Untitled Essay Research Paper IMPACT OF TELEVISION free essay sample

Untitled Essay, Research Paper Impact OF TELEVISION VIOLENCE IN RELATION TO JUVENILE DELINQUENCYTABLE OF CONTENTSIntroductionEffects Of Television # 8211 ; The BeginningCorrelational ExperimentsField ExperimentsCause And Effects On Types Of ChildrenConclusionReferences 113568When kids are taught how to bind their places, it is because of how their parents showed them. When kids are taught how to make math jobs it is because how their instructors demo them. With all of the function theoretical accounts how does telecasting consequence our kids? Many grownups feel that because they watched telecasting when they were immature and they have non been negatively affected so their kids should non be affected every bit good. What we must foremost recognize is that telecasting today is different than telecasting of the yesteryear, force is more prevailing in todays programming unlike the true household scheduling of the past.EFFECTS OF TELEVISION # 8211 ; THE BEGINNINGQuestions about the effects of telecasting force have been around since the beginning of telecasting. The first reference of a concern about telecasting # 8217 ; s effects upon our kids can be found in many Congressional hearings every bit early as the 1950s. For illustration, the United States Senate Committee on Juvenile Delinquency held a series of hearings during 1954-55 on the impact of telecasting plans on juvenile offense. These hearings were merely the beginning of go oning congressional probes by this commission and others from the 1950s to the present. 1 In add-on to the congressional hearings begun in the 1950s, there are many studies that have been written which include: National Commission on the Causes and Prevention of Violence ( Baker A ; Ball, 1969 ) ; Surgeon General # 8217 ; s Scientific Advisory Committee on Television and Social Behavior ( 1972 ) ; the study on kids and telecasting play by the Group for the Advancement of Psychiatry ( 1982 ) ; National Institute of Mental Health, Television and Behavior Report ( NIMH, 1982 ; Pearl, Bouthilet, A ; Lazar, 1982 ) ; National Research Council ( 1993 ) , violence study ; and studies from the American Psychological Association # 8217 ; s Task Force on Television and Society ( Huston, et al. , 1992 ) and Commission on Violence and Youth ( American Psychological Association, 1992 ; Donnerstein, Slaby, A ; Eron, 1992 ) . All of these studies agree with each other about the harmful effects of telecasting force in relation to the behaviour of kids, young person, and grownups who view violent scheduling. The lone thing that we know about the effects of exposure to force and the relationship towards juvenile delinquency we gather from correlational, experimental and field surveies that demonstrate the effects of this sing on the attitudes and behaviour of kids and grownups. Children begin watching telecasting at a really early age, sometimes every bit early as six months, and are intense viewing audiences by the clip that they are two or three old ages old. In most instances the sum of televised sing becomes greater with age and so tapers off during adolescence. ) . The force that is viewed is more of import than the sum of telecasting that is viewed. Harmonizing to audience evaluation studies, the typical American family has the telecasting set on for more than seven hours each twenty-four hours and kids age 2 to 11 spend an norm of 28 hours per hebdomad screening. ( Andreasen, 1990 ; Condry, 1989 ; Liebert A ; Sprafkin, 1988 ) The most of import certification of the sum of force viewed by kids on telecasting are the surveies conducted by Gerbner and his co-workers on the nature of American telecasting plans. The consequences of these annual analyses of the sum of force on American telecasting for the 22-year period 1967-89 indicate a steady but turning high degree of force. ( Gerbner A ; Signorielli, 1990 ) Programs particularly designed for kids, such as sketchs are the most violent of all scheduling. How many times have we all seen the Coyote attempt to kill the RoadRunner? GI Joe and many other plans besides represent force and the usage of deathly arms. Overall, the degrees of force in prime-time scheduling have averaged about five Acts of the Apostless per hr and kids # 8217 ; s Saturday forenoon plans have averaged approximately 20 to 25 violent Acts of the Apostless per hr. ( Lichter A ; Amundson, 1992 ) However a recent study by the Center for Media and Public Affairs identified 1,846 violent scenes broadcast and cablecast between 6 ante meridiem to midnight during one twenty-four hours in Washington, D.C. The most violent periods were between 6 to 9 a.m. with 497 violent scenes ( 165.7 per hr ) and between 2 to 5 p.m. with 609 violent scenes ( 203 per hr ) . ( Lichter A ; Amundson, 1992 ) Most of this force is shown during hours that are non by and large viewed by the grownups hence force in the early forenoon and afternoon is viewed by kids and youth.CORRELATIONAL EXPERIMENTSWhat are the effects of this televised force on our kids? What we know about the influence of Television force comes from the research of correlational, experimental and field surveies that have been conducted over the past 40 old ages. The sum of grounds from correlational surveies is really consistent in demoing the effects of force in relation to kids: In most instances sing and holding a penchant for watching violent telecasting is related to aggressive attitudes, values and behaviours. During 1972 Robinson and Bachman ( 1972 ) found a relationship between the figure of hours of telecasting viewed and adolescent studies of engagement in aggressive or antisocial behaviour. During that same twelvemonth Atkin, Greenberg, Korzenny, and McDermott ( 1979:5-13 ) used a different step to find aggressive behaviour. They gave nine to thirteen-year-old male childs and misss state of affairss such as the followers. Suppose that you are siting your bike down the street and some other kid comes up and pushes you off your bike. What would you do? The response options included physical or verbal aggression along with options to cut down or avoid struggle. This group found that physical or verbal aggressive responses were selected by 45 per cent of heavy-television-violence viewing audiences compared to merely 21 per centum of the light-violence viewing audiences. During 1983 Phillips ( 1983:560-568 ) recorded the effects of the portraiture of self-destructions in telecasting soap operas on the self-destruction rate in the United States utilizing decease records he gathered from the National Center for Health Statistics. He found, over a six-year period, that whenever a major soap opera personality committed self-destruction on telecasting, within three yearss there was a important addition in the figure of female self-destructions across the state. The major experimental surveies of the cause and consequence relation between telecasting force and aggressive behaviour were completed by Bandura and his co-workers ( Bandura, Ross A ; Ross,1961:575-582, 1963:3-1 ) working with immature kids, and by Berkowitz and his associates ( Berkowitz, 1962 ; Berkowitz A ; Rawlings, 1963:405-412 ; Berkowitz, Corwin A ; Heironimus, 1963:217-229 ) who studied striplings. A immature kid was given a movie, so projected on a telecasting screen, the movie showed a individual who kicked and beat an inflated fictile doll. The kid was so placed in a rumpus room scene and so they recorded the sum of times that aggressive behaviour was seen. The consequences of these early surveies indicated that kids who had viewed the aggressive movie were more aggressive in the rumpus room than those kids who had non observed the aggressive individual. The reply seems to be yes. Several surveies have demonstrated that one exposure to a violent sketch leads to increased aggression. During 1971, Hapkiewitz and Roden ( 1971:1583-1585 ) found that male childs who had seen violent sketchs were less likely to portion their playthings than those who had non seen the violent sketch. It seems clear from experimental surveies that one can demo increased aggressive behaviour as a consequence of either long term or brief exposure to televised force, but inquiries still originate about whether this increased aggressiveness seen in these experimental scenes show in the kids # 8217 ; s day-to-day lifes.FIELD EXPERIEMENTSIn normal field-experiments, the research worker shows telecasting plans in the normal sing scene and observes behavior where it of course occurs. The research worker controls the telecasting programming either by set uping a particular series of plans or by taking towns that in the natural class of events receive different telecasting plans. One of the early field-experiments in 1972 conducted by Stein and Friedrich ( 1972:202-317 ) for the Surgeon General # 8217 ; s undertaking dealt with 97 preschool kids with a scheduling / gt ; of either antisocial, prosocial, or impersonal telecasting plans during a four-week screening period. The consequences indicated that kids who were judged to be slightly in the get downing aggressive became progressively more aggressive as a consequence of sing the Batman and Superman sketchs. The kids who had viewed the prosocial scheduling of Mister Roger # 8217 ; s Neighborhood were less aggressive, more concerted and more willing to portion with other kids. ( Stein, Friedrich, 1972:202-317 ) Cause AND EFFECTS ON TYPES OF CHILDRENWe acquire a clearer image about the effects of Television force when we know more about the manner kids watch televised force. For illustration, Ekman and his associates ( Ekman et al. , 1972 ) found that kids whose facial looks, while sing televised force, depicted the positive emotions of felicity, pleasance, involvement or engagement were more probably to ache another kid than were those kids whose facial looks indicated neutrality or displeasure. Although there is much treatment about the sum of research grounds refering the impact of telecasting force, most research workers would hold with the decision in the study during 1982 by the National Institute of Mental Health, which suggests that there is a decision among members of the research community that force on telecasting does take to aggressive behaviour by kids and adolescents who watch the plans . ( NIMH, 1982 ) This decision is based on research lab experiments and on field surveies. Not all kids become aggressive, of class, but the correlativities between force and aggression are positive. Television force is strongly correlated with aggressive behaviour as any other behavioural variable that has been measured. The research inquiry has moved from inquiring whether or non there is an consequence, to seeking accounts for the consequence. While the effects of telecasting force are non merely straightforward, analyses and reappraisals of research suggest that there are clear grounds for concern and cautiousness in relation to the impact of televised force. To be certain, there are many factors that influence the relationship between sing force and aggressive behaviour and at that place has been much argument about these influences. It is clear that there is a considerable sum of force on telecasting and that this force on Television may do alterations in attitudes, values, or behaviour on kids and older viewing audiences. Although there are many different positions on the impact of Television force, one really strong sum-up is provided by Eron during his 1992 Congressional testimony: There can no longer be any uncertainty that heavy exposure to televised force is one of the causes of aggressive behaviour, offense and force in society. The grounds comes from both the research lab and real-life surveies. ( Eron, 1992 ) Television force affects kids of all ages, of both genders, at all socio-economic degrees and all degrees of intelligence. The consequence is non merely limited to kids who are already aggressive and is non restricted to this state. The facts remain that we get the same findings of a relationship between telecasting force and aggression in kids study after survey, in every state, and every economic degree. The consequence of telecasting force on aggression, even though it is non really big, exists. This consequence has been demonstrated outside the research lab in real-life among many different kids. Childs have come to warrant their ain behaviour through the scenes of force and negativeness involved in telecasting scheduling. The recent study by the American Psychological Association Task Force on Television and Society ( Huston, et al. , 1992 ) adds: # 8230 ; the behaviour forms established in childhood and adolescence are the foundation for womb-to-tomb forms manifested in maturity ( Huston, et, al. , 1992:57 ) .CONCLUSIONThe most recent sum-up released in August, 1993 of the American Psychological Association Commission on Violence and Youth: Violence and Youth, Psychology # 8217 ; s Response, confirms the findings noted above and reaffirms the demand to see ways to cut down the degree of force in all media. ( APA, 1993:77-78 ) . In decision we should retrieve that although the media surely has a batch to reply for, it is of import to retrieve that non everything that comes through the Television is bad. Rather, it is overexploitation and by and large a careless attitude by grownups that so frequently leads to regrettable results.REFERENCESAmerican Psychological Association. ( 1993 ) Violence A ; Young person: Psychology # 8217 ; s Response. Volume I: Drumhead Report of the American Psychological Association Commission on Violence and Young person. Washington. D.C. : American Psychological AssociationAmerican Psychological Association. ( 1985 ) Violence on telecasting. Washington, DC: APA Board of Social and Ethical Responsibility for Psychology.Andreasen ( 1990 ) . Development in the household # 8217 ; s usage of telecasting: Normative informations from industry and academia. In J. Bryant ( Ed. ) , Television and the American household ( pp. 3-55 ) . Hillsdale, NJ: Lawrence Erlbaum Associates.Atkin, C.K. ( 1983 ) . Effectss of realistic Television force vs. fictional force on aggression. Journalism Quarterly, 60, 615-621. Bandura, A. , Ross, D. , A ; Ross, S.H. ( 1963 ) . Imitation of film-mediated aggressive theoretical accounts. Journal of Abnormal and Social Psychology, 66 ( 1 ) , 3-11.Bandura, A. , Ross, D. , A ; Ross, S.H. ( 1961 ) Transmission of aggression through imitation of aggressive theoretical accounts. Journal of Abnormal and Social Psychology, 63 ( 3 ) , 575-582.Berkowitz, L. ( 1962 ) Aggression: A societal psychological analysis. New York: McGraw-Hill.Berkowitz, L. , Corwin, R. A ; Heironimus, M. ( 1963 ) Film force and subsequent aggressive inclinations. Public Opinion Quarterly, 27, 217-229.Berkowitz, L. , A ; Rawlings, E. ( 1963 ) Effectss of movie force on suppressions against subsequent aggression. Journal of Abnormal and Social Psychology, 66 ( 5 ) , 405-412.Ekman, P. , Liebert, R.M. , Friesen, W. , Harrison, R. , Zlatchin, C. , Malmstrom, E.V. , A ; Baron, R.A. ( 1972 ) Facial looks of emotion as forecasters of subsequent aggression. In G.A. Comstock, E.A. Rubinstein, A ; J.P. Murray ( explosive detection systems. ) Television and Social Behavior, vol. 5, Television # 8217 ; s Effectss: Further Explorations. Washington, DC: United States Government Printing Office.Eron, L. ( 1992 ) The impact of televised force. Testimony on behalf of the American Psychological Association before the Senate Committee on Governmental Affairs, June 18, 1992.Gerbner, G. A ; Signorielli, N. ( 1990 ) Violence profile, 1967 through 1988-89: Enduring forms. Manuscript, University of Pennsylvania, Annenberg School of Communications.Hapkiewitz, W.G. A ; Roden, A.H. ( 1971 ) The consequence of aggressive sketchs on kids # 8217 ; s interpersonal drama. Child Development, 42, 1583-1585.Huston, A.C. , Donnerstein, E. , Fairchild, H. , Feshbach, N.D. , Katz, P.A. , Murray, J.P. , Rubinstein, E.A. , Wilcox, B. , A ; Zuckerman, D. ( 1992 ) Large universe, little screen: The function of telecasting in American society. Lincoln, NE: University of Nebraska Press.Russell Sage Foundation. Lichter, R.S. A ; Amundson, D. ( 1992 ) A twenty-four hours of telecasting force. Washington, DC: Center for Media and Public Affairs.National Institute of Mental Health ( 1982 ) Television and behaviour: Ten old ages of scientific advancement and deductions for the 1880ss ( vol. 1 ) , Drumhead study. Washington, DC: United States Government Printing Office.Phillips, D.P. ( 1983 ) The impact of mass media force on U.S. homicides. American Sociological Review, 48, 560-568.Robinson, J.P. A ; Bachman, J.G. ( 1972 ) Television sing wonts and aggression. In G.A. Comstock A ; E.A. Rubinstein ( explosive detection systems ) Television and Social Behavior , vol. 3, Television and Adolescent Aggressiveness. Washington, DC: United States Government Printing Office.Stein, A.H. A ; Friedrich, L.K. ( 1972 ) Television content and immature kids # 8217 ; s behaviour. In J.P. Murray, E.A. Rubinstein A ; G.A. Comstock ( Eds. ) Television and societal behaviour ( vol. 2 ) , Television and societal acquisition ( pp. 202-317 ) . Washington, DC: United States Government Printing Office. ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

Free Essays on Morris’ Use Of Disillusionment In The Haystack In The Floods

Fear, hopelessness, suffering and finally detachment take hold of our protagonist, Jehane, in William Morris’ â€Å"The Haystack in the Floods.† Being put through a slow and tedious journey that ends in trauma, Jehane will fall through all of the stages of disillusionment. An analysis and explanation of these stages will be made to argue the wonderful use of this disillusionment. In the lines â€Å"Had she come all the way for this, / To part at last without a kiss?†(1-2) and â€Å"That her own eyes might see him slain/ Beside the haystack in the floods?†(4-5) Morris uses the method of antypophora, the use of a question and answer to foreshadow events to come. In the next stanza Jehane recounts the trials of their journey. Jehane is introduced as a loyal lover following her knight even though she is exhausted and fearful of the situation at hand. â€Å"She rode astride as troopers do; With kirtle kilted at her knee, To which the mud splash’d wretchedly; And the wet dripp’d from every tree Upon her head and heavy hair, And on her eyelids broad and fair; The tears and rain ran down her face.† (8-14) Morris uses the dismal darkness of the rain and the hiding of her tears to show her strength as a person. However, her strength is beginning to dwindle. â€Å"Ah me! she had but little ease; And often for pure doubt and dread She sobb'd, made giddy in the head By the swift riding; while, for cold, Her slender fingers scarce could hold The wet reins; yea, and scarcely, too, She felt the foot within her shoe Against the stirrup: all for this, To part at last without a kiss Beside the haystack in the floods.† (22-31) The numbness of Jehane’s hands and feet represent the mental pain she is enduring. Because she can’t feel her hands she struggles to hold on to the reigns. This is a foreshadowing her inability to hold her sanity in later stanzas the work. Her personal weakness momentarily showing through invok... Free Essays on Morris’ Use Of Disillusionment In The Haystack In The Floods Free Essays on Morris’ Use Of Disillusionment In The Haystack In The Floods Fear, hopelessness, suffering and finally detachment take hold of our protagonist, Jehane, in William Morris’ â€Å"The Haystack in the Floods.† Being put through a slow and tedious journey that ends in trauma, Jehane will fall through all of the stages of disillusionment. An analysis and explanation of these stages will be made to argue the wonderful use of this disillusionment. In the lines â€Å"Had she come all the way for this, / To part at last without a kiss?†(1-2) and â€Å"That her own eyes might see him slain/ Beside the haystack in the floods?†(4-5) Morris uses the method of antypophora, the use of a question and answer to foreshadow events to come. In the next stanza Jehane recounts the trials of their journey. Jehane is introduced as a loyal lover following her knight even though she is exhausted and fearful of the situation at hand. â€Å"She rode astride as troopers do; With kirtle kilted at her knee, To which the mud splash’d wretchedly; And the wet dripp’d from every tree Upon her head and heavy hair, And on her eyelids broad and fair; The tears and rain ran down her face.† (8-14) Morris uses the dismal darkness of the rain and the hiding of her tears to show her strength as a person. However, her strength is beginning to dwindle. â€Å"Ah me! she had but little ease; And often for pure doubt and dread She sobb'd, made giddy in the head By the swift riding; while, for cold, Her slender fingers scarce could hold The wet reins; yea, and scarcely, too, She felt the foot within her shoe Against the stirrup: all for this, To part at last without a kiss Beside the haystack in the floods.† (22-31) The numbness of Jehane’s hands and feet represent the mental pain she is enduring. Because she can’t feel her hands she struggles to hold on to the reigns. This is a foreshadowing her inability to hold her sanity in later stanzas the work. Her personal weakness momentarily showing through invok...

Chinese Birthdays and Customs for Newborn Babies

Chinese Birthdays and Customs for Newborn Babies Chinese people put their family in a very important position as they regard it as a means to continue the family bloodline. The continuation of the family bloodline maintains the life of the whole nation. That is why reproduction and family planning in China truly becomes a focus of all members of families it is, in essence, an essential moral duty. There is a Chinese saying that of all who lack filial piety, the worst is who has no children. Traditions Surrounding Pregnancy and Childbirth The fact that Chinese people pay great attention to beginning and growing a family can be supported by many customary practices. Many traditional customs about the reproduction of children are all based on the idea of protecting the child. When a wife is found to be pregnant, people will say she has happiness, and all her family members will be overjoyed. Throughout the whole period of pregnancy, both she and the fetus are well attended, so that the new generation is born both physically and mentally healthy. To keep the fetus healthy, the expectant mother is offered sufficient nutritious foods and  traditional Chinese medicines believed to be beneficial to the fetus. When the baby is born, the mother is required to zuoyuezi or stay in bed for a month in order to recover from childbirth. In this month, she is advised to not even go outdoors. Cold, wind, pollution and tiredness are all said to exert a bad effect on her health and thus her later life. Choosing the Right Name A good name for a child is considered equally important. The Chinese think a name will somehow determine the future of the child. Therefore, all possible factors must be taken into account when naming a newborn. Traditionally, two parts of a name are essential the family name or last name, and a character showing the generation order of the family. Another character in the first name is chosen as the namer pleases. The generation signing characters in the names are usually given by the forefathers, who chose them from a line of a poem or found their own and put them in the genealogy for their descendants to use. For this reason, it is possible to know the relationships between the family relatives by just looking at their names. Eight Characters Another custom is to find the newborn babys Eight Characters (in four pairs, indicating the year, month, day and hour of a persons birth, each pair consisting of one Heavenly Stem and one Earthly Branch, formerly used in fortune-telling) and the element in the Eight Characters. It is traditionally believed in China that the world is made up of five principal elements: metal, wood, water, fire, and earth. A persons name is to include an element that he lacks in his Eight Characters. If he lacks water, for example, then his name is supposed to contain a word like river, lake, tide, sea, stream, rain, or any word associating with water. If he lacks metal, then he is to be given a word like gold, silver, iron, or steel. The Number of Strokes of a Name Some people even believe that the number of strokes of a name has a lot to do with the owners fate. So when they name a child, the number of strokes of the name is taken into account. Some parents prefer to use a character from an eminent persons name, hoping that their child inherits that persons nobility and greatness. Characters with noble and encouraging connotations are also among the first choices. Some parents inject their own wishes into their childrens names. When they want to have a boy, they may name their girl Zhaodi meaning expecting a brother. The One-Month Celebration The first important event for the newborn baby is the  one-month celebration. In Buddhist or Taoist families, on the morning of the babys 30th day of life, sacrifices are offered to the gods so that the gods will protect the baby in his subsequent life. Ancestors are also virtually informed of the arrival of the new member in the family. According to the customs, relatives and friends receive gifts from the childs parents. Types of gifts vary from place to place, but eggs dyed red are usually a must both in town and the countryside. Red eggs are chosen as gifts probably because they are the symbol of the changing process of life and their round shape is the symbol of a harmonious and happy life. They are made red because red color is a sign of happiness in Chinese culture. Besides eggs, food like cakes, chickens, and hams are often used as gifts. As people do in the Spring Festival, gifts given are always in an even number. During the celebration, relatives and friends of the family will also return some presents. The presents include those which the child may use, like foods, daily materials, gold or silver wares. But the most common  is money wrapped in a piece of red paper. Grandparents usually give their grandchild a gold or silver gift to show their deep love for the child. In the evening, the childs parents give a rich feast at home or a restaurant to the guests at the celebration.

What Being A Leader Means To Me Essay Example | Topics and Well Written Essays - 500 words

What Being A Leader Means To Me - Essay Example A good leader inspires confidence in their followers. When I was captain of the football team, my fellow teammates were confident in my leadership. When I would go over plays, my teammates knew I had the best interest of the team at heart. When my plays would be successful most of the time, my teammates grew more confident in my leadership. I knew that I was responsible for successful plays. The whole team looked to me. That meant hard work on my part. In order to inspire confidence, I had to offer successful plays. This was accomplished by researching other teams, not to mention the hours of plays I watched on video. I put in hours and hours in order to inspire confidence from my teammates. The second part of being a leader is setting example by actions, not just words. My teammates and I had to endure grueling practices. Some of my teammates might get injured and sit out on practices. I did not have that luxury. In order to set an example by action, I had to endure despite the pain, fatigue, and my body’s weakness. I had to continue in order to inspire my team. If I quit over an injury or fatigue, then I could never ask my teammates for one hundred ten percent, because I did not live up to that standard myself. If my teammates did twenty laps, I had to do twenty-one in order to prove I was a leader. I had to make every practice, or not expect my teammates to make every practice. Actions speak louder than words. My leadership is an action orientated leadership. Finally, as a leader I did make mistakes. Sometimes my plays were not always successful. Instead of blaming a teammate, I would accept the responsibility. However, when I made a mistake, I would learn from that mistake. If a certain teammate could not catch the ball, I did not put him in the position to catch the ball. Every individual has weaknesses and strengths. I would play to the

Fashion is dress in which the key feature is rapid changing of style Essay

Fashion is dress in which the key feature is rapid changing of style - Essay Example The essay "Fashion is dress in which the key feature is rapid changing of style" discusses the role of fashion in the changing of style. Irrespective of the degree of change in style; we are going through a phase of fashion revolution. The following factors are responsible for the continual change in fashion. The change in the society or social trends is highly evident if we focus on the dress of women. Over the years the style of dressing of women has undergone a considerable change. This can be attributed to the emancipation, equality and independence of women. There has been a remarkable change in the attitudes of and towards women and this attitudinal change is directly linked with their dresses. The past century has experienced the change in the dress of women the most. Before 1920’s women used to be confined indoors. Slowly they started venturing outside. They started attending social events and their past time included outdoor games in the early part of 20th century. So their dresses underwent changes providing them freedom in movement. Some even started moving out of homes for becoming career women. The outcome was a further change in their attitudes and style of their dresses. Emphasis was given on their comfort as they started spending long hours outside. Another indication of changing times and changing fashions was the vogue for the tango. Tango teas and tango parties became all the rage well before 1914†¦slinky dresses with their slit hems were ideally suited to the fashionable contortions. of the new dance, for which the traditional tea-gown would have been utterly incongruous. (p.77) While researching the style during 1930's, Ewing (1975) has observed: Where all kinds of women were leading busy, active lives, simple fashions were desirable for ordinary daily comings and goings, with the luxury of long low-cut gowns reserved for evenings. At this time evening dress were worn very widely in Britain on a great variety of occasions and by the working girl and the middle class housewife as well as by the Duchess and debutante. (p.111) With the advent of beach custom, fashion changed again as the favorite past time drifted from games to sun tanning on the beach. During the 1950's the most remarkable change in the swimming costume was the introduction of bikinis. The new independent superwomen of the 21st century, with their jobs, their money and secure futures are following new fashion with leaps and bounds. They are choosing dresses that enhance their personality as well as enable them to carry out the responsibilities of their jobs with ease. Since they are financially strong they are always in look of something different and this is one of the reasons why fashion is changing rapidly and continually. Other social trend that brought a change in fashion was the growing self-sufficiency of the middle class and men's interest in looking better. Gone are the days when fashion was considered to be the domain of only rich and famous or those belonging to the fairer sex. Today fashion has no barriers. Rich and not so rich, men and women, young and old and even children are becoming fashion conscious. So whatever style, the rich are following, are being followed by the poor also. The same designs are being copied on shoestring budgets by compromising a little on the quality

The Watts Riots Essay -- American History Race Riots

Imagine being born in a place where people don't mix with one another and keep to their own kind. Imagine not being able to walk into a store because it is white owned. How would it feel if you were black, lived in a city that was run by a white government, where poverty, unemployment and lack of education were all problems of everyday life? If everyone were treated equally, then it would not be a problem. But for inner city African Americans that isn't the case. As humans, there is only so much we can take when it comes to segregation before we act out. There is only so much hate a person can take before letting it be known, once a person is pushed over that threshold there is no holding back. Overwhelming hate and anger with revenge takes hold and all thoughts of consequences rushes out of a person's body. The only thought remaining is violence, which is where rioting comes into play. All it takes are a few people to start protesting and yelling then the next thing you kn ow you have a group of people then a mob. People are like sheep. When a person sees another person doing it, then they are more inclined to join in. Someone then throws a rock, then a bottle, and then all of a sudden here comes an array of Molctov Cocktails and guns. You then have a mob of people with built up tension and anger, ready to crush and destroy whatever stands in their way of their demonstration. Central Los Angeles, California was blown away by one of those demonstrations. "It was the worst urban riot since the 1943 disturbance in Detroit" (Bradley 896). According to reports, the Los Angeles riot all started on the evening of August 11, 1965: Two white California Highway Patrol Officers pursued a weaving automobile for six bl... ...nt Bush sent one thousand lawmen and four thousand soldiers to Southern California to try and contain the problem. Astonishingly, the most heartfelt call for peace and calm came from Rodney King himself: "Can we all get along? Can we stop making it horrible for the older people and the kids? Rioting is just not right. It's not going to change anything. We'll all get our justice (Duffy 23). Works Cited Daniel, Clifton. Chronicle of the Twentieth Century. Mount Kisco, N.Y: Chronicle, 1987. Dodson, Angela. "Twenty Five Years After Kerner." The Quill April 1993:pg.16-21. Duffy, Brain. "Days of Rage." U.S New and World Report May 11, 1992:pg.20-27. Magill, Frank. Great Events From History. Englewood Cliffs, New Jersey, 1975. "Watts Riots." Encyclopedia of Civil Rights in America. 1998ed. "Watts Riots." Encyclopedia of Multiculturism. 1994ed.

Communication Climates, Responses, and Dynamics

This paper will discuss small teams on a reality show called â€Å"There goes the Neighborhood†. This show is about a neighborhood that allows a brick wall to gate them in and they must learn to work together, not only as a family, but as neighbors too. In the beginning of the game, everything is taken away from them. For example, all of the luxuries such as appliances, televisions, snacks, video games, and children’s toys were all removed. There was no need for their cars since there was a huge wall around the neighborhood. These teams not only had to learn to become a team, but it would also teach them to appreciate everything that they have. The game encourages team work, because without teamwork the teams would lose the challenges that are presented to both teams. Even though the challenges are staged, they push the competitors to extreme emotional, physical, and mental states. The challenges are rewarded with prizes for the winning team. Defensive and supportive climates are always going to be a part of communication. With that in mind we look at a certain style and that is certainty vs. provisionalism. The Nelson Family seems to believe that everything should go their way, and were working on the Johnston’s as allies to get rid of the people they did not like. Since the Nelson family did not approve of the Mullinax family because they were lesbian mothers they wanted them out of the game. This shows certainty because they were very defensive on the subject. The other families showed provisionalism because they were open to the Mullinax’s situation. This began to tear families apart and finally the other families were tired of being followers and kicked the Nelson family off. Later on in the game, the families started to notice that the Mullinax family was just giving excuses every week for why they should not be eliminated. First it was for stereotypes, and then it was for nobody liking them, and this week it was they live paycheck to paycheck and have two children going to college soon. It seemed as though other family members were getting tired of the excuses and felt as if they might be using it to their advantage to win the game, so they eliminated the Mullinax’s. The Mullinax’s started to show defensive behavior thinking it would save them and people would show sympathy for them, but it seemed to backfire on them. The person who behaves defensively, even though he or she also gives some attention to the common task, devotes an appreciable portion of energy to defending himself or herself. Besides talking about the topic, he thinks about how he appears to others, how he may be seen more favorably, how he may win, dominate, impress or es cape punishment, and/or how he may avoid or mitigate a perceived attack. (Gibb, n. d. ) This same situation takes place in confirming and disconfirming responses. During the elimination ceremony, the Mullinax family poured their hearts out stating that the Nelson family made them feel outside of the core. The Nelson family showed disconfirming responses by failing to acknowledge them and talking to other family members while they were talking. This also showed their nonverbal behavior such as rolling their eyes and smiling at their family members. Nonverbal communication is defined as all the messages that people transmit through means other than words (Alberts, 2007). The Nelson’s would someday see themselves on television and see how much they used non-verbal behavior in a negative way. Sometimes people have to acknowledge someone’s negative non-verbal behavior before the main person recognizes it. Other families tuned in and really listened to what the Mullinax family had to say and showed confirming responses. None of the other families knew that was how the Mullinax family felt deep inside and they changed their minds to eliminate the Nelson family. Cohesiveness relates to the degree to which members are attracted to and motivated to remain part of that team. A cohesive group member values his or her membership and strives to maintain a positive relationship within the group. Often, cohesion is viewed from an affective perspective; as interpersonal attraction among members or to the group. However, cohesion can also be envisioned as â€Å"attraction to a collectivity† as opposed to an attraction to the individuals who make up that grouping. (Ratzburg, n. d. ) It is important that every single member never work against each other but strive to work with each other toward their shared goal(s). Any negative force that threatens the team's success redirects itself into something ositive as long as team members share the same purpose. Cohesiveness is a process whereby a sense of we-ness emerges to transcend individual differences and motives (Kinicki ; Kreitner, 2004, p. 15). Some of the teenagers in the families did not approve of how their parents were acting on decision making. Since these people were actually neighbors in real life, these teenagers were friends with the other teens in the game. This caused problems because some of the parents were being immature and this caused the teens to rebel against their own family. In certain challenges the teens would not try as hard as they should because they disapproved of what their parents were planning. Finally, one of the mothers talked to them and explained that it was only a game and more than anything they needed to work together as a family first. The teen realized that this was more important and strived to help his team out. Effective listening is an important part of working as a team. When effective listening does not occur it can result in misunderstanding, failed goals and accomplishment, or even a conflict between team members. This situation came into place as the teams had their challenges. The teams were supposed to build a house of card which taught them how to listen to each other and work as a team. One of the children was very experienced in building houses of cards, but the parents were ignoring his ideas on how to build it because of his age. The family ended up losing the challenge because they did not listen to each other. The same thing that the child was explaining to his family, the other team listened and took the idea and won the challenge. This also showed a barrier between the adults and the children. Some parents still live the old fashion way where children are not really paid attention to, especially in a situation where a huge lump sum of money is involved. Some of the old fashioned quotes would be, â€Å"Don't speak until you're spoken to†; â€Å"Children should be seen and not heard†. Due to this, children never get a chance to express themselves or help out so they either give up or rebel. Some children feel why they should bother if no one is going to pay attention to them. There were also several barriers between the families such as cultural, physical, and emotional. There were a lot of stereotypes going on in this show. Like mentioned before, the Nelson’s had a problem with the Mullinax’s because they were lesbians. The men had issues with Cameron Johnston because he was a stay at home dad. They secretly would mention that they did not feel that he should be staying at home while his wife worked. They figured he was a real man, so they would never include him in the things that they were doing outside of the challenges. There was also the Upshaw family who were a bi-racial family where the mother was white and the father was black, and they were definitely nonverbal looks at the beginning at this family. The Upshaw dad felt out of place being the only black man, so he was always staying on his toes and making sure that his family won the challenges so that they would not be sent home. He was one of the families at the beginning that sided with the Nelson’s because he knew that they were in charge. He was also the main person who sided with the Mullinax’s and eliminated the Nelson’s too. In conclusion, watching reality shows definitely show real team work and the positive and negative outcomes. When watching fictional sitcoms or series, we really do not get the full effect of how teamwork really works but how the director and writer perceive it. Since this was the summer time it was hard to find a decent reality show to discuss compared to the fall season where there are wonderful shows like Survivor which would have great examples. There goes the neighborhood still showed enough examples on teamwork and interpersonal communication. As the teams were eliminated, the audience could definitely tell which ones actual learned for the experiment compared to the others who were still defensive. Watching a reality show provided different camera views to catch the families nonverbal and verbal communication. If they rolled their eyes or whispered something it was all caught on camera with subtitles. Nonverbal and verbal communication work together to convey and explain messages sent between people. Together they support the thoughts and ideas of the speaker. We use nonverbal communication to illustrate the verbal communication. Without one or the other two types of communication we would not be able to fully understand each other.ReferencesAlberts, Jess K. (2007) Human Communication in Society Nonverbal Communication (144-161) Upper Saddle River, New Jersey: Pearson Prentice Hall Gibb, Jack R.. (n.d.). Defensive Communication. In Definition and Significance. Retrieved Sept 13, 2009, from http://www.geocities.com/toritrust/defensive_communication.htm. Kinicki, A., ; Kreitner, R. (2004). Organizational behavior: Teams and Teamwork for the 21st Century. New York: The McGraw-Hill Companies. LeVrier, Peggy. (n.d.). Parent University. In Establishing your posture as an effective listener. Retrieved Sept 13, 2009, from http://www.pasadenaisd.org/parentuniversity/parent9.htm. Ratzburg, Wilf H.. (n.d.). Group Cohesiveness. In Organizational Behavior. Retrieved September 13, 2009, from http://www.geocities.com/athens/forum/1650/htmlgroups18.html.