Journey of the Magi Essay

Journey of the Magi has been penned down by Nobel prize winner TS Eliot an is a contrast of experiences based on the nativity of Christ. The monologue describes the journey of the Magi to Bethlahem in search of spiritual pacification and is an account of Eliot’s own conversion to Anglican faith, making the journey and objective correlation for Eliot. As per the Gospel story, the Magi were the three wise men namely Balthazar- King of Chaldea, Gaspor – King of Ethopia, Melchoir -King of Nubia who belonged to the priestly class of magicians and had come to Bethlahem to pay homage to infant Christ presenting him with gifts of gold, myrrh, and frankincense. They symbolise wandering human souls in search of spirituality, the eternal spiritual quester. The poem, ‘Journey of the Magi’ opens with the nativity sermon of Lancelot Andrews preached in 1622 which describes the hardships Magi faced due to deep ways, sharp weather, meeting snow and hostile conditions which were hard to combat : ‘ A cold coming we had of it/ Just the worst tme of the year’ in ‘the very dead of winter’. The Magus admits that there was introspection promoted for ‘there were times we regretted’ as they had given up materialistic pleasures and sensuality of ‘Summer places on the slope’ and ‘silken girls bringing sherbet. ’ Besides wondering whether it was worth the effort, their major issue of search was ignored and the day to day difficulties bogged them down with ‘camelmen cursing and grumbling’, ‘night fires going out’ and ‘villages, dirty and charging high prices’. and they admitted, ‘A hard time we had of it’. The Magi now ‘preferred to travel all night’ and faced agonising moments of self doubt : ‘voices singing in our ears saying that this was all folly’ before they finally reached a temperate valley. The second half of the poem abounds in symbolism with the temperate valley signifing the change in their lives that followed the ardous journey. They come across a ‘ running stream’ depicting the timelessness of their journey; ‘watermill beating the darkness’ continuing the image of extinction and renewal; ‘three trees signifing three crosses at calvary; ‘an old white horse’, a metaphor for rebirth of Christ, the Savior and the defeat of paganism; ‘Vine leaves over the lintel’ again symbolic of the vine that christ metamorphosed into his blood; ‘Six hands at an open door dicing for pieces of silver’ refers to betrayal of christ by Judas and lastly ‘feet kicking empty vine skins ’is symbolic of the worn out forms and rituals of the old dispensation. The Magus describes their destination as : ‘Finding the place, it was ( you may say) satisfactory’. Such a deliberate understatement reflects the turmoils in the minds of the Magi as an outcome of the clash of their old dispensation and new beliefs. The last twelve lines describe the psychological change in Magi as they wore caught in confusion and perplexity and claimed that ‘This birth was hard and bitter agony for us like Death’. The journey marked the end of their old dispensation but didnot give them satisfaction of faith for the Magus claims, ‘I should be glad of another death’ so that he may be born into a new faith. The poem can be studied at three levels : The actual journey of the Magi; Eliot’s journey from doubt to faith while his conversion to anglicanism, and journey of any individual in spiritual quest. belonging to the Ariel poems, the journey traces Eliot’s own spiritual quest and his yearing for sublime peace. The monologue reconfirms the universal truth that the brave and the dauntless who embark upon journies with conviction are graced with divinity but it is sensual jdesires and temptations that need to be overcome.

Journal Entry African American Essay

Hello my precious unborn child. I am not really sure where to begin. The doctor is saying that I might not make it through this pregnancy but they will make sure you live to see this crazy world that we live in. I want to make sure that you understand your history and where you come from! What a journey our family has been through. They just don’t make it easy for an African American Family. Here we are and we have struggled just to make it here to the Deep South. We settled here in Ole Miss just like lots of other black folks and you would think that after they freed us from slavery they could just leave us be. I guess I should tell you a little about who we are and what we have been through so you have a clearer understanding. Well it started when we got here. Brought over on ships, our family was slaves to the white folk right here in Mississippi. There have always been stories told. Why, I remember when I was a little girl my grandma telling us the story of Nat Turner. (1998) He went on a rebellion right here in the South. He was on a mission fighting for what he believed in. He may not have gone about it the right way but he fought until his death on October 30, 1831. After that it seemed to be one person after the next until finally Abraham Lincoln issued the Emancipation Proclamation. This was issued in 1863. (1998)This was a valiant attempt at freeing the slaves here in the United States but it technically only freed slaves in the states that were under the jurisdiction of the Confederacy. You would think that would make things better. Nope! There was a 12 year period after that that they worked hard on trying to make things fair for us. Your great-great-grandma was around through the reconciliation period. She said that we were finally awarded citizenship and in 1870 an amendment went in that stated you could not deny us the right to vote because of our race. (1998) My great-Grandma told us that just when things started looking up†¦It got worse. The Democrats came in and changed everything. They started doing every thing that they could to put us back to having no rights. But we as a race stayed as strong as we could. What you have to remember is that making our way in this world has been and remains a consistent struggle. We made leeway though! A young lady buy the name of Sophia Packard and Harriet Giles were able to establish a college for the â€Å"Negros† as the white folk like to call us. This was the first college for African American females. Spelman College’s goal at the time was merely to teach black women to read and write. And that they have done. But here I sit in 1963. A 33 year old female who isn’t sure what is going to be in her future. They call us free. I have to ask myself daily though, â€Å"Am I really free? † I mean we have separate schools. We eat in separate restaurants. (2010) They give us totally different bathrooms to use and all this is because of the color of my skin. I look at this world and I think to myself, â€Å"I put my clothes on the exact same way as everyone else. † Should the color of our skin really make things so much different for us? Every single day we have leaders out there fighting for what is fair and what is right. Take Martin Luther King for instance. (2007) He is on a mission. He is part of a group called the SCLC. (Southern Christian Leadership Conference) He has made major strides. I mean in Montgomery Alabama the black folks get to ride on the same buses with the same rights as the white folks. I can only hope that by the time that you grow up and are able to read and understand all this that you look at all this and have a hard time believing it. As I sit here and write to you and I look across the street of this tiny little home I live in I see the neighbors and in their front yard is a cross that someone has lit on fire. Why, because today he walked a white girl to school. Rumors started and now everyone knows that this little girl likes him. Yet he is being punished for it. It shouldn’t matter. If there is one thing that you need to know and one thing that I can teach you through this letter it is to be you. Know yourself. Never let anyone tell you that you can not do something. Most importantly, remember that loves has no boundaries. It sees no color. It does not understand hate. It does not segregate nor does it discriminate. I hope that you never have to endure the hardships that we have to endure during these trying times. Always remember to live with no regrets and never look back! I love you with all my heart-. Momma Works Citied Page African American Slavery (1998) Long Island University Retrieved from http://www. liu. edu/cwis/CWP/library/aaslavry. htm#turner Timeline Search for African American History (2010) Google Search Engine http://www. google. com/search? q=african+american+history&hl=en&sa=X&tbo=p&tbs=tl:1,tll:1850,tlh:1899&ei=lrPUS9avLoK78gbfpL3qDw&oi=timeline_histogram_nav&ct=timeline-histogram&cd=8&ved=0CIcBEMkBKAg History of African Americans Information Please Database. (2007) Pearson Education, Inc. Retrieved from http://www. infoplease. com/spot/bhmtimeline. html.

Introduction of Gps

GLOBAL POSITIONING SYSTEM (GPS) GLOBAL POSITIONING SYSTEM (GPS) 3802 O/C AMTR DASSANAYAKE MTS INTAKE 28 3802 O/C AMTR DASSANAYAKE MTS INTAKE 28 HISTORY OF GPS SEGMENTS OF GPS APPLICATIONS OF GPS GEOSTATICS ASSIGNMENT 01 HISTORY OF GPS SEGMENTS OF GPS APPLICATIONS OF GPS GEOSTATICS ASSIGNMENT 01 ASSIGNMENT I Prepare a detail report regarding GPS including following features†¦Ã¢â‚¬ ¦ 1. Historical development. 2. Segment of GPS. 3. Wide variety of applications of GPS. INTRODUCTION * GPS is a satellite-based navigation system originally developed for military purposes and is maintained and controlled by the United States Department of Defense. GPS permits land, sea, and airborne users to determine their three-dimensional position, velocity, and time. * It can be used by anyone with a receiver anywhere on the planet, at any time of day or night, in any type of weather. * There are two GPS systems: NAVSTAR – United States system, and GLONASS – the Russian version. * The NAVSTAR system is often referred to as  the  GPS (at least in the U. S. ) since it was generally available first. * Many GPS receivers can use data from both NAVSTAR and GLONASS; this report focuses on the NAVSTAR system. 1. Historical development GPS is primarily a navigational system, so a background on navigation will give insight as to how extraordinary the Global Positioning System is. * People first navigated only by means of  landmarks  Ã¢â‚¬â€œ mountains, trees, or leaving trails of stones. * This would only work within a local area and the environment was subject to change due to environmental factors such as natural disasters. * For traveling across the ocean a process called  dead reckoning, which used a magnetic compass and required the calculation of how fast the ship was going, was applied. The measurement tools were crude and inaccurate. It was also a very complicated process. * When traveling over the ocean, people began using the stars as guidelines. * Th e stars appear different from different locations on Earth so analyzing the stars gave sailors the basic direction to follow. * Celestial navigation  was our primary means of navigation for hundreds of years. It was a time-consuming and complicated task of measuring the angles between stars – a process of triangulation. * The degree of precision was limited. The sextant was developed during this time but since it only measured latitude, a timepiece was also invented so that the longitude could also be calculated. * This type of navigation only worked at night and in clear weather which was a great disadvantage. * It was not until the 20th century that  ground-based radio navigation systems  were introduced. Some are still in use today. * GPS is a satellite radio navigation system, but the first systems were ground-based. * They work in the same way as does GPS: users (receivers) calculate how far away they are from a transmitting tower whose location is known. When seve ral towers are used, the location can be pinpointed. * This method of navigation was a great improvement, yet it had its own difficulties. An example of such a system is LORAN. * Each tower had a range of about 500 miles and had accuracy good to about 250 meters. * LORAN was not a global system and could not be used over the ocean. Because ground based systems send signals over the surface of the earth, only two-dimensional location can be determined. * The altitude cannot be calculated so this system could not be applied to aviation. The accuracy of such systems could be affected by geography as well. The frequency of the signal affected accuracy; a higher frequency would allow for greater accuracy, but the user would need to remain within the line of sight. * The first global navigation system was called OMEGA. It was a ground-based system but has been terminated as of 1997. * Timeline of GPS Development * Late 1960s, concept development. * Early 1970s, program funding and establi shment of a Joint Program Office within the Department of Defense. * December 1973, proposal for GPS approved by the Defense System Acquisition and Review Council (DSARC). * Mid-1970s, ground testing of the GPS concept. February 22, 1978, launch of the first GPS satellite. * 1989, Magellan Corporation introduces the first hand-held GPS receiver. * 1991, detection and fix of a major a glitch that slowed progress. * January 1991, military use of GPS in Operation Desert Storm in Iraq. * December 1993, declaration of Initial Operational Capability (IOC) by the U. S. Secretary of Defense. * May 2, 2000, SA is turned off by presidential directive; inexpensive civilian GPS receivers increase their horizontal accuracy from â€Å"no worse than† 100 meters to 15-25 meters. * Oct 1, 2005 First Modernized GPS Satellite with improved accuracy. . SEGMENTS OF GPS GPS uses radio transmissions. The satellites transmit timing information and satellite location information. The system can be se parated into three parts: i. Space segment ii. Control segment iii. User segment Connection of three segments, i. Space Segment * The space segment consists of the satellites themselves. * According to the  United States Naval Observatory, there are currently 27 operational GPS satellites about 11,000 miles up in space. * This constellation (see Figure 2 below) provides between five and eight GPS satellites visible from any point on the earth.The Space Segment * It takes each satellite about twelve hours to orbit the earth. There are six orbital planes with at least four satellites in each plane. * The orbits are tilted to the  equator  of the earth by 55 ° so that there is coverage of the  Polar Regions. * The satellites continuously orient themselves to ensure that their  solar panels  stay pointed towards the sun, and their  antennas  point toward the earth. * Also each satellite carries 4  atomic clocks. ii. Control Segment * The control segment is a group of ground stations that monitor and operate the GPS satellites. There are monitoring stations spaced around the globe and one Master Control Station located in Colorado Springs, Colorado (see Figure 3 below). * Each station sends information to the Control Station which then updates and corrects the navigational message of the satellites. * There are actually five major monitoring systems, the figure below does not include the Hawaiian station. * The stations constantly monitor the orbits of the satellites and use very precise radar to check  altitude, position and speed. * Transmitted to the satellites are  ephemeris  constants and clock adjustments. The satellites in turn, use these updates in the signals that they send to  GPS receivers. The Control Segment iii. User Segment * This part consists of user receivers which are hand-held or, can be placed in a vehicle. * All GPS receivers have an  almanac  programmed into their computer, which tells them where each satellite is at any given moment. * The GPS receivers detect, decode and process the signals received from the satellites. * The receiver is usually used in conjunction with computer software to output the information to the user in the form of a map. As the user does not have to communicate with the satellite there can be unlimited users at one time. * The user requires a GPS receiver in order to receive the transmissions from the satellites. * The GPS receiver calculates the location based on signals from the satellites. * The user does not transmit anything to the satellites and therefore the satellites don't know the user is there. * The only data the satellites receive is from the Master Control Station in Colorado. * The users consist of both the military and civilians. 3. Applications of GPS Today, GPS has a wide variety of applications and GPS is finding its way into cars, boats, planes, construction equipment, movie making gear, farm machinery and even laptop computers. * The most o bvious application for GPS is satellite navigation in vehicles, aircraft and ships. * It allows anyone with a GPS receiver to pinpoint their speed and position on land, air or sea, with incredible accuracy. * Drivers can use in-vehicle portable navigation devices to follow a route, find detours around traffic problems and with additional software receive traffic alerts and warnings on safety camera locations. GPS is used for tracking devices; people can pinpoint any object on the earth. For example, GPS vehicle tracking systems or GPS fleet tracking systems can point out where their stolen vehicle is or where their ship sails at present. * Main uses of GPS technology are as follows: a) Location †The first and foremost palpable application of GPS system is the simple determination of a position? or location; Navigation † b) The primary design of GPS tracking system was to provide navigation information or ships and planes; c) Tracking â€Å"With the accurate data provide d by the system, monitoring mobile objects or people is not difficult task anymore; d) Mapping â€Å"GPS can help in creating maps and models of everything in the planet. Mapping the earth had never been an easier task; e) Timing† GPS satellites carry highly accurate atomic clocks, and GPS tracking devices here on the ground when synchronized with those in the satellites are themselves atomic accuracy clocks providing accurate time. * There are many applications for military in GPS, * The military utilizes GPS in land, marine, and airborne navigation. In addition, GPS satellites are equipped with sensors to monitor and detect the donations of nuclear weapons. * Navigation is the main function of GPS with uses in all branches of the military. * Some examples are; photo reconnaissance, low-level navigation, target acquisition, command and control, en route navigation, and missile guidance. * Although GPS was designed for military use, civilian use of the navigation technology h as dramatically increased with the advent of affordable, portable GPS receivers and the ability to increase the accuracy of civilian GPS readings. A major use of GPS is for surveying and mapping, including land, marine, and air borne surveying, local and global deformation monitoring, and geodetic control. * Applications in transportation and communication and include automotive navigation aids, with an automated display of the vehicle position on an electronic map. This is particularly useful for emergency vehicles and search and rescue missions. * Monitoring the location and movement of vehicles such as taxis, trucks, and boxcars can also be achieved using GPS. Recreational activities have also become a large market for low-cost, portable receivers. Boating, backpacking, biking, and horseback riding are a few of the activities whose participants use fairly inexpensive, relatively low accuracy GPS receivers. * GPS is also available for other uses: hikers and ramblers can use GPS re ceivers to ensure they are following their chosen route and to mark rendezvous points along the way. * While gamers can take part in geocaching, a kind of treasure hunt for the digital age, which uses precise GPS signals to help the players track down a hidden stash. The emergency services, for instance, can use GPS not only to find their way to an incident quicker than ever before but also to pinpoint the location of accidents and allow follow-up staff to find the scene quickly. * This is particularly useful for search and rescue teams at sea and in extreme weather conditions on land where time can be a matter of life or death. * Scientists and engineers also have applications for GPS receivers, in scientific experiments, and in monitoring geological activity such as earth tremors, earthquakes and volcanic rumblings. They can use strategically positioned GPS devices to assist them in tracking climate change and other phenomena. Fundamentally, GPS can now be used to produce very acc urate maps. * GPS is a term that most commonly conjures up images of vehicle navigation systems, space-age satellite technology, and interactive maps for outdoors-types and sportsmen as well as below usages, * Know where children are using services from companies like uLocate Communications. * Keep track of elderly members of your family, so that they don’t wander off alone. * Plan a road trip around interesting points of interests, landmarks, campsites, diners, etc. Get emergency road side assistance at a touch of a button from the vehicle, so you can get help exactly where and when people need it. * Keep a visual journal and bookmark collection of your favorite hot spots, sceneries, and points of interests that may not be listed in any travel guide. * Find lost pets easily using collars with built-in GPS. * Feel safer with cellular phone emergency calls, so emergency person can pinpoint your location once you make an emergency call. * Track your luggage, laptops, and anythi ng of importance while traveling. Track and find family, friends in a crowded concert, graduation, or any social gathering. * When going on a vacation, feel free to separate from group for a while to venture on your own based on your own interests and find them later on with your GPS enabled device- even in an unfamiliar place. * Creative and educational uses of GPS; * Stay physically active and fit by playing Ray Gun! A locational based cell phone game based on GPS technology. * Become more cultured, make global friends, and learn about the world playing Geocache, a global GPS based treasure hunt. GPS boosts productivity across a wide swath of the economy, to include farming, construction, mining, surveying, package delivery, and logistical supply chain management. * Major communications networks, banking systems, financial markets, and power grids depend heavily on GPS for precise time synchronization. Some wireless services cannot operate without it. * GPS saves lives by preventi ng transportation accidents, aiding search and rescue efforts, and speeding the delivery of emergency services and disaster relief. GPS is vital to the Next Generation Air Transportation System (NextGen) that will enhance flight safety while increasing airspace capacity. * GPS also advances scientific aims such as weather forecasting, earthquake monitoring, and environmental protection. * GPS use to determine a position from measurements of distances is known as triangulation  (not  triangulation, which involves the measurement of angles). * GPS  receivers  receive satellite signals; they do not transmit or bounce signals off the satellites. GPS Systems are a passive, receive-only system, GPS Systems can support an unlimited number of users, both military and ivilian. * GPS system provides a 24 hour per day global coverage. GPS systems are an all-weather system which is not affected by rain, snow, fog, or sand storms. * GPS use to measure distances to four or more satellites simultaneously and knowing the exact locations of the satellites (included in the signals transmitted by the satellites), the receiver can determine its latitude, longitude, and height while at the same time synchronizing its clock with the GPS time standard which also makes the receiver a precise time piece.

Answer those question and in the end write a discussion paragraph Assignment

Answer those question and in the end write a discussion paragraph - Assignment Example I am emotionally quiet a stable person, yet I need to work more on this side of my makeup. I have the innate strength and stamina to engage persistently till I achieve the desired objective. However, one thing that I realized I am weak at is that I am not able to cope up well with situations involving high uncertainty. Also, I was not aware that though I socially happened to be an unbiased and unprejudiced person, still, I am mostly uncertain as to what others need to expect of or desire from me. I am also not apt at stress management and dealing with stressful situations. I am also not sure as to my capacity to adapt to change, which I need to really sort out urgently. These weaknesses and uncertainties do take a toll of my self confidence. Yet, the saving grace is that I am an inherently objective and introspective person, who can diligently work on my personality to dilute my weaknesses and uncertainties and to tamper my essential

The impact of internet payment systems upon the retail sector Essay

The impact of internet payment systems upon the retail sector - Essay Example One of the most classical and beneficial advancements of the internet, that has been critically beneficial for growing cross-border trade and commerce, has been the internet payment system or e-trading concept; some other titles for the same are e-shopping, e-business, e-marketing – where ‘e’ simply implies conducting transactions via electronic medium. Classically, ‘shopping’ or ‘purchases’ took place face-to-face i.e. purchase against cash. With the advancements of the banking system, some purchases moved against the cheque system, and then against credit cards – plastic money. However, the arrival of the ‘e’ age, it became critical to have a reliable source of payments since purchases technically took place over the internet. Such situation gave birth to the need of a medium of payment other than credit and debit cards. Subsequently, there came third-party payment systems such as PayPal, Bank-transfers, Alert-Pay, E -Gold, etc. With the advancements of ‘e’ purchases, such third-party systems have assisted in providing enhanced sales. The Impact of Internet Payment System on Retail Sector The retail sector has significantly benefited from the advent and advancements of the internet payment system. In particular, as the said system has eased the process of e-shopping with added security features. Initially, this turned out to be a huge competitive edge for the smaller retailers as they embedded e-shopping along with internet payment systems, providing the ease of shopping from home comfort to the customers, pushing the competing bigger names to adapt the same strategy. However, initially, the advantages of this internet payment system were not known to be gone as far as they are today. In the initial phase, it was just assumed to provide comfort and ease of shopping, reducing the cost of selling for the seller, increasing margins, reducing the waiting-line phenomenon to a higher degr ee. Today, the cross-functional advancement of the MIS has led the firms into realizing the long-run potential of the various aspects of such payment systems. Prior to such advancements, the concept of home delivery and cash-on-delivery prevailed, which was not very encouraged by the retailers across the world in all sectors and industries. Fake order placements and false addressing were common issues; but internet based payment systems have reduced such issues to a much greater extent, and also made the consumer market much more mature. As a buyer now knows that internet based payment system reveals complete identity and contact information, and with IP tracking facility over the internet, there are lesser chances of individuals involving themselves in such or similar activities. The first and foremost advantage of the internet payment system is the ease of marketing for the marketers; marketers rely solely on the information and crave for reliable and authentic sources of informat ion. When purchases are made through paper money, the buyer remains unknown to the seller. However, when plastic money and internet payment systems are involved, the buyer no more remains anonymous; rather the buyer along with the buying habits and practices becomes visible to the marketer, and thus, marketers can develop groups and strata and segments to ensure that they target the right audience with the right combination of products and services. When it comes to e-marketing, marketers need as accurate of a data as possible, primarily due to the fact that e-marketing relies heavily on reaching the right customer –

Native Son by Richard Wright Essay Example | Topics and Well Written Essays - 250 words

Native Son by Richard Wright - Essay Example Mrs. Thomas argues has been projected to argue with Bigger because she considers Bigger to be the fault behind poverty of their family (Wright). Gun and Blum are Bigger’s friends who have helped him in several robberies. In the wake of the story, it has become obvious that Bigger is not satisfied with his activities of robbing white men. His fears are to be caught as he believed that white men are smart enough to find out the reasons of loopholes. It is for this reason that Bigger continues to be rude to his friends because consciously he believes that it is better to be rude to them than robbing white men (Wright). The fears of Bigger take him to a delusion phase of his life where he believes that white men are natural force. For instance, he notes that he is a coward when he kills Mary. He finds out the fact that he is a brutal man who never understood that life had value. While holding the corpse of Mary to stuff her in the furnace, he is frightened of himself which ultimately tells him that white men are natural force

Critically evaluate the nature of the relationship between Essay

Critically evaluate the nature of the relationship between intellectual property law and competition law, with particular emphasis on the European Union - Essay Example Article 101 and 102 were regulated as a means of achieving this goal.5 Eventually, the main aim of monitoring competition between undertakings is to protect consumer welfare by striving economic activities. IPRs seem to create conflict with the free movement of goods and services based on the provisions of Article 34 and 36 TFEU6. This essay will critically evaluate the relationship between IP law and Competition Law by focusing on EU perspectives. It will review Article 101 and 102 TFEU on IPRs after indicating detailed information about tension between two disciplines as well as their objectives and policies7. Indeed, since intellectual property rights entitle their owners to exclusive rights on the one hand, while competition law aims to preserve markets open on the other, an inherent tension between the two areas of law is a challenge to their implantation8. Among the main aims of the EU is to set a system of competition law. That informs the reason for creating Article 101 and 102, the Merger Regulation, and State Aid rules. It also explains the justification to pursue a central role in the Treaty as the means for maintenance of effective competition within the European Union.9Besides, The Court of Justice has routinely reaffirmed that the implementation of IPRs, in principle, must correspond to the rules of competition (Article 101 and 102), as well as the rules of free movement of goods referred in Article 34-3710. IPRs are protected under national laws of individual EU countries. Thus, the existence of different national laws on intellectual property produces some difficulties in the EU because of its integration of the single market integration.11 Regarding the aim of free movement of goods throughout the EU, Article 34 (TFEU) outlines restrictions on imports.†12 Article 36 states, â€Å"the protection of industrial and commercial property13† can justify a

Elizabeth Cady Stanton and the creation of her bible Research Paper

Elizabeth Cady Stanton and the creation of her bible - Research Paper Example Therefore, no female gender representation as none of the biblical scholars was a woman. By considering this statement, the importance of Stanton in the biblical translation is emphasized, as she would get involved in the translation of the bible with the interest of women integrated. The biblical translation had an obvious overlook of the women, and ignored their suffrage. A review committee that included Stanton was constituted because of the chauvinistic approach to the translation. The members of the Revising Committee, apart from Santon included † Frances A. Williamson, Helen Morris Lewis, Annie L. Diggs, Carrie Chapman Catt, Rachel Foster Avery, Henry B. Blackwell, Laura M. Johns, Elizabeth U. Yates, Katie R. Addison, Alice Stone Blackwell and Rev. Anna Howard Shaw, speaking for the resolution; and Charlotte Perkins Stetson, Mary Bentley Thomas, J. B. Merwin, Clara B. Colby, Harriette A. Keyser, Lavina A. Hatch, Lillie Devereux Blake, Caroline Hallowell Miller, Victoria Conkling Whitney, Althea B. Stryker, and Cornelia H. Cary† (Stanton 216). The committee resolved to make another translation to the bible, with the intention being limiting their goal to the biblical scope of a woman. The aim of the committee was to concentrate on the parts of th e bible that addressed issues that targeted the women. The efforts made by the committee were the publication of The Woman’s Bible, which was produced in two volumes (1895 and 1899) (Gabel 328). This approach had a personal and social impact on women in their affiliation and interaction with the church. Stanton and the committee had one specific reason as to the review of the bible’s content. The impact that the bible had on a woman in the western society was evidence of the need to ensure that the woman was well covered in the publication (Gabel 328). The women had been struggling with the recognition in the society, much less in religion. There was a consensus

Degeneration of Free Enterprise Systems Essay Example | Topics and Well Written Essays - 1000 words

Degeneration of Free Enterprise Systems - Essay Example Free enterprise systems trace their roots way back in the 18th century when governments restricted individuals from owning and starting their own businesses. In a free enterprise system, the control of goods and services is through demand and supply, as well as competition. There are laws in place that encourage free market competition and avoidance of monopolies. A free enterprise system is self-regulating, where all parties are free to transact with each other. The only government intervention carried out is punishment on frauds. Competition within a free enterprise ensures production of excellent goods. In a free enterprise system, individuals enjoy the freedom of owning private property. Businesses and individuals are free to engage in contracts (Elijah 41). Therefore, the agreement to sell or buy goods, whether oral or written, is legally binding. On the other hand, individuals enjoy the freedom to make personal choices. They communicate those choices throughout the pricing syst em. In addition, people are free to participate in free competition and enterprise (Elijah 42). They do this by choosing a place they will work and manage their own business. If they desire so, they are free to choose the type and amount of services and goods they are willing to produce. According to Adam Smith, self interest acts as a force that dictates the behaviors of businesses and individuals. Therefore, people are free to search for their own self-interest. Fascism is a form of authoritarian and nationalistic government organization (Leon 5). In a fascist system, the government may not own businesses but does control them. The government controls what is produced, who is to produce it, when to produce it, what prices to charge, where to find raw materials and labor. Labor becomes largely suppressed under fascist forms of governments. The government makes the owners of business to believe they still own their business, yet they control them through regulations and taxations. F ascist governments are defined as governments that control large corporations. Fascism advocates for war and political violence as means of achieving nationalism (Leon 5). A fascist state is controlled by a leader who becomes viewed supreme and practices dictatorship on the government and other government enterprises. It is also defined as a government form characterized by authority centralization under a dictator. Fascism is a government system where all forms of business enterprises become regimented under a dictator who emphasizes on the need for nationalism. Fascism may also be coupled with racism. An oligarchy is a form of government where a limited number of people control power. Normally, such people may be in control of a country’s government, they can also be wealthy individuals. Degeneration of a Free Enterprise system Degeneration of free enterprise happens when there is a decline of effectiveness of power, essential quality or power itself. Degeneration of a free enterprise system if not controlled can lead to systems associated with fascist oligarchs. A free enterprise may crumble either because of forceful government intervention or market forces. In case a free enterprise system degenerates as a result of market forces then the government may intervene, but if it is through forceful intervention, then the most likely outcome may be a fascist oligarch. Fascism presents the first step of degeneration of a f

Sociology of human rights - Explore and assess the challenges of Essay

Sociology of human rights - Explore and assess the challenges of cultural relativism and cultural imperialism in the context of - Essay Example However, such a deterministic view of universality is destined to be unsuccessful as it was in the case of development theory (Donnelly, 2007). According to Barr (2002), consequently, cultural relativists are often similarly deterministic, arguing the permanence and fixity of traditional culture. Specifically, in the aftermath of the Second World War, when human rights became a component of international affairs and political scheme as a result of the Holocaust, the universal human rights theory became ever more detached from its previous socioeconomic and cultural ties (Doebbler, 2004). Theorists such as John Rawls, Ronald Dworkin, and Maurice Cranston argue that political and civil rights are natural, and are privileges for everyone (Bruun & Jacobsen, 2000). However, these rights have been interpreted as theoretical legal rights, thus assigning a value to equality without thought on the required condition for the accessibility of such rights, either institutionally or concerning th e socioeconomic prerequisites (Brannigan, 2000) fundamental to their attainment. Moreover, social and economic privileges were discounted at some point in the Cold War period by political leaders and Western intellectuals as only a great deal of Soviet expression to fight the West’s stress on political and civil rights and individual liberties (Brannigan, 2000). Community, the heart of the argument of cultural relativists, was absent in the framework of universal human rights. The system of communism is frequently viewed as repressive and a defiance of genuine human nature (Hashimoto, 2004). In other words, it can be claimed that the advocates of universality have deconstructed political and civil rights, which are allowed to churn in their own dimension, as scholars discuss the details of their arguments (Hashimoto, 2004), which are frequently enveloped in moral principles. The objective of this essay is to review and discuss the debate on the universality of human rights. T he discussion will be composed of a comprehensive analysis of the arguments and danger of cultural relativism and cultural imperialism, specifically in the context of the Asian values debate. The Debate between Universalists and Relativists Basically, cultural relativists claim that basic values or rights are specific to a culture and that the collective, and not the individual, is the core social component (Pollis & Schwab, 2000). An individual’s identity is rigid, reliant on group membership, and the role and status of an individual in this community (Bruun & Jacobsen, 2000). A contemporary Western creation, the rhetoric of rights, is absent in most instances. Interpersonal ties are ruled by a mutuality of disproportionate duties and privileges, which are varied, similar to their core behavioral norms and values (Brannigan, 2000). Nevertheless, what is widespread is that concepts like legal equality, free will, or individualism are foreign, usually hollow notions. The indiv idual is included within the collective whose interests and security has dominance, though the specifics of what comprises the collective good differ (Bell, Nathan & Peleg, 2001). As stated by Sloane (2001), basic to the collective structure is a network of alternative cultural and/or philosophic ideals that furnish legality and authenticity to the social order. Developing Clifford Geertz’

Loss Control Essay Example for Free

Loss Control Essay This report is basically â€Å"A short History of Fire loss control efforts in the United States†. It includes a historical overview of the situation in the area of minimizing loss of life and property in the early 20th Century, the paper starts with a brief over view of the principle of loss control and the causes for incidents that occur due to various factors, briefly describes the level of expertise and methods being used in that era to apply the principle of fire loss control. For the purpose of which information was obtained through the NIST (National Institute of Standard and Technology) about the available options to planners to minimize the chances and level of destruction due to accidental fires. The paper then shifts the focus on the 21st century and new innovations and options that have revolutionized the efforts of fire loss control. It also briefly mentions the recent technological advancements that are very promising for the new future and have tremendous potential to effectively reduce the occurrence and consequences of such incidents. Loss Control The concept of loss control basically deals with the formulation of strategies, systems and procedures to reduce or completely eliminate the occurrence of incidents which are undesirable and may cause loss of life and property resulting in massive disruptions and costing a large amount of money. (Fire. gov, 1) Mainly these incidents fall into three basic categories which may end up resulting in occurrence of such incidents: 1. Lack of Control †¢ Insufficient Systems Systems are in place but they are insufficient to deal with various unforeseen eventualities resulting in failure to muster an adequate response in order to control and minimize the extent of loss of life and property †¢ Insufficient Standards The standards and benchmarks in place to handle a situation and the guidelines which are in place are insufficient and the standards doe not satisfy the minimum international benchmarks set to deal with situations causing losses. †¢ Non- Compliance with Standards A situation where although the adequate standards are in place but they are not being enforced or followed by the people who are responsible to ensure enforcement and compliance with the standard practices. 2. Basic Causes If careful analysis is undertaken we come to the conclusion that there are usually two basic categories of basic causes that are responsible for incidents taking place resulting in substantial losses 1. Personal Factors The personal factors consist of inadequate knowledge on part of the people working in the work environment which generally gives way to incidents and then inadequate knowledge about how to react a developing incident hence it can be blamed on personal incompetence. 2. Environmental Within environmental factors things like inadequate engineering, equipment, leadership, hence at a critical time the failure of equipment or any resulting malfunction due to faulty engineering or bad leadership decisions can cause incidents to spiral completely out of control and magnify the resultant loss of life n property. 3. Immediate Causes †¢ Substandard Acts (Behavior) This area deals with the behavioral and factors of irresponsible actions on part of individuals, first and foremost factor that comes to mind is the improper use of equipment causing danger not only to one’s own self but also to people working in surrounding areas †¢ Improper Lifting/Failure to lock Out equipment/ Using Equipment improperly FIRE LOSS CONTROL Every year about 2 billion dollars of renovation, reconstruction and destruction and loss of countless lives due to incidents of fire in the United States takes place. Developed Facilities including buildings, of various types and the service systems functioning within them, as well as utilities for transportation, public facilities, power generation, communication systems, water supply and water treatment systems, and waste disposal) (NIST Research, 1) These facilities and systems are a Nation’s wealth, which are valued around $25 trillion dollars, with an average investment of $1 trillion annually employed in new construction, expansion and renovation amounting to about one-eight of the GDP. The quality of these systems and facilities are vital and fundamental to industrial productivity, progress and development and the level of quality of life enjoyed by the masses. The safety of these vital installations from accidental fires and other similar natural, incidental and willful hazards and dangers is critical and extremely significant for the safety of life, avoidance and prevention of injuries, protection and maintenance of property, and the most important issue which is the issue of national security. The basic phenomena around Fire’s include ignition which is largely unintended and accidental, growth due to the unintended materials fueling the fire and ultimately the usage of extinguishing materials suppression of fires, the effects on people and the general public of fires and combustion products, and the resultant negative effects on society of destruction caused by fire and the ensuing losses and investments in fire safety. The various aspects involved in the performance of developed and constructed facilities involve important and critical factors like structural stability which means the structures should be strong enough to sustain and withstand very high temperatures and should not collapse under intense heat, durability and strength of materials and equipment vital for safety and security of the structures and the human lives depending on them, environmental controls which are in place for building occupants in order to ensure their safety and security, functionality intended for the express purpose of the facility, the included costs of construction of the structures, operations within these facilities and structures, maintenance and renovation of facilities making them safe and secure and resistant to any accidental damage, and all other social and environmental effects. (Richardson, 30) This paper basically provides an overview of the history of the fire loss controls efforts in the United State s resulting from research and development and new techniques and fire control technologies.

Philosophy of Education Essay Example for Free

Philosophy of Education Essay Introduction No doubts that the demand for English language proficiency is high as Malaysians enter the international arena. Ergo, the purpose of this paper is to discuss on one of the hottest issues that perturbs the nation – low English language proficiency among Malaysian students. In order to understand more about the issue, we sought to dig the root causes of the issue and in doing so we discovered that the teaching methods applied by teachers because of the factors are contributing to the issue as well. In other words, the factors are interrelated to the reasons why such ill teaching methods are being applied and all these are resulting in low production of good English speakers in Malaysia. First of all, low English language proficiency is the unsatisfactory ability of an individual to speak or perform in English. The overriding concern with this issue is not unreasonable as we need the language to thrive in this 21st century. On the other hand, teaching methodology refers to a set of different principles and methods that are used to instruct students in a teaching and learning environment. In the educational settings, it is rather important to induce the peak performance from the students. This simply means that, we have to conquer the deterrent (i. e. the factors of the issue), whether we modify them or we eliminate them. Like any other issues, there is no such theory as â€Å"one-size-fits-all† solution to handle it. Therefore, we, as the future English teachers want to bring forth several possible recommendations as ways to overcome this issue in hopes that these approaches can truly be implemented and make a difference in the history of English Education in  Malaysia. Issue The pressing issue with low English language proficiency among Malaysian students has been revolving in the ministry of Education. Most students had no problem coping English Language during preschool whereby they were only exposed to the alphabet and very simple words. The real problem began to exist in the elementary level when most of the students were unable to follow the lessons. Students who cannot master English basic skills in this elementary level will breed more problems during the secondary and tertiary level in schools. In primary education, students are not being placed in a very conducive English language learning environment in which they will be given bountiful opportunities to use the language (Ali, 2003). Students fail to use English on a daily basis and when they are forced to use English to communicate, they speak pejorative English which causes the flow of communication to be stymied. This is probably the main reason why students converse in their own mother tongue more often than they do in English. In the modern age of technology, students with low English language proficiency will not make the most out of the internet because most of the websites are in English. If they cannot understand English used in the websites, they will have a hard time attempting to utilize the device. Not only that, the demand of high English language proficiency is around the globe. We can survive here in Malaysia with national language (i. e. Bahasa Malaysia) and our proud dialects yet we need English Language if we want the whole world to know us. Without a good grasp of the English language, students will be deprived of many opportunities in life since English is the international language. Hence, if we want to make a difference in this situation, we will have to start with the primary education. We believe that this issue shall no longer haunt the Malaysians once the root problems have been improvised or rather, solved. Factors The issue with the low English language proficiency among Malaysian students has arisen because the educators are not aware of the manipulative factors behind this tragic scenario. In this section, we will explore these contributory factors. First of all, the number of students is crucial in determining the quality of teaching and learning process. In Malaysia, most of the schools place 30-40 students in one class. In spite of the level of English standard of each student is different, teacher attempts to teach students in the same way. Due to this large number of students in one class, the teacher often has no choice but to apply the boring method – lecture method. To a certain extent, lecture method is appropriate but if that is the only method the teacher is going to apply in class, it will result in dullness and inefficiency. In addition, the large number of students inhibits the teacher to give attention to every single student thus passive learning ensues. Another factor of impeding the students’ ability in English language is that students themselves fall short of initiative and participation in the classroom (Juhana, 2012). Students show no interest in a so-called foreign language and hence very reluctant to get involved with the teaching and learning session. They are inactive to put their own effort in seeking knowledge. For instance, when a student does not understand a certain word in an essay, he or she expects the teacher to provide the meaning. So, instead of waiting for the students to take the initiative to check on the dictionary (which takes time), teacher simply resorts to spoon-feeding method (i. e. providing every material for the students). In the end, only the teacher is learning and the students will merely passively wait on the teacher for answers. In an English class, the reason students failed to use English effectively also attributes to the Eastern philosophy whereby a teacher has the tendency to criticize students’ mistakes very harshly. It demotivates students, making them fearful of speaking the next time and in the worst scenario, students hate the subject and pass up the opportunity of learning. Teachers are impatient with the students’ slips of tongue and they consider such mistakes as a sign of failure. When the students do speak correctly, the teachers think it is how it should be done and they rarely give any words of encouragement or compliments (Hassan Jamaludin, n. d. ). This tendency indirectly renders the teacher to apply autocratic teaching style which is not helpful for English language learning. This method emphasizes on the teacher’s authoritative identity hence it is very hard for such strict-and-powerful autocratic image to smile and give compliments. Furthermore, due to the exam-oriented platform, many teachers rush through the year in order to push the students to sit for the examination (Ali, 2003). In the English classroom, many teachers have no time to concern with the understanding of students regarding to the rules of grammar, the structures of the sentences and whatnot. For example, they give students essays and require them to copy and memorize. The way to prepare the students for examination the teachers deem best is by drilling. However, such rote learning will only result in stress instead of meaningful learning experience. Eventually, the students are drilled to become competent only on papers but failed completely in daily usage of English. All these factors are equally pernicious in taking a toll on the second language performance among Malaysian students. As educators, we have to generate the strategies to overcome these factors and make the impossible possible. Solutions Previously, we have discovered many factors that indirectly cause the teacher to implement inappropriate teaching methods and so result in low English language proficiency. These factors sum up in one word: teacher-centered. This explains why the teachers are hardly implementing various innovative teaching methods. Teacher-centered method applied in today’s classroom is not effective anymore. Instead of using teacher-centered method, student-centered method which derived from the Modern and Western philosophies should be implemented. Progressivists believe that education should focus on the whole child, rather than on the context or the teacher. Hence, since the number of students is large, the schools should bring in more facilitators in a class to assist the students. This will help the facilitator pays close attention to the students. With the assistance of facilitators in a classroom, there is no reason why active learning cannot take place. For example, one leading teacher can carry out the group discussion and enable the children to experience hands-on learning. A French philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises when young people realize for the first time that choice is theirs, that they are responsible for themselves. The nature of reality for Existentialists is subjective, and it lies within the individual. They have the freedom to take charge of their own learning as  they are given the opportunity to manage their own learning process. We as teachers are responsible to facilitate the students in their learning process rather than teaching them what to do. This indirectly helps to provide opportunity for the students to take control of their own learning process. As they are interested in what they have chosen to read or learn, they will be the ones who solve the problem (e. g. meaning of a word) instead of being spoon-fed by the teachers. In this way they will be able to make progress in their lessons and participate more. Western philosophers stress on active participation on their learners but to criticize and demotivate the students is not proper in the western philosophy. Western education philosophy believes that providing compliments to the students is an important task for a teacher as it will motivate the students to strive hard. For example, compliments given to the students when they score well in their examination or did a good job in the task or assignments given by the teacher. However, teachers should not only provide compliment when they excel but also to give encouragement when they are not doing so well in the examination. For instance, during an English class, teacher distributes the test papers after the examination, it is not encouraged for the teacher to read out loud the score as it will demotivate and also embarrass the student. It is better that the teacher gives a word of encouragement so to push them to work harder next time. Furthermore, the education ministers should really abolish the exam-oriented system. Instead, the 50% coursework assessment should enter the system. Coursework can include all kinds of fun activities that require students to apply the language learned. This is to overcome the agonizing drilling method. With that, Western philosophy that emphasizes on understanding the subject matter can be very handy in this scenario. For example, the students should learn by understanding the reasons why each part of speech in grammar has different functions. In a nutshell, according to the Western philosophy, students learn by meaningful learning, they do not memorize what they have learnt but rather understand what they are learning. These philosophical resolutions are only useful provided the government, educators, teachers, parents and students and community at large give their best cooperation into making them a success. If we are serious about improvising the English language proficiency among Malaysian students, nothing can stop us, not even the factors of the failure in the first place. Conclusion In conclusion, teaching methodology contributes towards the effectiveness and success of the teaching and learning process. As what we have explored there are several factors that hinder the English Language proficiency among Malaysian students. Among those contributory factors discussed are the number of students, students’ shortfall of motivation, harsh criticism for students’ mistakes and the exam-oriented education system. All these factors are very much harmful in the process of second language acquisition (i. e. English Language). As such, we have provided remarkably appropriate strategies as the solutions to overcome this issue. They are the implementation of student-centered teaching which focuses on the students’ their ideas and opinions, providing more teachers as facilitators in class, hands on learning (Progressivism), place importance on individual choice (Existentialism), giving compliments instead of criticism (Western Philosophy), and learn through understanding rather than mere memorization (Western Philosophy). Hence, by utilizing all the four education philosophies in moderation which are Modern philosophies such as Progressivism and Existentialism, also the two Western approaches that focus on students rather than the teachers. We strongly agree with usage of the Modern Philosophies and the Western Philosophies according to the needs and suitability of class as what we have discussed. We believe that we can produce an ideal education transformation to develop individual holistically and thus enhance the English Language proficiency by applying and practicing appropriate teaching methods to encounter the troublesome factors. References Ali, M. S. (2003). English Language Teaching in Primary Schools: Policy and Implementation Concerns. IPBA E-Journal, 2-3. Hassan, A. Jamaludin, N. S. (n. d. ) Approaches Values in Two Gigantic Educational Philosophies: East and West. Retrieved on March, 22, 2013 from http://www. oerj. org/View? action=viewPaperpaper=7 Juhana, J. (2012). Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of Education and Practice, Vol 3, No 12. , 103.

Internalization And Social Learning Theory Young People Essay

Internalization And Social Learning Theory Young People Essay According to research, the effects of inter-partner violence witnessed by the child or young person can cause significant internalized behaviours, whereby the emotional and psychological effects of the violence have caused common problems including anxiety,  [1]  social withdrawal  [2]  and depression  [3]  for children and young people. It is of our own ignorance that some people choose to presume that a child is just being quiet rather than experiencing significant stress and emotional problems (Calder 2004:57). It is this ignorance that increases the childs felt isolation alongside their psychological and emotional disturbances. It is arguable that the lack of mature coping strategies a child has, alongside the failure of others to recognise when a child needs help, is what puts them at greater risk of experiencing such traumatic and indeed clinical behaviours. For example, Davis and Carlson (1987)  [4]  found in their study regarding children of battered women that 68% of preschool children and 53% of school age children in their sample had depression that was of a clinical concern.  [5]   The internalised behaviours of depression, anxiety and social withdrawal are interestingly typical of what the abused mother (victim) often goes through (WHO 2000; Hester et al 2007; McCue 2008). According to the Home Office, 75% of domestic violence cases result in mental health consequences to women (Home Office, 2001). These behaviours are not surprising in relation the physical and emotional harm that domestic violence may cause. The victim may be fearful of when the man may next strike causing anxiety. Depression may come from thoughts and feelings that they cant get themselves and their children out of the abusive home. Furthermore, the stress, anxiety and depression caused by their situation may lead them to avoid social environments, withdrawing themselves from anything which may lead them to be noticed, questioned, embarrassed or shamed. One may question however, how do these behaviours in the child occur? When analysing the environment the child is subjected to, the reasons for why they may have symptoms of depression, anxiety and social withdrawal become apparent: Anxiety Constant reminders around their home may keep them anxious and fearful of when the violence may next occur; there may be broken furniture, blood stained carpets/walls as well as other reminders around the home, even cuts and bruises physically apparent on their parent, signifying the childs lack of control.  [6]   Withdrawal The child is silent and withdrawn. They will have learnt that silence and not being outspoken is the best way to behave if they dont want to get beaten or they do not want to see or hear their mothers beaten. This can be taught verbally and/or visually through associative learning means.  [7]  (Lieberman 2000:41-55). For example if they witness their father repeatedly violating their mother there are two responses; the mother stays quiet and does not respond-the consequence maybe that the father does not continue to be violent, the atmosphere may calm. The second response may consist of a volatile reaction from the mother, screams, shouts and/or crying-the consequence is that their father will continue to violate. Therefore the child learns and associates that being loud, outspoken and overtly emotional will increase the violence, so the child may become quiet and withdrawn with the hope that the violence will reduce. Depression The depression may stem from their insignificance, their silence, their feeling of powerlessness and the feelings of guilt for not protecting their mother. Feelings of powerlessness and guilt may increase the childs emotional and psychological trauma, particularly if there are no significant internal or external supports.  [8]   We can apply these behaviours to social learning theory, which is based on the principle that behaviours observed as a young person will become learned and modelled as if the behaviour they have observed is the norm.  [9]  For example if the normal social behaviours of an abused mother in the home involve depression, anxiety, quietness, such behaviours are likely to be modelled by the child, because of their attachment (psychological, emotional and biological) but also because they havent had the opportunity to learn any other behaviours. Social learning can also be applied by observing an actual activity and seeing what it achieves which is sometimes referred to as associative learning.  [10]  For example, children and young people who internalise their behaviours may do so because they have learnt from their parents relationship that when the mother is quiet and withdrawn the abuse is less likely to occur. A case study which demonstrates this kind of social learning behaviour has been highlighted by a case brought forward to the Domestic Violence Integrated Response Project (DVIRP), a support network based in the East Midlands (UK) which offers supports including the Break-Thru programme for children aged 7-16 years who have witnessed and or experienced domestic violence. An 8 year old boy was referred to the Break-Thru programme for therapeutic sessions after he had witnessed domestic violence. He saw his father hit his mother on a weekly basis. If he attempted to intervene his father would hit him too. Due to this the boy learned to stay upstairs where he would hear the abuse instead. This learning process is one which demonstrates the influence in staying quiet, withdrawing from difficult situations, as arguably this boy learnt that these internalized behaviours were the best way to act in order to reduce trouble. But what about those children who model and socially learn from the perpetrators behaviour? There has been significant research carried out surrounding the cycle of violence thesis and the social learning theory of aggressive behaviour  [11]  (Walker 1979; Straus 1990; Grusec 1992; Bandura 1997) because there is concern that children may learn from their parent, who is the perpetrator, that using such modes of behaviour is the only means of achieving what they want (Calder 2004:23). Effects on behaviour: Externalization and social learning theory A significant impact on children and young people who have witnessed domestic violence considers how the childs experience influences their externalized behaviours.  [12]  highlight how all but one study examining impacts of domestic violence found that children who were exposed to domestic violence on a regular basis externalised significant behavioural problems, most commonly: aggressive, hostile, disruptive and anti- social behaviours compared to children from non-violent homes, similar to that of the perpetrator (in this case the father). However one must consider that the significance of such externalised behavioural problems demonstrated in these cases will vary according to support mechanisms in place during and post domestic violence and other situational circumstances at the time of the study. For example some children and mothers were placed in refuges at the time of the studies  [13]  where a sudden change of home, school, friendships and adjustment to refuge livin g were most probable and likely to affect their behaviours differently to those who still live with the perpetrator. Historically scientists have questioned the motivation behind aggressive behaviour. Albert Bandura (1997)  [14]  , in particular, proposed a social learning theory that focuses on externalised aggressive behaviour and how it can be implanted by roots of observational learning. This theory considers that when children witness adults committing violent acts this will influence children to imitate or model this violent behaviour too.  [15]  Similar outcomes of observational learning have been found in other studies and research surrounding the effects of domestic violence upon behaviour. The case study regarding the 8year old boy brought forward by DVIRP, as discussed previously, highlighted that the boy displayed externalised behaviours including anger for which he had no outlet; this resulted in him copying his fathers behaviour and being aggressive by hitting his mum and breaking household possessions (Appendix 1). This case, along with other such cases which are demonstrated through research by the likes of McGee (2000)  [16]  and Abrahams (1994)  [17]  , highlight that childrens role models (parents) do heavily influence behaviours; if the child had not witnessed his fathers violent behaviour he may not have externalised aggression, he may have been able to diffuse his anger through alternative methods. Not only do such learnt externalised behaviours affect familial relationships, it has been suggested that children living in homes with heightened hostility are likely to resolve their own interpersonal difficulties, for example with peers, by imitating and utilizing the modes of aggression and hostility they have picked up from the home (Straus 1990)  [18]  , thus potentially leading them into drug and alcohol abuse, running away and juvenile delinquency.  [19]  Delinquency was shown in its extreme form by the media attention that surrounded the Sheffield Crown Court case on the Edlington attack where grievous bodily harm with intent was committed by two brothers aged 10 and 11. The barrister on the case implied that the two boys may have learnt such extreme violence and criminal behaviour from their parents. The barrister highlighted that the two boys had been subject to a toxic home life as they witnessed extreme domestic violence in the home; for example they saw their father threaten to slice their mothers face to bits with a knife (BBC News 21/1/2010).  [20]   On the contrary one must recognise that this case is an extreme form of externalization behaviour that has influenced a criminogenic life path, but there is no clear evidence to suggest the criminal acts carried out by the two boys were the sole consequences of learnt behaviour and such behaviours are not representative of all children who have been affected by witnessing domestic violence. However those who do exhibit hostile behaviours, whether it be on a low scale level or an extreme level are likely to affect important stages of their life, including the school learning process and involvement in peer socialisation; arguably two key aspects of developing the self during childhood.  [21]   Alongside the effects of externalised behaviours as a young person, researchers have also paid close attention to the impact of domestic violence on children and young people as they make transitions into adulthood. Many studies have found evidence for the intergenerational cycle of violence theory which argues that adults who externalize violent and abusive behaviour have most likely witnessed violent and abusive behaviour as children  [22]  23 Physical Symptoms Although children present in homes where domestic violence occurs are likely to suffer physical abuse as well, the physical effects of being the witness to domestic violence are quite different than symptoms of abuse, itself. The physical effects of domestic violence on children can start while the fetus is present in the mothers womb. Studies have shown that low infant birth weights are associated with both the direct physical trauma inflicted on the fetus mother, as well as the emotional stress that is placed on the victim of the domestic abuse. Direct physical abuse on the female victim can lead to multiple physical injuries associated with the infant child, ranging from premature birth, excessive bleeding, and even fetal death. Increased maternal stress during the times of abuse, especially when combined with smoking and drug abuse, can also lead to premature deliveries and low weight babies.[3] Infant children who are present in the home where domestic violence occurs often fall victim to being caught in the crossfire. They may suffer physical injuries from unintentional trauma as their parent is battered. Infants may be inconsolable and irritable, have a lack of responsiveness secondary to lacking t he emotional and physical attachment to their mother, suffer from developmental delays, and have excessive diarrhea from both trauma and stress. Physical effects of witnessing domestic violence in older children are less evident than behavioral and emotional effects. The trauma that children experience when they witness domestic violence in the home, plays a major role in their development and physical well being. The children, however, will exhibit physical symptoms associated with their behavioral or emotional problems, such as being withdrawn from those around them, becoming non-verbal, and exhibiting regressed behaviors such as being clingy and whiney. Anxiety like behavior is also a common physical symptom in children who witness domestic violence in the home. These children harbor feelings of guilt, blame, and are constantly o n edge. They may startle at the smallest things, such as a car door slamming or a glass cup accidentally falling to the floor. If their anxiety progresses to more physical symptoms, they may show signs of tiredness from lack of sleep and weight and nutritional changes from poor eating habits.[4] Children who witness domestic violence in the home can suffer a tremendous amount of physical symptoms along with their emotional and behavioral state of despair. These children may complain of general aches and pain, such as headaches and stomach aches. They may also have irritable and irregular bowel habits, cold sores, and they may have problems with bedwetting. These complaints have been associated with depressive disorders in children, a common emotional effect of domestic violence. Along with these general complaints of not feeling well, children who witness domestic violence may also appear nervous, as previously mentioned, and have short attention spans. These children display some of the same symptoms as children who have been diagnosed with attention deficit hyperactivity disorder. On the reverse, these children may show symptoms of fatigue and constant tiredness. They may fall asleep in school due to the lack of sleep at home. Much of their night may be spent listening to or witnessing violence within the home. Children of domestic violence victims are frequently ill, and suffer from poor personal hygiene. Children who witness domestic violence also have a tendency to partake in high risk play activities, self abuse, and death by suicide.[5] Children who witness domestic may show many physical symptoms of trauma, emotional stress, and possibly, physical abuse. Children who witness domestic violence in the home should be assessed for the physical effects of the violence by everyone around them. It is easy to see the physical injuries if the domestic violence turns into child abuse, however, the other physical findings may be difficult to evaluate. Any child who has changes in their eating habits, sleep patterns, or bowel patterns should be further examined or questioned by someone whom they trust. Behavioral Symptoms Domestic violence in the home affects children in different ways and the children exposed to this type of violence are likely to develop behavioral problems. Domestic violence can cause children to have regression with out of control behavior.[6] When a child is a witness of domestic violence, they often imitate behaviors. Children think that violence is an acceptable behavior of intimate relationships. They may develop a sense of social acceptance to this behavior and become the abused or the abuser. Some warning signs of domestic violence in children may be bed-wetting or having nightmares. Some children may become distrusting of adults. The child may try to act tough and have problems letting other people into their life and there are some children that may even isolate themselves from their close friends and family. Another behavioral response to domestic violence may be that the child may lie in order to avoid confrontation and excessive attention getting. Adolescents are in jeopardy of academic failure, school drop-out, and substance abuse. Their behavior is guarded and they are secretive about their family members. They get embarrassed ajbout the home situation. Adolescents dont like to invite friends over and they spend their free time away from home. Denial and aggression are their major forms of problem solving. Teens cope with domestic violence by blaming others, encountering violence in a relationship, or by running away from home.[7] An estimated 1/5 to 1/3 of teenagers who are involved in dating relationships are regularly abusing or being abused by their partners verbally, mentally, emotionally, sexually and/or physically. 30 to 50 percent of dating relationships can exhibit the same cycle of escalating violence in marital relationships.[8] Emotional Symptoms About 3.3 million children are exposed to domestic violence in their homes every year.[9] Not only are these children at risk for developing physical, behavioral, and social problems, but they are prone to develop emotional problems as well. These children often have conflicting feelings towards their parents. Feelings of distrust and affection often coexist for the abuser. The child becomes overprotective of the victim and feels sorry for them.[10] Children exposed to domestic violence often develop anxiety. They fear that they may be injured during an altercation between their parents, or even fear that their parents will abandon them. Children also worry about the safety of the parent that is being abused. Many times children fear that they are to blame for the violence that is occurring in their homes. Grief, shame, and low self esteem are common emotions that children exposed to domestic violence experience. Depression is a common problem in these children. The child often feels helpless and powerless. More girls internalize their emotions and show signs of depression than boys. Boys are more apt to act out with aggression and hostility.[11] Witnessing violence in the home can give the child the idea that nothing is safe in the world and that they are not worth being kept safe which contributes to their feelings of low self worth and depression.[12] Some children act out through anger and are more aggressive than other children. Even in situations that do not call for it, children will respond with anger.[13] Post Traumatic Stress Disorder can result in children from exposure to domestic violence. Symptoms of this are nightmares, insomnia, anxiety, increased alertness to the environment, having problems concentrating, and can lead to physical symptoms.[14] These children are not allowed a normal childhood. There is a role reversal between the child and the parent and the responsibilities of the victim who is emotionally and psychologically dysfunctional are transferred to the child. (see parentification.ua.edu)This is also known as parentification. 20,21 In this situation, the parents treat their child as a therapist or confidant, and not as their child. They are forced to mature faster than t he average child. They take on household responsibilities such as cooking, cleaning, and caring for younger children.[15] The responsibilities that they take on are beyond normal assigned chores, and are not age appropriate. The child becomes socially isolated and is not able to participate in activities that are normal for a child their age. The parentified child is at risk for becoming involved in rocky relationships because they have been isolated and are not experienced at forming successful relationships. Also they tend to become perfectionists because they are forced to live up to such high expectations for their parents.[16] Social Symptoms Children exposed to domestic violence frequently do not have the foundation of safety and security that is normally provided by the family. The children experience a desensitization to aggressive behavior, poor anger management and problem solving skills, and learn to engage in exploitative relationships.[17] The symptoms of children living with violence present differently at various ages of development. School age children exposed to domestic violence present with an excessive worry of possible danger and feelings of resentment towards the perpetrating party.[10] Symptoms include isolation from friends and relatives in an effort to stay close to siblings and victimized parent.[17] Adolescent children present with a difficulty in trusting adults and engage in excessive social involvement to avoid volatile situations at home. The adolescent may display these symptoms by joining a gang or becoming involved in dating relationships that mimic the learned behavior.[17] Children exposed to domestic violence require a safe nurturing environment and the space and respect to progress at their own pace. The caretaker should provide reassurance and an increase sense of security by providing explanations and comfort for the things that worry the children, i.e. loud noises.[10] The children should develop and maintain positive contact with significant others such as distant family members.[10] All family members are encouraged to become involved in community organizations designed to assist families in domestic violence situations. The behavioural effects of domestic violence on education and the school response 4.1 Overview Education is widely accepted as to boost economic and social capital as in to maintain ones life. It is widely understood accepted by the society that compulsory education is a must for children and young people. This is due to the system which emphasises on social skills (interacting with peers, tutors, involving in discussions), moral and cultural knowledge (through learning History, Music), organisation skills (cues in accordance, deadlines and school uniforms) and academic skills (through Maths and Science) which will be a leading path for them for a successful life path. The children who are not able to cope up with the education norms by truanting and excluding themselves will be a great concern for parents and teachers.  [24]   Domestic violence does not impose direct impact on children as per researches done, though the impacts are rather limited yet of great significance. However it has been proved relevantly that domestic violence does give negative impacts on children and young people in social settings which include school.  [25]   Pro social behaviour is seen in children and young people when the family setting is of positive  [26]  and negative result is seen in those of poor family attachment and negative family relationship between child and parents.  [27]   It is agreed that children and young people of domestic violence background are more likely to be involved in negative behaviours outside home which increase the probability of school difficulties. It is easy to say that the domestic violence impact affects the children and young people diversely when they do not conform with the education system and unable to achieve proper academic qualification. Those impacts include increased risk of later employment issues,  [28]  involvement in crime  [29]  and mental health problems.  [30]  It is not to discuss the current impacts of domestic violence After analysing the possible effects of witnessing domestic violence on the childs behaviour in the previous chapter, this chapter shall focus on analysing the effects that these negative internalised and externalised behaviours have on the childs education Internalised and externalised behaviours: Impact on schooling Learning As seen earlier those children who have been affected psychologically and emotionally by domestic violence have internalised behaviours of anxiety, social withdrawal and depression, and externalised behaviours of a disruptive and aggressive nature compared to normal life leading groups.  [31]   Mostly these type of affected children and young people are not able to control their behaviour from social settings outside their home where they will have problems in adult relationship, aggressive or poor communication with peers, low rate of concentration in school and overall poor achievements in school.  [32]   The aggressiveness which shown by these group of people is the outcome of the process of domestic violence at home. Ones these children are placed outside of their home frame, they are restless of what might b happening to their abused parent while they are not present at home. This situation increases the severity where they will ill treat those people around them in schools.  [33]   And if [Dad] beat Mum up I would be at school thinking.What if I go home and Mum isnt there? What if somethings happened? (Hannah aged 15 in McGee 2000:80). Internalised behaviours of fear and anxiety caused by home circumstances have been found to affect rate of concentration and involvement in school practices (Abrahams 1994). Children who have been traumatised and suffer from internalised behaviours are more likely to become totally withdrawn from their class; their state of mind becomes dissociated whereby they become completely disconnected from the environment they are in (the classroom), which results in them missing out on large amounts of information (Cole et al 2005:37). This withdrawal may significantly hinder their academic development and success, particularly because there is potential that educational support by some parents in an abusive relationship is likely to be weaker than in comparable relationships affecting home study. Externalised behaviours may also cause damage to the child or young persons learning process. According to Cole et al (2005:34) a traumatised child may exert aggressive or disruptive behaviours in the classroom to their teachers and peers. While other children in the class (and some teachers) may perceive this behaviour as troublesome and irrational, these externalised, aggressive behaviours maybe a result of Post-Traumatic Stress Disorder (Hester et al 2007) which can often be triggered by the actions, comments or tone of peers and teachers themselves. whenever I hear the teacher shouting, I just used to cover my ears cause I dont want to hear no one shoutingit was like bells ringing in my head (Karina aged 16 in McGee 2000:81). Some children who illicit aggressive behaviour towards a peer or teacher maybe doing so in frustration or defence because a particular tone, comment or action was expressed by them in the manner that the perpetrator did in the process of abuse they witnessed in the home. This illustrates how domestic violence can be detrimental to the communicative skills of children and young people because they gain distorted perceptions of the intentions, feelings, and behaviours of others (Rogosch and Cicchetti 1994 in Cole et al 2005:34) within the school environment. Social Exclusion and Impact on Attendance Not only are children likely to suffer academically because of their behavioural symptoms, their relationships with peers and other adults are also likely to be affected. Internalised behaviours such as depression, anxiety and withdrawal are symptoms which can exclude the www.internetjournalofcriminology.com Internet Journal of Criminology  © 2010 child or young person from their peers; their post-traumatic symptoms or behaviour may acutely disturb a developing close relationship with a best friend, create a sense of isolation from peers, or lead to social ostracism (Pynoos et al 1996:134). This social ostracism is further increased when children have to move schools because they need to be re-housed or take shelter in a womens refuge away from their violent home. This disconnection from both the academic and social life at school may lead children and young people who have been <

The Coniston Massacre :: essays research papers

On the 29th o April, 1977 Captain Cook, commander of a British fleet, landed on the eastern shore of Australia, in an attempt to claim the land under the name of Britain. The land was to be claimed by Britain as a land where the British government could send convicts; in an attempt to ease the struggle in the over flowing prisons. Upon Cooks arrival, he was ordered to follow three rules of claiming a foreign land. They were; 1.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was not claimed, owned or inhabited by another country or race, Britain could just claim the land as their own. 2.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was already claimed or owned by another country or people, then Britain could easily ask to have, or more likely, purchase some of the desired land. Through under British law, they could not steal the land as their own. 3.  Ã‚  Ã‚  Ã‚  Ã‚  If the people who owned the land decided not to give or sell any of it, Britain could declare was on them, to most probably reveal the superior country. During, and after the war, under British law, Britain was still unable to claim any already claimed land as their own, without the permission of the owners. Cook used none of these methods upon his arrival of Australia. Upon his arrival of Australia the country was already inhabited by the local Aboriginal people. Even though Cook presumably had a knowledge of the laws of claiming land, he did not abide by them. The British settlers instead just took the land as their own, with no regard for the Aboriginal people, starting a war, of sorts, that continues to this very day. (Board of Studies, NSW) White settlers moved into Central Queensland in hopes to find suitable land for their cattle to graze on. In their search this, much like the majority of the other land that had been â€Å"Settled† was inhabited by the local Aboriginal people. Again, much like the other portions of land that had ‘settled’, the ‘white settlers’ took the Aboriginal people with no regard, killing and wounding them as a way to claim the land. One of the vile acts that the white people did to the Aboriginals during those times was the raping and sexual mistreatment of many of the Aboriginal women. Probably the worst group to commit such acts was the Frasier Brothers. Boys who grew up on a station raped countless, some what defenceless, women, with no conscience or remorse.

The Metamorphosis of the Schemer Stereotype Essay -- Media Stereotypes

The Metamorphosis of the Schemer Stereotype In looking at movies and television, one can definitely argue that the viewer is subjected to a variety of human characters and personality types – some are older, some are younger; some are outspoken, some are timid; some are brash, some are patient – the range of characters and identities is endless. Unfortunately, this may lead to rash generalizations about gender, and in many instances, it often leads to something far more impetuous and dissuading: the stereotype. While one could attempt to discover and chart all the stereotypes that exist in mass media, it is actually more useful to focus in on a specific area, along with a certain stereotype. One area of the mass media that definitely requires some critical analysis is the entertainment industry, particularly television and cinema. It is very apparent that these two mediums are embedded with gender stereotypes, because one merely has to switch on a television or pop in a movie, and he or she is exposed to at least one, if not several gender stereotypes. Nevertheless, it would be rather overindulgent and careless to simply make such overbearing comments about television and the film industry. Thus, by breaking down this concept of gender stereotypes further, one can come to the understanding that one specific stereotype that does exist throughout different television programs and films is that of the schemer. Residing across a wide array of pop culture outlets, the schemer ha s grown to become an important figurehead in the propagation and inspiration of gender stereotypes. Drawing examples primarily from the 1980s-1990s, one can certainly see that there is a common thread that flows through sev... ...inServlet/showid-457/Saved_by_the_Bell/> (April 1, 2004). Degrassi Online: The Unofficial Degrassi Website. 2004. (Apr 3, 2004). The Simpsons Archive. 12 March. 2004. (1 Apr. 2004). TheSimpsons.com (2 Apr. 2004). Twentieth Century Fox Home Entertainment, Inc. The Simpsons: The Complete Third Season. Twentieth Century Fox Film Corporation, 2003. DVD. Twentieth Century Fox Home Entertainment, Inc. The Simpsons: The Complete Second Season. Twentieth Century Fox Film Corporation, 2002. DVD. Hughes, John. Ferris Bueller’s Day Off. 1986. Paramount Pictures DVD, 2003. Internet Movie Database. (2 Apr. 2004). Twentieth Century Fox Home Entertainment, Inc. Buffy the Vampire Slayer. Twentieth Century Fox Film Corporation, 2003. DVD.

Will the Real Lupe Garza Please Stand Up? Essay -- Ethics Case Study

An ethical dilemma is defined as a moral issue, where a situation has two equivalent undesirable alternatives and neither choice will resolve the ethical predicament. Lupe Garza, mother of two children, is a temporary employee at a plant. Garza is an excellent and talented worker, and supervisors have taken notice in her skills. A human resource specialist named Sara Jones, mislead Garza in thinking she would unquestionably obtain a permanent job position at the plant, causing Garza to turn down another job opportunity. During the interview, Garza is truthful and informs Mark Solomon, a human resource specialist, that she is currently using someone else’s identity in order to work legally and her real name is Carmen Mendoza. Mark tell Garza that she will not be able to obtain the permanent positions at the plant because of her circumstances. Garza pleads Mark for the position, felling remorseful Mark leads Garza into believing she may have a chance in obtaining the position. Furthermore, during the interview, Garza informs Mark, there are other employees using someone else’s identity. The major true ethical dilemma in this case is whether the human resource specialist should hire Garza permanently knowing she is an illegal worker or deny Garza the position. An additional ethical dilemma is presented to Mark, after the interview with Garza. Mark is faced with the decision whether the plant should continue to employ temporary Hispanic workers knowing that they may be an illegal or stop hiring these employees. The stakeholder in an ethical dilemma is anybody that is affected by the outcome of the decision. In this scenario, Mark Solomon and Garza Lupe will be both subjected by the end result of the decision. The conflict is ... ...6-irca Noe, R. A., Hollenback, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management. (5th ed.). New York, NY, 10020: McGraw-Hill Irwin. Retrieved from http://highered.mcgraw- hill.com/sites/0078112613/information_center_view0/supplements.html Fransson, M. C., Gareett, N. A., & Noll, C. L. (2005). Will the real Lupe garza please stand up? The Society for Case Research Leonard, J. C. (2014). Business policy & strategy. (Beta ed.). Ronkonkoma, NY 11779: Linus Learning. U.S. Department of Homeland Security. U.S. Citizenship and Immigration Services, (2013). I-9, employment eligibility verification. Retrieved from website: http://www.uscis.gov/i-9 U.S. Department of Homeland Security. U.S. Citizenship and Immigration Services, (2013). I-140, immigrant petition for alien worker. Retrieved from website: http://www.uscis.gov/i-140

Impact of Social Media

A Media Research On Impact of social media, texting and other technologies on interpersonal communication. Submitted as a part of Media Research MJMC- 2011-2013 [pic] Submitted by: Sakshi Choudhary Prerna Wadhwa Adittya Kaul Chitra Singh Megha Sharma Zosang Pachuau Anumika Bahukhandi ACKNOWLEDGEMENT The successful completion of this file marks the beginning of a learning experience on such an interesting topic. It would be worthwhile to mention the contributions made by the people around me leading to the completion of this practical file.We are deeply indebted to Ms, Manu Sharma for giving me kind and valuable guidance throughout the course of this study. It was her constant and catalytic actuation that led to the successful completion of this practical file. Without her untiring efforts and encouragement, this file could not have taken its present shape. We would also like to thank to all other faculty members who provided constant support and encouragement, during the project. Sak shi Choudhary Prerna Wadhwa Adittya Kaul Chitra Singh Megha Sharma Zosang Pachuau Anumika Bahukhandi TITLEImpact of social media, texting and other technologies on interpersonal communication INTRODUCTION Social networking media, texting and other technologies have crept into our lives like no other technology revolution in the recent past. The social media revolution has completely transformed how we used to live our lives. In this context, we felt it would be interesting to understand the impact of social media on three major facets of human existence: The psychological impact Revolutionary impact and The social impact The psychological impact of social media on individuals is immense.The positive aspect of the entire experience has been the ability to connect with people. The core USP of texting and social networking sites such as Facebook or Twitter is its ability to connect with people across the world and this brings a certain sense of joy to people. You would have met lots of your old friends through Facebook and that ability to stay in touch with them irrespective of locations makes it a very positive psychological impact on individuals. However, there is another side to this coin. I know a lot of young adults who wake up to Facebook without even brushing their teeth.On a personal level, I have known people who have been online on Facebook for ages without even signing out. There comes a point, after the initial connect with old friends, where you would be idling your time on Facebook doing literally nothing for a long time. This idling time makes you lost and completely distracted from what you had initially intended to do. From 10 mins of Facebook, it would have become 2 hours of Facebook at a stretch. So this addiction to social networking sites makes one even unaware of the real time zones, creating a negative impact on people’s mindsets.This addiction to stay connected and noticed makes one prioritize these small things over many more impor tant activities. Revolutionary Impact: The biggest power of the social medium is the ability to mobilize support for social causes in a very short span of time. The Arab Spring is a point in case for the biggest achievement of the social medium and it also reflected some of its own shortcomings. The advent of the Arab Spring would not have been possible if not for the social media. Both Twitter and Facebook were extensively used to galvanize support to shake the dictator regime and remove it from office.The Tahirir Square uprising symbolized the potential of social media to trigger and create change in a nation’s prospects. However, it also has showed some of the shortcomings of the medium itself. Even though the social media was able to assist the revolution, it needed people on the ground to sustain it and implement the changes. Almost after a year, they have had their President elected and ironically it is a leader from the radical Muslim Brotherhood. Social media could no t help in implementing change on the ground because its not accountable and its virtual in nature.This entire episode shows the impact power of social media and also shows that social media can trigger and support movements but the success of such movements depends much upon the core issues raised on the ground. One of the biggest successes of the social media revolution is the amount of fairness that intrinsically the social networking sites have especially Twitter. There is such an open platform for the common citizen to interact and evolve; it shapes many people’s identities and ideologies. Being an open and unbiased medium, it is actually the world’s most efficient democracy in its truest sense.In addition, it helps to provide so much information that it enriches people with loads of information. Information is indeed wealth and this medium provides so much for it. Ironically, this extensive outpouring of information leads to one of the common issues that social me dia in general faces. Social Impact: Having an opinion on any issue is a right for any individual, there is no doubt it. However, the power of social media is such that it influences people’s opinions very fast. It also leads to opinion makers who make short sighted comments that might be just fitting for a 140 letter character.There is a certain level of irresponsibility within certain sets of people that leads to this discussion being only a one way street. One way abuse or giving opinions without responsibility makes the social media, at times, an ocean which has varied levels of depth. While it is a legitimate right for anyone to have their view, it needs to be with decorum that befits educated individuals. Amidst all these various impacts of the medium, one gets the impression that social media has blatantly obvious positives and some surreal negatives that get underplayed very often.Since everyone brags about the positives, the negative impacts at every stage of the ass essment need to be also taken into account. It liberates the common man to have his voice heard in an open platform and helps to connect people across generations. In this process, it also provides him an additional freedom for individuals to air their views on issues. However, this excessive overflow of information and  connections  can also have a detrimental effect on the personal lives and attitude of individuals if it is not handled in a mature manner.The balance needs to be the key, with regards to the virtual life and the real life, only this balance and a matured democratic  mindset  can make the social media experience a worthwhile one. Modern conveniences such as using cell phones and the creation of social networking sites (Facebook, MySpace, YouTube, Twitter) for interaction have shown a variety of influences in the research. Within the social networking spectrum exists the activities of instant messaging (IMing), texting, blogging, bulletin boards, and posting ( comments, status updates, and videos).Greenfield and Yan use the â€Å"Effects Model† to explain the shift from seeing the Internet as doing something to adolescents to an outlook that consists of adolescents taking an active role in co-constructing their own environments. As with any object, the responsibility falls upon the internet user or social networker as to the purpose of engaging in the activity and what is hoped to be accomplished. However, technological side effects may not always be apparent to the individual user and, combined with millions of other users, may have large-scale implications.Therefore, each participant has a dual role—as an individual who may be affected by the social environment and as a participant who is interacting with others and co-constructing the same environment. Given that communication plays a central role in personal relationships and that relationships are assessed by the communication skills of others (Burleson, 2003), impairme nt in the ability to effectively communicate may hinder successful relational development in young adults.This can potentially impact an array of life areas such as family relationships, socialization, school performance, and employment. Further, the failure of young people to effectively resolve conflicts in person can jeopardize safety and may lead to chronic acts of 4 violence that include verbal threats, pushing, grabbing, punching, and fighting. Thus, the lack of conflict resolution skills may lead to the use of human services and involvement in the legal system, requiring the need to access limited financial resources, and also the risk of out-of-home placement.Despite the potential benefits for adolescents who engage in the various types of social networking, such as the sense of being understood and supported by peers the research is showing that the excess use of this technology may underhandedly inhibit proper interpersonal skill development. Due to the nature of the socia l work profession and its efforts to enhance the lives of youth and plan for their successful transition into adulthood, further examination of the impact of social networking on adolescents is justified.Therefore, it is the purpose of this study to examine the impact of social networking on the skills of communication and conflict resolution within the young adult population. Benefits and Concerns of Social Networking Different theories have surfaced regarding the impact of social networking. It has been found that participation in social network sites provides a number of potential benefits for adolescents. It provides a virtual place to spend time and share thoughts and objects with personal meaning, such as pictures and stories, and remain closely connected with friends regardless of geographic distance.Also, it is believed that individuals may feel empowered when using social networking to establish relationships that provide information, mutual assistance, and support. Finally , it was found that teens with difficulties may use online relationships as temporary bridges that bring them into safe and comfortable face-to face relationships. All of these mentioned benefits to participants, especially adolescents who are attempting to practice social skills and explore who they are as individuals, add to the justification of including social networking into the current developmental perspective.Despite the potential advantages of social networking, there are a number of concerns. A well-known study conducted by Kraut, Patterson, Lundmark, Kiesler, Mukophadhyay and Scherlis (1998) was one of the first to examine the relationship between Internet use and the aspects of social involvement and psychological well-being. The HomeNet field trial followed 93 families in their first 12-18 months of being online. A total of 256 people took part in the study. It was hypothesized that the users would increase their sense of social support and feel less lonely, be less aff ected by stress, and have improved mental health.However, the results of the study showed the opposite. Associations were found between increased Internet use and decreased social involvement, feeling more lonely, and an increase in depressive symptoms. Another result was that higher Internet use was related to a decrease in communication among family members. The results of the original study were criticized and caused much controversy, prompting a second study. The follow-up study found varying results that contradicted the results of the first study in all areas except life stress.Another consequence of social networking that has been addressed in the research is the issue of cyber bullying. Much data exists regarding the negative aspects of social networking and the incidence of cyber bullying and victimization among users. Traditionally, bullying has taken place during face-to-face interaction. However, advances in technology have opened up new ways for this to occur over elect ronics, from texting on cell phones to the posting of comments or videos on websites. Regarding text bullying, the prevalence of its occurrence ranges from 15-32% .In nationally representative surveys of 10-17 year-olds, it was found that twice as many youth reported they were victims of online harassment in 2005 as compared to data from 2000. The issue of cyber abuse (bullying, unwanted sexual advances, and stalking) should be taken very seriously due to the detrimental effects on victims, which include feelings of depression, guilt, shame, as well as self-harm and withdrawing from family and friends. Using a phenomenological approach, an analysis of anonymous posts by adolescents revealed a high incidence of cyber bullying from both real-life acquaintances and those who were met online.In another study, it was found that students who were text bullied were significantly more likely to feel unsafe at school than those students who had not been text bullied. Whether due to low self- esteem or poor social 11 skills, adolescents who turn to online relationships because of feelings of isolation by peers may find that online relationships are filled with complications. It is within these relationships that adolescents may be victimized by cyber bullying, unwanted sexual advances, and even cyber stalking. MEDIUMSInternet surfing The term â€Å"Internet surfing† appeared after the creation of the personal computer and the Internet and is seen as an extension of â€Å"channel surfing†, where viewers randomly change channels on a television using a remote control with no real physical effort. Internet surfing is activity described as spending time visiting either random or targeted websites on the Internet for non-communication purposes. Users can view websites to gather information, play interactive games, shop, and view photos and movies.Surfing the Internet can be addictive in nature because individuals receive short-term gratification every time they go online, making it very desirable to continue to go online to receive this gratification. Studies have demonstrated that excessive Internet surfing may increase depression and social anxiety. Therefore, individuals who struggle with Internet surfing and also participate in social networking as a means of meeting their social needs may be at risk for a significant decline in communication and conflict resolution skills due to their isolative behaviors.Moreover, it was found out adolescents with low perceived friendship quality reported significantly higher depression and social anxiety. Since excessive computer use can inhibit exploring one’s actual environment and impact the growth of friendships, this is of major concern. Instant messaging. In contrast to surfing, instant messaging (IM-ing) consists of sending real-time online computer messages to another user in a mutually established conversation. Researchers found that IM-ing is the most popular method of communication among teens who go online, with 75% using this medium and 48% doing so at least once a day.This format is typically private and can be an opportunity for adolescents to practice and develop social skills. However, a recent longitudinal study showed that IM-ing6 predicted more depression among adolescents over a six month period. The effects of Internet surfing and IM-ing on internalizing problems may be closely related due to the finding that adolescents who spend more time IM-ing also spend more time surfing. Texting The short messaging service (SMS), more commonly known as â€Å"texting†, is the cellular phone version of IM-ing and also results in virtually instant messages between the sender and receiver.Cell phones have been engineered over the past years to accommodate the demand of texting, such as offering a full QWERTY keyboard, and many cell phone carriers offer plans that contain unlimited texting. A survey conducted on 2,277 American adults by the Pew Research Cent er found that 18-24 year olds sent or received an average of 109. 5 text messages per day, which works out to be more than 3,200 text messages per month. In a European study of 635 participants ages 16-55 years old who visited a website and completed an online questionnaire, 48. % reported preferring to use their cell phones for texting over voice calls and 26. 1% reported texting too much This study also measured levels of loneliness, expressive control, interaction anxiousness, and conversational involvement. Two significant findings were that 61% of the participants stated they say things in text that they would not feel comfortable saying face-to-face and 64% stated they feel they are able to express their true feelings best in text messages rather than in face-to-face interactions or voice calls. Modern conveniences such as using cell phones and the creation f social networking sites (Facebook, MySpace, YouTube, Twitter) for interaction have shown a variety of influences in the research. Within the social networking spectrum exists the activities of instant messaging (IMing), texting, blogging, bulletin boards, and posting (comments, status updates, and videos). Greenfield and Yan use the â€Å"Effects Model† to explain the shift from seeing the Internet as doing something to adolescents to an outlook that consists of adolescents taking an active role in co-constructing their own environments.As with any object, the responsibility falls upon the internet user or social networker as to the purpose of engaging in the activity and what is hoped to be accomplished. However, technological side effects may not always be apparent to the individual user and, combined with millions of other users, may have large-scale implications. Therefore, each participant has a dual role—as an individual who may be affected by the social environment and as a participant who is interacting with others and co-constructing the same environment.Given that communicati on plays a central role in personal relationships and that relationships are assessed by the communication skills of others (Burleson, 2003), impairment in the ability to effectively communicate may hinder successful relational development in young adults. This can potentially impact an array of life areas such as family relationships, socialization, school performance, and employment. Further, the failure of young people to effectively resolve conflicts in person can jeopardize safety and may lead to chronic acts of 4 violence that include verbal threats, pushing, grabbing, punching, and fighting.Thus, the lack of conflict resolution skills may lead to the use of human services and involvement in the legal system, requiring the need to access limited financial resources, and also the risk of out-of-home placement. Despite the potential benefits for adolescents who engage in the various types of social networking, such as the sense of being understood and supported by peers the rese arch is showing that the excess use of this technology may underhandedly inhibit proper interpersonal skill development.Due to the nature of the social work profession and its efforts to enhance the lives of youth and plan for their successful transition into adulthood, further examination of the impact of social networking on adolescents is justified. Therefore, it is the purpose of this study to examine the impact of social networking on the skills of communication and conflict resolution within the young adult population. Statement of problem This project focuses on evaluating the impact of social media, texting and other technologies on interpersonal communication.It will help us in knowing the positive and negative impact of these respective mediums interpersonal communication. Nowadays people spend more than 50% of their time on socializing or texting. Some of the most popular Social Medias are facebook, twitter, blogs, BBM, whatsapp texting. The popularity of these social med iums has not only captured the interest of people but has also influenced their interpersonal communication strongly. The main agenda behind this research is to find out the impact of these mediums on the interpersonal communication of people. SIGNIFICANCE OF THE STUDYResearch can be defined as the search for knowledge or as any systematic investigation to establish facts. The primary purpose for  research is discovering,  interpreting, and the  development  of methods and systems for the advancement of human  knowledge  on a wide variety of  scientific matters  of our world and the universe. HYPOTHESIS An hypothesis is a specific statement of prediction. It describes in concrete terms what you expect will happen in your study. NULL HYPOTHESIS: There is a direct relationship between Impact of social media, texting and other technologies on interpersonal communication.ALTERNATE HYPOTHESIS: There is no conclusive relationship between Impact of social media, texting and other technologies on interpersonal communication Literature Review According to Vitak (2008), there are some reasons why an individual uses asocial networking site. The first reason is for them to meet strangers and become friends with  them. This  type  of  relationship  is  what  we  call  a  weak  interpersonal relationship. The majority of respondents of her research paper (57%) said they were initially  introduced  to  those  Ã¢â‚¬Å"friends†Ã‚  through  mutual  friends,  which increases  the likelihood  of  such  relationships  developing  into  strong  ties.On  the  other  hand, responses  to  a  separate  question  overwhelmingly  support  the  hypothesis. While  asignificant portion or respondents said they have at least a few online-online friends,85% said they do not communicate with the majority of their online-only friends, and just one respondent said  that he/she considered those  f riends as  a  strong  tie. Through social networking sites  like facebook, the user tends to  maintain his weak interpersonal relationship with his online friends because of an easy communication.He can use private messaging, chat rooms, and other method of communicating provided by the website. On the other hand, a strong interpersonal relationship with his offline friends needs time and effort to be maintained. Distance between two users that can change an offline relationship into online relationship is also a reason why an individual uses SNSs. Nearly two-thirds (65%) of  respondents said the majority of their friends have a Facebook account, which suggests that many students use the site to stay in touch with their offline friends.Keeping in touch with friends remains the primary reason for site usage across both years in school and gender. Furthermore, approximately one-third (31%) of respondents with friends who do not have a Facebook account say they would be clo ser to those friends if they were on the site, and 87% of respondents said they had never experienced negative consequences in their offline relationships due to content in their Facebook profiles, which suggests that most respondents benefit from using the site.With the use of  private messaging and chat rooms of this site, students can communicate and maintain a healthy relationship with their friends from far places with ease that takes only a few seconds to complete it. Social Networking Sites also have  negative effects in  offline relationships. Something’s found in the site can lead to misinterpretation for some people. Because of online messaging or comments that are visible to everyone in the friends list of a user, an offline relationship can be affected or destroyed due to fights that will happen.For example, a jealous boyfriend saw a comment from a mysterious boy posted on the wall of his girlfriend that says intimate words, because of this, the relationship between the girl and his boyfriend can be broken. Another negative effect is, because of posting comments on the wall of a user became much easier, it will also be effortless for other  people to spread rumors and gossips that can destroy a life of an individual. As a larger percentage of communication moves into the digital arena, we will see a general weakening of ties between people.This weakening will be less pervasive among a person’s closest circle of friends and more obvious among lesser friends, as digital  communication  will  become  the  primary  mode  of  communication  in  theserelationships http://www. scribd. com/doc/27327211/The-Influence-of-Social-Networking-Sites-to-Interpersonal-Relationships-of-the-Students-of-Rogationist-College-High-School-Department-S-Y-2009-2010 Social Networking and Interpersonal Communication and Conflict Resolution Skills among College Freshmen By John J. Drussell Social Networking ActivitiesAdvancements in te chnology have resulted in people being able to access a wealth of information and participate in virtual opportunities not previously available. Through the tools of computers and cell phones, society has moved from engaging in face-to-face interaction while performing these activities to endeavors that do not require in-person interaction with others. The devices have therefore become the actual mediators between people and knowledge or entertainment. Within recent years, technology has also made available different avenues for communicating.The capabilities of computers and cell phones have allowed users to develop means to participate in the world of social networking, now making the device the mediator of communication between individuals. 5 Internet surfing. The term â€Å"Internet surfing† appeared after the creation of the personal computer and the Internet and is seen as an extension of â€Å"channel surfing†, where viewers randomly change channels on a televis ion using a remote control with no real physical effort. Internet surfing is activity described as spending time visiting either random or targeted websites on the Internet for non-communication purposes.Users can view websites to gather information, play interactive games, shop, and view photos and movies. Surfing the Internet can be addictive in nature because individuals receive short-term gratification every time they go online, making it very desirable to continue to go online to receive this gratification (Selfout, Branje, Delsing, Bogt & Meeus, 2009; Hall & Parsons, 2001). Studies have demonstrated that excessive Internet surfing may increase depression and social anxiety (Selfout et al. , 2009; Morgan & Cotton, 2003).Therefore, individuals who struggle with Internet surfing and also participate in social networking as a means of meeting their social needs may be at risk for a significant decline in communication and conflict resolution skills due to their isolative behaviors . Moreover, Selfout et al. , (2009) found that adolescents with low perceived friendship quality reported significantly higher depression and social anxiety. Since excessive computer use can inhibit exploring one’s actual environment and impact the growth of friendships, this is of major concern.Instant messaging. In contrast to surfing, instant messaging (IM-ing) consists of sending real-time online computer messages to another user in a mutually established conversation. Researchers found that IM-ing is the most popular method of communication among teens who go online, with 75% using this medium and 48% doing so at least once a day (Hinduja & Patchin, 2008; Lenhart et al. , 2005). This format is typically private and can be an opportunity for adolescents to practice and develop social skills (Selfout et al. 2009; Morgan & Cotton, 2003; Valkenburg & Peter, 2007). However, a recent longitudinal study showed that IM-ing6 predicted more depression among adolescents over a six month period (Selfout et al. , 2009; Van den Eijnden, Meerkerk, Vermulst, Spijkerman & Engels, 2008). The effects of Internet surfing and IM-ing on internalizing problems may be closely related due to the finding that adolescents who spend more time IM-ing also spend more time surfing (Selfout et al. , 2008; Subrahmanyam, Greenfield, Kraut, & Gross, 2001). Texting.The short messaging service (SMS), more commonly known as â€Å"texting†, is the cellular phone version of IM-ing and also results in virtually instant messages between the sender and receiver. Cell phones have been engineered over the past years to accommodate the demand of texting, such as offering a full QWERTY keyboard, and many cell phone carriers offer plans that contain unlimited texting. In fact, Crabtree et al. (2003) expected SMS to dominate mobile messaging in regards to both traffic volume and revenue well into the last quarter of the decade (Reid & Reid, 2007).In a Norwegian study of 19-21 year olds, pa rticipants sent an average of six texts per day in 2001. When the same age group was measured again in 2007, this number tripled to an average of 18 text messages sent per day (Ling, 2010). A survey conducted on 2,277 American adults by the Pew Research Center found that 18-24 year olds sent or received an average of 109. 5 text messages per day, which works out to be more than 3,200 text messages per month (Smith, 2011). In a European study of 635 participants ages 16-55 years old who visited a website and completed an online questionnaire, 48. % reported preferring to use their cell phones for texting over voice calls and 26. 1% reported texting too much This study also measured levels of loneliness, expressive control, interaction anxiousness, and conversational involvement. Two significant findings were that 61% of the participants stated they say things in text that they would not feel comfortable saying face-to-face and 64% stated they feel they are able to express 7 their tru e feelings best in text messages rather than in face-to-face interactions or voice calls (Reid & Reid, 2007). Quality of Social Networking RelationshipsPersonal interaction is and has always been an important function of the human experience. Prior to the technological revolution and creation of personal computers and cell phones, relationships were typically developed and maintained by means of face-to-face interaction and verbal or written communication. With the development of the Information Age, characterized by the ability for people to freely and conveniently access and exchange information through technology, the way in which our society interacts with one another has continued to transform.Technological Determinism Theory attempts to help explain how changes in methods of communication through advancements in technology impacts general society. According to this theory, media technology shapes how individuals in a society feel, act, and think as well as influences how socie ty functions as they move from one technological age to another. In other words, people learn how to think and feel the way they do based upon the messages they receive through the current technology.This theory supports the belief that â€Å"the medium is the message† and that people adapt accordingly and will utilize the means in which society as a whole is using to communicate. As the medium changes, so does society’s way of communicating. If the medium is impersonal, then the message itself is also impersonal (Mcluhan, 1962). With the creation of the virtual world, individuals have the opportunity to interact with others, both known and unknown, in a variety of ways. With the change in nature of these relationships, it has been of interest to gauge the perceived quality of online relationships.Because Internet sites, such as America Online (AOL) and Facebook, allow groups of users to 8 connect with other groups, users engage in group forming activities that are com parable to faceto-face groups (Giffords, 2009). According to Ellison, Steinfield, and Lampe (2007), social networking sites on the Internet may be used to strengthen relationships that already exist, therefore acting as a bridge between the online and offline worlds (Perez-Latte, Portilla, & Blanco, 2011).A study by the USC-Annenberg Digital Future Project (2006) on Internet usage found that 43% of Internet users who are part of online communities feel as strongly about their online communities as they do about their real-life communities (Giffords, 2009). In another research study among adolescents, a prominent finding was that participants who had developed friendships and relationships online consider them to be as real as relationships in their actual lives. Further, these online friendships were described as being ong-term, trusting, and very meaningful (Mishna et al. , 2009). Because of potential attached meaning to these virtual relationships and the possibilities that human interaction may become volatile and unpredictable, it is of explicit interest to investigate how users, specifically adolescents and young adults, manage to communicate and resolve conflicts within these communities. Therefore, more research is needed in this area. Benefits and Concerns of Social Networking Different theories have surfaced regarding the impact of social networking.It has been found that participation in social network sites provides a number of potential benefits for adolescents. Cited by Hinduja and Patchin (2008), it was found that benefits of online interaction include that it provides a means in which to learn the ability to relate to others, tolerate differing viewpoints, express thoughts and feelings in a healthy way, and practice critical thinking skills (Hinduja & Patchin, 2008; Berson, Berson, & Ferron, 2002), In addition, Clavert (2002) states 9 that communicating with others on the Internet is an opportunity to explore self-identity and enhance self-disco very.Another perceived benefit is that the Internet increases the possibility to contact peers, thus enhancing self-esteem and feelings of well-being (Selfhout et al. , 2008; Morgan & Cotton, 2003; Valkenberg & Peter, 2007). Further in regards to social networking, the Internet provides a virtual place to spend time and share thoughts and objects with personal meaning, such as pictures and stories, and remain closely connected with friends regardless of geographic distance (Hinduja & Patchin, 2008; Boyd, 2006).Also, it is believed that individuals may feel empowered when using social networking to establish relationships that provide information, mutual assistance, and support (Giffords, 20069). Finally, it was found that teens with difficulties may use online relationships as temporary bridges that bring them into safe and comfortable face-toface relationships (Wolak, Mitchell, & Finkelhor, 2003).All of these mentioned benefits to participants, especially adolescents who are attemp ting to practice social skills and explore who they are as individuals, add to the justification of including social networking into the current developmental perspective. Despite the potential advantages of social networking, there are a number of concerns. A well-known study conducted by Kraut, Patterson, Lundmark, Kiesler, Mukophadhyay and Scherlis (1998) was one of the first to examine the relationship between Internet use and the aspects of social involvement and psychological well-being.The HomeNet field trial followed 93 families in their first 12-18 months of being online. A total of 256 people took part in the study. It was hypothesized that the users would increase their sense of social support and feel less lonely, be less affected by stress, and have improved mental health. However, the results of the study showed the opposite. Associations were found between increased Internet use and 10 decreased social involvement, feeling more lonely, and an increase in depressive sy mptoms. Another result was that higher Internet use was related to a decrease in communication among family members.The results of the original study were criticized and caused much controversy, prompting a second study. The follow-up study found varying results that contradicted the results of the first study in all areas except life stress. Another consequence of social networking that has been addressed in the research is the issue of cyber bullying. Much data exists regarding the negative aspects of social networking and the incidence of cyber bullying and victimization among users. Traditionally, bullying has taken place during face-to-face interaction.However, advances in technology have opened up new ways for this to occur over electronics, from texting on cell phones to the posting of comments or videos on websites (Marsh, McGee, Nada-Raja, & Williams, 2010; Patchin & Hinduja, 2006). Regarding text bullying, the prevalence of its occurrence ranges from 15-32% (Marsh et al. , 2010; Beran & Li, 2005). In nationally representative surveys of 10-17 year-olds, it was found that twice as many youth reported they were victims of online harassment in 2005 as compared to data from 2000 (Giffords, 2009; Wolak, Mitchell, & Finkelhor, 2006).The issue of cyber abuse (bullying, unwanted sexual advances, and stalking) should be taken very seriously due to the detrimental effects on victims, which include feelings of depression, guilt, shame, as well as self-harm and withdrawing from family and friends (Mishna et al. , 2009). Using a phenomenological approach, an analysis of anonymous posts by adolescents revealed a high incidence of cyber bullying from both real-life acquaintances and those who were met online (Mishna et al. , 2009).In another study, it was found that students who were text bullied were significantly more likely to feel unsafe at school than those students who had not been text bullied (Marsh et al. , 2010). Whether due to low self-esteem or poor soc ial 11 skills, adolescents who turn to online relationships because of feelings of isolation by peers may find that online relationships are filled with complications (Wolak et al. , 2003; Egan, 2000). It is within these relationships that adolescents may be victimized by cyber bullying, unwanted sexual advances, and even cyber stalking.Communication and Conflict Resolution Skills Successfully maneuvering through life requires attaining a set of skills, for example the ability to communicate with others and work through conflicts, that are acquired through different avenues during a person’s developmental journey. From the early days of mainframe computers to the present, computers have been mostly used for interpersonal communication (Sproull & Kiesler, 1991). In fact in terms of meaning, communication is the most important use of the Internet for adolescents (Greenfield & Yan, 2006; Gross, 2004).Regarding conflict resolution, Chung and Asher (1996) and Rose and Asher (1999) have argued that responses to hypothetical situations involving conflict are similar to responses observed during real-life conflict (Johnson, LaVoie, Eggenburg, Mahoney, & Pounds, 2001). This highlights the value in presenting opportunities to practice these skills to prepare for real life situations. However, these hypothetical situations were presented face-to-face to a group by a facilitator and did not include a technological or social networking component.With an overwhelming trend among adolescents and young adults toward the reliance on technology for communication, it is speculated that the decline of face-to-face interaction will result in decreased ability to handle real-life conflicts. In analyzing data from a study of adolescents with close online relationships, it showed that a disproportionate number reported high amounts of conflict with their parents as well as low levels of communication with their parents (Wolak et al. , 2003). In another study, dolescents who en gaged in online 12 communication and felt frightened or that they were in significant trouble did not reach out and communicate with their parents (Mishna et al. , 2009). Empirical data in social work literature, as well as other professional journals, on the effects of school-based conflict resolution programs have been positive, suggesting that teaching conflict resolution skills to students increase their knowledge of how to resolve conflict using non-violent means (Woody, 2001; Johnson, Johnson, Dudley, Mitchell, & Fredrickson, 1997).Although some research exists that examines the activities of social networking and the potential effects, both positive and negative, on its users, there is a gap in the empirical literature. Social networking relies on technology and is conducted over specific devices with no presence of face-to-face interaction, which results in an inability to access interpersonal behavior and signals to facilitate communication. Adding the possibility that rela tionships can become volatile and unpredictable, no current research addresses how social networking affects the ability for users to resolve conflicts in their daily lives.A concerted effort to focus on how social networking impacts the ability to perform the functions of communication and conflict resolution in real-life relationships would be highly beneficial. The available research did not speak to these particular issues, hence the impetus for this quantitative study. Therefore, this researcher proposes the following research question: What is the impact of social networking on interpersonal communication and conflict resolution skills? http://sophia. stkate. edu/cgi/viewcontent. cgi? article=1021&context=msw_papers OBJECTIVE to analysis Impact of social media, texting and other technologies on interpersonal communication ? to understand the impact of social media on three major facets of human existence o The psychological impact o Revolutionary impact and o The social impact . ? To understand Benefits and Concerns of Social Networking RESEARCH METHODOLOGY RESEARCH PROCESS The research is basically done with the help of ‘Survey’, one of the most important research instruments. A Questionnaire was prepared in order to conduct the survey. Specific and selective questions were added in it accordingly. open ended and 5 close ended questions were added. Sample size was decided and the area of research was decided. How sampling will be done, how it will be divided and what will be the sample size, everything was kept in mind before filling the questionnaires. After preparing the questionnaires, they were sent out to be filled. People filled it by expressing their views and ideas. After getting that questionnaires filled, we went through every questionnaire. And then data and analysis was done. SAMPLING OF RESPONDENT Survey sampling In statistics, survey sampling is random selection of a sample from a finite population.It is an important part of pl anning statistical research and design of experiments. Sophisticated sampling techniques that are both economical and scientifically reliable have been developed. Random Sampling Sampling can be defined as a part of population. Thus random sampling may be defined as the selection of a portion from the whole population in which each elements of the population has an equal chance of being selected. A more please definition is that each element in the population has a non-zero and known probability of selection a randomly drawn sample is an unbiased sample.In this research survey 50 people were surveyed at random to get the relevant information. INSTRUMENT USED A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and of ten have standardized answers that make it simple to compile data.However, such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. LIMITATIONS ? It was hard to catch hold of people who could actually take out sometime to fill the questionnaire ? Many of the respondents might not have given the correct information and have filled the questionnaire just for the sake of it. DATA ANALYSIS According to the research done, some of the points and facts that came in light will be provided in data tabulation.The survey was a great help for finding and discovering facts which are as follows: Q. 1 Do you have access to internet? Yes No Almost all the people have access to internet Q. 2 What social networking mediums do you use for communication? According to my research 10% of the people use social networking sites, 60% use instant messaging and 30% use messages or texting Q. 3 wh at is the   most preferred medium that you use? 25% of the people use facebook,30%use BBM, 40% use whatsapp and 5% use other mediums Q. How often do you visit social network websites? 75% of the people said very often they visit the social network websites Q. 5 why do you use social networking sites? 20% of the people use social networking sites for updating photos, status and more, 65% use these sites to socialize, 10% o build professional relations, and 5% to stay in touch with friends Q. 6 how much time do you spend on these networking mediums? 10% of the people spend 1 hour on these mediums, 15% spend 2 hours, 70% spend 3-5 hours and 5% spend all day long.Q. 7 How many text messages do you send in a day? 80% of the people send 10 or even less than 10 text messages in a day Q. 8 Do you think there is any change in your way of communication with friends? If yes, what are the changes you feel? 75% of the people say that they feel that there is a change in their way of com munication with friends. Varied answers were there for this question Q. 9 Do you think people are losing the warmth of relations and becoming formal because of sending messages through these mediums? 0% of the people said yes that they think people are losing the warmth of relations and becoming formal because of sending messages through these mediums and 60% said no they don’t feel it that way Q. 10. Does it exempt them from socialising outside? 40% of the people said that they do exemt from socialising outside and 60% said that they don’t . QUESTIONNAIRE NAME: AGE: GENDER: Q. 1 Do you have access to internet? Yes No Q. 2 What social networking mediums do you use for communication? Q. 3 what is the   most preferred medium that you use?