Media Violence Essays - Dispute Resolution, Criminology, Crime

Media Violence Jason Brooks English 101 Nov. 14, 1997 Persuasive Essay: The Impact of Media Violence Monkey see, monkey do has become a well-known saying in todays society, but is it correct? Just sixty years ago the invention of the television was viewed as a technological curiosity with black and white ghost-like figures on a screen so small hardly anyone could see them. Today that curiosity has become a constant companion to many, mainly children. From reporting the news and persuading us to buy certain products, to providing programs that depict violence, television has all but replaced written material. Unfortunately, it is these violent programs that are endangering our present-day society. Violent images on television, as well as in the movies, have inspired people to set spouses on fire in their beds, lie down in the middle of highways, extort money by placing bombs in airplanes, rape, steal, murder, and commit numerous other shootings and assaults. Over 1,000 case studies have proven that media violence can have negative affects on children as well. It increases aggressiveness and anti-social behavior, makes them less sensitive to violence and to victims of violence, and it increases their appetite for more violence in entertainment and in real life. Media violence is especially damaging to young children, age 8 and under1, because they cannot tell the difference between real life and fantasy. Violent images on television and in movies may seem real to these children and sometimes viewing these images can even traumatize them. Despite the negative effects media violence has been known to generate, no drastic changes have been made to deal with this problem that seems to be getting worse. We, as a whole, have glorified this violence so much that movies such as Natural Born Killers and television shows such as Mighty Morphin Power Rangers are viewed as normal, everyday entertainment. Its even rare now to find a childrens cartoon that does not depict some type of violence or comedic aggression. What we do not realize though, is that it is the children that are ending up with problems. Unlike most rational, educated adults, many children are gradually beginning to accept violence as a way to solve problems and are imitating what they observe on television. These children do not understand that the violence is shown strictly because the public wants to see it. They cannot grasp the meaning of ratings and entertainment as well as adults can. All they know is, if the TV portrays violence as cool, then it must be cool! The problem isnt the violence in the media though; it is the medias failure to show the consequences of violence. This is especially true of cartoons, toy commercials, and music videos. Children often do not realize that it hurts to hit someone else because they see it all the time on TV. Everyday a cartoon character is beat up, injured, or killed, only to return in the very next episode, good as new. As a result, children learn that there are few, if any repercussions for committing violent acts. Unfortunately, as long as there is an extremely high public demand for violent shows and movies, the media is going to continue on the same path. And because it looks as though the violence craze is going to continue for some time, we need to be dependent on parents to reduce the effect that media violence has on children, which can be done in so many different ways. First, parents should limit the amount of television children watch per day from the average 3 to 4 hours, which is double the amount of recommended hours, to 1 to 2 hours. Children are exposed to far too much violence every day on TV, mainly because parents see the TV as a convenient babysitter. By limiting the amount of time spent in front of the tube, parents will compel their children to do something more productive like reading a book or playing outside. In limiting TV time, parents also need to monitor what programs their children are watching and restrict the viewing of violent programs. Just because a child is not watching as much violence, does not mean he or she still cant be influenced by it.

Household bleach Essays

Household bleach Essays Household bleach Essay Household bleach Essay Introduction Household Bleach is one of the most helpful tools in most American families. There are two chief categories of family bleach: Cl bleaches and non-chlorine bleaches. All of these bleaches are in a category of chemicals known as oxidative agents, intending that they cause a chemical reaction called oxidization when they come into contact with certain discolorations, certain sources or other beings, and sometimes clothing dyes. Bleach is a really utile chemical, both around the house and for big graduated table usage. You can utilize bleach to take discolorations on vesture or to whiten your wash. It s used to disinfect surfaces, excessively, particularly in the kitchen and bathroom. You may hold tried bleach to take cast and mold. Hospital forces use bleach as a germicide, hotels use bleach to clean and disinfect bed linens and surfaces, and eating houses disinfect nutrient readying surfaces with chlorine bleach. Peoples use Cl in swimming pools to maintain the H2O clean and raise the pH, and in much smaller concentrations to assist maintain municipal H2O supplies free of harmful beings. Companies sometimes add chlorine bleach to industrial effluent to cut down olfactory property, and Cl is used by the glass, chemical, pharmaceutical, fabric, agribusiness, pigment and paper industries. With its many utilizations, bleach its a really familiar merchandise to most people. While the word bleach entered the English linguistic communication around the twelvemonth 1050, bleach incorporating Na hypochlorite was foremost manufactured in the U.S. in 1913, for usage as an institutional germicide and a H2O intervention. Before that, chemicals such as borax, ammonium hydroxide and lye were the most common bleaches in the U.S. , and bleaches made utilizing Cl were by and large excessively expensive to fabricate until the twentieth century. Clorox Chemical, subsequently called the Clorox Company, foremost gave samples of bleach to consumers for family usage in 1922 [ beginnin g: American Chemistry Council ] . Since Cl bleach was faster and more effectual than the bleaches people had been utilizing, it rapidly became the most popular family bleach. Today, when we say, bleach, we normally mean chlorine bleach. So what precisely is chlorine bleach, and how does it work? Worlds have been whitening cloths for centuries ; ancient Egyptians, Greeks, and Romans faded stuffs. Equally early as 300 B.C. , sodium carbonate ash, prepared from burned seaweed, was used to clean and whiten fabric. During the Middle Ages, the Dutch perfected the bleaching of cloths in a procedure called crofting, whereby cloths were spread out in big Fieldss for maximal sunlight exposure. Textile Millss as far off as Scotland shipped their stuff to the Netherlands for this bleaching. The pattern rapidly spread throughout Europe, and decoloring Fieldss were documented in Great Britain every bit early as 1322. In 1728 a bleaching company utilizing Dutch methods went into concern in Gallo way, Scotland. In this procedure, the cloths were soaked in a lye solution for several yearss, so bucked, or washed clean. The cloths were so spread out on the grass for hebdomads at a clip. This procedure was repeated five or six times until the coveted whiteness was achieved. Following, the cloth was treated with rancid milk or buttermilk, and once more bucked and crofted. This method was drawn-out and boring, and it monopolized big piece of lands of land that could hold been used for agriculture. Late in the eighteenth century, scientists discovered a chemical that had the same consequence as crofting, but yielded much quicker consequences. In 1774, Swedish chemist Karl Wilhelm Scheele discovered the chemical component Cl, a extremely annoying, green-yellowish gaseous halogen. In 1785, the Gallic scientist Claude Berthollet found that Cl was an first-class lightening agent in cloths. Some factory operators attempted to expose their cloths to chlorine gas, but the procedure was so cumbrous and the exhausts so strong that these efforts were shortly abandoned. Near Paris, in the town of Javel, Berthollet began a little installation for the industry of a new merchandise called Eau de Javelle. The bleaching pulverization consisted of potassium hydroxide ( soda ash ) which had absorbed Cl gas. In 1799, another decoloring pulverization was invented by Scots chemist Charles Tennant. In the early old ages of the Industrial Revolution, his patented calcium hydroxide pulverization was widely used to whiten a assortment of cloths and paper merchandises. To do the bleaching pulverization, slaked calcium hydroxide ( lime treated with H2O ) was spread thinly over the concrete or lead floor of a big room. Chlorine gas was pumped into the room to be absorbed by the calcium hydroxide. Though an effectual bleaching agent, the pulverization was chemically unstable. It was The natural stuffs for doing household bleach are Cl, acerb sodium carbonate, and H2O. The Cl and acer b sodium carbonate are produced by seting direct current electricity through a Na chloride salt solution in a procedure called electrolysis. normally used until around World War I, when liquid Cl and Na hypochlorite solutions-the precursors of modern family bleach-were introduced. About this clip, research workers found that shooting salt H2O with electrical current broke down the salt ( sodium chloride ) molecules and produced a compound called Na hypochlorite. This find enabled the mass production of Na hypochlorite, or Cl, bleach. Types of Bleach Today, bleach is found in about every family. It whitens cloths and removes discolorations by a chemical reaction that breaks down the unsought colour into smaller atoms that can be easy removed by rinsing. The two types of family bleach are chlorine bleach and peroxide bleach. Peroxide bleach was introduced in the 1950s. Though it helps to take discolorations, particularly in higher wash temperatures, it will non decolor most coloured stuffs and does non weaken cloths, as does sodium hypochlorite bleach. Peroxide bleach does non disinfect and is normally added to laundry detergents which are advertised as color-safe. It besides has a longer shelf life than chlorine bleach. Peroxide bleach is more normally used in Europe, where rinsing machines are manufactured with interior heating spirals that can raise the H2O temperature to the boiling point. The more common signifier of family bleach in the U.S. is chlorine bleach. It is most effectual in taking discolorations and disinfecting c loths. Chlorine bleach is inexpensive to fabricate and effectual in both warm and hot wash temperatures. However, it has strong chemical belongingss which can weaken fabric fibres. The disinfecting belongingss of chlorine bleach can besides be utile outside the wash. Chlorine bleach disinfects imbibing H2O where groundwater taint has occurred, as it is a powerful disinfectant. It was foremost used to sanitise imbibing H2O in New York City s Croton Reservoir in 1895, and is approved by the authorities for sanitising equipment in the nutrient industry. In recent old ages, bleach has been promoted by community wellness militants as a low-priced method of disinfecting the acerate leafs of endovenous drug users. Natural Materials The natural stuffs for doing household bleach are Cl, acerb sodium carbonate, and H2O. The Cl and acerb sodium carbonate are produced by seting direct current electricity through a Na chloride salt solution in a procedure called electrolysis. Sodium chloride, common tabular array salt, comes from either mines or belowground Wellss. The salt is dissolved in hot H2O to organize a salt solution, which is so treated for drosss before it is reacted in the electrolytic cell. The Manufacturing Procedure Fixing the constituents 1 Acerb sodium carbonate is normally produced and shipped as a concentrated 50 % solution. At its finish, this concentrated solution is diluted with H2O to organize a new 25 % solution. 2 Heat is created when the H2O dilutes the strong acerb sodium carbonate solution. The diluted acerb sodium carbonate is cooled before it is reacted. The chemical reaction 3 Chlorine and the acerb sodium carbonate solution are reacted to organize Na hypochlorite bleach. This reaction can take topographic point in a batch of about 14,000 gallons or in a uninterrupted reactor. To make Na hypochlorite, liquid or gaseous Cl is circulated through the acerb sodium carbonate solution. The reaction of Cl and acerb sodium carbonate is basically instantaneous. Cooling and sublimating 4 The bleach solution is so cooled to assist forestall decomposition. 5 Often this cooled bleach is settled or filtered to take drosss that can discolor the bleach or catalyse its decomposition. Transporting 6 The finished Na hypochlorite bleach is shipped to a bottling works or bottled on-site. Household-strength bleach is typically 5.25 % Na hypochlorite in an aqueous solution. Quality Control In the bleach fabrication installation, the concluding Na hypochlorite solution is put through a series of filters to pull out any left-over drosss. It is besides tested to do certain that it contains precisely 5.25 % Na hypochlorite. Safety is a primary concern at fabrication workss because of the presence of volatile Cl gas. When the Cl is manufactured outside the reactor installation, it travels in liquid signifier in specially designed railway armored combat vehicle autos with dual walls that will non tear in the event of a derailment. On reaching at the works, the liquid Cl is pumped from the armored combat vehicle autos into keeping vat.. As a safety step, the armored combat vehicle autos have shutoff valves that work in concurrence with a Cl sensing system. In the event of a Cl leak, the sensing system triggers a device on the armored combat vehicle that automatically stops the transmittal of the liquid in 30 seconds. Inside the installation, Cl VATs are housed in an enclosed country called a auto barn. This enclosed room is equipped with air scrubbers to extinguish any at large Cl gas, which is harmful to worlds and the environment. The vacuum-like scrubber inhales any Cl gas from the enclosed country and injects it with acerb sodium carbonate. This turns it into bleach, which is incorporated into the fabrication procedure. Despite these safeguards, safety and fire drills are scheduled on a regular basis for works forces. Particular Considerations in Boxing Household Na hypochlorite bleach was introduced to Americans in 1909 and sold in steel containers, so in glass bottles. In the early 1960s, the debut of the plastic jug brought a cheaper, lighter, and nonbreakable packaging option. It reduced transit costs and protected the safety of workers involved in its transportation and handling. Additionally, the thick plastic did non allow ultraviolet visible radiation to make the bleach, which improved its chemical stableness and effectivity. In recent old ages, how-ever, plastic containers have become an environmental concern because of the clip it takes the stuff to break up in a landfill. Many companies that depend on plastic packaging, including bleach makers, have begun to cut down the sum of plastic in their packaging or to utilize recycled plastics. In the early 1990s, Clorox introduced post-consumer rosins ( PCR ) in its packaging. The newer bottles are a blend of virgin high-density polythene ( HDPE ) and 25 % recycled plastic, chie fly from clear milk jug-type bottles. Consumer Safety The bleach fabrication industry came under fire during the 1970s when the populace became concerned about the effects of family chemicals on personal wellness. Dioxin, a carcinogenic by-product of chemical fabrication, is frequently found in industrial merchandises used to decolor paper and wood. In its concluding bottled signifier, common Na hypochlorite bleach does non incorporate dioxins because Cl must be in a gaseous province for dioxins to be. However, Cl gas can organize when bleach comes into contact with acid, an ingredient in some toilet-bowl cleaners, and the labels on family bleach contain specific warnings against such combination. In add-on to the danger of dioxins, consumers have besides been concerned about the toxicity of Cl in Na hypochlorite bleach. However, the wash procedure deactivates the potentially toxic Cl and causes the formation of salt H2O. After the rinse H2O enters the H2O system through the family drain, municipal H2O filtration workss take the staying hints of Cl.

Personal statement Example | Topics and Well Written Essays - 250 words - 13

Personal Statement Example I joined the Likie Fashion College to learn the basics about fashion and got an opportunity to express myself creatively. My sole ambition now is to become a professional pattern designer and set the fashion trends in motion. I wish to take a degree on the subject of pattern designer, as I think creating patterns is the backbone of the industry that sets in motion the subsequent activities for the final product. By now I have a clear understanding about pattern designing, and have developed the ability to identify and forecast the trends for the coming 18-24 months. I have good communication skills to explain the intricacies of my patterns to the prospective buying houses and I am sure to impress them to deal with me on an ongoing basis. I keep myself up-to-date about the latest fashion trends by extensive study on the subject of fashions. I have the skills to critically assess the products of the competitors, their strengths and weaknesses. Your College has the sterling facilities for the ambitious pattern designer students with your latest cutting edge design studio. I would like to take benefit of the facilities by being a regular student of your

Assess 'Reformasi' and the democratic transition in Indonesia Essay

Assess 'Reformasi' and the democratic transition in Indonesia - Essay Example An assessment is made of the ideals and goals of Reformasi and how these compare with the present reality. The conclusion identifies key issues facing the country. Indonesia is a Southeast Asian archipelago of over 12,000 islands, with a total population of 270 million, making it one of the largest Islamic nations in the world (CIA, 2007). A Dutch colony for over 350 years, it gained independence in 1945 under Sukarno, a nationalist leader who established a parliamentary government with him as its first President. By 1959, the government was struggling to contain three challenging threats: Islamism, communism, and militarisation. Sukarno established a â€Å"Guided Democracy† characterised by military-backed authoritarian rule, a non-aligned foreign policy, and socialist anti-modern economic policies, all of which proved chaotic and difficult to manage (Smith, 1999). Due to growing threats to peace and stability, the army staged a coup d’etat in 1965 under the leadership of Army Minister Suharto, who justified it as the only way to protect the nation from communism. Sukarno was deposed and on house arrest until his death in 1970. In 1967, Suharto was declared President and ruled Indonesia until his resignation in May 1998, succeeded by his hand-picked successor, B.J. Habibie, who initiated the period of reform in Indonesian politics. During his short term, he allowed parliamentary elections, granted independence to East Timor, and in October 1999 handed the Presidency to Abdurrahman Wahid, who in July 2001 stepped down on charges of corruption and handed power to Megawati, Sukarno’s daughter. When her term ended in late 2004, Susilo Bambang Yudhoyono or SBY, a retired Army general who played a key role in 1998 became the country’s first democratically elected President (Soesastro et al., 2003; McGibbon, 2006). Indonesia’s recent history could be divided into three

Democratic Systems Essay Example | Topics and Well Written Essays - 2000 words

Democratic Systems - Essay Example Dependants admitted in Britain (in thousands) 1 July 1962 - 31 December 1972 Source: Adapted from the Home Office, Commonwealth Immigrants Acts of 1962 and 1968: Control of Immigration, Statistics 1972, Cmnd. 5285, London, HMSO, 1973; and previous volumes published annually in the same series. In 1968 it has been passed the Bill against discrimination, however it has been accompanied by the new legislation, which has made control over the entrance to the country tougher and sharply reduced the quantity of new immigrants. The same year during parliamentary discussion on racial relation Enoch Powell (that time the speaker of conservatives) has made the speech in Birmingham, in which he has expressed his anxiety on occasion of sharp increase of non-white population of Britain. Moreover the Gallup Poll has shown, that 75 % of British more or are less solidary with Powell's estimation.With the purpose of struggle against racial discrimination in 1976 British third Race Relations Ac has been passed. The Act forbade discrimination at employment, rent or purchase of accommodations, acceptance in clubs and organization. For supervision over the execution of the Act it has been founded the Commission for Racial Equality (CRE), which has been allocated with the broad powers. The dec isions of Commission had the status of the law. However 1970s have been also marked by occurrence of frankly racist party of British National Front. In reply to this there have appeared the organizations resisting the National Front. For example, in 1977 for counteraction to propagation of National Front the Anti-Nazi League (ANL) has been founded.By 1990s the inhabitants of the Great Britain having West-Indies and South-Asian... In May of 2001 in Oldham two nights on end police and special troops unsuccessfully tried to stop the fight between white Englishmen and the Indian and Pakistan immigrants. The conflict had its own background. The Pakistan youth has declared the creation of special areas in Oldham where no white person should step. It has been presented as a necessary measure because the police do not protect Pakistan immigrants from excesses of white racists. The young people have started to gather in some similarity of knots of self-defence. In April 2001 an Englishman by name Walter Chamberlain ‘was hospitalised with a broken nose and cheekbones after three Asians attacked him saying, ‘This is our area, get out’ (Milmo, 2001). The point is that this old man crossed a "no go" zone for whites. A veteran of the World War II, 76-years Walter Chamberlain, has been brutally beaten by a group of teenagers-immigrants. Certainly, there were also the others white people, who crossed â€Å"no go† zones; however this old man has appeared to be the easiest prey. Far right powers have immediately answered. They have attacked the Pakistan shop and have thrown a stone in a window of the house, where lived pregnant woman of the Asian origin. From that moment the violence flamed up. For a start about hundred young Asians have crushed a pub, throwing it with bottles with Molotov cocktail. Then more than 500 young men arranged two-day riot.

Gender Language Acquisition And Language Use Psychology Essay

Gender Language Acquisition And Language Use Psychology Essay INTRODUCTION Over the last thirty years there has been a sharp increase of research on the differences between men and women, in particular the extent to which men and women use language differently. The purpose of this project is to identify the differences between male and female speech and how societys attitude towards gender has an impact on language acquisition and language use. Firstly this project will introduce the subject of sociolinguistics with a focus on stereotyping, language acquisition and the general differences in speech between males and females. Secondly, current opinions and attitudes will be discussed along with recent research that has been carried out examining if gender stereotyping exists and whether it has an impact on language acquisition and the way language is used. Lastly it will analyse findings from my own research of colour terms used by a sample of 10 children. Sociolinguistics is the study of the relationship between language and society, and how society influences or affects the way in which language is used by individuals or groups (Crystal, 2008). Gender Difference is a branch of sociolinguistics that focuses on how males and females communicate and what differences there are between the two sexes. Over the last 20 years research has been conducted to try and answer such questions as Do women really talk more than men? Do men swear more than women? and Do women gossip more than men. The main differences identified between the way men and women communicate are: mens language is more dominant, aggressive, assertive, confident and forceful and womens language is submissive, cooperative, emotional and sincere (Pearson, 1985). Research has been carried out to examine whether these differences are due to biological or social factors. LITERATURE REVIEW Early research examining the relationship between gender and language was first carried out by Lakoff in 1975 and published in her book Language and Womans Place. Lakoff identified several factors that make womans language different to mens. Womens language contains more: Hedge phrases: sort of, it seems like; Polite forms: would you mindà ¢Ã¢â€š ¬Ã‚ ¦; Tag questions: you are coming to dinner, arent you?; Standard English and tend to avoid using expletives. Lakoff stated that women are reluctant to force their views on another person which explains the use of hedge phrases. This view was supported by McMillan et al (1977). In relation to tag questions, Mulac Lundell (1986) found similar results with their research however studies by Dubois Crouch (1975) contradicts this as they found that men were more likely to use tag questions than women. Holmes (1984) also disagreed with Lakoffs suggestions of tag question and found that in most cases women used them to give the person being spoken to an opportunity to speak. Lakoffs research also found that women notice more detail than men causing women to be more perceptive; they notice things such as tone of voice, facial expression, and body language. She noted that women use a greater variety of descriptions when describing colours, (violet instead of purple or crimson rather than red. Glass (1992) carried out research to identify biological differences and found that in males the right hemisphere of the brain matures faster than the left where as the opposite occurs in females with the left hemisphere of the brain developing first. Therefore men are more adept at right hemisphere tasks such as solving mathematical problems while women are better with left hemisphere tasks such as developing language and vocabulary. Differences that arise due to social factors could be due to the fact that there is an element of sexism in language which instils gender stereotyping. Words that represent women or refer to women tend to have negative connotations (Romaine, 2008). If we look at the words that describe a single male (bachelor) and a single female (spinster), for many people the word bachelor would imply a young, single, professional male with prospects where as the word spinster would suggest a lonely, old female, yet they both mean the same for each gender. Nilsen (1977) carried out research using 500 dictionary words which had either male or female connotations. 385 were found to have male connotations compared to only 132 with female connotations. Nilsen looked at the words for negative connotations and found that the number of words with negative female connotations outweighed the number of male ones by 25%. There has been a lot of research examining whether the impact of gender stereotyping at an early age has had an influence in the use of language. Eisenberg et al (1985) found that parents will more often than not choose toys that are associated with their childs gender. Caldera (1989) looked at the type of toys children play with and the role they have in language development. He found that boys toys such as cars and trains have low levels of teaching and questioning and require little or no interaction with a parent. Boys will often mimic the sounds related to the toy (e.g. beep beep for a car or choo choo for a train) but the toy requires no conversation. In contrast, girls toys such as dolls and prams require a certain amount of role play that elicits constant verbal interaction with the toy with the child giving a step by step account of what will happen next (e.g. it is now time for your nap), which often leads to a parent becoming more involved making comments and questioning ( Caldera, 1989). By the end of a childs first year gender differences are already evident in the way they play and dress and the way adults interact and communicate with them. Parents will typically choose to dress a boy in blue or a girl in pink because that is what gender stereotyping dictates. Pearson Davilla (2001) found that baby boys are often described as strong, solid and independent where as baby girls are described as loving, cute and sweet thus reinforcing gender stereotypes. This type of gender stereotyping has also been found to occur in school textbooks with language often emphasising the ideas of males and females (Cameron, 2007). The use of terms like he, him and his, and men when referring to a person or people reinforces gender language with females made to look inferior to males. Males and females are typically represented in traditional gender roles with women as mothers and housewives, and men as professional breadwinners. Again women are portrayed in more submissive and inferior roles. This was more noticeable with reading schemes from the 1960s and 1970s. Males are also seen as having more opportunities than females as they are portrayed as being more adventurous and physically stronger than women. Females seem more caring and are seen as more interested in domestic matters taking a submissive role to allow male dominance. However Bradley (1981) and Weatherall (2002) have argued that there are no significant differences between male and female speech. METHODOLOGY In order to obtain comparable data I needed to ask a sample of children to look at a picture and give the name of each colour of a specific object within the picture. As this research was to be conducted during the Christmas season I used a sample of children who were attending a Christmas party. I devised a questionnaire which contained a colourful Christmas themed picture of Santa flying his sleigh along with five questions asking to name the colour of different objects within the picture (Appendix 1). The picture chosen had different shades of colour in order to allow a variety of answers for a particular object. The research was carried out on a small scale using a mixture of interpretive and positivist methods. A sample size of 10 children was used ranging from age 4 to 9 with an equal number of males and females to allow a more accurate comparison of data relating to gender. The children sampled were enjoying themselves at a Christmas party. Each child was sat down individually at a quiet table and asked to describe the colour of the various objects in each question. They were also asked their age. The time taken to answer the questions was an average of 4 minutes per child. FINDINGS I have analysed the findings for each question individually in order to compare the differences between genders. Q.1. What colour is Santas hat? In the picture, Santas hat is a standard red colour therefore it is not surprising that red was the answer given by 100% of the children. Q.2. What colour is the sky? The sky is a shade of blue which could be described as a light blue or sky blue. 80% of the boys gave the answer blue where as this answer was only given by 20% of the girls. Sky blue was the most popular answer which was given by 60% of the girls. Light blue was given by 20% of girls and 20% of boys. Q.3 What colour is Rudolph? Rudolph is a brown colour that could be described in a number of ways. 80% of boys answered brown compared to 40% of girls. Interestingly one girl (20%) gave the answer nutmeg while a second girl (20%) answered fawn and a third girl (20%) answering light brown. Fawn brown was also given by 20% of boys. Q.4. What colour is Rudolphs scarf? Rudolphs scarf is a dark shade of green. Green was the answer given by 80% of boys and 80% of girls. Only two other shades were given; moss green (20% boys) and sage (20% of girls). Q.5. What colour is Santas sleigh? Santas sleigh is red but it is a much darker shade of colour than his hat. Of the boys sampled, 80% gave the answer red with only one boy (20%) giving a different answer of burgundy. None of the girls gave the simple answer of red. 60% distinguished that is was a much darker red than Santas hat and therefore described it as dark red. One girl (20%) gave the answer maroon and another girl (20%) gave the answer burgundy. The table below shows the results along with each Childs gender and age: Response to Questions Child Gender Age Q.1 Q.2 Q.3 Q.4 Q.5 A M 8 Red Light Blue Fawn Brown Moss Green Burgundy B M 8 Red Blue Brown Green Red C M 9 Red Blue Brown Green Red D M 4 Red Blue Brown Green Red E M 7 Red Blue Brown Green Red F F 6 Red Sky Blue Nutmeg Sage Maroon G F 7 Red Light Blue Fawn Green Burgundy H F 5 Red Blue Brown Green Dark Red I F 6 Red Sky Blue Light Brown Green Dark Red J F 6 Red Sky Blue Brown Green Dark Red DISCUSSION/ANALYSIS The results show that females take more notice of details than males as the female children were more perceptive when looking at the picture and therefore gave a greater variety of colour descriptions. These results agree with Lakoffs research of Language and Womens Place. Lakoffs research was published more than thirty years ago and her specific claims about the way language is used by woman have been overturned as more recent research does not support them as the research was based on intuition. (Cameron, 2007). However, Lakoffs arguments that language-use, gender and power are all connected is still supported (Cameron, 2007). Individual differences may account for some of the variations in the results. Child A, a male child, gave colour terms of Red, Light Blue, Fawn Brown, Moss Green and Burgundy which suggests that other social factors besides gender stereotyping may have an influence. The way people use language is affected by the context of the situation they are in and to whom they are engaging in conversation with (Cameron, 2007). Holmes (1984) uses the analogy of a tightrope to explain: Women are obliged to walk a tightrope of impression management, continually demonstrating their professional competence while also making clear that they have not lost their femininity that they are not, for example, aggressive or uncaring (Cameron, 2007). Factors such as socio economic background, parent influence and other interests may have a direct effect on language acquisition and needs to be researched further. CONCLUSION The differences between males and females can be attributed to biological and social factors. Research by Glass (1992) shows that the brain develops differently in males and females which results in the two genders having a preference for tasks that are associated with that part of their brain that matures faster. Social factors such as gender stereotyping has a significant influence on language use as it helps to reinforce the roles that society dictates men and women should have. Gender stereotyping occurs from birth Females use language as a way to develop personal relationships where as men use language to assert independence and status. People adapt their language to different contexts therefore gender differences is a difficult area to study. Gender alone cannot account for differences in language use and as such other factors such as socio economic background, education and individual differences should be taken in to account. Much of the research carried out has identified what the differences are between male and female speech but with little suggestions as to why these differences occur. REFERENCE LIST Bradley, P. H. (1981) The Folk Linguistics of Womens Speech: An Empirical Examination. Communication Monographs. 48, pp73-90 Caldera, Y.M. (1989) Social interactions and play patterns of parents and toddlers with feminine, masculine and neutral toys. Child Development, 60, pp70-76. Cameron, D. (2007) The Myth of Mars and Venus. New York: Oxford University Press Crystal, David. (2003) The Cambridge Encyclopedia of the English Language. Second Edition. Cambridge: Cambridge University Press, p.298 Dubois, B. L., Crouch, I. (1975) The question of tag questions in womens speech: They dont really use more of them, do they? Language in Society, 4(3), pp.289-294. Eisenberg, A.R. et al (1985) Childrens Talk: Learning to use Language. New York: Norton. Glass, L. (1992) He Says, She Says. Closing the Communication Gap Between the Sexes. New York: G.P. Putnams Sons. Holmes, J. (1984) Hedging Your Bets and Sitting on the Fence: Some Evidence for Tag Questions as Support Structures. Te Reo, 27, pp.47-62. Lakoff, R. (1975) Language and Womans Place. New York: Harper Colophon Books. McMillan, J. R. et al (1977) Womens language: Uncertainty or interpersonal sensitivity and emotionality? Sex Roles, 3, pp.545-559. Mulac, A., Lundell, T. L. (1986) Linguistic contributors to the gender-linked language effect. Journal of Language Social Psychology, 5, pp.81-101. Nilsen, A. et al (1977)  Sexism and language. Illinois: National Council of Teachers of English, pp.161-179. Pearson, J. C. (1985) Gender and Communication. Iowa: W.N.C. Brown Publishers. Pearson, J. C., Davilla, R. (2001) The Gender Construct: Understanding Why Men and Women Communicate Differently. In Borisoff, D. Women and Men Communicating. Illinois: Waveland Press. Weatherall, A. (2002) Gender, Language and Discourse. London: Routledge

The Purpose of Education Essay -- Philosophy of Education Teaching Tea

The Purpose of Education As teachers endeavor into the field of education, it is imperative to ask exactly what the purpose of education is and why education has become one of the fundamental institutions of society. In examining this question, I realize that education serves as the basis for the organization of our culture, and essentially, the entire world and its influence is invaluable. I see four essential purposes of education: to foster thinking and reasoning skills in students, to create a sense of community, to develop life skills such as responsibility and cooperation, among others, and to provide a precursor for life’s continuous education. The most obvious purpose of education, and perhaps the one that many people view as the only purpose, is to instill in students a means of thinking. In our current education, this takes the form of several major subject areas, like math, science, history, and English, but these areas are constantly expanding to reflect our changing culture as students today are encouraged to expand their knowledges. But education goes beyond even providing subject information; it teaches students to think critically and rationally and to consider ideas— skills necessary in all life situations. The structure of education today, and throughout history, helps to provide a strong sense of community within society. Because students’ main access to other people outside their families is in school, thi...