Contrast and Similarities Between Digital and Film Cameras Essay

Nowadays camera is very essential technology in our everyday life. But once upon a time, camera was very rare. Somebody had to go to studio to take his/her photo. This technology was also so complicated at that time. All cameras were either huge in size or immobile. But now we find camera everywhere. Presently, we can not think of any mobile phones or laptops without build-in camera. All classical cameras were film cameras and now we hardly find them. Through improvement of technology, almost all cameras are being digitalized. With this change, digital camers look very different from the films. The main difference between digital and film camera is the storage option. In film cameras, captured photos are stored in the film itself whereas photos are stored in a memory card in digital cameras. Digital cameras has an image sensor . This sensor helps take and store photos. This sensor is absent in film cameras. If the film is exposed once it can not be used again in film cameras. Memory card is re-usable Photos stored in memory card can be erased and then it again be re-usable. Film has to develop by using different kinds of chemicals in film cameras while we can see photos instantly either on the computers or in digital camera. A darkroom is required to develop photos captured in film cameras and this process is complicated. This process is much easier if photos captured in digital cameras. We can easily print digital photos from computer. Digital cameras require more power than film cameras. Generally rechargeable and non-rechargeable batteries are used in digital and film cameras respectively. Film cameras response quickly. Its takes less time than digital cameras to focus. The fraction time between to focus is also less in film cameras. Now let’s discuss about photo quality between digital and film cameras. Photo quality is depends on equipment in digital cameras whether film cameras has no variation. All film cameras are same. They provide same quality photos. But in digital cameras photo quality depends on megapixel, sensor and on many other things. Today in market , we found 1 to 50 or more mega pixels digital camera. Digital cameras can be many types, such as DSLR, SLR etc. Film cameras is only one type. Lens and scale is also a great difference between film and digital cameras. Professional photographers are demand high quality cameras that why there first choice is digital camera. The other most important contrast between digital and film camera is tonal range. Tonal range is number of grades of light to dark in photo. Digital cameras are limited to 256 grades whereas film cameras have unlimited grades. Film cameras are ahead in tonal range. So they can produce limitless grades of light to dark. More apparently, film cameras can capture all dark view, not matter how mild it is. On the other hand, digital cameras produce bright view instead of mild darkness. We already know that, in digital camera photo quality depends on megapixel. So here is a question about its work, and also how grains work in film cameras. More mega pixel produces more sharp photos. Grains also do the same thing in film cameras. Brightness, hue, value, saturation etc are also same in digital and film cameras. Both has required lens, both has same shape, both can produce monochromic and color photos. In film cameras, grains speed depends on speed of the film whereas megapixel can be troubleshoot from menu. More people choose slower film camera. A slower film camera is equal to 8 megapixel camera. Both in film and digital cameras megapixel alone can’t sharp photo quality. Some special effect and zoom etc can changeable in digital cameras while film camera does not has those option. Aparture is almost same in both type of cameras whereas shutter is same. Size of photo can’t vary and lens is obvious equipment of both cameras. In conclusion, we can say both cameras are important. Because the importance of cameras are vary from person to person, profession to profession. Professional photographers generally choose digital cameras and again sometimes they need film cameras for specific reason. Both film and digital cameras has lots of fan. It just like CD and cassette, both are important.

Defining Beauty Through Lucy Grealy’s Autobiography of a Face

The Oxford Dictionary defines beauty as â€Å"a combination of qualities, such as shape, color, or form , that pleases the aesthetic senses, especially the sight† (â€Å"beauty†). In â€Å"Autobiography of a Face,† Lucy Grealy expands this definition by exploring her own interpretation of beauty throughout the various stages of her life. As she examines life before her diagnosis, she mentions little about beauty as a factor in her development. She was a â€Å"tomboy par excellence†, more concerned with play than lusting after David Cassidy (15).While Grealy is subjected to extensive surgeries and chemotherapy she continues to be unconcerned with appearances, though she was â€Å"still keeping myself ignorant of the details of my appearance, of the specific logic of it †(104). She was aware of her looks from the taunts and teases of classmates, but remained intentionally unable to judge herself with the harsh eyes of post-pubescence. It wasn't until Grealy experienced her first Halloween that she realized just what an impact her association of beauty had on her.Under the concealment of her Eskimo costume, she realized â€Å"just how meek I'd become, how self-conscious I was about my face until now that it was obscured (120). † As time goes on, other people seem to compensate for Grealy's lack of concern with her odd appearance. Her mother purchases turtlenecks in an effort to alleviate attention from the scar. As puberty reached her peers, she accepted that she â€Å"would never have a boyfriend, that no one would ever be interested in me in that way (159). Grealy accepted ideal of beauty, throughout her adolescence, concerns only the opposite of what appearance she could hope to achieve. This is a feeling that can be echoed through the hallways of every high school across America, but strikes particular chord in Grealy's psyche. It is not until reaching college that she feels fully comfortable in her outward appearance . Sarah Lawrence was a campus where the students were wrapped up in asserting their own individuality and bizarre aesthetic, and Grealy thrived in this environment.Grealy's personal definition of beauty cemented itself in individuality, as she grew unconcerned with the frivolous nature of the physical aspect of it. She concludes this beautifully by writing that society â€Å"tells us again and again that we can most be ourselves by acting and looking like someone else, only to leave our original faces behind to turn into ghosts that will inevitably resent and haunt us. (222)† Word count: 414 Works Cited: Grealy, Lucy. Autobiography of a Face. New York: Perennial, 2003. Print. â€Å"Beauty. † Def. 1. Oxford Dictionary. 2012. Web.

“During the Period 1939-45 Opponents Within the Army Posed a Greater Threat to Hitler and the Nazi Regime Than Any Other Opposition Group.”

â€Å"During the period 1939-45 opponents within the army posed a greater threat to Hitler and the Nazi regime than any other opposition group. † How far do you agree with this statement? The Nazi’s arguably faced a lot of opposition between the years 1939-45 and not only from the army; who had the power of keeping up the morale of the citizens due to their military strengths and integrating part of the Nazi regime. However Hitler and the Nazi’s also faced other oppositions, such as the church which again was a source of opposition based on morale.The threats from the left and the right continued, as an on-going conflict of extremist behaviour. The youth of the country also posed a threat to Hitler and the Nazi’s due to boycotting and attacking the Hitler youth regimes. Firstly, the army was a major threat between the period 1935-49, due to the attempt of preventing war by several serving military officers, including Head of the General Staff, Franz Halder . Hitler and the Nazi’s are argued to have wanted as a means of showing Hitler’s power as a dictator, showing the significance of this threat to his regime.At the start of the period 1939, Hitler achieved a victory at Blitzkreig, which was followed by his momentous victory in Europe a year later, both of which led to the portrayal of Hitler as a military genius. However despite this title he had embarked, there were at least 6 assassination attempts of Hitler during the period 1943-44, including the two major attempts; Operation Flash and Operation Valkyrie, all of which failed for several different reasons.Operation Flash was an attempt to assassinate Hitler in March 1943, in which the bomb planted on his plane to Rastenburg failed to explode. There are several arguments explaining the failure of this attempt including the fact that the plane was too hot and the timed device therefore did not go off. Operation Valkyrie was another significant attempt on Hitler’ s life, known as The Stauffenberg bomb plot. This was argued to as the last realistic attempt and also the closest attempt at that, due to several minor movements of the suitcase planted by Beck.These assassination attempts increased the suspicion of the Gestapo against future army plots, and therefore Hitler’s protection was also increased. In terms of Hitler’s life protection the threat from the military was seen as a serious nationwide opposition in 1943, and therefore the fact that it was a nationwide opposition highlights the fact that it was the most significant opposition that Hitler faced between 1939 and 1945. The army did not only hold power over the assassination attempts but also held power over the morale of the public.The involvement of the USA in the war in 1941, along with military failures including the defeat at Stalingrad in 1942 and also the failure to defeat Russia made it evident that Germany were losing. These failures in wartime not only meant t hat Germany were seen as the losing party in the war, but it also meant that people were beginning to see flaws in Hitler’s strategic leadership. Similarly it was not only the army which posed threat to Hitler and the Nazi’s regime, the church was another opposition which they faced.Dietrich Bonhoeffer opposed Hitler and the Nazi’s and although the dictatorship meant that free speech had been abolished, he vocally fought against the Nazi’s. Such a brave decision meant that he did in fact stand alone, but it didn’t mean that others did not agree with his view that â€Å"what Germans have done to the Jews, they’ve also done to God’s people†. This was significant as it made him a role model for Christians and he regarded the Jews and Christians all as one.It was due to the African-American situation that he has witnessed in America which encouraged Bonhoeffer to stand up and protest against the Nazi’s, as in hindsight he sa w it as the same thing. This was not regarded as a major threat though as on July 20th 1944 Bonhoeffer was imprisoned in Gestapo prisons prior to being sent to a concentration camp. Bonhoeffer was hanged 3 weeks before Hitler’s suicide, which in itself is argued as emphasising that Hitler did not know how to handle the opposition, as his way of stopping it ultimately ended in the sacrifice of his own life.Although Bavarian Catholics were successful in pursuing Wagner’s ban on crucifixes in schools, the Catholic Church failed to condemn systematic extermination of Jews in Public (as early as 1942). The banning of crucifixes in Bavarian schools highlighting that the church was seen as some sort of threat to Hitler’s regime and also highlights the use of religion in society. This caused some uproar and in August 1941 the Nazi’s had a policy which was part of the Aktion T4 programme, the killing of asylum patients.However Bishop Von Galen was motivated by the attempt to maintain independence and integrity and led to an outspoken attack from the pulpit. This was regarded as a notable exception from the Nazi’s as Von Galen’s speech led to the â€Å"stepping down† of the programme. These exceptions from the Nazi’s and more so the acts of the religious people involved highlighted the importance of religion and also showed a devotion to Catholicism and not to the Nazi’s, therefore emphasising that the church cannot be seen as a real threat to Hitler and the Nazi’s.Other Sections of the German society posed threats to the Nazi’s, particularly the youth. Organised attempts to actively oppose the regime were set up. The Edelweiss Pirates were the most organised, these attacked the Hitler Youth and also went against social expectations of the youth in Germany. There was a lot of delinquency, drinking, smoking and even promiscuity among the young people, who deliberately went against Hitler and the Nazi’s regime. In December 1942 over 700 members were arrested and later executed in public on behalf of their actions, as a means of threatening and even more so a warning to others.These along with the ‘White Rose Group’ led by Sophie and Hans Scholl distributed anti-Nazi leaflets and graffiti, demonstrated through a march set up by University students through Munich. However the fact that Hans and Sophie Scholl were beheaded as a result of their protest demonstrates that the Nazi’s and Hitler were not allowing any form of anti-Nazi behaviour and showed publicly the limits that the Nazi’s were willing to go to in order to stop any opposition. Other groups were set up in 1941 including the ‘Kreisau Circle’ and the ‘Goerdeler Group’, both of which were seen as an opposition to the Nazi’s and Hitler.Both groups consisted of upper-class people who detested the Nazi barbarism and the fact that Hitler was leading German y into disaster. Von Moltke and Von Wartenburg made contact with the Goerdeler Group but they did not both share the same views on what they wanted out of Germany, just knew that they did not like Hitler’s leadership. The involvement of some members from both groups in the bomb plots meant that they were easily founded by the Gestapo in 1944; resulting in many members from both groups arrested and executed.This threat from the conservatives links into the threat of the army, however it is seen that the threat from the conservatives alone was not a massive threat to Hitler and the Nazi’s regime, and the deaths and arrests of several members shows that the threat was not great due to the fact that the Nazi’s were able to stop any threats present from the conservatives before they got too serious. The Nazi’s also faced great opposition from the left, which is argued as the most obvious opposition they faced, due to the left’s political position; thus being the complete opposite end of the political scale and therefore all of their iews were in direct contrast to the Nazi’s. The left faced many weaknesses and arguably their main fundamental weakness was due to the fact that their opinions in politics meant that they were seen as an opposition to the Nazi’s from the beginning of 1939, resulting in their vulnerability to the Gestapo. In Berlin alone 89 communist cells were set up in 1941, and a year later the communist resistance was united under the leadership of Wilhelm Knochel.Splinter groups were set up by ex-SPD members, such as the Socialist Front and also the Red Patrol. Splinter groups had a more assertive policy and even attempted to co-operate with other opposition groups. However despite this co-operation the left had little impact on Hitler and the Nazi regime. As well as active the active resistance, there was also passive resistance to Hitler and the Nazi’s, although it is hard to prove who acted as a means of passive resistance it is clear that such a thing was still present in Nazi Germany.These range from merely listening to foreign radio stations to the refusal to the ‘Heil Hitler’ salute. Despite being hard to prove and not necessarily being the greatest, most significant opposition that Hitler faced it shows that there were other ways in which people could subtly oppose the Nazi Regime. Another example was telling anti-regime jokes; which resulted in the punishment of death, one can say a little extreme for a punishment however it shows the force and power that Hitler and the Nazi regime have over the citizens of Germany at the time.It also shows that Hitler was highly against any opposition that he faced, and that he did not think twice about how he would eliminate this opposition. The passive opposition had little impact on the regime as a whole, as it was not a major threat, however it allowed people to subtly oppose Hitler and the Nazi Regime. In concl usion Hitler faced a lot of opposition, some greater than others; the army being an example. The army had a lot of power in Germany during the years 1939 and 1945, both for military purposes and also for the morale of the country.The army was also the only real threat to Hitler in the sense that they were the only opposition which were close to killing Hitler. The left is seen as one of the most motivated opposition due to their political contrasts with the Nazi’s, they were not seen as any real threat though due to their decrease in power by 1939. Amongst the youth there were several resistant groups set up, but again their limitations meant they could not offer any true threat to the regime.The greatest opposition is arguably that of the Church, this is due to the religious status of the country, and also the fact that the Nazis were unable to close down the churches, despite their attempts with the Bavarian Catholics. Although the church was a key opposition to the regime it was not necessarily a threat to the regime, due to no real attempts. Overall despite the plethora of oppositions that the regime faced the only real threat was the army. The army was the only opposition that attempted to assassinate Hitler, and fortunately for Hitler was not successful despite numerous attempts.

Critically evaluate what problems are caused by drugs among youth Essay

Critically evaluate what problems are caused by drugs among youth population in UK - Essay Example There are many problems that affect young users of drugs in United Kingdom. In this essay we will present such problems that are a consequence of drug use among the younger population and some remedies will also be suggested. Problems Caused by Drugs Drug use is extremely detrimental for the society as well as the user of drug. It harms the society by increasing anti social behavior and it is health wise perilous for the user of drugs. The problems caused by drugs multiply when the abuse of drugs is done by younger people. Drug use among youth of United Kingdom is a big problem for the country. The problems caused by drug use among youth are increasing in United Kingdom. Below we will highlight some main problems of drug abuse. The number of young drug addicts has been increasing quite rapidly in United Kingdom. In 2009 a study concluded that there has been a 12 percent increase in drug users aged 13 to24 in UK in the past two years (Reed, J. & Fairbairn, I. 2009). This shows the ext ent of the problem. Development of media and internet is also giving youth access to information on different drugs and this may be a potent reason for the increase in use of drugs among youth in United Kingdom. ... The crimes conducted by drug users were found to be great in United Kingdom. Around 320,000 drug users were found to be involved in serious criminal activity in UK (Steele, J. 2007). The drug addiction rate of United Kingdom is also the highest in Europe. The main contributors to the addiction rate are the younger people of UK. Criminal activities cost law enforcement agencies a lot while the justice and the prison system also have to suffer as a result of the increasing drug use of younger population in the country. Young people also end up joining gangs and many are then involved in the trafficking of same drugs. This is actually increasing the drug problem in United Kingdom and the illicit drug industry is thriving greatly as a result. Young drug addicts are also not able to understand the dangers of their actions. They can easily be inclined to commit violent crimes because of their immature thinking. They are not able to do a cost benefit analysis and can commit crimes just for fun. Drug problems in youth actually lead them to criminals and then these criminal groups manipulate them. This adds to the overall stream of criminal activities in the country. Criminal gangs are fueled by the younger population and drug addiction is one way in which naive youngster fall prey to illicit activities in the society. The reported number of drug offences has decreased in 2010 by 1 percent as compared to the previous year but this decrease only tells us that the policing practice has changed regarding drug offenses (Home Office UK, 2011). This decrease does not mean that drug offenses have decreased rather this show a decrease in reporting of drug offenses. This is another problem of drug use among the youth in United Kingdom. The culture of drugs is

Hero Essay Example | Topics and Well Written Essays - 1500 words - 1

Hero - Essay Example Major Stryker approaches the two individuals and offers them to join his elite group of mutants, team X. After his first mission, James is not happy of the murders committed by his team-mates and he quits his commando job and falls in love with a local teacher, Kayla Silverfox. He works as a lumberjack and changes his name to Logan. After six years, Logan is approached to rejoin team X, but he declines the offer. In attempting to convince Logan, Stryker sends Victor. To seek Logan’s attention, Victor kills Kayla, and now Logan is seeking revenge. The protagonist in this film is James Logan. In the movie X-men origins: Wolverine, the vengeful and ferocious James Logan presents himself as a tragic hero. First, he was born of noble birth; he was the second son of a rich landowner. Furthermore, he lost his family in a tragic manner. Also, Logan made a poor choice by agreeing to work with Major Stryker. He was desperate to get better than Victor so that he can avenge Kayla’s death. The modification Logan had was definitely a flaw that led to his downfall. The end of this work brought about sympathy for Logan’s condition. The literary work X-men origins: Wolverine screenplay was written by David Benioff and Skip Woods. The plot revolves around the beginning of Wolverine and his driving force of vengeance which leads him to do terrible things like altering his mutation to become stronger and indestructible via a government squad weapon agency (X-Men Origins: Wolverine Trailer). The hero is Logan also known initially as James and later on as Wolverine. The three things that Wolverine does are all driven by emotion due to the life stress that he has gone through. In the movie, Logan does three things all driven by his emotions. They include: killing Thomas Logan; joining a government commando group and after a mission quits it, seeking Victor for revenge of Kayla’s death and allows Stryker

2.Discuss the work of a medieval composer. Examine what is known (and Essay

2.Discuss the work of a medieval composer. Examine what is known (and what is not known) about the specific details of the composers life and what is known a - Essay Example In 1098, a tenth child was born to two wealthy members ÃŽ ¿f the nobility, Hildebert and Mechtilde, in Bockelheim, Germany. This child, a daughter, was given to the Church as a tax, and became Saint Hildegard ÃŽ ¿f Bingen, a composer, visionary, healer and author ÃŽ ¿f major theological works. In the 12th century, Hildegard ÃŽ ¿f Bingen was one ÃŽ ¿f very few female composers, and also part ÃŽ ¿f a small minority ÃŽ ¿f medieval women who could even read or write. Her visions and instruction from God were initially questioned, and she met difficulty in making many ÃŽ ¿f her visions’ instructions into reality. Hildegard ÃŽ ¿f Bingen spent her life constantly defending the validity ÃŽ ¿f her visions, while gaining a form ÃŽ ¿f fame within the western world, which was rare for a woman in that time. Although many ÃŽ ¿f her strictly literary works reinforce many traditional beliefs ÃŽ ¿f the church, her music itself, in its lyrics and actual melodic construction embodies many different, even liberal ideas and images. By studying her life, accomplishments, compositions and other works, it is clear that Hildegard ÃŽ ¿f Bingen broke many patriarchal norms within her society, and saw recognition for her work beyond that ÃŽ ¿f any other women ÃŽ ¿f her time. When Hildegard was given to the church at the age ÃŽ ¿f eight, partially because she was the tenth child which was also known as the â€Å"tithe† child for wealthy families, and was usually given to the church. Also, she was sickly in health from a very young age, and also recalls having visions at an early age, mainly a vision ÃŽ ¿f an inexplicably bright light at the age ÃŽ ¿f three. Giving a child to the church as a tax was also a respectable way for noble families to deal with physically or mentally ill children, which is quite possibly how her explanations ÃŽ ¿f her early visions may have sounded to her parents. Likely because ÃŽ ¿f those experiences at such a

Business Perpetuates Rather Than Reduces Inequality in the Society Essay

Business Perpetuates Rather Than Reduces Inequality in the Society - Essay Example This to a great extent has not been the case; in fact in many cases business has perpetuated inequality in the society. These inequalities are mainly manifested when it comes to the personnel in the business organization. The inequality comes in three major regimes; gender, class and race. This paper discusses how business increases inequality in the society rather than reducing it. Discussion First I will define the inequalities that occur in business organizations. As stated earlier the main ones are class, race and gender. Class refers to the differences in control over and access to the resources of the business organization. Class differences are manifested during employment and the wages that are paid. The hierarchies that may be created in organizations may create a wide gap between the top management of the business organization and the workers at the bottom. In large corporations the Chief executive officers sit at the top and wield more power than other workers in the busin ess. Such class difference might not be experienced in small businesses but still the owner or boss has class power over employees. Gender inequality is seen in the difference in beliefs of identities of men and women. Despite efforts to try to close the gender gap in business organizations, most top positions in organization management are still held by men while the low white collar positions like clerks and secretaries are dominantly held by women. Supervisory duties have always been assigned to men in many business organizations. This brings about gender inequality because men and women are not treated equally (Smith 2002). Race inequality comes about because of differences in physical characteristics, oppression, culture and historical domination justified by the underlying beliefs. Businesses owned by certain races in some cases discriminate other races when it comes to employment. They might fail completely to employ the other races or they may employ them and give them junio r positions. There are other differences that might be the base for inequality in business organizations. These include sexuality, religion, physical disability and age. Some business organizations may discriminate against the homosexuals when it comes to employment. There are also cases where certain religions have been discriminated in business organizations. These differences might be vital but they do not carry more weight like gender, race and class in creating inequality. The main intention of business organizations is to make profits (Banerjee 2012). The requirements that are placed for work ensure that the organization does realize profits. These requirements may cause inequality between genders and classes. In a business organization work is designed in favour of men who are totally dedicated to earn a living and do not have other responsibilities for family demands or children. Eight hours of continuous working, giving the work maximum attention, arrival on time and being able to work for extra hours if need arises are some of the general requirements for employees in business organizations. Since it is mostly the workers at the lower level who perform duties that are vital for the realization of profit for the business, it is not easy to relax these requirements for them. On the other hand, the top management may bend these rules for their members. A manager for the business organization may work in the organization on part time basis, may not be required to arrive early, he may also be undertaking other business and is rarely required to work for extra hours. This is not true for a junior employee. Since it is the top management

Herbert Hoover Article Example | Topics and Well Written Essays - 500 words

Herbert Hoover - Article Example The Efficiency Movement of the United States, was a major part of the Progressive Era. The ideology championed by those who supported this movement, was that the society, government and the economy contained unwanted elements that bogged things down. In order to cleanse the system, experts must be appointed to identify the errors and to fix them. Hoover was a prominent figure who championed this movement. He held the view that the economy could be fixed and made better by coming up with technical solutions. However, it so happened that the Great Depression started in 1929, during the first year of Hoover's tenure as President. Since his ideology that the economy could be fixed, could not work in such a situation, he was the centre of criticism and mistrust. Herbert Hoover was a reformer and believed in improving the condition of livelihood of the citizens. He denounced the laissez-faire system and believed in regulating bills through Congress. In addition to this, he also supported volunteerism.

Economics and Financial Markets Essay Example | Topics and Well Written Essays - 2500 words

Economics and Financial Markets - Essay Example This is what will be dissertated in the following. There are in fact various different characteristics that are considered as being major in regards to oligopolistic markets, and each and every one of these characteristics is just as important as the next, however each also must be discussed in regards to its differences as well as similarities to the others; basically the main characteristics of oligopoly are: the market is for the most part dominated by only a few certain and particular companies which are all relatively large; the production of identical products which are similar; there are significant barriers to entry; the basic interdependence of production decisions within the market. In other words and to be more specific, an oligpolistic market basically exists when there is a small number of firms which dominate the supply to an entire market. The specific degree of market concentration is very high here, and "Firms within an oligopoly produce branded products (advertising and marketing is an important feature of competit ion within such markets) and there are also barriers to entry." (Tutor, 2007). Another severely major characteristic in regards to oligopolistic markets is the fact of how there is interdependence between firms; basically this means that each separate firm must take into account for themselves the facts and the likely reactions of the other firms, and this is especially true when they are making pricing and investment decisions. Although the olipolistic markets are considered as being incredibly beneficial and positive in many ways, there are also certain downfalls, such as the fact that there is uncertainly created in such markets as these, and so therefore economists seek to model this through the use of game theory. What are the Characteristic Forms of Competition in Oligopolistic Markets There are various different characteristic forms of competition in markets such as these, and the forms of competition are actually one of the most deciding factors in regards to the outcomes of such markets. Basically, imperfect competition is the most well known and popular type of competition in this regards, and there are many implications in regards to this form of competition, as the main significance of the four basic characteristics of this structure is that

Disney Land Essay Example | Topics and Well Written Essays - 1250 words

Disney Land - Essay Example This made him purchase another property, 160-acre at a site near Anaheim in 1953 (Trahan, 7). The construction of the park started in 1954, and it was completed and launched later in 1955. Since its launch, the business has experienced immense growth and expansion, starting from local expansion and later venturing to other countries in Europe and Asia. While compared to other theme parks in the world, Disneyland Theme park has been quoted as the most successful of them all, hitting a cumulative 600 million visitors by the year 201 (Seth and Len, 12). Its expansion in other countries has also been successful, with its resort complexes and theme parks recording high growth, profitability and popularity over the years. It is in the light of this consideration that there is a need to evaluate the factors that have made Disneyland such a successful venture, thus making it popular the world over. First, the major factor that contributed to the high-notch start for Disneyland is the nature of its launch in July 17, 1955, where a live guest of 15, 000 people were invited to grace the occasion, and the number swelled to an unexpected 30, 000 guests, on top of the 90 million people who watched via a live television broadcast (Barrier, 240). Just by the mere launch of the business venture, it became popular and attracted the attention of many prospective visitors, since such was a rare spectacle in the minds of many who attended the live unveiling and also those who watched it live. Due to the popularity that Disneyland cultivated that day, it was sure to continue receiving visitors consistently, among those who had watched the launch on live television, but now wanted to see the real Disneyland (Seth and Len, 23). The next day after the launch was not different, with visitors streaming in to view the theme park and thus the business kicked off at a relatively high rate, compared to other new business ventures. The success of the kickoff has greatly contributed to the suc cess of Disneyland as it is experienced today, since it started off as a popular business venture, whose popularity and fame has constantly increased over the decades. The other success factor that has shaped the destiny of Disneyland business venture to present day is the initial pricing strategy (Trahan, 13). Having attracted the attention of many potential visitors, the business venture had to differentiate itself from the other amusement parks through charging relatively high entry fees at the gate, with a gate entry fee of $1 (Barrier, 212). This served to present Disneyland as a high class guest attraction, which served to attract the attention of potential visitors even more. Having built on its popularity during the launch, then, the business had to keep the tempo by presenting itself as a high class and unique attraction, which would entice many people to visit and witness the difference between Disneyland and other amusement parks. Another initial success factor that set D isney for more success is the visitor management strategy that was applied from the initial days of the business opening. The management of Disneyland worked towards controlling the attendance of the visitors to the park, through regulating the number of daily visitors to a maximum of 20,000 (Trahan, 13). While limiting the number of customers to any business might appear to be a poor strategy,

The !Kung Bushmen of the Kalahari Desert Essay Example for Free

The !Kung Bushmen of the Kalahari Desert Essay The !Kung Bushmen of Botswana inhabit the semi-arid northwest region of the Kalahari Desert. Their average annual rainfall is poor, only six to nine inches a year. Field work for this article written by Richard B. Lee, was done in the Dobe area, which is a line of eight permanent waterholes. The Dobe area has a population of 466 Bushmen. This includes 379 permanent residents living in independent camps or associated with Bantu cattle posts, as well as 87 seasonal visitors. The Bushmen living in independent camps lack firearms, livestock, and agriculture. The !Kung are entirely dependent upon hunting and gathering for subsistence. Although Dobe-area !Kung have had some contact with outsiders since the 1880s, the majority of them continue to hunt and gather because there is no viable alternatives locally available to them. During the dry season (May-October) the entire population is clustered around the water wells. There are camps around each well, which is an open aggregate of cooperating persons which changes in size and composition from day to day. The members move out each day to hunt and gather, and return in the evening to pool the collected foods in such a way that every person present receives an equitable share. Vegetable foods comprise from 60 to 80 percent of the total diet by weight, and collecting involves two or three days of work per woman per week. The major contribution of the male bushmen to their diet is the hunting of medium and large game. Although mens and womens work input is roughly equivalent in terms of man/day of effort, the women provide two to three times as much food by weight as the men. For the greater part of the year, food is plentiful and easily collected. Although during the end of the dry season people have to hike farther for food, the food still remains constant. The most important food is the mongongo nut. This nut accounts for 50 percent of the vegetable diet by weight. Although tens of thousands of pounds of these nuts are eaten every year, thousands more are left on the ground to rot. Also, a diet based on mongongo nut is more beneficial health-wise as cereal crops such as maize or rice. In addition to the mongongo, the Bushmen have available eighty-four other species of fruits, berries, and melons, and another thirty species of roots and bulbs. There are 54 species of animals classified as edible by the Bushmen, but only 17 species were hunted on a regular basis. All of the !Kungs food supply can be obtained in a six-mile radius of camp, and usually takes a full day to travel the twelve mile round-trip. The !Kung Bushmen of the Dobe area live a long productive, and seemingly satisfying lives. Longevity compares favorably to any industrialized society. The old people are fed and cared for by their children and grandchildren. The old people are also actively involved indecision making and ritual curing. Young people are not expected to provide food regularly until they are married. Girls usually marry between the ages of fifteen and twenty, and boys about five years later. It is not unusual to find healthy, active teenagers visiting from camp to camp while their older relatives provide food for them. The people in the age group of twenty to sixty support the nonproductive and old. These productive members work about two and a half days a week, about twelve to nineteen hours a week to get food. A woman gathers enough food in one day to feed her family for three days, and spends the rest of the time relaxing and enjoying her leisure time. The men hunt for a week and then do nothing for two or three weeks and spend their leisure time visiting and dancing. In a camp with five or more hunters, two or three are actively hunting while others are inactive. The amount and the type of food the !Kung hunt and gather is sufficient enough calorie-wise to supply all the nutrients required for good health.

Reflective Assignment Essay Example for Free

Reflective Assignment Essay This essay is a reflective account on my experience within the introductory period of my practice when caring for a patient. The essay will give the definition of reflection. This reflective essay will help me demonstrate how my experience in practice has helped me achieve one of the learning outcomes in my learning plan, (appendix 1). Driscoll (2000) will be used as a reflective model. The essay will explore what (description of events) so what (analysis) and now what (action plan). This essay is going to reflect on the importance of good communication with patients. Names in this essay have been changed, to respect the confidentiality of the patient and other healthcare professionals (NMC 2008). Reflection is ‘reviewing experience from practice so that it may be described, analysed, evaluated and consequently used to inform and change future practice’ (Bulman and Schutz, 2008: page 6). I was placed in an acute admissions ward at a Mental hospital. The ward is an admission ward for assessment and it admits all patients between 16-65 years for psychiatric treatment. What happened was one morning in this ward a male patient, Joe was brought in by the police, detained under Section 2 of the Mental Health Act 1983. I was assigned to admit the patient; NMC 2010a states that it is a requirement of nurses to have up-to-date and accurate records of patients. When my mentor Sarah, asked me to admit the patient, I agreed to do the admission process even though I felt I was not confident to do it, I had only observed Sarah admit a patient once. I felt I would be deemed incompetent if I turned down the opportunity to admit this patient even though I was not really confident in doing so I did not want to allow anything to work against me on this placement. I went to Joe and attempted to inform him that I was to take him through the admission process as well as to check his baseline observations. He looked at me and as if taking no notice of what I had just said started talking about how his wife betrayed him, he went on and on talking about his wife. I repeated myself but he kept on talking about his wife. In my head I thought he was just being difficult and it was time for me to check the observations of other patients. I repeated myself again telling him what I intended to do and this time Joe jumped from his sit and came very close to my face. Whilst standing very close to my personal space he shouted loudly saying â€Å"I am not going to talk to you monkeys until I speak with my GP and my Lawyer†, he then pushed me to the side and he walked off. In a state of shock I went back to Sarah and explained everything that had happened. This incident left me feeling confused and incompetent; I blamed myself for failing to perform what appeared like a simple task that my mentor had asked of me. Sarah sat down with me and explained to me that the patient was well known having been admitted on the ward several times before and is familiar to most of the staff. She thought Joe was behaving in such a way because I was new to him and also the fear of just being in a hospital away from his family contributed to his presentation. According to Chapman and Kimberly B. (2009) most patients experience the stress of being hospitalized and good communication has been identified as one of the tactics which will relieve them. Sarah took me with her to Joe, she wanted me to observe how closely she communicated with him and made him to relax. When we approached him he pointed at me and asked, ‘who is she? ’ Sarah introduced me to Joe then she asked him to come to a separate room with us. Surprisingly to me Joe did not refuse, Sarah spoke with him in an assertive but calm manner, she stated to him the importance of having his physical observations checked, this was to ensure that Joe understood the procedure for him to be able to give us his consent (NMC 2008). Joe was very co-operative and the admission process went on smoothly. I made sure I documented the procedures clearly. The second stage of Driscoll (2002) is the analysis of the events. Looking back at the way I had communicated with Joe and realized that might have contributed to the way he reacted. According to Sheldon (2004) ‘communication in nursing is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers’. Sully and Dallas (2010) also points out that communication is not just one way, it is a two way process. I realised that my communication with Joe was just one way. He was saying something to me, instead of listening I was telling him something and vice versa. No one was receiving information we were both encoding words that were not being decoded by any one. Sully and Dallas (2010) highlight how communication has need for a sender, a messenger, a receiver and a channel. When Joe asked Sarah, who I was, I realised that I had not introduced myself to him; this could be one of the reasons why he did not want to cooperate. Delvaux et al. 2004 states that to promote patient satisfaction ensure that the patient understands who you are and your specific role. Also Joe might have not understood me because when l said I wanted to check his physical observations he looked puzzled, he might not have known what an admission is nor what physical are. It was important for me to establish mutual understanding; this would have improved the outcome and help reduce his stress, (Fellowes et al 2004) From this experience l learnt that listening is an important skill to have in communication. Joe perhaps became angry about not being listened to, he did not feel valued. I realised that I should have listened to him and shown him some empathy. According to Rogers (1967) ‘empathy is the ability to feel a continuing desire to understand the client’s feelings and communications as they seem to him at the moment’. Roger (1967) also highlights that communication occurs when we listen with understanding. Just listening and trying to understand what Joe was saying could have helped me establish a therapeutic understanding with him. When Sarah was communicating with Joe she showed she was not only listening but also empathizing with him. When he mentioned about his wife betraying him Sarah was nodding her head to show she understood what he was saying. Words and language that we use sometimes only play a small part in passing on any message compared to body language, facial expressions and gestures. These will have an impact on the total sum of communication. (Hargie and Dickson 2004). Thirds stage of Driscoll is the Now what, which is my action plan, Since effective communication is extensively regarded as a key determinant of patient satisfaction, compliance and recovery it is important for me to have the suitable communication skills and to be adequately confident to use them in my clinical practice. From now when I am a student to the time I qualify my responsibility lies in improving my knowledge and skills on good communication and to be a good role model to others. Communication is a skill that I have to learn and it requires me to continually improve. In order for me to improve on my communication skills when I get back to my placement I need to have the commitment to listen more to what the patients are saying and to understand them fully. I also need to show them that I am listening and understanding them I must communicate this understanding to the patient. (Sully and Dallas, 2010). In my learning plan I stated that in order to improve my communication skills I must learn from my mentor and other health care professional as well as to research by reading more on communication. This incident has taught me that I can never say because I have been reading and learning from my mentor my communication skills are perfect. I am still learning on communication, it’s an ongoing process so I will still need to use my learning plan as well as all the information I have learnt from this incident as my primary plan. If my communication skills are well developed I will be able to manage situations now as a student as well as in the future when I qualify. Being able to manage situations can provide greater job satisfaction and it also reduces stress. (Dougherty, L. and Lister, S. 2011) In conclusion my experience taught me that communication is not just about talking, it involves, listening, looking and understanding what’s being said. Good communication builds confidence and understanding between nurse and patients and works well in improving their relationship. Communication is the basis of the relationship between the nurse and other members of the multi disciplinary team. If ever I get another opportunity to admit a patient I will start off by introducing myself and make sure that the patient understands what I am saying by giving him the opportunity to ask questions. I also learnt that if I am not confident in doing something I should talk to my mentor or any senior member of staff present and be sure on how to proceed with the allocated task. What I liked is on the same day another patient came and I was asked to do admit another patient again and I managed to do it confidently and the patient was very co operative.

How Effective Is The Criminal Justice System Criminology Essay

How Effective Is The Criminal Justice System Criminology Essay This essay is going to critically analyse and explore how female offenders are dealt with across the Criminal Justice System (CJS) focussing on different agencies including how they are dealt with in custody, in prison, and also the mental health of female offenders and how theyre needs are or arent met. I will also be looking into the history of the female offender and draw upon different theorists ideas as to why they offend and also if they are inherently different to their male counterparts. The way in which female offenders are treated has evolved quite considerably over time. Many centuries ago the female criminal was seen as being mad and bad because they were subjected to double deviancy in that not only were they going against their perceived biological role, but also because they were committing an offence, therefore making them a criminal. When faced with this, women are not only punished by the CJS but also by friends, family and society in general. Female criminals have been consistently portrayed down the ages as peculiarly evil and depraved, and as unstable and irrational. Often their irrationality is linked to their biological and their psychological nature. Paradoxically, they have been depicted as unfeminine and hence unnatural (Lombroso and Ferroro 1895) or all too feminine (Pollak 1950 in Carlen and Worrall :18). Women, like men, are dealt with by many different agencies in the Criminal Justice System, but is there any difference in treatment between the genders? This is an important aspect to consider when analysing the effectiveness of how female offenders are dealt with. Much research has been done into the difference of treatment between genders when being dealt with by different agencies within the Criminal Justice System (CJS). It has been said that women are treated more leniently by the CJS compared to men. One of the reasons suggested for this is because women are said to captivate men thus ensuring them more lenient treatment. Police also see women as less of a threat than men which is said to be another reason why they get treated more leniently and also are less likely to be sentenced for their crimes. Police have been accused of having a sexist attitude towards dealing with female offenders and are reluctant and unhelpful when it comes to cases of women in refuges. One question that has always attracted a lot of interest is the reasons as to why women offend. There are numerous and complex reasons as to why women commit crime. Rumgay (1996) argues that the backgrounds and circumstances of womens lives are inseparable from their involvement in crime (Gelsthorpe 2002b:290). The factors included for female offending are, poverty, addiction, prostitution, abuse and unemployment to name a few. (A) high proportion (of women in the CJS) are lone mothers. Many have lived on state benefits, few have been in paid employment, many have large debts, one in ten will have experienced homelessness and two in five will have experienced foster or other state care prior to imprisonment (Fawcett Society 2004: McIvor 2004; Carlen 2002 in Gelsthorpe et al 2007:13). More female offenders than male offenders have been a victim of sexual or emotional abuse prior to their imprisonment. This can have a profound effect on a womans time spent in prison as they will have t o deal with authority from male prison officers which could have an impact on their mental health although not a lot has been written about male prison officers working in female prisons. Strip searching in female prisons is also something to consider when discussing the emotional impacts prison life has on female offenders as Corsten (2007:8) states the regular, repetitive, unnecessary overuse of strip searching in womens prisons (to be) humiliating, degrading and undignified and a dreadful invasion of privacy. For women who have suffered a past of sexual abuse it is an appalling introduction to prison life and an unwelcome reminder of previous victimisation (Corston 2007:8). It is important to note that experience of abuse does not excuse women of their criminality but it does mean they have different needs from men in the CJS and a different approach to their criminality is required, (Corston 2007:20). The prison system has come under a lot of criticism in recent years for appare ntly failing to effectively deal with the needs of these women. Far more female offenders suffer from mental health problems than their male counterparts and this is something that is not being dealt with effectively enough in female prisons, two thirds of women in prison are suffering from some sort of mental disorder (Wilson 2005:49). It has also been said that staff in female prisons are lacking essential skills and also that the prisons are under resourced. Research has suggested that mental health problems increase whilst a woman is imprisoned. Liebling (1994) states that women tend not to riot or exert violence in prison when distressed, but they are far more likely to self-harm or attempt suicide as an outlet. This is said to be the reason why rates of attempted suicide and self inflicted death are significantly high in female prisons. A study which was conducted by the Safer Custody Group (SCG) discovered that females in prison are forty times more likely to kill themselves and eighteen more times likely to self harm than women in the com munity (Rickford 2003). He also goes on to say despite the best efforts of individual staff and despite the initiatives of the SCG, overcrowding undermines the ability of the Prison Service to provide a decent, safe environment in which women are less at risk of self harming (Rickford 2003:15). In order to understand the extremity of mental health problems in female prisons the SCMH explains: Prisons are overcrowded and lack staff skilled in dealing with mental health problems. There is also a high degree of co-morbidity among prisoners; some have a combination of mental health problems, substance misuse, personality disorder or learning difficulties (2006:1). There is much speculation surrounding the legal framework surrounding mental health in prison and is slightly hazy. Prisons, even their health care wings are not recognised as hospitals under the Mental Health Act 1983 (SCMH 2006:7). This is another indication that the mental health needs of female prisoners are not being met. The Human Rights Act of 1998 came into force in October 2000 stating that the Prison Service has an obligation to protect people in its care. Article 2 states Everyones right to life shall be protected (Rickford 2003:32). Other factors affecting women in prison is the fact that they are far more less likely to have a partner on the outside looking after their children, elderly family members or children, and almost 40% lose their home whilst imprisoned (Women in Prison 2006 in Hayes 2007:188). This is very significant when discussing this because over half of women in prison are mothers with dependent children. Carlen Worrall (2004:37) discuss that while 90% of fathers in prison expect their children to be cared for by the childrens mother, only about 25% of mothers in prison expect their children to be cared for by the childrens father (Home Office 2002a). As a result of this, over 18000 children a year are taken into care (Corston 2007). Because there are far less female prisons compared to male prisons, women are more likely to be far away from home. This could mean that they dont see their family as much as they would like or need to. Travelling to and from prison is costly especially to those who are from low income families. Not only are mothers not seeing their children regularly but it also could have a negative effect on the relationship between a mother and her children thus breaking down the bond they once shared. All these factors could only add to a woman already struggling with mental health problems. Research by HMP Holloway, London, showed that only 35% of a sample of prisoners on reception were from London. The majority were from Sussex and Hampshire with some from Devon, Dorset and Cornwall; 5% were from the Midlands. A third of the Holloway population surveyed by the Chief Inspector had not received a visit from family or friends throughout their sentence (HMP Holloway 2000 in Rickford 2003). If the children of these female offenders re taken into local authority care, the local authority has to fund the childrens transport to prison thus resulting in a greater social cost.

Classification of Workers :: Classification Essays

Money is the foremost incentive why infinite people work around the world. There are unequal classifications of jobs that contain more physical labor or deskwork. Some work as rescuers, businessmen, consultants, a student, doctors, or even garbage men. No matter where an individual works, they will always encounter three types of workers: Hard-Workers, Slackers, and Mediocres. The Hardworking people have several superb characteristics. These types of people usually goes to work on time or maybe even five or ten minutes early to see what needs to be accomplished. During the day, it rarely happens that they have to be advised to do something twice. When they clean rooms or set-up computers, they do it to the best of their ability and recheck everything to make certain it’s working properly. In addition, they tend to get things done on time and not one second late. Overall, Hardworking people are very responsible and reliable in a working environment. Slackers are much different than Hardworking people. They come to work five to ten minutes late without an excuse. They tend to work hard for the first three or four weeks of the job, but once they observe how the system works, their useless. Slackers hardly work from the time scheduled to the time finished. In addition, they do more viewing and squatting, then moving around and assisting others with equipment. They have to be informed when, where, and why they have to do it. The quality of the job is usually sloppy and doesn’t get accomplished on time. Lastly, their very unreliable people that don’t care about work, but need the money. Lastly, a Mediocre person has several characteristics as slackers, but somewhat better and more useful. Mediocre people on occasion cruise to work early or late, depends on how well their day went. Mediocre people can be Hardworker’s or Slacker’s depending on whether or not the boss is there. On occasion, they have to be told twice when to do something because they’re sometimes irresponsible. They work when they want and when they don’t, they won’t. They know when to stop Slacking and start working. They only do work that need to get accomplish. If they don’t have to do it, then they will lay it off for another person. The quality of work depends upon their mood and whom they associate with. Lastly, Mediocre people can be either reliable or unreliable/ It would be difficult trying to locate many hard working people around the world.

A Biological Look at Suicide Essay -- Biology Essays Research Papers

Efficiency Above All: A Biological Look at Suicide "And let me ask you this; the dead, where aren't they?" – Franz Wright, New Yorker Magazine, Oct. 6, 2003 "Dear Mom and Dad," the letter begins benignly, "Thank you for all of your commitment. But I am not a suitable daughter, and you will all be better off without me. Please realize I have done this for your own good." Nothing more. And beside it, Mr. and Mrs. A find their daughter, dead by her own hand. So begin the episodes of anguished soul-searching, of horrific "if-onlys" experienced by the family members of countless suicides. Anyone who has faced what Mr. and Mrs. A now grapple with knows that the girl is wrong: they will not be better off, not feel happier, without her. Yet each year, thousands of suicide victims express similar convictions: I am killing myself, they reassure us, for your own good. This thinking – this appeal for selflessness that our society cannot condone – where does it come from? Why, in truth, do people kill themselves? The problem of suicide ravages the minds of its survivors – of philosophers – and, more recently, of psychologists. We simply cannot understand it. Why suicide? While many non-biological scientists are inclined to define suicide as a conscious act – thereby excluding, perhaps, all non-human self-inflicted deaths (1), (2) – lets us stick with the more basic definition of suicide as self-murder, with or without cognitive "knowledge" or "intent" (***). And, as the concerned psychologists plunge on in their direction, let us examine this problem from a different standpoint, that of biology. In order to make sense of the biology of suicide, however, we must first understand the more general omnipresent phenomenon: death.... ...ants, a good description of self-destruction of cells, this time in plants http://www.sebiology.org/bulletin/july2002/plant.htm 9)Foucault , Michael. Discipline and Punish: The Birth of the Prison. Random House: New York, 1977. 10) Weizmann Institute of Science: Death of a Cell, a discussion of one series of studies of cellular apoptosis http://wis-wander.weizmann.ac.il/site/EN/weizman.asp?pi=422&doc_id=436&interID=138&sq=138 NOT CITED IN TEXT 11) http://www.sciencedaily.com/releases/1997/07/970722090258.htm>Stopping "Cellular Suicide" Could Boost Production in Biotech Labs, a look at some of the cons of cellular suicide in terms of technology 12)Researchers Find New Way to Trigger Self-Destruction of Certain Cancer Cells, a scheme for putting cellular suicide to use for humans! http://www.eurekalert.org/pub_releases/2003-06/sjcr-rfn061803.php

Sexuality in John Donnes The Flea Essay -- essays research papers

A Reading of John Donne's 'The Flea' It is common to ascribe to Donne the status of archetypal logical poet- a man whose works are tightly crafted, confident, and certain in their application of metaphor and analogy. True enough, Donne’s poem seems to suggest a certain self-security: we see a tight, predictable rhyme scheme, and an ordered structure. There is also arguably a wealth of rhetorical resources - Donne does not shy away from using the lexis of the military (â€Å"triumph’st†), the medical (â€Å"two bloods†¦mingled†) or even the religious (â€Å"cloysterd†, â€Å"sacrilege†). Such a feature that might be read as hinting at Donne’s essential confidence in his ability to create a unified philosophy, to adapt a wide range of discourses, to demonstrate poetic craft. However, I want to suggest that the relations of power and position of sexuality in this small poem are a great deal less certain than such an interpretation might suggest. At the very least, Donne is not simply providing a stylised, easy conclusion but is engaging in a real rhetorical struggle. He chooses to employ exuberant, self-conscious metaphors that often contradict themselves. The conclusion of his poem, Just so much honor, when thou yeeld'st to mee, Will wast, as this flea's death tooke life from thee simultaneously insists on the identification of the flea with the sexual union (i.e. it may be compared to ‘yielding’) and on the impossibility of doing so (referring to the mistress’ counter-argument, where the flea’s death cannot be equated to the death of man and wife). That is, one might translate the meaning of the climax as: ‘this flea’s death did not kill you, and therefore the flea cannot be identified with us, yet this flea rep... ...e taken by â€Å"this flea’s death†. It is noticeable how this ‘triumph’ actually fits rather neatly into Donne’s rhyme, and more importantly how his choice of pronouns (â€Å"thou†¦thyself†¦mee†) alerts us to this line being Donne’s rendering of her speech- his pronouns reflect his own perspective. As indirect speech, the feminine voice is interpreted, defined and staged through the poet’s essentially masculine perspective. This male-ordained self-castration makes the supposedly easy task of assigning gender roles in The Flea a far more complex matter. Donne’s poem hints not at stable patriarchy, but an early modern society questioning and playing with concepts of gender and associated forms of power. There is a straddling of public and private spheres here, yet also a failure to achieve secure identity in either. The Flea points towards a symbolic order in a state of flux.

Major issues in second language classroom research Essay

Chapter one is all about the major issues in second language instruction that arose during classroom research. There are four general issues concerning the effectiveness of the classroom instruction that was mentioned. The first issue is entitled â€Å"Learning from instruction† which concerns Krashen’s extensive analysis of the role of instruction within his framework of interpreting L2 acquisition, wherein he views the effects of instruction as limited, however: the classroom should function to provide the learner with comprehensible target language (TL) input in an affectively supportive climate. The second issue is entitled â€Å"Teacher talk† the main goal of this research has been to determine what makes teacher talk an aid to learning, the initial approach of this research has been to describe the features of L2 teacher talk which distinguish it from speech to L2 learners in non instructional settings. The third issue is entitled â€Å"learner behavior†, both the teacher and the learners have been investigated not only their linguistic behavior but their learning strategies and social interactions with other learners have been the target of research. Some researchers have placed great emphasis on finding out whether the learners are viewed as being in control of their own learning. The last issue is entitled †Interaction in the classroom †, interaction is viewed as significant because it is argued that 1) only through interaction can the learner decompose the TL structures and derive meaning from classroom events, 2) interaction gives learners the opportunities to incorporate TL structures into their own speech. In chapter one the four major issues were introduced, because in the chapters that will follow, each chapter will treat the issues just outlined in greater detail. Chapter 2: Classroom research methods. Chapter two presents the principal studies and concepts that have elaborated the methodology for observing and analyzing classroom instruction and interaction. Several approaches were mentioned in this chapter, majority of it is the methodological approaches. Methodological approaches to the study of L2 classrooms are extremely varied, reflecting both a great diversity of research questions and purposes, and a range of theoretical perspectives on the conduct of research. There is a continuous give-and-take between the success and failures of quantitative and qualitative approaches to portray and explain precisely the processes and products of classroom interactions. These approaches have followed methods adopted by researchers in native language schooling or other sociological and sociolinguistic studies of communicative interaction. In this chapter these methods were described with regard to their capacity to extract and validate generalizations about social and linguistic processes occurring in L2 classrooms. Chapter 3: Teacher talk in second language classrooms Chapter three surveys research on the linguistic and discourse characteristics of teacher speech to L2 learners. This chapter reviews research that has investigated second language classrooms in terms of teacher’s language use in the classroom, especially the characteristic features that differentiate speech to nonnative speakers from that to native speakers. It was also mentioned here the four modifications in teacher speech which are: first is the modifications of speech rate, prosody, phonology, wherein the researchers that were involved , found teacher’s speech to second language learners to be slower, in comparison with other contexts and conditions. Second is the modifications of vocabulary, where they claim that both non teachers and teachers tend to use a more basic set of vocabulary items in their narratives told to L2 learners. Third is the modifications of syntax, it is by far one of the most investigated and quantified characteristics of teacher talk has been teacher’s syntactic modifications. These can be grouped into five types: measures of length of utterances, measures of subordination, measures of markedness, measures of grammaticality, and measures of distribution of sentence types. And the last one is the modification of discourse, which has two categories: the framing moves, where the only significant difference in framing moves was that visiting teachers used more, compared with the regular teachers. The second category is the self-repetition, where on the assumption that repetitions may provide the learner with more opportunities to process information or follow the teacher’s model. In this review, a variety of teacher behaviors have been described and compared across different contexts. Chapter 4: Learner behavior in second language classrooms Chapter four reviews research on the characteristics of learner behavior- participation and speech. They consider research on the contribution of the learner acquisition of a second language. Classroom researchers have focused on learner’s verbal and social interactions and have inferred learning strategies from learner’s behavior in such interactions. There were also hypotheses in the data and tentative conclusions about relationships to learning that are described in this chapter. These hypotheses will form the basis for organizing the results of studies on learner behavior. Research on learner’s classroom behaviors addressed several major hypotheses. In addition, a final section of this chapter examines studies of learner’s learning strategies, a relatively recent area of investigations in second language classroom research. As for learner strategies, there are clearly fruitful topics for further research. It is evident that the strategies identified to date constitute a very mixed set of phenomena, not all of which can be investigated under classroom conditions. Chapter 5: Teacher and student interaction in second language classrooms Chapter five describes research on teacher-leaner interaction. In this chapter several of the factors that have been considered to influence the quality and quantity of teacher-student interaction are examined. The interaction which occurs as a result of these factors is described, and some of the likely consequences of the interaction for learners are suggested. In the view of many researchers and practitioners, conversation and instructional exchanges between teacher and students provide the best opportunities for the learners to exercise target skills, to test out their hypotheses about the target language, and to get useful feedback. The classroom research has shown that teachers may be less likely to address L2 learners when they are mixed with native speakers. It has also been revealed that teacher’s different questioning strategies may be either helpful for inhibiting of communication in classrooms. The greatest error teachers make may be the assumption that what occurs as †correction† in the classroom interaction automatically leads to learning on the part of the student. The nature of interaction in L2 classrooms is perhaps the most critical issue concerning formal second language learning, and although the research cited in this chapter suggests important ways in which current instructional practice may be both effective for and detrimental to promotion of TL skills, the complete picture remains to be developed. Chapter 6: Learning outcomes Chapter six draws together all of the foregoing research, as well as other studies, to determine the state of knowledge about learning outcomes resulting from teacher’s and learner’s classroom interaction. This chapter will review research on L2 classroom processes that have a potentially positive effects on learner’s perception and incorporation of the forms and functions of the target language. It should be clear that there is substance to the view that classroom instruction will aid L2 acquisition. The direction of results in the few large-scale classroom studies favors slightly a focus on form or explicit talk about grammar. Research on outcomes of learner production and teacher-learner interaction, suggests furthermore that other factors in classroom learning may contribute greatly to acquisition. Some of these factors may underline or interact with the effects noted in this section. The research reviewed here concerning the TL learning effects of interaction in L2 classrooms is limited in its conclusions, yet highly suggestive for further research. But still there are many research that remained unsolved, but hope that in the future many of these will be once and for all solved. Chapter 7: Directions for research and teaching As the last chapter it is obvious that the major findings of the research will be summarized, and that implications for further research and teaching in second language classrooms will be suggested. Despite the increase of classroom-oriented research in recent years, few can be made with great confidence because of the difficulty of synthesizing. When all the research has been carefully analyze it has been shown that research is lacking in consistent measures of classroom processes and products. Sometimes inadequate in design to address critical research question. It is also incomplete in its quantitative or qualitative analysis, which leads to a need of greater theoretical specification of the constructs and relationships to be investigated. A discussion of these methodological issues is to be carried out before any future directions are suggested. In this chapter it was also pointed out the areas for future research on classroom reading, outline major implications for curriculum planning and L2 instruction, and lastly to suggest ways of achieving greater consistency across classroom research studies. The reason of pointing these out is because, it makes it more easier for future researchers to find answers. Summary Since the 1960s, there has been an increasing attempt in research on teaching and learning from instruction to relate the major features of teacher and student behavior in classrooms to learning outcomes. The research in this book deals with the nature of the teacher and student behavior in real classroom. Using this set up , researchers were able to observe and analyze what is really the nature of the teacher and the student’s behavior. They were able to determine what are the factors that can affect a L2 learner in acquiring language. They were focused on the learning and acquisition of the L2. In the first chapter, they discussed the major issues that arose during the research. The chapters that follows, the primary research studied is that conducted in L2 classrooms, in simulations of language classrooms, or in semi-instructional, tutoring interactions between teachers or L2 speakers and language learners. Many theories, hypotheses and approaches were formed and used in these research. But there was a memo in the start of the chapter, it says that the fact that this book is reviewing research on the preceding issues does not guarantee that the research will provide unambiguous answers to them. It’s because the research that was done in this book has not yet been proven to be accurate. The purpose of this book has been to attempt to elucidate the critical issues and findings of research in and about second language classrooms. While the studies reviewed here clearly are not always as rigorous or convincing as we would like, the past ten years of classroom-oriented research is impressive in the breadth and depth of study of a variety of issues, when virtually every study was groundbreaking in one respect or another- methodology, research questions, population studied, analytical techniques applied. At the same time, second language instruction has been gaining importance, as more people throughout the world find the need to acquire one or more second languages. There is diversification in the specific purposes of language instruction, an increase in language schools and programs, and an expansion in training programs for second language teachers, researchers, and program developers. For these reasons alone, second language classroom research has an important role to play. Reflection I think this book is quite the catch. Especially if you are an English major like me. This book helped me to understand a bit more the importance of second language acquisition. I already know from my ESL/EFL class that learning a second language is important, but this book made me realize that acquiring a second language will be very advantageous for me. Because if I learn my second language perfectly, I know that I will be more confident in myself. And that I can be globally competitive. This book does not only talk about second language acquisition, it also talks about classroom-oriented research. In the classroom-oriented research they tackled the nature of the teacher and the behavior of the students. They wanted to know what are the factors that affect the L2 leaner in acquiring language and how can they overcome these if they were to be problems, and how can they improve it if it were a solutions. In this book there were also hypotheses theories, and approaches that were formed and used. The setting that was used is the classroom, and that the main subjects are the teachers and the learners. This book is a big help in understanding second language acquisition. Although some words are a bit hard to understand , I will still recommend this book to anyone who is interested in learning and acquiring a second language. And also to my fellow majors, because I know this book will be a big help in our studies.

Hazing in Universities

Hazing in universities across the nation has become an increasingly dangerous ritual that is seemingly becoming more difficult to put an end to due to its development into an â€Å"underground† activity. Though a regular activity in the seventies, hazing, a possible dangerous act of initiation to a group, has now become an activity that is banned in thirty-nine states (Wagner 16). However, this ritual has not been stopped or become less severe. In fact it is becoming more dangerous. Since it has been banned, with many colleges imposing their own penalties against those participating in it, many fraternities and sororities have pursued this activity in an underground fashion. Since these groups have gone underground, some victims of these rituals have been injured and subsequently died. This is due to the â€Å"hazers† not seeking medical treatment for the victims, for fear that they may be fined or charged by police or campus authorities. One estimate states that at least sixty-five students have died between the years of 1978 and 1996 from beatings and stress inflicted during fraternity initiation rites (â€Å"Greek† 26). Hazing has been defined in the Pennsylvania Hazing Law as â€Å"any action or situation which recklessly or intentionally endangers the mental or physical safety of a student or which destroys or removes public or private property for the purpose of initiation or admission into or affiliation with, or as a condition for continued membership in, any organization operating under the sanction of or recognized as an organization by an institution of higher education. The term shall include, but not be limited to, any brutality of a physical nature, such as whipping, beating, branding, forced calisthenics, exposure to the elements, forced consumption of any food, liquor, drug, or other substance, or any forced physical activity which could adversely affect the physical health and safety of the individual, and shall include any activity which would subject the individual to extreme mental stress, such as sleep deprivation, forced exclusion from social contact, forced conduct which could result in extreme embarrassment, or any other forced activity which could adversely affect the mental health or dignity of the individual†(â€Å"Pennsylvania Hazing Law† 1). The importance of this hazing situation is the fact that people are being injured, both physically and mentally, causing death or lifelong trauma. Though it may seem like an easy to control situation, the truth is that it is not easy at all. The only times that these groups, who subject individuals to hazing activities, are caught or penalized is after the damage done to an individual is so horrible as to result in death or hospitalization. The act of hazing may consist of something as subtle as a â€Å"pledge†, one who is trying to become a part of the group, having to answer phones at a fraternity house to extreme hazing such as being severely beat with paddles or even bricks. Since hazing takes many forms, it is hard for the public to realize that these â€Å"pledges† are actually being harmed. It is especially hard to see the mental abuse aspect of this situation. At times, â€Å"pledges† may be forced to wear humiliating items such as dog collars or diapers. It may look like an innocent prank, and may actually seem humorous, but stunts like this can deeply affect a person emotionally (Scleifer 42). Hazer†s in Greek societies have also been known to play the â€Å"buzz-saw† game in which a chainsaw is held inches away from a pledge until he/she screams in terror. This practice is used to instill respect, in the form of extreme fear, into the pledges (â€Å"The Persistent Madness of Greek Hazing† 14). Physical hazing, however, is where the most life threatening problems are occurring. With groups such as Omega Psi Phi of the University of Florida, who whacked its inductees in the heads with boards, beat them with fists, and hit them with bricks, one can only expect catastrophic results. For example, in 1993, the members of Omega Psi Phi beat Joseph J. Snell, a junior at the University of Maryland with such objects as a hammer, a horsehair whip, a broken chair leg, and a brush. Later, Snell was forced to place a space heater next to his face because the group said that his skin was not black enough. Snell was hospitalized due to the incident. He remained scared and despondent after his release. He had even called a suicide hotline because of the mental anguish that was caused (â€Å"Former Student Wins $375,000† 23). The hurt and confusion of a victim of mental and physical hazing can remain for years after the abuse. Yet, even after all the abuse, members of these organizations continue to feel that because they had to suffer through this act of initiation to get into the group, their successors must also be fall subject to these activities. Naturally, people want and need to be accepted. This is why an individual will go along with the hazing activities. Valerie Eastman, a behavioral science professor at Drury College in Springfield, MO, states â€Å"You know you†re a reasonable person and you just went through this nasty, unpleasant ritual, so you think the group must have been worth it. You try to justify it† (Wagner 16). Though some members in a fraternity or sorority may be against what is happening to these individuals, the codes of secrecy and brotherhood/sisterhood are so strong that they fear to break them and come forward to report these acts (Ruffins 18). Lydia Bradley, a strong advocate of anti-hazing laws and national speaker for placement of these laws, has interviewed students about the act of hazing in college. She reports, â€Å"I†m told that hazing unifies a group, that it is a rite-of-passage, that it builds brotherhood, that it is a tradition, or, the worst reason of all, that ‘I went through it†(Bradley 1). † It is this type of attitude that hinders the expulsion of the hazing activities. We, as the public, are limited, both in our knowledge of what truly happens in these groups and the ability to stop it, by not personally becoming a member of them. Though some of the fraternities that have been suspended for acting against these anti-hazing laws, they continue to operate underground and make no effort to change their behavior according to Stockton†s Director of Student Development, Tom O†Donnell (Kempert 12). As of yet, there are virtually no associations that actively monitor the actions of fraternities and sororities. They are trusted to act in a responsible manner. As stated in Hank Nuwer†s Broken Pledges: The Deadly Rite of Hazing, â€Å"What possibly could be expected from a group of adolescents when you leave them alone to govern their own activities (Nuwer 34). † One may parallel these activities to those expressed in William Golding†s Lord of the Flies to what may happen when such adolescents are left unsupervised to run a â€Å"members-only† organization. National Fraternities and sororities have neglected their parental responsibilities and have left pledging up to these adolescents. It is important that these actions are stopped by any reasonable means necessary. Since hazing has been a process that virtually all these members had been subject to, they will be reluctant to change. The idea of hazing has been placed in their heads as a test to foster unity, to instill a sense of membership, to promote scholarship, and to build awareness of the specific chapter†s history (Chenowith 20). Therefor, an alternative must be able to instill these exact qualities. Believers in the supposed benefits of hazing may be more likely to change their opinion if they can envision some alternatives. In many cases, those who are most vocal against eliminating hazing are those who are bitter and angry about the hazing that they themselves endured, but don†t want to eliminate this publicly. They expect others should be abused in order to gain â€Å"true† membership in the group. In this case, specific programs should be established to teach the devastating effects of hazing. A new sanction reduction policy has been established at Richard Stockton College of New Jersey to tackle some of the problems. The fraternities at this college that have been sanctioned for committing violations are now able to participate in a program that will possibly reduce their sanctions. This OPTIONS program offers students to take one of two four-credit elective courses: â€Å"The Psychology of Well Being,† which explores principles of physical and mental health, or â€Å"Alcohol 101,† which teachers the dangerous effects of alcohol, especially those involved in college situations. Along with this, they had established a Greek self-study committee, through which a Greek Council was formed (Kempert 12). This will educate students about the dangers they are placing on the pledges and change their ways while offering them the incentive of lowered sanctions at the same time. Incentives seem to be the best way to reach these organizations and hopefully it will subject them to the knowledge of what their actions may cause others. An alternative replacement to hazing activities would be another way to eliminate this problem. They could foster their unity in ways such as involving the whole group in a community charity. By asking the pledges to involve themselves in charities, or present the group with specific ideas for charitable work, would show the pledge†s sense of commitment to the group, along with helping to show the public the goodness that can become of these groups (Crothers 50). Instead of making the pledges do chores or excessive exercise, why not promote scholarship by designating study hours. What better way to prove an organization†s worthiness but by setting an example scholastically. These fraternities or sororities could invite leaders of the national groups or advisors to speak at a meeting instead of forcing these pledges to incessantly recite names or worthless facts about the group they are pledging to. Many alternatives are out there; one just has to have the strength to bring it to mention. Of course other solutions such as the undercover spies have been thought of. But, this would only seem to tear the organization apart and make them more careful in whom the choose as pledges, make them more dangerous and secretive in their activities, and less likely to help someone once they have been injured for fear of getting caught. A combination of incentives, alternatives, and a council to create a forum to discuss these alternatives to the hazing process is the most reasonable solution to this problem. Using otherwise â€Å"sneaky† tactics could only increase the problem and drive it further underground. As stated before, it can be hard to talk members into changes this tradition of the organization, but through time and education they will see its benefits. By performing such alternatives as previously mentioned, the dangerous hazing process will be eliminated and the â€Å"good-side† of these groups will become evident. Working together on a project, such as one that will help the local community, will bring a sense of accomplishments to the members and a sense of pride to both the community and the institution (Kempert 12). Of course the only way these solutions could come into effect is if the organizations and the institution work together. The school has to realize that, even if there has been no public incidences regarding hazing in their school, hazing probably does exist. It is this thought that should cause them to form some sort of incentive program of their own to counteract it. However, the members also have to take responsibility and go to the school for help in organizing the possible incentives and alternatives. Hazing in universities Hazing in universities across the nation has become an increasingly dangerous ritual that is seemingly becoming more difficult to put an end to due to its development into an â€Å"underground† activity. Though a regular activity in the seventies, hazing, a possible dangerous act of initiation to a group, has now become an activity that is banned in thirty-nine states (Wagner 16). However, this ritual has not been stopped or become less severe. In fact it is becoming more dangerous. Since it has been banned, with many colleges imposing their own penalties against those participating in it, many fraternities and sororities have pursued this activity in an underground fashion. Since these groups have gone underground, some victims of these rituals have been injured and subsequently died. This is due to the â€Å"hazers† not seeking medical treatment for the victims, for fear that they may be fined or charged by police or campus authorities. One estimate states that at least sixty-five students have died between the years of 1978 and 1996 from beatings and stress inflicted during fraternity initiation rites (â€Å"Greek† 26). Hazing has been defined in the Pennsylvania Hazing Law as â€Å"any action or situation which recklessly or intentionally endangers the mental or physical safety of a student or which destroys or removes public or private property for the purpose of initiation or admission into or affiliation with, or as a condition for continued membership in, any organization operating under the sanction of or recognized as an organization by an institution of higher education. The term shall include, but not be limited to, any brutality of a physical nature, such as whipping, beating, branding, forced calisthenics, exposure to the elements, forced consumption of any food, liquor, drug, or other substance, or any forced physical activity which could adversely affect the physical health and safety of the individual, and shall include any activity which would subject the individual to extreme mental stress, such as sleep deprivation, forced exclusion from social contact, forced conduct which could result in extreme embarrassment, or any other forced activity which could adversely affect the mental health or dignity of the individual†(â€Å"Pennsylvania Hazing Law† 1). The importance of this hazing situation is the fact that people are being injured, both physically and mentally, causing death or lifelong trauma. Though it may seem like an easy to control situation, the truth is that it is not easy at all. The only times that these groups, who subject individuals to hazing activities, are caught or penalized is after the damage done to an individual is so horrible as to result in death or hospitalization. The act of hazing may consist of something as subtle as a â€Å"pledge†, one who is trying to become a part of the group, having to answer phones at a fraternity house to extreme hazing such as being severely beat with paddles or even bricks. Since hazing takes many forms, it is hard for the public to realize that these â€Å"pledges† are actually being harmed. It is especially hard to see the mental abuse aspect of this situation. At times, â€Å"pledges† may be forced to wear humiliating items such as dog collars or diapers. It may look like an innocent prank, and may actually seem humorous, but stunts like this can deeply affect a person emotionally (Scleifer 42). Hazer†s in Greek societies have also been known to play the â€Å"buzz-saw† game in which a chainsaw is held inches away from a pledge until he/she screams in terror. This practice is used to instill respect, in the form of extreme fear, into the pledges (â€Å"The Persistent Madness of Greek Hazing† 14). Physical hazing, however, is where the most life threatening problems are occurring. With groups such as Omega Psi Phi of the University of Florida, who whacked its inductees in the heads with boards, beat them with fists, and hit them with bricks, one can only expect catastrophic results. For example, in 1993, the members of Omega Psi Phi beat Joseph J. Snell, a junior at the University of Maryland with such objects as a hammer, a horsehair whip, a broken chair leg, and a brush. Later, Snell was forced to place a space heater next to his face because the group said that his skin was not black enough. Snell was hospitalized due to the incident. He remained scared and despondent after his release. He had even called a suicide hotline because of the mental anguish that was caused (â€Å"Former Student Wins $375,000† 23). The hurt and confusion of a victim of mental and physical hazing can remain for years after the abuse. Yet, even after all the abuse, members of these organizations continue to feel that because they had to suffer through this act of initiation to get into the group, their successors must also be fall subject to these activities. Naturally, people want and need to be accepted. This is why an individual will go along with the hazing activities. Valerie Eastman, a behavioral science professor at Drury College in Springfield, MO, states â€Å"You know you†re a reasonable person and you just went through this nasty, unpleasant ritual, so you think the group must have been worth it. You try to justify it† (Wagner 16). Though some members in a fraternity or sorority may be against what is happening to these individuals, the codes of secrecy and brotherhood/sisterhood are so strong that they fear to break them and come forward to report these acts (Ruffins 18). Lydia Bradley, a strong advocate of anti-hazing laws and national speaker for placement of these laws, has interviewed students about the act of hazing in college. She reports, â€Å"I†m told that hazing unifies a group, that it is a rite-of-passage, that it builds brotherhood, that it is a tradition, or, the worst reason of all, that ‘I went through it†(Bradley 1). † It is this type of attitude that hinders the expulsion of the hazing activities. We, as the public, are limited, both in our knowledge of what truly happens in these groups and the ability to stop it, by not personally becoming a member of them. Though some of the fraternities that have been suspended for acting against these anti-hazing laws, they continue to operate underground and make no effort to change their behavior according to Stockton†s Director of Student Development, Tom O†Donnell (Kempert 12). As of yet, there are virtually no associations that actively monitor the actions of fraternities and sororities. They are trusted to act in a responsible manner. As stated in Hank Nuwer†s Broken Pledges: The Deadly Rite of Hazing, â€Å"What possibly could be expected from a group of adolescents when you leave them alone to govern their own activities (Nuwer 34). † One may parallel these activities to those expressed in William Golding†s Lord of the Flies to what may happen when such adolescents are left unsupervised to run a â€Å"members-only† organization. National Fraternities and sororities have neglected their parental responsibilities and have left pledging up to these adolescents. It is important that these actions are stopped by any reasonable means necessary. Since hazing has been a process that virtually all these members had been subject to, they will be reluctant to change. The idea of hazing has been placed in their heads as a test to foster unity, to instill a sense of membership, to promote scholarship, and to build awareness of the specific chapter†s history (Chenowith 20). Therefor, an alternative must be able to instill these exact qualities. Believers in the supposed benefits of hazing may be more likely to change their opinion if they can envision some alternatives. In many cases, those who are most vocal against eliminating hazing are those who are bitter and angry about the hazing that they themselves endured, but don†t want to eliminate this publicly. They expect others should be abused in order to gain â€Å"true† membership in the group. In this case, specific programs should be established to teach the devastating effects of hazing. A new sanction reduction policy has been established at Richard Stockton College of New Jersey to tackle some of the problems. The fraternities at this college that have been sanctioned for committing violations are now able to participate in a program that will possibly reduce their sanctions. This OPTIONS program offers students to take one of two four-credit elective courses: â€Å"The Psychology of Well Being,† which explores principles of physical and mental health, or â€Å"Alcohol 101,† which teachers the dangerous effects of alcohol, especially those involved in college situations. Along with this, they had established a Greek self-study committee, through which a Greek Council was formed (Kempert 12). This will educate students about the dangers they are placing on the pledges and change their ways while offering them the incentive of lowered sanctions at the same time. Incentives seem to be the best way to reach these organizations and hopefully it will subject them to the knowledge of what their actions may cause others. An alternative replacement to hazing activities would be another way to eliminate this problem. They could foster their unity in ways such as involving the whole group in a community charity. By asking the pledges to involve themselves in charities, or present the group with specific ideas for charitable work, would show the pledge†s sense of commitment to the group, along with helping to show the public the goodness that can become of these groups (Crothers 50). Instead of making the pledges do chores or excessive exercise, why not promote scholarship by designating study hours. What better way to prove an organization†s worthiness but by setting an example scholastically. These fraternities or sororities could invite leaders of the national groups or advisors to speak at a meeting instead of forcing these pledges to incessantly recite names or worthless facts about the group they are pledging to. Many alternatives are out there; one just has to have the strength to bring it to mention. Of course other solutions such as the undercover spies have been thought of. But, this would only seem to tear the organization apart and make them more careful in whom the choose as pledges, make them more dangerous and secretive in their activities, and less likely to help someone once they have been injured for fear of getting caught. A combination of incentives, alternatives, and a council to create a forum to discuss these alternatives to the hazing process is the most reasonable solution to this problem. Using otherwise â€Å"sneaky† tactics could only increase the problem and drive it further underground. As stated before, it can be hard to talk members into changes this tradition of the organization, but through time and education they will see its benefits. By performing such alternatives as previously mentioned, the dangerous hazing process will be eliminated and the â€Å"good-side† of these groups will become evident. Working together on a project, such as one that will help the local community, will bring a sense of accomplishments to the members and a sense of pride to both the community and the institution (Kempert 12). Of course the only way these solutions could come into effect is if the organizations and the institution work together. The school has to realize that, even if there has been no public incidences regarding hazing in their school, hazing probably does exist. It is this thought that should cause them to form some sort of incentive program of their own to counteract it. However, the members also have to take responsibility and go to the school for help in organizing the possible incentives and alternatives.