrighted materials for free.This lead to a negative impact of music industries and several lawsuits. The internet is another factor that influence social life today. Whether good or bad, te levision has been in our lives for a long time. Some think it’s a harm to our society and some think it’s a great invention. Television provides a variety of information that includes the news, advertisements, and events. It can also provide lots of entertainment such as music, comedy, drama, shows, and movies straight to home. It is very convenient and an affordable technology to use. On the other hand, television may have violent action films that increases crime rate and  violent acts in people. Some can be addicted into watching TV and decrease the amount of exercise causing people to be obese. Television is another aspect in our society that affects us greatly.Technology and electronics have been changing a lot through the past several centuries and have a great connection in the society today. Some can be disadvantages and advantages to us. Critical technology such as television, cellular devices and the internet changed through small ideas and change the world . In conclusion, whether if it is good or bad, technology had changed the people and the society worldwide extremely.

Free Essays on Maslow

Abraham Maslow Abraham Harold Maslow was born April 1, 1907 in Brooklyn, New York. He was the eldest of seven children born to his immigrant parents. While growing up, Abraham’s parents pushed their children hard toward academic success. He was very lonely as a boy, and sought refuge in his schoolwork. To please his parents, He went to study at the City College of New York. His father hoped he would study law, but he went to graduate school at the University of Wisconsin to study psychology. While in attendance there, he met and married his cousin Bertha Goodman, and met his cheif mentor Harry Harlow. At Wisconsin, he began a study of primate dominance behavior and sexuality. He went on to further research at Columbia University, continuing similar studies. There he found a new mentor Alfred Adler, who was one of Sigmund Freud’s early followers. From 1937 to 1951, Maslow was an instructor at Brooklyn College. Here he met Ruth Benedict and Max Wertheimer, whom he admired g reatly. These two were so accomplished, and such wonderful human beings in his opinion, that he began taking notes on them and their behavior. This was the beginning of his lifelong research on mental health and human potential. He wrote a great deal about the subject, borrowing from other theorist but adding significantly to them, especially the concepts of a hierarchy of needs, met needs, self-actualizing person’s, and peak experiences. Maslow became the leader of humanistic school o0f psychology that emerged in the 1950’s and 1960’s. He spent his final years in semi-retirement California, until June 8, 1970, he died of a hear attack after years of bad health. During and after his death, Maslow has been very inspirational figure in personality theories. In 1960’s, people were tired of the reductionistic, mechanistic messages of the behaviorists and physiological psychologists. They were looking for meaning and purpose in their lives... Free Essays on Maslow Free Essays on Maslow Abraham Maslow Abraham Harold Maslow was born April 1, 1907 in Brooklyn, New York. He was the eldest of seven children born to his immigrant parents. While growing up, Abraham’s parents pushed their children hard toward academic success. He was very lonely as a boy, and sought refuge in his schoolwork. To please his parents, He went to study at the City College of New York. His father hoped he would study law, but he went to graduate school at the University of Wisconsin to study psychology. While in attendance there, he met and married his cousin Bertha Goodman, and met his cheif mentor Harry Harlow. At Wisconsin, he began a study of primate dominance behavior and sexuality. He went on to further research at Columbia University, continuing similar studies. There he found a new mentor Alfred Adler, who was one of Sigmund Freud’s early followers. From 1937 to 1951, Maslow was an instructor at Brooklyn College. Here he met Ruth Benedict and Max Wertheimer, whom he admired g reatly. These two were so accomplished, and such wonderful human beings in his opinion, that he began taking notes on them and their behavior. This was the beginning of his lifelong research on mental health and human potential. He wrote a great deal about the subject, borrowing from other theorist but adding significantly to them, especially the concepts of a hierarchy of needs, met needs, self-actualizing person’s, and peak experiences. Maslow became the leader of humanistic school o0f psychology that emerged in the 1950’s and 1960’s. He spent his final years in semi-retirement California, until June 8, 1970, he died of a hear attack after years of bad health. During and after his death, Maslow has been very inspirational figure in personality theories. In 1960’s, people were tired of the reductionistic, mechanistic messages of the behaviorists and physiological psychologists. They were looking for meaning and purpose in their lives... Free Essays on Maslow Abraham Harold Maslow Abraham Harold Maslow was born on April 1, 1908 in Brooklyn, New York. He was the oldest of seven children born to his parents, who were uneducated Jewish immigrants from Russia. His parents, wanting the best for their children in the â€Å"new world†, pushed him hard in his academic studies. He was smart but shy, and remembered his childhood as being lonely and rather unhappy. He sought refuge in his books and studies. His father hoped he would study as a lawyer, and Maslow enrolled in the City College of New York. After three semesters at CCNY, he transferred to Cornell and then back to CCNY again. He married his first cousin Bertha, against his parents wishes and moved to Wisconsin, where he would attend the University of Wisconsin for graduate school. Here he met his chief mentor Professor Harry Harlow, and became interested in psychology, and his schoolwork began to improve dramatically. He pursued a new line of research, investigating primate dominance behavior and sexua lity. He recieved his BA in 1930, his MA in 1931, and his PhD in 1934, all in the field of psychology, all from the University of Wisconson. Ayear after he graduated he returned to New York to work with E.L. Thorndike at Colombia, where he studied similar topics. From 1937 to 1951, Maslow worked full-time on staff at Brooklyn College. In NY he found two more mentors, anthropologist Ruth Benedict and Gestalt psychologist Max Wertheimer, whom he he admired both professionally and personally. These two people were so accomplished in what they did and such â€Å"wonderful human beings†, that Maslow began taking notes about them and their behavior. This would be the foundation for his lifelong research and thinking about mental health and human potential. He wrote extensively on the subject, taking ideas from other psychologists and adding significantly to them, especially the concepts of a hierarchy of human needs, metaneeds, self-actualizing per...

Memory2 essays

Memory2 essays Memory is defined as the faculty by which sense impressions and information are retained in the mind and subsequently recalled. A persons capacity to remember and the total store of mentally retained impressions and knowledge also formulate memory (Webster, 1992). We all possess inside our heads a system for declassifying, storing and retrieving information that exceeds the best computer capacity, flexibility, and speed. Yet the same system is so limited and unreliable that it cannot consistently remember a nine-digit phone number long enough to dial it (Baddeley, 1993). The examination of human behavior reveals that current activities are inescapably linked by memories. General competent (Baddeley, 1993) behavior requires that certain past events have effect on the influences in the present. For example, touching a hot stove would cause a burn and therefore memory would convey a message to not repeat again. All of this is affected by the development of short-term memory (STM) and lo ng-term memory (LTM). Memories can be positive, like memories of girlfriends and special events, or they can be negative, such as suppressed memories. Sexual abuse of children and adolescents is known to cause severe psychological and emotional damage. Adults who were sexually abused in childhood are at a higher risk for developing a variety of psychiatric disorders, anxiety disorders, personality disorders, and mood disorders. To understand the essential issues about traumatic memory, the human minds response to a traumatic event must first be understood. The memory is made up of many different sections with each having different consequences on one another. Can people remember what they were wearing three days ago? Most likely not, because the memory only holds onto what is actively remembered. What a person was wearing is not important so it is thrown out and forgotten. This type of unimportant information pa...

Charles dickens Essay Example | Topics and Well Written Essays - 1000 words

Charles dickens - Essay Example Dickens’ uses the setting communicate Nell’s emotions to the reader. Nell’s mood is reflected by the streets and rooftops of London. As Nell keeps her anxious vigil, the window serves as Nell’s peephole into the life of the outside world. The lonely child has no lively companions of her own age and no parents. She spends most of her time waiting for her grandfather’s return form his trips outside the shop. As she gazes on the windows of the houses facing her, she wonders about the lives which go on in those rooms. Nell projects her loneliness on to the setting and wonders â€Å"whether those rooms were as lonesome as that in which she sat.† Her loneliness is further emphasized by her perception that the people living in those rooms do not want her company, as she sees â€Å"them look out and draw in their heads again.† She interprets their failure to communicate with her as a sign of their rejection. In spite of this rejection, the str eet is Nell’s only glimpse of life and she is sorry when night falls and her tableaux of the world comes to an end. She is forced to return to the â€Å"dull† room, in which â€Å"everything was in its place and hadn't moved.† Here again, the room’s setting is used by Dickens to communicate the unchanging routine and boredom of the little girl’s days. ... As Nell looks at the â€Å"crooked stack of chimneys on one of the roofs,† she sees in her imagination the â€Å"ugly faces that were frowning over at her and trying to peer into the room.† This is an example of Dickens’ powerful imagery in his settings. The image of the ugly faces staring disapprovingly at Nell is a metaphor for the threat of bankruptcy and evil hovering over her life in the guise of Daniel Quilp. Dickens also uses the sombre setting to convey to the reader his characteristic criticism of the poor living quarters and the squalid environment of London. In this context, the evil-looking chimney stacks may be seen as a metaphor for the smoke-spewing monster of industrialization. Dickens’ attitude is reflected in Nell’s plea to her grandfather to exchange life in London with a life in the country where they can â€Å"walk through country places, and sleep in fields and under trees† and â€Å"work in open roads or fields.† The dark and gloomy streets of London outside Nell’s window symbolize the dark side of city life. Dickens’ setting in this passage connects to the next chapter in the novel. In the shadows of the street below, Kit lingers, standing guard over his precious Nell. His attention is totally focused on her window. As Nell keeps anxious vigil at her window, Kit keep his own vigil over her. Nell â€Å"is sitting alone at that window,† while Kit remains â€Å"watching in the open street for fear any harm should come to her† (Dickens, Chapter 10). This is a very poignant depiction of Kit’s love for Nell. Dickens cleverly links his setting in this passage in Chapter 9 with the following chapter to move

Teach for America to Increase the Workforce and Adopt New Technology Term Paper

Teach for America to Increase the Workforce and Adopt New Technology - Term Paper Example It has recorded steady growth since it was founded. Currently, it has more than 5000 employees. Teach for America is looking to reach out to the low income community and promote education relentlessly. The organization has been expanding over the years and its operations are extending all over the United States. The organization is looking to increase its workforce in order to expand its operations all over the nation. This paper will focus on the systemic nature of the organization and how the increase in the workforce will improve the effectiveness of the organization, its processes and the productivity of the employees. Effects of the increase in the number of employees Teach for America is a nonprofit organization that seeks to provide education opportunities to children in America, both in urban and rural areas regardless of the size of their parents and guardian’s income. The organization has formed partnerships with several charity organizations and depends on donations from companies and well wishers. The organizations appeals to alumni graduates and leaders to join and become mentors to young students pursuing academic greatness. The key stakeholders in the organization are the human asset business partners that ensure that the organizational goals are met. It ensures that teamwork is upheld in the organization (Strachan, 1996). ... The management will have to come up with ways to fund the change since more funds are required to compensate the new employees. The deficit from the annual budget increase will also call for the injection of more funds in order to cater for the new projects. The organization aims at reaching out to more children from the rural areas. An increase in the number of poor students that the organization supports will have a divine funds straining effect on the organization. Increase in responsibility as funds remain constant leads to financial strains (Strachan, 1996). In order to cater for the financial requirements, the organization might be forced to lower on the employees’ compensation amount. This will ensure that whatever amount is available is equally distributed among the entire workforce. However, this will have a negative effect on the employees since it might kill their moral as they are going to be doing more work than they are being rewarded for. If the organization is to increase its workforce therefore, they will have to come up with better ways to raise funds (Hanson, 1999). An increase in the workforce will enhance the overall performance of the organization. It will enable the organization to reach out to a greater number of children in the rural areas and to motivate those already in schools. There are wide regions that need to be covered. The organization strives to ensure that education opportunities are provided to children and therefore the move to increase the workforce is parallel to the organization’s mission statement (Hanson, 1999). An increase in the workforce will also translate to a transformation in the way roles in the