Television and Youth Violence free essay sample

A discussion of the impact that violence on TV has on youth crime. This is an argumentative paper about violence on television and its impact on youth. The author argues that television violence influences youth crime. Included is a classification of different kinds of violence on TV and a comparison of violence between the different genders. Most people in our society generally have the opinion that violence on television increases aggression in children and adolescents. Does it Who is to say whether television has a positively direct effect or a positive correlation However, the majority of the people who have researched this topic have discovered that violence on television is indeed one of the prime factors contributing to the increase in violent and aggressive behavior among the youth in society. That is to say there has been a growth of strong evidence to suggest that television violence does play an important and contributory part in the learning of aggression. We will write a custom essay sample on Television and Youth Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In other words, violence in the media helps promote and encourage children and adolescents to freely express their abusive behavior. As a result, the topic of my essay will help support the issue that violence in the media causes abusive behavior in youths. Furthermore, I will emphasize if there are any differences in aggressive behavior between the genders.

Women in Sports

Sports and athletics have always been a male domain and female athletes have always struggled to be taken seriously. Women are perceived as frail and delicate beings and they are not supposed to participate in activities that involve any kind of physicality. The traditional female roles require that women be limited to their homes and kitchens and their main interests be limited to looking sexy and getting married.Advertising We will write a custom essay sample on Women in Sports specifically for you for only $16.05 $11/page Learn More Bend it Like Beckham explores the problems faced by two women who want to pursue their passion in soccer but are conflicted by the traditionally expected role of women in society. Jesminder â€Å"Jess† Bhamara played by Parminder Nagra and Juliette â€Å"Jules† Paxton played by Keira Knightley are the two soccer crazy women who each face and overcome family and social pressures as they pursue their passion. T he biggest obstacle for women wanting to pursue a sporting career is that they are expected to be feminine while athletic women are considered to be masculine and hence sports are not considered an ideal career choice for women. The societal expectations from women make it difficult for them to pursue a career in sports and when they do go against the tradition to pursue their sporting dreams they are either not taken seriously or seen as less feminine than the more traditional women. Jess’ and Jules’ parents consider their interest in soccer to be a temporary phase and expect them to outgrow their â€Å"childish† pursuits and eventually get married and settle into domesticity. Both Jess and Jules are expected to spend more time on their grooming so that they may be able to attract men and eventually get married. Jules’ mother is horrified that her daughter does not dress in a more feminine manner and does not date any boys. On the other hand, Jessâ€℠¢ parents want her to learn cooking so that she can become a good wife. Both sets of parents are concerned that their grown up daughters may not be feminine enough to get a good husband. Irrespective of their cultural background, marriage is the ultimate destiny for women. When women dare to deviate from this path they are looked at suspiciously. And when they want to pursue a career that is predominantly male, they must be reprimanded and made to mend their ways. Sports, especially rough sports like soccer, that require athletes to sweat and bleed and can cause injuries that may render them unsuitable to carry out their marital duties are definitely off-limits for women.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of these apprehensions against women playing sports may stem from a misguided myth that rough sports may injure a woman’s reproductive health (Daniels 335). The myth c ould explain, in part, why younger girls are still tolerated if they indulge in active sports, but as they grow older, they are expected to become more serious about life. For women, this invariably means getting married and settling down. Jess’ mother berates her that she is too old to be playing around with boys. Obviously, while it was alright for her to play soccer as a child, as a young women, indulging in a masculine past time makes her less feminine and hence less likely to find a suitable husband. Similarly, Jules’ mother is distraught that Jules is not interested in shopping, an acceptable past time for women. When women do not outgrow their passion for sports and insist on becoming a professional athlete, they have to overcome a mountain of opposition, which may start right at home. Another reason why Jess and Jules face stiff opposition when they decide to pursue a sporting career is because women are supposed to have a different set of priorities than men. A sporting career is time consuming and involves travel hours of practice. Such a time consuming career can be difficult to manage for anyone and can be a cause for stress. But for a woman, it can be even more stressful since they are expected to help out at home a lot more than men are. Jess laments that a boy never has to stay back to help out with housework. Because a women’s ultimate role in society is to get married and have children, she cannot be expected to be pursue a time consuming career option. These different life priorities for man and women mean that while it is alright for men to be away from home for long periods of time, women cannot leave home without seriously jeopardizing their domestic life. Hence, a young girl must concentrate on learning skills that would be helpful to her as a married woman while a young boy must get skills that would help him earn a living. These traditional gender roles may seem inappropriate in the modern world where women demand e quality in everything. However, even today, few women are able to truly pursue a career without worrying about their family obligations. Under the circumstance, a woman wanting to pursue a sporting career, which is inherently time consuming can cause great conflicts between the traditionally expected female roles and their careers. Jules and Jess are perceived as too masculine which could be because women attempting to make their mark in a rough sport like soccer may intentionally try to subdue their femininity so that they may be taken seriously. This means that they try to take an aggressive stance like men might do when challenged, instead of trying to handle problems in a more civilized manner.Advertising We will write a custom essay sample on Women in Sports specifically for you for only $16.05 $11/page Learn More Sports and aggression go hand in hand and many famous sports personality often have hot tempers. Such an aggression is never acceptable, whether in boys or girls. But as women try to imitate men, they may take on this aggression, not only to seem more masculine but also to protect themselves in a male dominated environment. Since men are expected to be aggressive, when women become aggressive, they tend to become more acceptable in the men’s world. So when Jess is abused by a racial slur, she becomes physically violent with the abuser. Her violent reaction is not only on being abused but a direct result of playing a masculine sport wherein she has to constantly fight and prove herself. Her aggression is a the result of her frustration with a system that does not give her the same rights as men. While there is no reason why women cannot play rough and aggressive games like soccer, women should guard against imitating male aggression in order to become more acceptable in a male-dominated sport. Jules and Jess are mistaken for homosexuals indicating that when women participate in aggressive and rough traditional ly male sports like soccer they can lose their femininity leading to an identity crisis. Jules has no interest in wearing sexy, feminine clothes or in shopping and her mother misinterprets this to mean that Jules and Jess are lesbian. While the movie gives a humorous touch to this mistake, Daniels points out that â€Å"the athlete epitomizes masculinity†¦ (so) the female athlete must be masculine† (346). In other words, if a woman wants to engage in an activity that is by definition masculine, than she must want to be man and hence women athletes must be lesbians (Daniels 346). Under the circumstance, Jules’ mother’s error in thinking that Jules and Jess are lesbians may be a direct result of a social phenomenon that accepts female athletes only if they, in some way, do not conform to the acceptable social norm, in this case that of heterosexuality. Jules’ mother even blames soccer for her daughter’s homosexuality suggesting that if Jules had not participated in such a masculine sport she may be more feminine and heterosexual. In other words, since aggressive sports is associated with masculinity, participating in such a sport is supposed to make a person so masculine and hence homosexual. This over-simplification of homosexuality is because humans have a need to put everything in neat boxes and when something or someone does not fit, they must be labeled in a way so that society can reconcile them with the known labels.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In conclusion, when women want to pursue a career in sports, they always face stiff opposition in a society that equates sports with masculinity and hence does not find a place for woman in the tight sporting circles. This opposition to female athletes starts right at home where parents and relatives often discourage young girls for pursuing a sporting career as it would mean being perceived as masculine and even a lesbian. A woman’s acceptable role in society is that of a wife and a mother and when a woman deviates from these traditional roles, she faces an uphill task in proving herself. As such, a female athlete has to fight much more than a male athlete as she not only has to fight for her place in the team but also fight for her right to be an athlete. Works Cited Bend it Like Beckham. Dir. Gurinder Chadda. Perf. Parminder Nagra, Keira Knightley. Kintop Pictures. 2002. DVD. Daniels, Dayna B. â€Å"You Throw Like a Girl: Sports and Misogyny on the Silver Screen.† C elluloid Dreams: How Film Shapes America. Eds. Chris M. Ramos, David T. Mayeda and Lisa Pasko. Dubuque, IA: Kendall Hunt Publishing, 2010. 335-346. Print. This essay on Women in Sports was written and submitted by user Nicholas Mccoy to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Structures of Resisitance essays

Structures of Resisitance essays The nature of interaction between traditional agrarian society and the modern world has remained a controversial debate amongst anthropologists, sociologists and political theorists. It remains contentious as to whether the dominance of modern values over traditional is desirable; whether the arrival of the market and modern commerce betters or worsens the conditions of rural society and its relationship with the metropol; whether such change is received with apprehension or optimism by the members of rural society. Joel Migdal, for example, puts forth certain arguments proposing the concept of culture contact- that exposure and contact are the causes of change. Migdal identifies three reasons suggesting why such change would be likely to occur: (1) The benefits of the modern far outweigh the benefits of the traditional. (2) The individual is free from severe institutional restraints which would prevent him from making an unimpeded decision. (3) Those individuals who select the new are rational and are optimisers, and those individuals who do not accept the modern fail to do so because of wrong or nonrational values. Most theorists, however, tend to agree that modern society, for good or bad, is clearly encroaching on traditional agrarian society and gradually moulding its values, economic systems and sociopolitical institutions into variants of the modern equivalent. However, this consensus fails to account for one extremely significant fact: that despite the overwhelming economic, political and cultural dominance of the modern world, traditional agrarian structures continue to persist in various forms: the feudal estates of Third World countries, plantations and latifundismos in Southern Italy and much of Latin America, and so on. The questions thus arise: why do such traditional social relations persist in spite of the modern impulse? Why do customs and rituals and so...

Icai Essays

Icai Essays Icai Essay Icai Essay Reserve Bank of India has reviewed the prudential guidelines on restructuring of advances by banks/ financial institutions vide circular DOBB. No. BP. BC. 63/21. 04. 048/2012-13 applicable for all scheduled commercial banks excluding Orbs dated November 26, 2012 and has decided: I) To enhance the provisioning requirement for restructured accounts classified as standard advances from the existing 2. 0 per cent to 2. 75 per cent in the first two years from the date of restructuring. In cases of moratorium on payment of interest/ principal after restructuring, such advances will attract a provision of 2. 75 per cent for the period covering moratorium and two years thereafter; and that Restructured accounts classified as non-performing advances, when upgraded to standard category will attract a provision of 2. 5 per cent in the first year from the date of upgrading instead of the existing 2. 00 per cent. In accordance with the above, loans to projects under implementation, when restructu red due to change in the date of commencement of commercial operations (DOC) beyond he original DOC as envisaged at the time of financial closure and classified as standard advances would attract higher provisioning at 2. 75 per cent as against the present requirement of 2. 0 per cent as per the details given below: Infrastructure projects Particulars Provisioning Requirement If the revised DOC is within two years from the 0. 40 per cent original DOC prescribed at the time of financial closure If the DOC is extended beyond two years and Upton four years or three years from the original DOC, as the case (Ref. : DOBB. NO. BP. BC. 85121. 04. 048/2009-10 dated March 31, 2010) 2. 5 per cent From the date of such restructuring till the revised DOC or 2 years from the date of restructuring, whichever is later. Non-infrastructure projects If the revised DOC is within six months from the original DOC prescribed at the time of financial closure If the DOC is extended beyond six months and Upton one year from the original DOC prescribed at the time of financial closure (Ref. : DOBB. NO. BP. BC. 85121. 04. 048/2009-10 dated 0. 40 per cent 2. 75 per cent From the date of such restructuring for 2 years. All other extant guidelines on Income Recognition, Asset Classification and Provisioning pertaining to advances will remain unchanged. Note: (Common for Intermediate (PC) Paper 1 and Paper 5) Non-Applicability of Mind ASS for November, 2013 Examination The MAC has hosted on its website 35 converged Indian Accounting Standards (Mind AS) without announcing the applicability date. These are the standards which are being converged by eliminating the differences of the Indian Accounting Standards visit-Â ¤-visit FIRS. (Students may note that Mind ASS are not applicable in November, 2013 Examination. However, Accounting Standards as specified in the syllabus are applicable for them in November, 2013 examination. Paper 4: Taxation Applicability of Finance Act, Assessment Year etc. For November, 2013 examination (1) The amendments made by the Finance Act, 2012 in income-tax and service tax; The provisions of income-tax law as applicable for the assessment year 2013-14; The significant notifications and circulars issued Upton 30th April, 2013 (mincemeat and service tax) (The Study Materials relevant for May, 2013 and November, 2013 examinations are updated based on the provisions of law as amended by the Finance Act, 2012 and significant circulars and notifications issued up to 30. 6. 2012. The amendments made y the Finance Act, 2012 in income-tax and service-tax and notifications and circulars issued between 1. 5. 2011 and 30. 4. 2012 in income-tax are also separately discussed in the publication Supplementary Study Paper-2012. ) Paper 6: Auditing and Assurance S. NO Standards on Auditing (As) AS Title of Standard on Auditing Effective Date AS 200 Overall Objectives of the Independent Auditor and the April 1, 2010 Conduct of an Audit in Accordance with Standards on Auditing 2 AS 210 Agreeing the Terms of Audit Engagements April 1, 2010 3 AS 220 Quality Control for Audit of Financial Statements 4 AS 230 Audit Documentation April 1, 2009 5 AS 240 The Auditors responsibilities Relating to Fraud in an April 1, 2009 Audit of Financial Statements 6 AS 250 Consideration of Laws and Regulations in An Audit of April 1, 2009 Financial 7 AS 260 Communication with Those Charged with Governance 8 AS 265 Communicating Deficiencies in Internal Control to Those April 1, 2010 Charged with Governance and Management 9 AS 299 Responsibility of Joint Auditors April 1, 1996 AS 300 Planning an Audit of Financial Statements April 1, 2008 11 AS 315 Identifying and Assessing the Risks of Material April 1, 2008 Misstatement through Understanding the Entity and its Environment 12 AS 320 Materiality in Planning and Performing an Audit 13 AS 330 The Auditors Responses to Assessed Risks 14 AS 402 Audit Considerations Relating to an Entity Using a April 1, 2010 Service Organization 15 AS 450 16 AS 500 Audit Evidence 17 AS 501 18 AS 505 Specific Considerations for Selected April 1, 2010 Items External Confirmations 19 AS 510 Initial Audit Engagements-opening Balances 20 AS 520 Analytical Procedures 21 AS 530 AS 540 Auditing Accounting Estimates, Including Fair Value April 1, 2009 Accounting Estimates, and Related Disclosures AS 550 Related Parties 24 AS 560 Subsequent Events 25 AS 570 Going Concern 26 AS 580 Written Representations 27 Using the Work of Another Auditor April 1, 2002 28 AS 610 Using the Work of Internal Auditors 29 AS 620 Using the Work of an Auditors Expert April, 2010 AS 700 Forming an Opinion and Reporting on Financial April 1, 2012 31 AS 705 Modifications to the Opinion in the Independent Auditors April 1, 2012 Report 32 AS 706 Emphasis of Matter Paragraphs and Other Matter April 1, 2012 Paragraphs in the Independent Auditors Report

Translational methods from basal instruction to a differentiated Essay

Translational methods from basal instruction to a differentiated pedagogical system - Essay Example There is a movement underway in many school systems to complete the transition away from basal reading programs and more towards systems of instruction that facilitate an organic growth of reading-comprehension based on texts written to be read. Most purely basal texts are written for the purpose of teaching reading, which creates a separation from the reality of what people read, why they read it, and the natural flow of literature. Basal and purely literature-based reading instruction programs assume that acquiring reading fluency depends upon the comprehension and and exercising of individual, component skills that combine mechanistically to create an understanding of written language.This technological perspective can be challenged by more recent, reliable theoretical models of literacy holistic education that denies the validity of skill components. The purpose of reading and the context of the passage must be included in the education process. Dissatisfaction with basal program s has mounted in recent years, in part due to this consideration for the purposes behind reading. Basal stories sections may in some cases contain unrealistic linguistic characters to demonstrate various aspects of the component education process. (CELT, 1998) In response to these concerns from parents and educators, curriculum publishers, state departments of education, and school districts themselves have begun the institution of sweeping reforms in reading/literacy teaching programs. A principle objective is the development of literature-based systems that rely on texts written with the intent of reading; which could easily be found outside a classroom; rather than basals that exist only for reading classroom use. Further investigation is required to determine to what extent this new concept truly alters the face of literacy education, towards a determination of the best way to transition away from basal. Newer theories that question the basis of basal instruction dispense with t he grade-level restrictions that actively prevent some teachers from using texts designated for higher grades. Literature-based programs permit texts as long as they contribute to the interests of readers or are relevant to a particular academic topic. The goal is a new kind of literature program that draws on a the classroom as a community. Teachers and students using literature-based programs choose from a greater selection of actual, unadapted texts as they would appear outside a classroom. A purely basal approach, based on a mechanistic theory may not allow for the leaps of intuition that are necessary for true, fluent comprehension, should the students be subjected to a laundry list of abstractions. Some researchers make the argument that the basal texts themselves should never have been utilized as the entire reading program. In essence, they have always been - since the earliest days of the McGuffey Readers, a workbook/textbook for reading. The dominance of basal-trained read ers has prompted much of the investigation into the efficacy of such programs, and ways to transition beyond them. (Shannon & Goodman, 1994) DIFFERENTIATED INSTRUCTION It is apparent to most all educators that not all students think alike. From this knowledge, differentiated instruction strategies facilitate an approach to teaching and learning that opens multiple options for students in the acquisition of information and a thorough comprehension of ideas. Differentiated instruction is a pedagogical theory resulting from the premise of varied instructional approaches incorporated into the classroom to meet the needs of diverse students; both in terms of communal/cultural origin and neurobiological aptitudes. (Tomlinson, 2001). These ideas become a viable alternative to meta-literary classroom-only texts typified under Basal Instruction. This is the method that seeks to verify that the learning the student receives is an individual match for that students level of achievement, in ter ms of readiness levels, progress,

Explain the true-justified-belief theory of knowledge. Then make up Essay

Explain the true-justified-belief theory of knowledge. Then make up your own Gettier case and explain why it is counter-example to the analysis - Essay Example It is the efforts that would be needed for people to have knowledge. Knowledge and belief are used differently in philosophical terms. The connection between knowledge and belief is that belief is a belief is considered to be knowledge if the belief held is true and if the believer has a reasonable justification to believe it is true. According to the famous scholar Plato, knowledge can, therefore, be defined to mean Justified True Belief (JTB) also known as knowledge theory. There are three terms â€Å"truth†, â€Å"belief†, and â€Å"justification† which are very pronounced in the knowledge theory. In epistemology, belief denotes faith. It is concerned with what we believe such as traditional held believes. This includes the truth and everything we believe to be right from our cognitive point of view. What a person belief of something as true or not is not a necessity for a belief. One my belief something which is wrong but that will not disregard the belief from being true. The belief held by such a person was a mistaken belief but not that the belief was wrong. This brings the concept of truth. These conditions of truth, belief and justification must be taken together to be sufficient for JTB. The justified True Belief was strongly held in the world of philosophy but not until Gettier came in and questioned the knowledge that was held for thousands of years. In his argument, Gettier claimed that the knowledge held by someone may be justified and true, yet fail to count as knowledge. This was known as Gettier problem. Suppose I stumble on Mary, a class mate driving license which is written that she comes from Chicago. Having seen that legal document, I’m justified to belief that Mary comes from Chicago. Suppose I infer from the above case and say that someone in my class comes from Chicago. Now, Mary driving license turns to be a fake one. It seems that what I believed was wrong which even makes my second belief to be wrong. Unknown to me, I may have

Narrative Feeling Essay Example for Free

Narrative Feeling Essay 1. Identify three quotes from the dialogue that show how Bryce progressed in ethically identifying his emotions. The first quote from the dialogue shows how Bryce progressed in ethically identifying his emotions is â€Å"After a year of applying, interviewing, jumping through all the hoops, I finally realized nothing I did mattered. I just couldn’t take another rejection. The bottom line is, no one wants me.† The second quote that shows how Bryce progressed in ethically identifying his emotions is â€Å"I don’t know. I think they might leave me. We’ve run through our savings. We’re behind on the mortgage. I’m going to lose everything. I feel bad, but I can’t do anything about it.† The third quote that shows how Bryce progressed in ethically identifying his emotions is â€Å"Really? What did you do? I mean, I know you moved away.† See more: how to start a narrative essay 2. Identify and explain, using concepts from the text, at least one example of an obstacle to communicating emotions in the situation.  One example of an obstacle to communicating emotions in the situation is self-protection. Bryce stated that he hasn’t want to talk to anyone in a while which can be an indication that he may not want to express his feelings, in fear of others having information that could affect how they perceive or act towards him. (Wood, 178) 3. Identify and explain at least two examples of irrational beliefs that Bryce holds. Two examples of irrational beliefs that Bryce holds from the dialogue would be when he states â€Å"The bottom line is, no one wants me.† And â€Å"I feel bad, but I can’t do anything about it.† I feel that these beliefs are irrational because they are not true, though Bryce believes they are. He feels that no one wants him, but the case may be that someone else may have been a better fit for the position instead of him. This does not mean that he was not just as qualified as the next applicant. Bryce stated that he stopped looking for jobs about 6 months ago, but if he would have remained dedicated, he may have run into a job by then. He stated that he can’t do anything about this but truthfully, he could have still continued to search for jobs instead of sitting back and doing nothing. 4. Explain, using concepts from the text, how Bryce could use surface acting and deep acting to better align his emotions and behavior with the needs of his job search. Even though Bryce feels that finding employment is hopeless, his body language and facial  expressions will definitely show that. Bryce needs to learn how to effectively control his outward appearance because it will benefit his job search. A positive attitude always helps gain desired results. Showing an outward appearance of drive and determination to gain employment will be more beneficial than his defeated attitude. Bryce could also align his emotions and behavior with the needs of his job search by controlling his feelings of hopelessness and defeat. He should learn that by possessing these feelings, he is already lessening his chances to produce the desired results that he is looking for. 5. Based on the textbook’s guidelines for communicating emotions effectively (p.182– 187), identify and explain at least three ethical strategies Bryce could use to improve his interpersonal communication in this situation. One strategy that Bryce could use to improve his interpersonal communication in this situation is identifying his emotions. The text states that â€Å"recognizing the existence of both feelings allows you to tune in to yourself and to communicate accurately to others what you are experiencing.† (Wood, 182) Bryce needs to separate his feelings of hopelessness and the fact that he feels that no one wants him. Another strategy that he can use is choosing whether or how to express emotions. Bryce seems to be very erratic when it comes to his feelings toward finding a job. Once he can actually determine where his frustration lies and not let it consume and discourage him, he can then decide to or not to communicate his emotions in order to keep them private. Lastly, he can also use the strategy of monitoring self-talk. This would be very helpful to Bryce because he can talk himself into having a more positive outlook regarding his job search, He won’t feel so low when he is turned down for a job opportunity because he will have coached himself to keep searching and continue his drive. Wood, J. (2012). Interpersonal communication: Everyday encounters. Boston, MA: Wadsworth.