Wife of Baths Tale Essays

Wife of Baths Tale Essays Wife of Baths Tale Essay Wife of Baths Tale Essay The general prologue of the story â€Å"The Canterbury Tales,† begin in April, as the narrator (Chaucer) begins a pilgrimage from the Tabard Inn at Southwerk to the famed Canterbury, where Sir Thomas a Becket, a martyr for Christianity, is supposedly buried. The General Prologue is a basic descriptive list of the twenty-nine people who become pilgrims to journey to Canterbury, each telling a story along the way. The narrator describes and lists the pilgrims skillfully, according to their rank and status. Noticeably, there is one character who seems to stand out over the others. She is a shy, polite Prioress who is well mannered and proper; wears a fine broach with inscriptions are about love. He clearly and mysteriously describe’s the wife’s background, â€Å"She’d had five husbands, all at the church door/Apart from other company in you/No need just now to speak of that, forsooth/And she had thrice been to Jerusalem†(Lines 470-473). Also, the Prologue of the Wife of Bath’s Tale ironically describes a woman which directs the reader to a connection with that of the general prologue. â€Å"In which I’ve been an expert as a wife/That is to say, myself have been the whip/So please yourself whether you want to sip/At that same cask of marriage I shall broach† (Lines 13-16). † Although it is factual that the character in Chaucer’s general prologue and the prologue in the Wife of Bath’s Tale is the same entity, there is yet a distinct difference in descriptions of that character. In terms of the story one might strongly seek out the wide use of key similar yet distinct in difference issues, irony, and metaphorical aspects of the tale as to the general prologue. In response, the similar issues; this vivid sketch is one of the most striking in the General Prologue. We learn of the Wifes physical appearance, her dress, her way of life and her character, while Chaucer introduces hints he intends to amplify later in the narrative. Although editions of the Wifes prologue and tale will usually contain the portrait from the General Prologue, in the work as Chaucer intended it to be in its finished state, the portrait would be separated from the Wifes speaking by at least (as in Robinsons edition) five complete tales, with prologues and linking narratives. Thus details are mentioned in the portrait but left unexplained until much later. The Wife is not beautiful, but forceful and vivacious. Her bright clothes and elaborate head-dress coverchiefs) are ostentatious rather than elegant: her hat is as broad as a bokeler (a buckler or small shield). Her clothes are of good quality fyn scarlet reed and her shoes are moiste and newe: the effect is perhaps to advertise herself and her wealth, rather than attempt uncharacteristic finesse. Of her life we are told that, â€Å"apart from oother compaignye in youthe(Line 471), she has had five husbands, a revelation of which we certainly wish to know more. This means, of cour se, that she has been five times widowed (no divorce for women in 14th century England). Her habit of going on pilgrimages suggests a devout woman, but her real reasons for such travel are a love of adventure, and the social opportunities these trips bring. As in the present case, most pilgrims are men (and the few other women present are nuns). One of them might be the next husband for whom she is looking out! The last part of the description tells us of her social skills, especially her knowledge of remedies of love, an art which she well understands. Irony is a form of speech in which the real meaning is concealed or contradicted by the words used. In the prologue of the Wife of Bath,

History of the Anemometer Wind Vane

History of the Anemometer Wind Vane Wind velocity or speed is measured by a cup anemometer, an instrument with three or four small hollow metal hemispheres set so that they catch the wind and revolve about a vertical rod. An electrical device records the revolutions of the cups and calculates the wind velocity. The word anemometer comes from the Greek word for wind, anemos. Mechanical Anemometer In 1450, the Italian art architect Leon Battista Alberti invented the first mechanical anemometer. This instrument consisted of a disk placed perpendicular to the wind. It would rotate by the force of the wind, and by the angle of inclination of the disk the wind force momentary showed itself. The same type of anemometer was later re-invented by Englishman Robert Hooke who is often mistakenly considered the inventor of the first anemometer. The Mayans were also building wind towers (anemometers) at the same time as Hooke. Another reference credits Wolfius as re-inventing the anemometer in 1709. Hemispherical Cup Anemometer The hemispherical cup anemometer (still used today) was invented in 1846 by Irish researcher, John Thomas Romney Robinson and consisted of four hemispherical cups. The cups rotated horizontally with the wind and a combination of wheels recorded the number of revolutions in a given time. Want to build your own hemispherical cup anemometer Sonic Anemometer A sonic anemometer determines instantaneous wind speed and direction (turbulence) by measuring how ​much sound waves traveling between a pair of transducers are sped up or slowed down by the effect of the wind. The sonic anemometer was invented by geologist Dr. Andreas Pflitsch in 1994.

Leadership question 4 Essay Example | Topics and Well Written Essays - 500 words - 1

Leadership question 4 - Essay Example My code of leadership is focused on respecting other people according to their rank in the organization. One of my greatest weaknesses is inability to keep time; however, I am planning to make strict schedules that I will adhere to in order to keep time in attending duties and appointments. My code of behavior concentrates on handling people politely, pleasantly, and with consideration; this involves patiently listening to people’s problems and solving them in the best way possible. Other areas of focus of office etiquette include honesty, loyalty, cooperation, diplomacy, judgment, and accuracy. Knowledge, skills, and experience are the major determinants of worker productivity. I intend to ensure acquisition of relevant academic and professional qualifications and experience that will enable me to achieve exceptional performance. I also need the skills that can enable me perform my duties with the highest standards of accuracy. The organization cannot thrive well in the context where there is no discipline. I have designed programs that are aimed at training people to obey rules and other codes of behavior. I believe it is difficult for people to obey the rules of the organization without discipline. I plan to have an effective disciplinary system for correcting disobediences when they arise. I have the knowledge and skills concerning the theoretical aspects of leadership. I have studied several courses about leadership and diplomacy, which have enabled me to identify ways of leading people effectively. Although I believe in trait theories of leadership, contingency proponents usually make sense to me; this is because contingency theories focus on specific variables related to the environment in determining the most suitable style of leadership for that context (Kets and Korotov 23). I believe in change when it comes to handling people with individual differences. Democratic style of leadership is the best for

Government Attitudes Toward Foreign Direct Investment Essay

Government Attitudes Toward Foreign Direct Investment - Essay Example Other stockholders may be attracted to companies due to their improved performance thus enhancing the capital base of the companies. Employees are another set of stakeholders the companies should hold in high esteem. They will be satisfied if they have safe working environment, high compensation compared with other companies and job security. Though employees may be difficult to manage, if abused can tarnish image of the companies for long time. Customers are stakeholders also in the companies. Higher quality goods, low prices of products, and timely recognition can glue many customers to the companies. Customers are the ones that put companies in business; if they decide not to patronize certain companies, that is enough to cause the companies to collapse. Society basically wants to see corporate responsibility from companies operating within them. Provision of social services, ethical and trustworthy behavior, employing local residents likely would satisfy and make them feel welcome into the companies. Moreover, the process to satisfy these stakeholders is always difficult for companies operating aboard because of challenges from MNEs' attempts to achieve global objectives across its countries of operation. At any given point in time each country has vary needs to be tackled, so if MNEs objectives and goals do not include such needs there is bound to be problem. Where MNEs locate their plants equally matters because this can influence which countries prosper and which would suffer. Stakeholders in different countries have their own goals which may be different from objectives which MNEs seek to achieve. In event of such divergence in objectives, MNEs policies and activities may become counter productive. Furthermore, factors that make it difficult in evaluating the overall effects of FDI are: technological development, competitors' actions and government polices. The reasons are that given trade-off between objectives of MNEs it is likely that some stakeholders would gain while others gain. For example in technological advances, operations of MNEs are highly mechanized and computerized which require less individual to man such installation and equipment; many will be left unemployed while those employed will enjoy high compensation. Many people are against FDI reasons being that actions of MNEs in relation to inequitable distribution of income, political corruption, environmental pollution, social deprivation etc are enormous. On the other hand, others link MNEs to certain actions like higher tax revenue to government, employment, innovation, and increased exports. Either of the arguments is justified depending on whether governments restrict or encourage FDI respectively. On the who le, MNEs have resources and potential that can contribute to various national objectives like increasing production, ensuring national competitiveness, and creating avenues for foreign exchange. Parts of political and economic concerns host countries have are balance of payment effects which is seen in term of cash flows. This a times could result in deficit. To eliminate these deficits, capital reserves are used or the economy attracts more capital. However, to prevent excessive capital outflows incentives, prohibitions and other government interventions are used. Balance of payment has a characteristic in which gains are considered a zero sum game meaning one country's trade surplus corresponds to another country's deficit. In order to analyze

Personal and professional development Essay Example for Free

Personal and professional development Essay â€Å"The most successful nations in the future will be those which develop high quality, skilled and motivated workforces and make good use of them. † Government White Paper (1994) This object of this assignment is to identify what personal and professional development is, if there is any difference between personal and professional development and what opportunities there are, how this benefits both staff and Lancashire Care Foundation Trust (LCFT) as an organisation. I will consider how motivation affects people and their desire for development both personally and within the workplace Briefly I will be looking at qualifications: how these are obtained, utilised as a means to recognise stages of development and as evidence to demonstrate competencies of staff. As the theories show, people learn in many different ways and so I will discuss further 2 examples of these Behaviourism and Humanistic learning theories. Delving into experiential and reflective learning styles and strategies and how these link into the theories of how people learn and what resources are available to aid learning. How to plan for personal and professional development Personal development can be described as self-improvement, or development of skills and knowledge on a personal level not related to a specific job role but are personal goals. Adair and Allen categorise this as self-development and feel that these â€Å"Transferable skills are the key to improved prospects† (Adair and Allen 2003 p64). Improvement of these personal skills can be taken to any job and will be beneficial no matter which role is undertaken. In the same context, Wade (1996) suggests in addition to professional qualifications, employers also demand abilities that are considered as personal transferable skills such as communication, leadership, decision making and teamwork. Professional development is learning or enhancing necessary skills to carry out specific job functions effectively or improving practice and is aimed at the team/service/ organisational goals. This often defines where a role fits within an organisation or hierarchy and indicates promotion opportunities or employment prospects for career enhancement. Although viewed by many as separate agenda’s, Morrow states that she â€Å"does not believe there is a significant difference between personal development and professional development. Learning is learning. Personal development is professional development – what is learnt at home is taken to work and experience at work is implemented at home. † (Morrow, 2008). Whether personal or professional, development encourages staff to focus on their present circumstances, evaluate career progression and plan for the immediate and long term future. In order to put a strategy in place, current skills are identified, competencies and achievements recognised, goals clarified and then the difference between to the two assessed to outline the development required. Within the workplace, staff need to be motivated to achieve good results and engage with the development process. Abraham Maslow believed that people are motivated by a number of different needs and grouped them into 5 areas (see appendix 1 – Maslow’s Hierarchy of Need). Maslow (1943) theorised everyone is capable of moving up the levels in the hierarchy – once one need is satisfied, the next arises. Failure to meet each of the lower levels will prevent the ability to reach highest level of self-actualisation. It is quite true that man lives by bread alone — when there is no bread. But what happens to man’s desires when there is plenty of bread and when his belly is chronically filled? At once other (and â€Å"higher†) needs emerge and these, rather than physiological hungers, dominate the organism. And when these in turn are satisfied, again new (and still â€Å"higher†) needs emerge and so on. This is what we mean by saying that the basic human needs are organized into a hierarchy of relative prepotency. (Maslow, 1943, p. 375) Within the workplace the very basic ‘biological and physiological needs’ along with ‘safety needs’ are governed by law in the UK and so the higher three needs (Social, Esteem and Self Actualisation) may be realised through learning and development leading to increased motivation and confidence If invested in and developed, employees are more likely to feel their social needs are met by being part of a team are well regarded and appreciated for their skill set and therefore motivated to work harder to reciprocate which leads to higher production and efficiency. People are able to realise their abilities and potential, take on more responsibility or variety of tasks which improves versatility and prevents boredom leading to demotivation. Staff feel happier if they feel valued and are likely to stay within the organisation. Learning can be the result of many activities which can include formal classes and training sessions, on the job training and mentoring or self-study. Every time we encounter something new, there is an opportunity to learn and improve skills. As a result of increasing and honing skills and gaining qualifications, people tend to develop a greater sense of self-worth, dignity and well-being as they become more valuable to their employer and to society. These factors give a sense of satisfaction and motivation through improving performance, achieving personal and company goals which can also give them physical rewards such as increased remuneration and benefits. Qualifications are evidence of the level of knowledge gained and the competencies developed. The type of qualification i. e. Degree or NVQ dictates the characteristics and context of the learning and the learning outcomes are measured or assessed and qualifications awarded based on the results. The Office of Qualifications and Examinations Regulation (Ofqual) (2009) states that the 5 main purposes of qualifications are: †¢Recognise personal growth and engagement in learning †¢Prepare for further learning or training and/or develop knowledge and/or skills in a subject area †¢Prepare for employment †¢Confirm occupational competence and/or licence to practice †¢Updating and continuing professional development (CPD) Every post in LCFT has a profile of requirements to fulfil the role including which qualifications are required e. g. a midwife must be a qualified nurse and have a degree in Midwifery, a secretary must have RSA3 typing. Proof of qualifications obtained (certificates and professional registrations) must be shown prior to job offers to evidence the level of competency and skills of potential employees to fulfil the requirements of the job. Within LCFT, staff learning and development is viewed as being an integral part of fulfilling the needs of the business as well as the growth and motivation of staff. Within the organisation, Learning Needs Analysis’ (LNA) are carried out to ensure learning provision is in alignment with the business strategy and so that employees have the capabilities to deliver the organisation’s strategy. The root of the LNA is the gap analysis – an assessment of the gap between the knowledge, skills and attitudes currently possessed and the knowledge, skills and attitudes that are required to meet business objectives The core of training in LCFT is ‘Mandatory Training’ which is any training deemed necessary by law for safe and effective function in the NHS and then training and development to meet the business needs is then prioritised. Every member of staff in LCFT has an annual Personal Development Review which is updated every 3 months to adjust objectives and monitor progress. A Personal Development Plan is written as part of this process which outlines training requirements and skill enhancement for the following 12 months. Staff are required to continue their professional development to build their professional skills and competencies which then improves their performance at work. LCFT also provides training opportunities to support staff to develop and manage their career  benefitting LCFT by retaining staff with the aptitude and ability to meet the future organisational needs and adjust to the ever changing environment within the NHS. Management Development programmes are also in place to enable leaders to foster this learning environment and motivate staff to embed the learning culture within the organisation. This benefits the NHS as they are assured of the level of staff they are employing and helping t o sustain the future of their workforce. Staff feel they are valued and invested in which in turn leads to job satisfaction and potential career advancement. This all ultimately benefits service users and patients of the NHS in that it gives them confidence they are being treated by qualified staff and they received the best care possible by all employees from administrators to surgeons. Development and training comes in many different guises which benefit different learning preferences. On the job training may include acting up into a role, shadowing or being mentored which are very effective methods to develop skills or enrolling on an NVQ course which would be suited to kinaesthetic learners. Many training sessions for Mandatory Training within LCFT and most external courses follow a pedagogy approach utilising traditional learning methods using a classroom setting with a lead or tutor giving information with some interaction from attendees. This can be beneficial to all if the programme is tailored to every learning need including images, audio and hands on tasks and by having a person on hand to ask questions of and explain points although this is often time consuming and costly as staff have to travel to a central location to join a training session Due to the low costs involved and ease of adapting or amending training templates and resources, e-learning is now a favoured approach to training staff within the NHS. Whilst this is good for people who are visual learners and are office based within LCFT buildings, it can be very difficult for staff with no IT connectivity or only one PC between 10 people on a ward for example. E- learning is also very inadequate for staff who have a kinaesthetic learning style, especially for those with additional learning needs such as dyslexia. ? LO2 – How people learn Reece and Walker (2004) state that learning is about change brought about by developing a new skill and understanding something new. Many academics have studied learning theories such as Behaviourism or Humanistic Learning and use these models to explain the principles of how people adopt new skills and understanding. The methodology of how the learning is carried out is directly linked to the theory and so as hypothesised by Pavlov and Skinner, a person that tends to follow a Behaviouristic theory would learn by changing their behaviour in response to an external stimuli. This was proven when Nobel Prize winner Ivan Pavlov carried out ‘Classical Conditioning’ experiments by ringing a bell when giving food to a dog. The dog would salivate at the food but eventually the dog would respond in the same way to the bell ringing as it had been conditioned to expect food at the sound of the bell. In the adult learning context, psychologist Burrhus Skinner developed the ‘Operant Conditioning’ methodology by repeating actions and reinforcing or promoting the desired outcome and punishing or supressing negative outcomes. A pedagogy approach is required to deliver these conditioning methods but this often means there is little input from the learners themselves. Humanistic Learning theory recognises that all humans are inherently good and have unlimited potential for their own growth. Maslow believed that people learn from experience but are motivated by the need to reach their potential and self-realisation (as previously discussed. See also appendix 1 – Maslow’s Hierarchy of Need). Carl Rogers theory is based upon the same foundations as Maslow but believed that the basic motive for all humans is to fulfil their own potential and reach self-actualisation – to become who they would like to be. Both Rogers and Maslow endorse learning by experience and an andragogy teaching method which fosters student centred learning (as opposed to teacher centred learning) allowing the students to engage their own learning style and subsequently gain rewards by satisfying their own needs. This follows Kolb’s Learning Cycle (see Appendix 2) which states that after an event, experience should be reviewed, actions revised to produce new theories and then the theories should be tried and tested, The cycle then begins again by reviewing the testing etcetera. Gibbs Learning Cycle (see appendix 3) expands further on Kolb’s theories by encouraging further the human thought processes within these stages, to debrief on the activity and reflect on all the phases of an experience or activity and how the person feels at every stage I feel that I am a reflective learner but adhere to Kolb’s cycle rather than Gibbs as I am more practical and less emotional in my learning. In a classroom situation, I find an andragogy approach with open discussion and practical work or auditory and kinesthetic learning much more stimulating in the first instance but as I am a visual learner, I need this backed up by visual aids (notes or presentations) which I then use to reflect on the knowledge and gain a deeper understanding of the objectives. In conjunction with Kolb’s learning cycle, this supports the thoughts of Itin (1999) who states that experiential learning is the process of making meaning from direct experience to which Moon (2004) adds that reflective learning is a phase of learning resulting from the actions inherent to experiential learning. Dewey (1933) reasoned we have to regard reflection as implying purpose which is in line with Cognitive Theory but Moon (2004) suggests that although we reflect for a purpose, conclusions to complicated issues can just ‘pop up’ without our being conscious of their having been a reflective process – this is a subconscious event supporting Humanist theory. Experiential learning is based in humanistic theory but Behaviourists believe that it can be influenced by external stimuli which in turn changes behaviour. For highly motivated Humanist learners who are adept at self-directed study, the most readily available is the internet which is available 24 hours a day, 7 days a week and can be accessed by computers, tablets, phone and even via gaming machines and TVs. It enables searching for information virtually and sometimes instantaneously from across the world but not all content found on the World Wide Web is from a reliable source and so may not be accurate. The library at college contains a wealth of validated information around the courses that are delivered there but the number of books is limited and so there may be waiting times for specific items to be returned. There are also restrictions on entering the library as opening hours are limited mainly to daytimes and even close earlier on Fridays which severely limits access to working pupils. Public libraries often do not stock academic books and a charge is often made to order books in which also incur waiting times for the books to arrive. There is also a Library within LCFT but it is many miles away from most workplaces, only open during office hours and generally stock books around clinical subjects. Within the workplace, colleagues are an excellent resource for learning as they can impart the knowledge gained from their own training and experience and are available during the working day Difficulties can arise though if new methodologies contradict what is favoured by the experienced colleague. Learning resources may be used as the basis as the foundation for some learning strategies – the way a learner identifies the best way to carry out a task. For those who chose reading as their strategy, the library and the internet are immensely advantageous but is also beneficial to many other strategies for finding out the initial information. Conclusion Learning and development for an organisation improves quality, skills, productivity and motivation which leads to a reduction in overheads and errors. This in turn increases profitability and stability for the organisation which enables them to become successful. An organisation needs to recognise its required outcomes alongside the needs of the workforce and develop them accordingly to ensure they retain staff with the aptitude and ability to meet those future needs. In the NHS, patient outcomes are a main focus of the delivery plan but this must be balanced by the financial implications brought by the cost delivery and so development of staff is the most beneficial and cost effective route to achieving this goal. When it comes to learning, there are no right or wrong answers to how people learn. People may follow a certain theory or use a specific learning strategy in the main but often it is a mixture of theories and strategies that produce the best outcomes and is often dictated by how the information is offered, whether online or classroom based and what resources are available to support the student. I have learned that when I am imparting information to a group I need to try and incorporate a variety of learning styles, allowing kinesthetic learners to interact with the subject matter, the audio learners to listen to information and the visual learners to view pertinent materials individual, On a personal level, I have discovered that I learn using a mixture of theories and styles but I am consistent with my strategies and instinctively know how I learn the best.?

Nothing But the Truth :: essays research papers

Nothing but the Truth   Ã‚  Ã‚  Ã‚  Ã‚  Philip Malloy is a high school student. He is in the ninth grade at Harrison High School in New Hampshire. The story begins when Philip keeps humming the Star-Spangled Banner everyday in his homeroom class during the morning news and announcements. Philip is in Mr. Lunser’s homeroom class. The faculty rule is that everyone is to be silent and stand up respectfully during the playing of the national anthem. Teachers and other students thought it was annoying and started getting tired of Philip’s humming.   Ã‚  Ã‚  Ã‚  Ã‚  Philip enjoys running and looks forward to trying out for his school's track team. His middle school coach had told the coach at the high school that Philip was a really good runner. His hopes are crushed when he learns that he cannot try out for the team because he has a 'D' in English. Philip is not fond of his English teacher, Miss Margaret Narwin. He does not like her at all and thinks she is the meanest and dumbest teacher in the world. She always gets on his nerves. She wrote a letter to her sister, Anita, and told her that she liked Philip. She said he was intelligent and that he had potential, but he irritated her because he did not have the desire to learn. Philip studied for his winter term exams but did not bother to study for his English exam.   Ã‚  Ã‚  Ã‚  Ã‚  For the spring term, the faculty made changes and Philip got assigned to Miss Narwin’s homeroom class. Things got worse when Philip was assigned to her homeroom as if being in her English class wasn’t bad enough. When Philip got back to school he found out he was assigned to counseling. Philip was furious and still wanted to get out of Miss Narwin’s English class.   Ã‚  Ã‚  Ã‚  Ã‚  Miss Narwin is always sending Philip to the principal’s office for creating disturbances. Philip makes jokes and fails Miss Narwin’s tests on purpose. He couldn’t pass her class and she couldn’t take a joke. Philip keeps a diary of everything that happens and of everything that goes on in his head.   Ã‚  Ã‚  Ã‚  Ã‚  Philip gets into big trouble. Miss Narwin sends him to the vice-principal’s office for humming the national anthem. He gets suspended for a week. It is the nature of the disturbance, humming during the Star Spangled Banner that creates a huge controversy. A chain reaction of events turns the conflict into a patriotic issue.

Carrie Chapter Nine

‘Playing match' ‘Something like that.' ‘And Tommy went along with it?' This was the part that most fascinated her. ‘Yea,' Sue said, and did not elaborate. After a pause: ‘I suppose the other kids think I'm stuck up.' Helen thought it over. ‘Well †¦ they're all talking about it. But most of them still think you're okay. Like you said, you make your own decisions. There is, however, a small dissenting faction.' She snickered dolefully. ‘The Chris Hargensen people?' ‘And the Billy Nolan people. God, he's scuzzy.' ‘She doesn't like me much?' Sue said, making it a question. ‘Susie, she hates your guts.' Susan nodded, surprised to find the thought both distressed and excited her. ‘I heard her father was going to sue the school department and then he changed his mind,' she said. Helen shrugged. ‘She hasn't made any friends out of this,' she said. I don't know what got into us, any of us. It makes me feel like I don't even know my own mind.' They worked on in silence. Across the room, Don Barrett was putting up an extension ladder preparatory to gilding the overhead steel beams with crepe paper. ‘Look,' Helen said. ‘There goes Chris now.' Susan looked up just in time to see her walking into the cubby-hole office to the left of the gym entrance. She was wearing wine-coloured velvet hot pants and a silky white blouse – no bra, from the way things were jiggling up front – a dirty old man's dream, Sue thought sourly, and then wondered what Chris could want in where the Prom Committee had set up shop. Of course Tina Blake was on the Committee and the two of them were thicker than thieves. Stop it, she scolded herself. Do you want her in sackcloth and ashes? Yes, she admitted. A part of her wanted just that. ‘Helen?' ‘Hmmmm?' ‘Are they going to do something?' Helen's face took on an unwilling masklike quality. ‘I don't know.' The voice was light, over innocent. ‘Oh,' Sue said noncommittally. (you know you know something: accept something goddammit if its only yourself tell me) They continued to colour, and neither spoke. She knew it wasn't as all right as Helen had said. It couldn't be; she would never be quite the same golden girl again in the eyes of her mates. She had done an ungovernable, dangerous thing – she had broken cover and shown her face. The late afternoon sunlight, warm as oil and sweet as childhood, slanted through the high, bright gymnasium windows. From My Name Is Susan Snell (p. 40). I can understand some of what must have led up to the prom. Awful as it was, I can understand how someone like Billy Nolan could go along, for instance. Chris Hargensen led him by the nose-at least, most of the time. His friends were just as easily led by Billy himself. Kenny Garson, who dropped out of high school when he was eighteen, had a tested third-grade reading level. In the clinical sense, Steve Deighan was little more than an idiot. Some of the others had police records; one of them, Jackie Talbot, was first busted at the age of nine, for stealing hubcaps. If you've got a social-worker mentality, you can even regard these people as unfortunate victims. But what can you say for Chris Hargensen herself? It seems to me that from first to last, her one and only object in view was the complete and total destruction of Carrie White †¦ ‘I'm not supposed to,' Tina Blake said uneasily. She was a small, pretty girl with a billow of red hair. A pencil was pushed importantly in it. ‘And if Norma comes back, she'll spill.' ‘She's in the crapper,' Chris said. ‘Come on.' Tina, a little shocked, giggled in spite of herself. Still, she offered token resistance: ‘Why do you want to see, anyway? You can't go.' ‘Never mind,' Chris said. As always, she seemed to bubble with dark humour. ‘Here,' Tina said, and pushed a sheet enclosed in limp plastic across the desk. ‘I'm going out for a Coke. If that bitchy Norma Watson comes back and catches you I never saw you.' ‘Okay,' Chris murmured, already absorbed in the floor plan. She didn't hear the door close. George Chizmar had also done the floor plan, so it was perfect. The dance floor was clearly marked. Twin bandstands. The stage where the King and Queen would be crowned (i'd like to crown that fucking snell bitch carrie too) at the end of the evening. Ranged along the three sides of the floor were the prom-goers' tables. Card tables, actually, but covered with a froth of crepe and ribbon, each holding party favours, prom programmes, and ballots for King and Queen. She ran a lacquered, spade-shaped fingernail down the tables to the right of the dance floor, then the left. There: Tommy R. & Carrie W. They were really going through with it. She could hardly believe it. Outrage made her tremble. Did they really think they would be allowed to get away with it? Her lips tautened grimly. She looked over her shoulder. Norma Watson was still nowhere in sight. Chris put the seating chart back and rifled quickly through the rest of the papers on the pitted and initialwarred desk. Invoices (mostly for crepe paper and hapenny nails), a list of parents who had loaned card tables, petty-cash vouchers, a bill from Star Printers, who had run off the prom tickets, a sample King and Queen ballot Ballot! She snatched it up. No one was supposed to see the actual King and Queen ballot until Friday, when the whole student body would hear the candidates announced over the school's intercom. The King and Queen would be voted in by those attending the prom, but blank nomination ballots had been circulated to home rooms almost a month earlier. The results were supposed to be top secret. There was a gaining student move afoot to do away with the King and Queen business all together – some of the girls claimed it was sexist, the boys thought it was just plain stupid and a little embarrassing. Chances were good that this would be the last year the dance would be so formal or traditional. But for Chris, this was the only year that counted. She stared at the ballot with greedy intensity. George and Frieda. No way. Frieda Jason was a Jew. Peter and Myra. No way here, either. Myra was one of the female clique dedicated to erasing the whole horse race. She wouldn't serve even if elected. Besides, she was about as good-looking as the ass end of old drayhorse Ethel. Frank and Jessica. Quite possible. Frank Grier had made the All New England football team this year, but Jessica was another little sparrowfart with more pimples than brains. Don and Helen. Forget it. Helen Shyres couldn't get elected dog catcher. And the last pairing. Tommy and Sue. Only Sue, of course, had been crossed out, and Carrie's name had been written in. There was a pairing to conjure with! A kind of strange, shuffling laughter came over her, and she clapped a hand over her mouth to hold it in. Tina scurried back in. ‘Jesus, Chris, you still here? She's coming!' ‘Don't sweat it, doll,' Chris said, and put the papers back on the desk. She was still grinning as she walked out, pausing to raise a mocking hand to Sue Snell, who was slaying her skinny butt off on that stupid mural. In the outer hall, she fumbled a dime from her bag, dropped it into the pay phone, and called Billy Nolan. From The Shadow Exploded (pp. 100- 10 1): One wonders just how much planning went into the ruination of Carrie White – was it a carefully made plan, rehearsed and gone over many times, or just something that happened in a bumbling sort of way? †¦ I favour the latter idea. I suspect that Christine Hargensen was the brains of the allair, but that she herself had only the most nebulous of ideas on how one might ‘get' a girl like Carrie. I rather suspect it was she who suggested that William Nolan and his friends make the trip to Irwin Henty's farm in North Chamberlain. The thought of that trip's imagined result would have appealed to a warped sense of poetic justice, I am sure. .. The car screamed up the rutted Stack End Road in North Chamberlain at a sixty-five that was dangerous to life and limb on the washboard unpaved hardpan. A low-hanging branch, lush with May leaves, occasionally scraped the roof of the '61 Biscayne, which was fender-dented, rusted out, jacked in the back, and equipped with dual glasspack mufflers. One headlight was out; the other flickered in the midnight dark when the car struck a particularly rough bump. Billy Nolan was at the pink fuzz-covered wheel. Jackie Talbot, Henry Blake, Steve Deighan, and the Garson brothers, Kenny and Lou, were also squeezed in. Three joints were going, passing through the inner dark like the lambent eyes of some rotating Cerberus. ‘You sure Henty ain't around?' Henry asked. ‘I got no urge to go back up, ole Sweet William. They feed you shit.' Kenny Garson, who was wrecked to the fifth power found this unutterably funny and emitted a slipstream of high-pitched giggles. ‘He aint around,' Billy said. Even those few words seemed to slip out grudgingly, against his win. ‘Funeral.' Chris had found this out accidentally. Old man Henty ran one of the few successful independent farms in the Chamberlain area. Unlike the crotchety old farmer with a heart of gold that is one of the staples of pastoral literature, old man Henty was as mean as cat dirt. He did not load his shotgun with rock salt at apple time, but with birdshot. He had also prosecuted several fellows for pilferage. One of them had been a friend of these boys, a luckless bastard named Freddy Overlock. Freddy had been caught red-handed in old man Henty's henhouse, and had received a double dose of number-six bird where the good Lord had split him. Good ole Fred had spent four raving, cursing hours on his belly in an Emergency Wing examining room while a jovial interne picked tiny pellets off his butt and dropped them into a steel pan. To add insult to injury, he had been fined two hundred dollars for larceny and trespass. There was no love lost between Irwin Henty and the Chamberlain greaser squad. ‘What about Red?' Steve asked. ‘He's trying to get into some new waitress at The Cavalier,' Billy said, swinging the wheel and puffing the Biscayne through a juddering racing drift and on to the Henty Road. Red Trelawney was old man Henty's hired hand. He was a heavy drinker and just as handy with the bird-shot as his employer. ‘He won't be back until they close up.' ‘Hell of a risk for a joke,' Jackie Talbot grumbled. Billy stiffened. ‘You want out?' ‘No, uh-uh,' Jackie said hastily. Billy had produced an ounce of good grass to split among the five of them – and besides, it was nine miles back to town. ‘It's a good joke, Billy.' Kenny opened the glove compartment, took out an ornate scrolled roach clip (Chris's), and fixed the smouldering butt-end of a joint in it This operation struck him as highly amusing, and he let out his highpitched giggle again. Now they were flashing past No Tresspassing signs on either side of the road, barbed wire, newly turned fields. The smell of fresh earth was heavy and gravid and sweet on the warm May air. Billy popped the headlights off as they breasted the next hill, dropped the gearshift into neutral and killed the ignition. They rolled, a silent hulk of metal, toward the Henty driveway. Billy negotiated the turn with no trouble, and most of their speed bled away as they breasted another small rise and passed the dark and empty house. Now they could see the huge bulk of barn and beyond it, moonlight glittering dreamily on the cow pond and the apple orchard. In the pigpen, two sows poked their flat snouts through the bars. In the bar, one cow lowed softly, perhaps in sleep. Billy stopped the car with the emergency brake – not really necessary since the ignition was off, but it was a nice Commando touch – and they got out. Lou Garson reached past Kenny and got something out of the glove compartment. Billy and Henry went around to the trunk and opened it. ‘The bastard is going to shit where he stands when he comes back and gets a look,' Steve said with soft glee. ‘For Freddy,' Henry said, taking the hammer out of the trunk. Billy said nothing, but of course it was not for Freddy Overlock, who was an asshole. It was for Chris Hargensen, just as everything was for Chris, and had been since the day she swept down from her lofty collegecourse Olympus and made herself vulnerable to him He would have done murder for her, and more. Henry was swinging the nine-pound sledge experimentally in one hand. The heavy block of its business end made a portentous swishing noise in the night air, and the other boys gathered around as Billy opened the lid of the ice chest and took out the two galvanized steel pads. They were numbingly cold to the touch, lightly traced with frost ‘Okay,' he said. The six of them walked quickly to the hogpen, their respiration shortening with excitement. The two sows were both as tame as tabbies, and the old boar lay asleep on his side at the far end. Henry swung the sledge once more through the air, but this time with no conviction. He handed it to Billy. ‘I can't,' he said sickly. ‘You.' Billy took it and looked questioningly at Lou, who held the broad butcher knife he had taken from the glove compartment. ‘Don't worry,' he said, and touched the ball of his thumb to the honed edge. ‘The throat,' Billy reminded. ‘I know.' Kenny was crooning and grinning as he fed the remains of a crumpled bag of potato chips to the pigs. ‘Doan worry, piggies, doan worry, big Bills gonna bash your fuckin heads in and you woan have to worry about the bomb any more.' He scratched their bristly chins, and the pigs grunted and munched contentedly. ‘Here it comes,' Billy remarked, and the sledge flashed down. There was a sound that reminded him of the time he and Henry had dropped a pumpkin off Claridge Road overpass, which crossed 495 west of town. One of the sows dropped dead with its tongue protruding, eyes still open, potato chip crumbs around its snout Kenny giggled. ‘She didn't even have time to burp.' ‘Do it quick, Lou,' Billy said. Kenny's brother slid between the slates, lifted the pig's head toward the moon-the glazing eyes regarded the crescent with rapt blackness – and slashed. The flow of blood was immediate and startling. Several of the boys were splattered and jumped back with little cries of disgust. Billy leaned through and put one of the buckets under the main flow. The pail filled up rapidly, and he set it aside. The second was half full when the flow trickled and died. ‘The other one,' he said. ‘Jesus, Billy,' Jackie whined. ‘Isn't that en-‘ ‘The other one,' Billy repeated. ‘Soo-ee, pig-pig-pig,' Kenny called, grinning and rattling the empty potato-chip bag. After a pause, the sow returned to the fence, the sledge flashed, the second bucket was filled and the remainder of the blood allowed to flow into the ground. A rank, coppery smell hung on the air. Billy found he was slimed in pig blood to the forearms. Carrying the pails back to the trunk, his mind made a dim, symbolic connection. Pig blood. That was good. Chris was right. It was really good. It made everything solidify. Pig blood for a pig. He nestled the galvanized steel pails into the crushed ice and slammed the lid of the chest. ‘Let's go,' he said. Billy got behind the wheel and released the emergency brake. The five boys got behind, put their shoulders into it, and the car turned in a tight, noiseless circle and trundled up past the barn to the crest of the hill across from Henty's house. When the car began to roll on its own, they trotted up beside the doors and climbed in panting. The car gained speed enough to slew a little as Billy whipped it out of the long driveway and on to the Henty Road. At the bottom of the hill he dropped the transmission into third and popped the clutch. The engine hitched and grunted into life. Pig blood for a pig. Yes, that was good, all right. That was really good. He smiled, and Lou Garson felt a start of surprise and fear. He was not sure he could recall ever having seen Billy Nolan smile before. There had not even been rumours. ‘Whose funeral did ole man Henty go to?' Steve asked. ‘His mother's,' Billy said. ‘His mother?' Jackie Talbot said, stunned. ‘Jesus Christ, she musta been older'n God.' Kenny's high-pitched cackle drifted back on the redolent darkness that trembled at the edge of summer.

Digital Media

Introduction: You may have heard of digital media, but you may have no idea what it is and how it can help you out when it comes to marketing. It's definitely important that you get up to speed so you can use this to benefit your business. Basically digital media refers to any type of electronic media out there. Today media can be accessed in many ways, including with hand held devices like mobile phones, laptops, desktops, mp3 players, and more. Digital media must be stored in an electronic way, so there is a lot of digital content on the internet today, including text content, pictures, audio content, as well as video content.Through the history of internet, digital media has been developing in various ways. Here's we'll take a look at how it has affected the Internet and ways that it may be integrated moving forwards (Rogers 2006). One type of digital media is text; this in fact represented the very first explosion of  this  type of content  out there on the Internet. When t he Internet first got big, there was an explosion of content on the web, especially with all the text editors and word processing options out there today (Rogers 2006).Larger companies started to put date on computers instead of storing it in cabinets, and the internet definitely allowed a great way to share, transfer, and store content as well. As the Internet grew, images began to appear. Instead of just text emails, soon people could send photos, and soon photo sites for sharing photos began to pop up. Then in the middle 1990s, audio began to become an important part of digital media with the mp3 files that could be easily used. Soon music and more was shared online with sites that allowed you to share audio.Last in the digital media development was video. YouTube definitely made video sharing a hugely popular form of modern media distribution and this is continuing to grow as we speak today. Now with new technology seen in things like the iPhone,  this new form of virtual medi a  is available in handheld devices as well, and no doubt  this sector  is only going to continue to grow in the future (Rogers 2006). Now that you understand a bit more about the technology side, you may be wondering how it can help your business.Well businesses are using digital media for marketing more and more today, realizing that there is a huge marketing field out there and that  it can help to draw in visitors and can even provide better search engine visibility with you. Text content can be kept updated on your site and helpful content is a great part of good marketing. Expertise in your field can really help your business and get traffic flowing into your business website. Photos, charts, diagrams, and models are always popular online and will help you to get more visibility as well.Audio allows you to use music on pages or to do podcasts for your business. Creating videos is a popular method of digital media marketing today, and videos do very well in search engin es (Rogers 2006). With the popularity of digital media, it is definitely important that you continue to create and use it for good marketing and business results. Even if you have to hire someone to help out, the benefits will make it worth the money. So knowing about and using digital media is definitely important for your business success todayProblem statement: Most people accept the idea that the media can influence people. But the degree of that influence, as well as who is most-impacted, when, how and why, have been the subjects of great debate among communication scholars for nearly a century. Media effects refers to the many ways individuals and society may be influenced by both news and entertainment mass media, including film, television, radio, newspapers, books, magazines, websites, video games, and music.To understand digital media effects, it is first critical to consider how media are used and for what purposes. Communication scholars have traditionally fallen into tw o camps – functionalists, who believe the media audience tends to be in control and active, and critical/culturalists who believe the audience has less control and is therefore more passive. The balance may lie somewhere in the middle and may vary from country to country. Purpose of the study: In this paper we are going to study and evaluate the digital media and its effect on children in general.The following text is a general idea: Youth spend an average of ;7 hours/day using media and the vast majority of them have access to a bedroom television, computer, the Internet, a video-game console, and a cell phone. In this paper we review the most recent research on the effects of media on the behavior and health and well-being of children and adolescents. Studies have shown that media can provide information about safe health practices and can foster social connectedness.However, recent evidence raises concerns about media's effects on aggression, sexual behavior, substance use , disordered eating, and academic difficulties. We provide recommendations for parents, practitioners, the media, and policy makers, among others, for ways to increase the benefits and reduce the harm that media can have for the developing child and for adolescents. More than 50 years of media research attests to the significant influence of media on child and adolescent health.Both â€Å"old† media (television, movies, magazines) and â€Å"new† media (the Internet and social networking sites, video/computer games, cell phones) can have an impact on virtually every health concern that practitioners and parents have about young people, including aggressive behavior, risky sexual behavior, substance use, and disordered eating. Although the media are not the leading cause of any of these problems, the research reviewed here suggests that they are significant.Yet, despite the evidence of potential harm, there is also evidence that media can be beneficial for youth (eg, by increasing empathy and acceptance of diversity through modeling of prosocial behaviors and developing children's early literacy skills through educational programming). Those concerned with child and adolescent health need to be aware of the research on the effects of modern media on youth. Theoretical framework: Literature review: Media affect youth not only by displacing time they spend doing homework or sleeping but also by influencing beliefs and behaviors.According to social learning theory, children and adolescents learn by observing and imitating what they see on the screen, particularly when these behaviors seem realistic or are rewarded. Cognitive development theory asserts that children's cognitive capacities at different stages determine if and how they understand media content. For example, children younger than 8 years who are not yet able to comprehend persuasive intent will be more vulnerable to advertising.In addition, media present youth with common â€Å"scriptsâ €  for how to behave in unfamiliar situations such as romantic relationships. Finally, superpeer theory states that the media are like powerful best friends in sometimes making risky behaviors seem like normative behavior. With the variety of theories suggesting a potentially powerful effect of the media and the growing empirical evidence for negative impact, one might hypothesize that parents would take care to limit exposure to detrimental media content.However, the â€Å"third-person effect† (a well-documented phenomenon in the communications literature) shows that teenagers and adults think that the media influence everyone except themselves or their children Violence and Aggression By the age of 18, the average adolescent will have seen an estimated 200 000 acts of violence on television alone. Much of the violence on television and in movies is presented in a sanitized and glamorized fashion, and in children's programming it often is presented as humorous.More than 1 0% of 10- to 14-year-olds saw 40 of the most violent movies in 2003. Both music videos and rap music have become increasingly violent. Interactive media can encourage antisocial beliefs and behavior in children and adolescents, particularly because violence in new media has been found to be prevalent as well. A recent analysis of video games revealed that more than half of all games contain violence, including ;90% rated as appropriate for children aged 10 years and older.Health professionals worry most about first-person shooter video games. In the aftermath of the West Paducah, KY school shooting, it was discovered that the shooter had never fired a real gun in his life before that day, yet his marksmanship was both accurate and lethal. Researchers believe that repeated exposure to mediated violence can lead to anxiety and fear, acceptance of violence as an appropriate means of solving conflict, and desensitization, with resulting increases in aggression and decreases in altruism. In particular, the portrayal of justifiable violence that is common in American media—â€Å"good guys versus bad guys†Ã¢â‚¬â€places children at risk because it is so powerfully reinforcing. The relationship between media violence and real-life aggression is nearly as strong as the impact of cigarette smoking on lung cancer not everyone who smokes will get lung cancer, and not everyone who views media violence will become aggressive themselves. However, the connection is significant. The most problematic forms of media violence include attractive and unpunished perpetrators, no harm to victims, realism, and humor. SexResearchers investigating the impact of exposure to sexual content in media on adolescent sexual beliefs and early sexual initiation have found modest but significant associations, particularly in the realm of pornography. In a national sample of 1500 10- to 17-year-olds, nearly half of the Internet users had been exposed to on-line pornography in the prev ious year. In a sample of middle-school youth, exposure to sexually explicit (X-rated) content predicted perpetration of sexual harassment (for males), more permissive sexual norms, having oral sex, and engaging in sexual intercourse while in high school.Longitudinal studies now exist that have linked heavy exposure to sexual content in mainstream media with more rapid progression of sexual activity, earlier coital behavior, greater risk for and unplanned pregnancy, and sexually transmitted disease. One explanation for this relationship may lie in the role of the media as a â€Å"superpeer† that gives adolescent audiences a consistent message that sex is normative and risk free. In addition, media play an important role in providing sexual information to adolescents in the United States and in shaping their beliefs about how males and females behave in romantic relationships.Television shows geared toward teenagers actually have more sexual content than adult-oriented shows, yet there is little mention of the need for contraception or for responsibility. Virtually every Western country makes birth control available to adolescents, including allowing birth control advertisements in the media, but the major US television networks balk at airing ads for contraception. This flies in the face of the fact that a substantial body of evidence shows that giving teenagers’ access to condoms does not lead to earlier sexual activity.Parents and child advocates often express concern over children connecting with strangers on-line. Although there have been disturbing cases of Internet sexual predatory activity by adults on children, most recent studies of Internet safety have suggested that sexual solicitation of minors is more likely to occur by other minors. Social networking sites such as MySpace and Facebook enable adolescents to present themselves publicly, sometimes in very sexually suggestive ways; however, adult on-line predators are not using social n etworking sites to find or entice their victims.One national survey of â€Å"sexing† with cell phones, conducted with 13- to 19-year-olds, revealed that 20% had sent and 48% had received sexual messages. However, social networking sites can also be used prosocially for safer-sex campaigns, for example. Substance Use In the United States, more than $22 billion is spent marketing and advertising drugs ($13 billion on tobacco, $5 billion on alcohol, and $4 billion on prescription drugs), and many research studies have shown that it has a significant impact on adolescent use.Children and teenagers can also see considerable alcohol and drug content in on-line videos. Recent studies of social networking sites have found that substance abuse is referenced in 40% of the profiles. Portrayals of tobacco are also prevalent in the movies: ? 70% of movies made in the United States today contains smoking, and smoking is rarely associated with negative health outcomes. Longitudinal prospect ive studies have revealed that exposure to movie smoking at baseline (grades 5–8) predicts smoking initiation 1 to 8 years later.Experimental research has helped illuminate why exposure to movie characters' smoking is associated with smoking initiation: viewers who identify with the storyline and the characters are more likely to increase their intention to smoke. Obesity and Eating Disorders Numerous American and international longitudinal studies (one of them as long as 26 years in duration) have shown that media use is contributing to the current epidemic of obesity worldwide. However, the mechanism for why heavy television-viewing, in particular, is predictive of children's weight status is unclear. Food marketing may be 1 culprit.Children and teenagers see 4400–7600 ads per year for junk food and fast food on television alone. Randomized, controlled experiments have provided evidence that exposure to junk food advertising has an impact on children's food beliefs a nd preferences. The Internet now presents a new concern. As the Kaiser Foundation noted, â€Å"There is a vast amount of food related content online, with the potential to significantly expand and deepen children's exposure to food marketing messages. Apart from the influence of advertising, eating while viewing may lead to greater food consumption.College-aged students showed significantly greater consumption of food when subjects were watching television versus listening to classical music. The investigators hypothesized that satiety cues are suppressed in viewing conditions. Although the evidence that television-viewing displaces physical activity is equivocal, researchers are now examining whether heavy media use, particularly at nighttime, displaces sleep. Children who do not get enough sleep are more likely to engage in sedentary behaviors (such as television-viewing) and less likely to engage in physical activity.The media play a crucial role in the formation of body self-im age and may be responsible for creating unrealistic expectations and body dissatisfaction. Females who are regular readers of fashion and beauty magazines in early adolescence are more likely to suffer from a distorted body image during their teenaged years. A natural field experiment in Fiji revealed that the prevalence of eating disorders increased dramatically after the introduction of American television programs, which show excessively thin female lead characters.On the Internet, there are now ;100 proanorexia Web sites that not only encourage disordered eating but offer specific advice on purging, severely restricting caloric intake, and exercising excessively. School Performance and Learning Problems The possibility of a connection between television-viewing and ADD or other learning disabilities is currently an issue of great controversy. An initial study in 2004 revealed an association between daily hours of television-viewing at the ages of 1 to 2 years and subsequent atte ntional problems at the age of 7.However, a more recent study in which 59 children with ADD and 106 comparison children were examined actually revealed that the latter had more impairment in their cognitive processes after viewing television than the former. At least 4 studies have shown an impact on academic performance, especially if there is a television set in the child's or teenager's bedroom. Other Health Effects Heavy television-viewing has also been associated with hypercholesterolemia, hypertension, an increased prevalence of asthma, sleep disorders, mood disorders, psychological distress, and depression.These were largely correlational studies and, therefore, did not necessarily show cause and effect. Prosocial Effects Despite the negative effects listed above, the media can be powerfully prosocial and educational. Children and teenagers can learn antiviolence attitudes, empathy, tolerance toward people of other races and ethnicities, and respect for their elders. Video ga mes can be beneficial as well, including improving compliance with chemotherapy regimens in adolescents with cancer.Important and useful public messages can be successfully embedded into primetime television shows that are popular with adolescents. In an episode of the television program Friends, for example, Rachel tells her boyfriend Ross that she is pregnant although they had used a condom. A national telephone survey conducted with Friends viewers after the episode aired found that adolescents learned that condoms are not fool-proof and were more likely to discuss contraception with their parents.Similarly, a recent episode of Gray's Anatomy was effective in teaching viewers about HIV and pregnancy. Research into the impact of digital media on relationship formation and maintenance has revealed that on-line communication and on-line self-disclosure can stimulate adolescents' social connectedness and, thereby, their well-being. However, the benefits of socializing on-line are not equal for every child or adolescent. The positive Internet effect holds only when adolescents predominantly talk with their existing friends.Communication technologies that are most often used to communicate with strangers (eg, chat in a public chat room) or more solitary forms of Internet use (such as surfing the Web) have negative effects on social connectedness. TRADITIONAL MEDIA AND NEW MEDIA Children and adolescents spend more time with media than they do in any other activity except for sleeping—an average of ;7 hours/day. Children's bedrooms are replete with media technology: by 2005, two thirds had a television set, one half had a VCR or DVD player or video-game console, and nearly one third had Internet access or a computer.Media impact is increased significantly with the presence of a bedroom television: viewing increases 1 to 2 hours/day, risk of overweight increases by 31%, and the likelihood of smoking doubles. When a television is in the bedroom, parents are le ss able to monitor viewing habits , children participate in fewer activities such as reading and hobbies, and sleep is shortened Field Observation: Focus group: One of the aims of my research paper was to understand what children feel about the way they are affected by the Digital media. To do this i used one of our qualitative methods – focus group.A focus group is a method that is used by researchers to find out what people’s opinions and views are. During a focus group the researcher(s) will ask questions to stimulate discussion within the group, while taking note of what people are saying about particular issues. The focus group were conducted in Notre dame college-lwaize in total, 10 young people (5 males and 5 females) took part, who were all aged between 9 – 12year. Question asked during the focus group: * Do Digital media take a lot of your time? * Do you feel lost when you are not connected? Do you go online to check for new updates? * Do you feel you a lways have to go online to learn/view information? * Do you forget to eat when you are connected? * Do you use online social networking to retrieve any type of information? * Does spending time on social networking affects on your grades in a negative way? * Do you think you can stop yourself from always connecting online? * Are you unable to continue your day without checking for updates of news / friends online? * Has social networking sites made you become depressed? Do you enter sexual websites? * Do you talk with stranger people online? Analysis: After the focus groups were done, the information was analyzed and i was able to put together the information to have a basic result. I can say that each person had his/her own view, the information was not possible to evaluate and conduct on a percentage scale. The focus group study it showed that the males spend more time on social networking sites then men. They believe they do spend more time online which allows them to play ad ent er many kind of websites.All participants believe online social networking is time consuming and has its negatives. Some of the negatives given about online social networking. Some positives were: it has allowed a number of people to be curious to want to know more information, to learn more, to be able to communicate with people in different countries and be entertained. Solution and recommendation: Parents should limit total screen time for children older than 2 years to no more than 1 to 2 hours/day, and avoid screen time for children younger than 2 years.Also keep children's bedrooms free of screen media; and co-view media with their children and discuss the content.. Parents also need to avoid exposing young children to PG-13– and R-rated movies, given the prevalence of violent and sexual content in higher-rated film sand the new evidence that movie scenes that depict drinking alcohol and smoking may be very influential in teenagers' decisions to use alcohol and tobacco. In addition, parents can be mindful of their own media practices, because studies have shown that the strongest predictor of children's heavy media use is parents' heavy media use.Parental efforts to interpret, elaborate, and provide supplemental information on topics introduced by television have been found to be successful in countering negative or harmful content. In a recent study on exposure to sexual media content, adolescents who report that they discuss the content of what they see on television are less likely to engage in risky sexual activity. Moreover, Schools have not kept pace with modern media, especially in violence prevention, drug prevention, and sex education programs.With the amount of sexual suggestiveness currently displayed on television and in movies, schools no longer have any excuse for not providing comprehensive school-based sex education programs for children and adolescents, including full discussions of contraception and discussions of how sex and sex uality are portrayed in the media. Similarly, drug education programs must progress beyond scare tactics to incorporate principles of media education, teaching young people how to deconstruct alcohol and tobacco ads and, therefore, become more resilient.Conclusion: During the past 50 years, thousands of research studies have revealed that the media can be a powerful teacher of children and adolescents and have a profound impact on their health. To date, too little has been done by parents, health care practitioners, schools, the entertainment industry, or the government to protect children and adolescents from harmful media effects and to maximize the powerfully prosocial aspects of modern media. More research is needed, but sufficient data exist to warrant both concern and increased action. Digital Media Introduction: You may have heard of digital media, but you may have no idea what it is and how it can help you out when it comes to marketing. It's definitely important that you get up to speed so you can use this to benefit your business. Basically digital media refers to any type of electronic media out there. Today media can be accessed in many ways, including with hand held devices like mobile phones, laptops, desktops, mp3 players, and more. Digital media must be stored in an electronic way, so there is a lot of digital content on the internet today, including text content, pictures, audio content, as well as video content.Through the history of internet, digital media has been developing in various ways. Here's we'll take a look at how it has affected the Internet and ways that it may be integrated moving forwards (Rogers 2006). One type of digital media is text; this in fact represented the very first explosion of  this  type of content  out there on the Internet. When t he Internet first got big, there was an explosion of content on the web, especially with all the text editors and word processing options out there today (Rogers 2006).Larger companies started to put date on computers instead of storing it in cabinets, and the internet definitely allowed a great way to share, transfer, and store content as well. As the Internet grew, images began to appear. Instead of just text emails, soon people could send photos, and soon photo sites for sharing photos began to pop up. Then in the middle 1990s, audio began to become an important part of digital media with the mp3 files that could be easily used. Soon music and more was shared online with sites that allowed you to share audio.Last in the digital media development was video. YouTube definitely made video sharing a hugely popular form of modern media distribution and this is continuing to grow as we speak today. Now with new technology seen in things like the iPhone,  this new form of virtual medi a  is available in handheld devices as well, and no doubt  this sector  is only going to continue to grow in the future (Rogers 2006). Now that you understand a bit more about the technology side, you may be wondering how it can help your business.Well businesses are using digital media for marketing more and more today, realizing that there is a huge marketing field out there and that  it can help to draw in visitors and can even provide better search engine visibility with you. Text content can be kept updated on your site and helpful content is a great part of good marketing. Expertise in your field can really help your business and get traffic flowing into your business website. Photos, charts, diagrams, and models are always popular online and will help you to get more visibility as well.Audio allows you to use music on pages or to do podcasts for your business. Creating videos is a popular method of digital media marketing today, and videos do very well in search engin es (Rogers 2006). With the popularity of digital media, it is definitely important that you continue to create and use it for good marketing and business results. Even if you have to hire someone to help out, the benefits will make it worth the money. So knowing about and using digital media is definitely important for your business success todayProblem statement: Most people accept the idea that the media can influence people. But the degree of that influence, as well as who is most-impacted, when, how and why, have been the subjects of great debate among communication scholars for nearly a century. Media effects refers to the many ways individuals and society may be influenced by both news and entertainment mass media, including film, television, radio, newspapers, books, magazines, websites, video games, and music.To understand digital media effects, it is first critical to consider how media are used and for what purposes. Communication scholars have traditionally fallen into tw o camps – functionalists, who believe the media audience tends to be in control and active, and critical/culturalists who believe the audience has less control and is therefore more passive. The balance may lie somewhere in the middle and may vary from country to country. Purpose of the study: In this paper we are going to study and evaluate the digital media and its effect on children in general.The following text is a general idea: Youth spend an average of ;7 hours/day using media and the vast majority of them have access to a bedroom television, computer, the Internet, a video-game console, and a cell phone. In this paper we review the most recent research on the effects of media on the behavior and health and well-being of children and adolescents. Studies have shown that media can provide information about safe health practices and can foster social connectedness.However, recent evidence raises concerns about media's effects on aggression, sexual behavior, substance use , disordered eating, and academic difficulties. We provide recommendations for parents, practitioners, the media, and policy makers, among others, for ways to increase the benefits and reduce the harm that media can have for the developing child and for adolescents. More than 50 years of media research attests to the significant influence of media on child and adolescent health.Both â€Å"old† media (television, movies, magazines) and â€Å"new† media (the Internet and social networking sites, video/computer games, cell phones) can have an impact on virtually every health concern that practitioners and parents have about young people, including aggressive behavior, risky sexual behavior, substance use, and disordered eating. Although the media are not the leading cause of any of these problems, the research reviewed here suggests that they are significant.Yet, despite the evidence of potential harm, there is also evidence that media can be beneficial for youth (eg, by increasing empathy and acceptance of diversity through modeling of prosocial behaviors and developing children's early literacy skills through educational programming). Those concerned with child and adolescent health need to be aware of the research on the effects of modern media on youth. Theoretical framework: Literature review: Media affect youth not only by displacing time they spend doing homework or sleeping but also by influencing beliefs and behaviors.According to social learning theory, children and adolescents learn by observing and imitating what they see on the screen, particularly when these behaviors seem realistic or are rewarded. Cognitive development theory asserts that children's cognitive capacities at different stages determine if and how they understand media content. For example, children younger than 8 years who are not yet able to comprehend persuasive intent will be more vulnerable to advertising.In addition, media present youth with common â€Å"scriptsâ €  for how to behave in unfamiliar situations such as romantic relationships. Finally, superpeer theory states that the media are like powerful best friends in sometimes making risky behaviors seem like normative behavior. With the variety of theories suggesting a potentially powerful effect of the media and the growing empirical evidence for negative impact, one might hypothesize that parents would take care to limit exposure to detrimental media content.However, the â€Å"third-person effect† (a well-documented phenomenon in the communications literature) shows that teenagers and adults think that the media influence everyone except themselves or their children Violence and Aggression By the age of 18, the average adolescent will have seen an estimated 200 000 acts of violence on television alone. Much of the violence on television and in movies is presented in a sanitized and glamorized fashion, and in children's programming it often is presented as humorous.More than 1 0% of 10- to 14-year-olds saw 40 of the most violent movies in 2003. Both music videos and rap music have become increasingly violent. Interactive media can encourage antisocial beliefs and behavior in children and adolescents, particularly because violence in new media has been found to be prevalent as well. A recent analysis of video games revealed that more than half of all games contain violence, including ;90% rated as appropriate for children aged 10 years and older.Health professionals worry most about first-person shooter video games. In the aftermath of the West Paducah, KY school shooting, it was discovered that the shooter had never fired a real gun in his life before that day, yet his marksmanship was both accurate and lethal. Researchers believe that repeated exposure to mediated violence can lead to anxiety and fear, acceptance of violence as an appropriate means of solving conflict, and desensitization, with resulting increases in aggression and decreases in altruism. In particular, the portrayal of justifiable violence that is common in American media—â€Å"good guys versus bad guys†Ã¢â‚¬â€places children at risk because it is so powerfully reinforcing. The relationship between media violence and real-life aggression is nearly as strong as the impact of cigarette smoking on lung cancer not everyone who smokes will get lung cancer, and not everyone who views media violence will become aggressive themselves. However, the connection is significant. The most problematic forms of media violence include attractive and unpunished perpetrators, no harm to victims, realism, and humor. SexResearchers investigating the impact of exposure to sexual content in media on adolescent sexual beliefs and early sexual initiation have found modest but significant associations, particularly in the realm of pornography. In a national sample of 1500 10- to 17-year-olds, nearly half of the Internet users had been exposed to on-line pornography in the prev ious year. In a sample of middle-school youth, exposure to sexually explicit (X-rated) content predicted perpetration of sexual harassment (for males), more permissive sexual norms, having oral sex, and engaging in sexual intercourse while in high school.Longitudinal studies now exist that have linked heavy exposure to sexual content in mainstream media with more rapid progression of sexual activity, earlier coital behavior, greater risk for and unplanned pregnancy, and sexually transmitted disease. One explanation for this relationship may lie in the role of the media as a â€Å"superpeer† that gives adolescent audiences a consistent message that sex is normative and risk free. In addition, media play an important role in providing sexual information to adolescents in the United States and in shaping their beliefs about how males and females behave in romantic relationships.Television shows geared toward teenagers actually have more sexual content than adult-oriented shows, yet there is little mention of the need for contraception or for responsibility. Virtually every Western country makes birth control available to adolescents, including allowing birth control advertisements in the media, but the major US television networks balk at airing ads for contraception. This flies in the face of the fact that a substantial body of evidence shows that giving teenagers’ access to condoms does not lead to earlier sexual activity.Parents and child advocates often express concern over children connecting with strangers on-line. Although there have been disturbing cases of Internet sexual predatory activity by adults on children, most recent studies of Internet safety have suggested that sexual solicitation of minors is more likely to occur by other minors. Social networking sites such as MySpace and Facebook enable adolescents to present themselves publicly, sometimes in very sexually suggestive ways; however, adult on-line predators are not using social n etworking sites to find or entice their victims.One national survey of â€Å"sexing† with cell phones, conducted with 13- to 19-year-olds, revealed that 20% had sent and 48% had received sexual messages. However, social networking sites can also be used prosocially for safer-sex campaigns, for example. Substance Use In the United States, more than $22 billion is spent marketing and advertising drugs ($13 billion on tobacco, $5 billion on alcohol, and $4 billion on prescription drugs), and many research studies have shown that it has a significant impact on adolescent use.Children and teenagers can also see considerable alcohol and drug content in on-line videos. Recent studies of social networking sites have found that substance abuse is referenced in 40% of the profiles. Portrayals of tobacco are also prevalent in the movies: ? 70% of movies made in the United States today contains smoking, and smoking is rarely associated with negative health outcomes. Longitudinal prospect ive studies have revealed that exposure to movie smoking at baseline (grades 5–8) predicts smoking initiation 1 to 8 years later.Experimental research has helped illuminate why exposure to movie characters' smoking is associated with smoking initiation: viewers who identify with the storyline and the characters are more likely to increase their intention to smoke. Obesity and Eating Disorders Numerous American and international longitudinal studies (one of them as long as 26 years in duration) have shown that media use is contributing to the current epidemic of obesity worldwide. However, the mechanism for why heavy television-viewing, in particular, is predictive of children's weight status is unclear. Food marketing may be 1 culprit.Children and teenagers see 4400–7600 ads per year for junk food and fast food on television alone. Randomized, controlled experiments have provided evidence that exposure to junk food advertising has an impact on children's food beliefs a nd preferences. The Internet now presents a new concern. As the Kaiser Foundation noted, â€Å"There is a vast amount of food related content online, with the potential to significantly expand and deepen children's exposure to food marketing messages. Apart from the influence of advertising, eating while viewing may lead to greater food consumption.College-aged students showed significantly greater consumption of food when subjects were watching television versus listening to classical music. The investigators hypothesized that satiety cues are suppressed in viewing conditions. Although the evidence that television-viewing displaces physical activity is equivocal, researchers are now examining whether heavy media use, particularly at nighttime, displaces sleep. Children who do not get enough sleep are more likely to engage in sedentary behaviors (such as television-viewing) and less likely to engage in physical activity.The media play a crucial role in the formation of body self-im age and may be responsible for creating unrealistic expectations and body dissatisfaction. Females who are regular readers of fashion and beauty magazines in early adolescence are more likely to suffer from a distorted body image during their teenaged years. A natural field experiment in Fiji revealed that the prevalence of eating disorders increased dramatically after the introduction of American television programs, which show excessively thin female lead characters.On the Internet, there are now ;100 proanorexia Web sites that not only encourage disordered eating but offer specific advice on purging, severely restricting caloric intake, and exercising excessively. School Performance and Learning Problems The possibility of a connection between television-viewing and ADD or other learning disabilities is currently an issue of great controversy. An initial study in 2004 revealed an association between daily hours of television-viewing at the ages of 1 to 2 years and subsequent atte ntional problems at the age of 7.However, a more recent study in which 59 children with ADD and 106 comparison children were examined actually revealed that the latter had more impairment in their cognitive processes after viewing television than the former. At least 4 studies have shown an impact on academic performance, especially if there is a television set in the child's or teenager's bedroom. Other Health Effects Heavy television-viewing has also been associated with hypercholesterolemia, hypertension, an increased prevalence of asthma, sleep disorders, mood disorders, psychological distress, and depression.These were largely correlational studies and, therefore, did not necessarily show cause and effect. Prosocial Effects Despite the negative effects listed above, the media can be powerfully prosocial and educational. Children and teenagers can learn antiviolence attitudes, empathy, tolerance toward people of other races and ethnicities, and respect for their elders. Video ga mes can be beneficial as well, including improving compliance with chemotherapy regimens in adolescents with cancer.Important and useful public messages can be successfully embedded into primetime television shows that are popular with adolescents. In an episode of the television program Friends, for example, Rachel tells her boyfriend Ross that she is pregnant although they had used a condom. A national telephone survey conducted with Friends viewers after the episode aired found that adolescents learned that condoms are not fool-proof and were more likely to discuss contraception with their parents.Similarly, a recent episode of Gray's Anatomy was effective in teaching viewers about HIV and pregnancy. Research into the impact of digital media on relationship formation and maintenance has revealed that on-line communication and on-line self-disclosure can stimulate adolescents' social connectedness and, thereby, their well-being. However, the benefits of socializing on-line are not equal for every child or adolescent. The positive Internet effect holds only when adolescents predominantly talk with their existing friends.Communication technologies that are most often used to communicate with strangers (eg, chat in a public chat room) or more solitary forms of Internet use (such as surfing the Web) have negative effects on social connectedness. TRADITIONAL MEDIA AND NEW MEDIA Children and adolescents spend more time with media than they do in any other activity except for sleeping—an average of ;7 hours/day. Children's bedrooms are replete with media technology: by 2005, two thirds had a television set, one half had a VCR or DVD player or video-game console, and nearly one third had Internet access or a computer.Media impact is increased significantly with the presence of a bedroom television: viewing increases 1 to 2 hours/day, risk of overweight increases by 31%, and the likelihood of smoking doubles. When a television is in the bedroom, parents are le ss able to monitor viewing habits , children participate in fewer activities such as reading and hobbies, and sleep is shortened Field Observation: Focus group: One of the aims of my research paper was to understand what children feel about the way they are affected by the Digital media. To do this i used one of our qualitative methods – focus group.A focus group is a method that is used by researchers to find out what people’s opinions and views are. During a focus group the researcher(s) will ask questions to stimulate discussion within the group, while taking note of what people are saying about particular issues. The focus group were conducted in Notre dame college-lwaize in total, 10 young people (5 males and 5 females) took part, who were all aged between 9 – 12year. Question asked during the focus group: * Do Digital media take a lot of your time? * Do you feel lost when you are not connected? Do you go online to check for new updates? * Do you feel you a lways have to go online to learn/view information? * Do you forget to eat when you are connected? * Do you use online social networking to retrieve any type of information? * Does spending time on social networking affects on your grades in a negative way? * Do you think you can stop yourself from always connecting online? * Are you unable to continue your day without checking for updates of news / friends online? * Has social networking sites made you become depressed? Do you enter sexual websites? * Do you talk with stranger people online? Analysis: After the focus groups were done, the information was analyzed and i was able to put together the information to have a basic result. I can say that each person had his/her own view, the information was not possible to evaluate and conduct on a percentage scale. The focus group study it showed that the males spend more time on social networking sites then men. They believe they do spend more time online which allows them to play ad ent er many kind of websites.All participants believe online social networking is time consuming and has its negatives. Some of the negatives given about online social networking. Some positives were: it has allowed a number of people to be curious to want to know more information, to learn more, to be able to communicate with people in different countries and be entertained. Solution and recommendation: Parents should limit total screen time for children older than 2 years to no more than 1 to 2 hours/day, and avoid screen time for children younger than 2 years.Also keep children's bedrooms free of screen media; and co-view media with their children and discuss the content.. Parents also need to avoid exposing young children to PG-13– and R-rated movies, given the prevalence of violent and sexual content in higher-rated film sand the new evidence that movie scenes that depict drinking alcohol and smoking may be very influential in teenagers' decisions to use alcohol and tobacco. In addition, parents can be mindful of their own media practices, because studies have shown that the strongest predictor of children's heavy media use is parents' heavy media use.Parental efforts to interpret, elaborate, and provide supplemental information on topics introduced by television have been found to be successful in countering negative or harmful content. In a recent study on exposure to sexual media content, adolescents who report that they discuss the content of what they see on television are less likely to engage in risky sexual activity. Moreover, Schools have not kept pace with modern media, especially in violence prevention, drug prevention, and sex education programs.With the amount of sexual suggestiveness currently displayed on television and in movies, schools no longer have any excuse for not providing comprehensive school-based sex education programs for children and adolescents, including full discussions of contraception and discussions of how sex and sex uality are portrayed in the media. Similarly, drug education programs must progress beyond scare tactics to incorporate principles of media education, teaching young people how to deconstruct alcohol and tobacco ads and, therefore, become more resilient.Conclusion: During the past 50 years, thousands of research studies have revealed that the media can be a powerful teacher of children and adolescents and have a profound impact on their health. To date, too little has been done by parents, health care practitioners, schools, the entertainment industry, or the government to protect children and adolescents from harmful media effects and to maximize the powerfully prosocial aspects of modern media. More research is needed, but sufficient data exist to warrant both concern and increased action.

Child Observation, A Reflective Report Essays

Child Observation, A Reflective Report Essays Child Observation, A Reflective Report Essay Child Observation, A Reflective Report Essay and I believed that without words being said there was a connexion between the kid and I. ( ability to stay degage to suspend opinion and chorus from engagement, being cognizant of feelings and attitudes evoked, non originating interaction, Precise entering which distinguishes what really happened from what reading, Second I learnt that observation is a accomplishment that is learnt and acquired with preparation and pattern. Before this undertaking as a household support worker I was required to detect people and do determinations, I had no anterior train or cognition but I did it.In add-on Fawcett ( 2009 pg 16 ) stated that We learn much from our observations but we must accept that what we see is the tip of the iceberg. Observation assists the perceiver to acquire a better apprehension of the kid s internal and external universe. Furthermore had a great consciousness of the environment I was in and of verbal and non-verbal interaction between the kid and parent every bit good. Fawcett ( 2009 pg 17 ) conquers as she states that observation is a honoring opportunity to detect ways that people communicate and besides how different gestures mean different things in different civilizations. I was more cognizant of how power and hierarchies operate and how comparatively powerless place of kids, and this is clearly emphasised by ( Fawcett 2009 pg18 ) . Despite the advantages of the observation there were a few disadvantages such as: I felt that one hr was a really short clip and I was non acquiring the whole image from the household. The observation was taking topographic point on Friday and that was a batch of clip in between visits. Inexperience was a large trade because I continually observed the kid as a female parent I was unable to detach my function as a female parent with my function as a pupil. Healy ( 2012 pg 34 ) argued that it is a pattern which recognises the centrality of the emotions, organic structure and head of the worker and service user . It is indispensable to observe that while there may be a few disadvantages as societal workers the accomplishment of observation is important to the twenty-four hours to twenty-four hours pattern ( Tanner 1995 pg 50 ) . As portion of the procedure I had to show my findings to the group and usage PowerPoint presentation on contemplation I learnt a great trade. As a societal worker one requires good written and verbal communicating accomplishments and I believe that through presenting to the group I demonstrated the accomplishments above. Stogdon A ; Kiteley ( 2010 pg 147 ) emphasised that parts to treatments and note- pickings is the beginning of geting these accomplishments. The feedback given to others made the capable country and what was expected clearer in the presentation. In pattern we are given feedback from service users and co-workers this was a readying procedure for what is expected. The importance of maintaining oculus contact and the audience interested in the capable affair, I had to guarantee that the group was clear on the points that were being made. Verbal presentation by single pupils is a opportunity to increase, progress and offer different methods of larning in the talks, ocular presentations. I had the benefit of the feedback and expertness, non merely from the talk but from my equals every bit good. My equals had an chance to inquire inquiries and this helped me do my points clearer. By showing to my equals, I was able to acquire constructive thoughts which I used in order to do alterations to the concluding bill of exchange. I besides learnt that it is of import to supply constructive feedback and how indispensable critical thoug ht was during this procedure. Furthermore I gained insight into other countries of kid observation. The disadvantage of showing was that it I felt clip was excessively short and it took clip for me to restrict my information to show. I was really emotional and nervous and this may hold come across during my presentation. During the observation I picked up from the female parent that the kid s male parent was non at that place for the first six months.Furthermore she stated that he merely came to see the kids when he felt similar and on most occasions unheralded. On the two occasions that he came round as a adult female and female parent, I was really angry and disgusted by his behave and I felt that he was non a good parent. I so reflected back to my childhood and the close relationship I have with my male parent and this made me traverse. As I observed him and the fond regard he had with his kids I realised that we are all human and can merely make our best and I had no right to Judge him. This was a lesson for me and to gain that in pattern there may be state of affairss that will prove my values beliefs and that I have to cover with them in a professional manner. Gibbs ( 1998 pg 9 ) stated that it is from feelings and thought emerging from contemplation that generalizations or constructs that all ow new state of affairss to be tackled efficaciously . Thomas and Pierson ( 1995pg 16 ) define anti prejudiced pattern as a term used in societal work preparation to depict how workers account of structural disadvantage and seek to cut down single and institutional favoritism on evidences of race, gender, disablement, societal category and sexual orientation . Observation was listed as one of the five cardinal phases that influence societal work because it helps the worker to see and what to look for beyond race and gender ( Howe 1987 pg 82 ) .Thompson ( 1997 pg 34 ) theoretical account of anti aˆoppressive pattern demonstrates the three countries that are joined personal bias, cultural beliefs and ethos and societal and structural factors. When working to safeguard and advance the public assistance of a kid the household, environmental factors, rearing capacity and a kid s development are looked at which provides holistic position of a kid. As societal workers critical and complex determinations are made based on observations ther efore it is indispensable that the accomplishments to detect and measure are achieved. This is due to the fact that determinations and actions have far making effects it helps to come to nonsubjective decisions while covering with a household. In societal work pattern all kids and their households should be treated the same regardless of their coloring material, gender, race or spiritual beliefs. On contemplation the observation was a learning curve ready for existent pattern.