Cause and Effects of Media Violence - 779 Words

Every other day it seems there is another violent act occurring because of the media. Some people say it is entirely because of television. Others say it is because of the lack of responsibility of people. When the two young gunmen, Eric Harris and Dylan Klebold, killed 13 students and a teacher, and injured 21 before killing themselves in 1999, an ongoing, blazing debate about the medias influence was ignited. The 1999 Columbine High School massacre and extensive coverage of the issue by the media appeared to side with those who think that violence depicted graphically in movies and video games causes, contributes to, and influences violent behavior and even murder. Both Harris and Klebold played violent murder-simulation video games, and were fans of the controversial film Natural Born Killers. As the Social Learning Theory states, children learn their behavior from watching others. These others could be television, movies, video games, and even the internet. As the media show acts of violence, many of the young children and even adults feel that if it is okay be displayed on Television, or a video game why can it not be acted on in real life. As in my earlier paragraph, the media stated that the Columbine boys watch Natural Born Killers repeatedly and finally acted out of what they believed to be the norm in society, this alone shows the effects of what the media causes. As this cause is the most widely used to defend media violence, there are others that have aShow MoreRelatedMedia Violence Cause And Effect1883 Words   |  8 PagesMedia Violence Cause and Effect Violence is just one of many things that humans are exposed to throughout their lives. It is a natural part of the world we live in. Humankind has faced it in the forms of hunting, battle, and crime, but for the longest time violence was not commonplace in the home, depending on the people. That is, until the media came about. It is the drama and the action that gets the most attention and the media capitalizes on that. With the ever increasing presence of violentRead MoreThe Effects Of Media Violence On People1388 Words   |  6 PagesThe Effect of Media Violence on People Media violence impacts the physical aggression of human beings. It is one of the many potential factors that influence the risk for violence and aggression. Research has proven that aggression in children will cause the likelihood of aggression in their adulthood. Theories have evolved that the violence present in the media most likely teaches the viewer to be more violent. It is a risky behavior that is established from the childhood. Furthermore, media violenceRead MoreMedia Violence And Its Effects1057 Words   |  5 Pages Media violence exposure has been investigated as a risk factor for aggression behavior for years. The impact of exposure to violence in the media the long term development and short term development of aggressive behavior has been documented. Aggression is caused by several factors, of which media violence is one. Research investigating the effects of media violence in conjunction with other predictors of aggression such as; environmental factors and dysfunction within the family household,Read MoreMedia s Influence On The Youth Of America1454 Words   |  6 PagesMedia in the United States has a prominent role on the youth of America. A majority of children and young adults have access to internet, television, radio, newspapers, and video games practically any time they want. The violence in media, along with the availability of media are increasing, however the most predominant form of media for children is video games. Because of this, many are concerned with the effects on t he youth. The violence in video games is a cause for aggressive emotions, thoughtsRead Moreâ€Å"There is increasing evidence that early exposure to media violence is a contributing factor to the1000 Words   |  4 Pagesexposure to media violence is a contributing factor to the development of aggression† (Huesmann, Moise-Titus, Podolski, Eron, 2003). Huesmann and Kirwil (2007, p. 545), argue that an individual’s aggression and violent behaviour are not only caused by emotional, mental and physical circumstances but also the environment plays an equally vital role. They further on state that hastening violent behaviour in the short-term sense is due to disclosure to violence, which can be either through media, computerRead MoreMedia Violence and Its Effect on Children Essay1112 Words   |  5 Pagessociety that violence in the country is on the rise. It is easy to see why this is a strong argument among the American people, especially because of the rising populari ty of violent video games and television programs. However, as these violent video games and television shows are creating their own place in our society, the reports of violence among children are escalating. This correlation has been studied extensively in the scientific community in an attempt to discover whether media violence does negativelyRead MoreMass Media and Violence Essay891 Words   |  4 PagesMass Media and Violence Is it hard to believe that just forty years ago only a few privileged American families had televisions in their home? In recent years, it is estimated that a whopping ninety-eight percent of Americans have one or more television sets in their home. Motion pictures, televisions, video games, and the internet are just some forms of mass media that have emerged since the last century. With the rise of mass media, the increase of violent behavior has increased as well. MassRead MoreThe Effects Of Media Violence On Families809 Words   |  4 PagesJai Patel Mrs. Caldwell CP English 9 March 2017 How Media Violence is Affecting Families Often times parents overlook the fact of watching television as a subtle act without any true consequences. Children watch â€Å"TV†. However watching media over time takes a toll on the young mind. Many young children view television and other forms of media on a daily basis. With how society defines entertainment nowadays, there is bound to be negative and violent content on every child’s new smart â€Å"TV†. InRead MoreThe Effects Of Violence On Young Children981 Words   |  4 Pagesthroughout America spend countless hours on the media, such as watching television, playing video games, or listening to music. Most media in the world today contains immeasurable images of violence, and average total media use of children throughout the United States is nearly 8 hours per day (Bushman Anderson, 2001). This means that through this constant access to the media, young children are exposing themselves to countless images of graphic violence. This is a serious is sue, as young childrenRead MoreThe Criminal Justice System: Media Violence and Social Justice724 Words   |  3 Pagesadults who are exposed to the media are aggressive and violent. According to such articles, violent content provokes aggressive behavior and violence. Ferguson illustrates that watching satanic content, like in Harry Potter, or teaching of witchcraft can lead to Satanism or mental illness. According to Ferguson (2008), books, rock, jazz, television and watching movies in the media, leads to a wave of moral degradation, rebelliousness and violence. They also clam that new media like internet and video games

Should Teens Be Tried as Adults Free Essays

As more minors are committing violent crimes, the question of whether they should be tried as adults is on the rise. Children as young as 13 or 14 are committing violent crimes such as murder, rape, and armed robbery. Some of these children are being tried as adults while others are being tried as juveniles and receiving milder punishments. We will write a custom essay sample on Should Teens Be Tried as Adults or any similar topic only for you Order Now A juvenile offender may receive a few years in a juvenile detention facility and possibly probation following his release at age eighteen. An adult committing the same violent crime will receive a much harsher penalty, often years in jail, possibly a life sentence, with little or no chance of parole. The only difference between the two offenders is the age at which they committed the crime. Juveniles over the age of fourteen should be tried as adults when accused of violent crimes. Forty-one states currently have laws that make it easier to try a juvenile that has committed a violent crime and is over the age of 14 as an adult. At age fourteen the average person is mentally mature enough to understand the consequences associated with committing a crime. A juvenile offender should be tried according to his crime. If they have committed a juvenile crime, then juvenile punishment is fitting. However, if they have committed an adult crime, or violent crime, a harsher punishment is needed. A teenager will not be taught anything or learn to take responsibility for their actions, if they are treated with special care and consideration when acting as an adult. A fourteen year old has the mental capacity to determine right from wrong, even when it comes to committing violent crimes. In my opinion an adult crime deserves an adult punishment, even when the offender is a juvenile. The Juvenile system is very similar to New York’s Family Court. The New York Family Court was originally sought to protect children who were getting in trouble with the law that still considered them infants, because of their young age. A teenager that is a criminal would not be tried or treated as an adult because of the teenagers’ young age. The present juvenile court system encourages the young delinquent to continue criminal behavior by showing them that they can get away with a crime. It was designed to function as helping parents of juveniles. By protecting those kids who were younger from the age of 18 juveniles always used the system as a game and said, â€Å"I ain’t sixteen yet,† and â€Å"they can’t do anything to me†. If the government protects them and the juveniles receive no punishment, it means the government is giving them a second chance to repeat crimes. In the 1950’s juvenile delinquents who were caught doing something illegal were not treated like an adult, because the delinquent was â€Å"not criminally responsible†¦ by reason of infancy. † A hearing would be held in private to protect the child’s identity. In the 1960’s the juvenile court system changed and gave juveniles referred to as â€Å"respondents† instead criminals, the rights to have a lawyer represent them. On top of the juvenile court system changing it also gave protection, like the criminal court system gave adults who were responsible to serious penalties if guilty. The current juvenile system has made it the defendant’s lawyer’s job to protect the young client from any possibility of rehabilitation. That means that the courts now are also protecting rights of juveniles, which makes it even more impossible for prosecutors to convict the defendant. This offers the child to get away with no punishment and now thinks that he/she have the right to keep on acting in a misbehaving or unlawful way which had brought him or her into juvenile court, knowing that there was no big consequence that would happen to them. If there was any consequence it would be something small like being put in a facility that contains a TV, basketball courts, probably better food and medical service than what was provided at home. If the courts send juveniles to facilities like these, juveniles would keep doing crimes to stay in these facilities. If juveniles have a better life at the facilities than what they have at home, who wouldn’t want to go to these facilities. That is where the court is wrong because the court bases the judgment on the person’s age not on their crimes, and that does not help the juvenile to be disciplined. In the early 70’s the majority of cases in family courts were misdemeanors by children. Through 1987-91 possession of a loaded gun by a juvenile was growing and schools started to install metal detectors in their school halls. Because juveniles have worsened in their act of crime rates have increased. The juvenile system defines juveniles as children rather than as criminals. Although Family Courts turn the most delinquent offenders over to the adult system for trial, they are sentenced as juveniles and only serve the maximum sentence in a juvenile detention and are free to go. There was a sudden increase of twenty-six percent over the past twenty five years on violent crimes by juveniles in the years of 1989-1990. This was to show how many juveniles have been getting involved in crimes such as homicides, robbery, rape, and assault. On top of that eighty percent of constant juvenile offenders of five or more arrests are more likely to go on to adult criminal life styles because of the habits they contained throughout their life. The only possible way to change the lives of juveniles is to make a legislation making the juvenile court hearings open to the public and the press, because juveniles should not be given the right to be protected by the government for destroying the lives of others. The government shouldn’t put teenagers in places like a juvenile center for committing a crime. It gives them way too much freedom. If any punishment is given is should be set up as first time offenders should do community service or do something good for the victims’ family. For second time offenders they should be responsible for the victims family, and will be well trained under the supervision of a probation officer. For those who are required to live out of the home it will provide intense schoolwork and job relating skills. Upon also being arrested there should also be a court appearance immediately, and the offender should be sentenced and incarcerated. These trainings would help these juveniles get their life straight in order to live a justful life. Teens today don’t fear the law because they don’t think they will get caught. And if they do, they know they have a good chance of getting off because they are tried as teens and not adults. We have to get tougher on crime. There should be a law that everyone over eleven years old will be tried as adults. That way more teens would be discouraged from committing crimes. They would know that murder would get them a very long sentence instead of staying in juvenile hall until they are eighteen. If we want to cut down on teen crime, we have to have tougher laws. How to cite Should Teens Be Tried as Adults, Essay examples

Social Graces in Modern Society

Question: Discuss about theSocial Graces in Modern Society. Answer: Introduction Assumingly you get into a bus and see an old, blind grandmother standing while teens are sited, how will you feel, disgusted right? Sitting while a blind grandmother is standing in the bus is lack of skills vital to public etiquette. Social graces are the skills that enable a person to interact with others politely and socially in a public place. The skills of social graces are what we experience in our daily lives and they are part and parcel of socialization. Most of us have ever been in a public place where people are interacting politely, and with respect, all of a sudden someone comes and disrupts the friendly atmosphere and causes chaos. Some skills are primary to the interaction in public places. The skills are what is referred to as the social graces. The skills that constitute social graces are like manners, etiquette, deportment, refinement, and fashion (Carter, 2008). Society cab is not complete without the social graces. The essay is rationed to address the contextual act ivities in society that are not acceptable and that which result due to lack of social graces skills. This discussion is, therefore, going to examine the reasons for lack of social graces in modern society and how we can create more awareness on the importance of the skills of social graces. Social Graces in Contemporary Society Social graces in modern society are changing and are not comparable with that of our ancestors. Our ancestors did practice their social graces well and they maintained that skill in order to have peaceful coexistence. The contemporary society lacks the social graces. The social graces of the contemporary society are degrading due to major factors that accrue from a range of factors (Silver, 1990). In the pre-historic societies, men and women were full of social graces skills and would pass them to their juniors through tales and stories in the evenings. The parents, especially the aged were mandated to offer teachings and training to the children, especially in the traditional African societies. The evidence that gives a clear distinction is that, in the old Asian communities, the etiquette was taught through the approach of plays and songs (Shils, 1991). The songs and the play contained the message of etiquette and social graces in overall. However, in the modern society, social gra ces are taught through formal education and also through training. An apparent change of the social graces in the two epochs. The lack of social graces in the contemporary society is attributed to three major aspects. These aspects are as a result of human activities and the motives that the individuals have during their childhood development and the parental care. The first factor is a sheltered childhood, in which a person may find themselves grown to older age in a confined environment that they did not get that socialization and teachings (Chevalier, 2009). The second factor is the poor social skill role model, in which the person may have been brought up or spent most of the juvenile age bracket with someone not good to model as they grew up (Carter, 1998). The third factor is consistent use of technology especially smartphones. Sheltered childhood is the major factor as a cause of lack of social graces in our society. The current society of the contemporary society is made of households at which children are attending school from as early as four years of age to 19 without having that social time or moment to share views and ideas with the elders (Himmelfarb, 1996). The modern society is not like the pre-historic society at which children would take their time in the evening with their grand pa and grand ma as they listen to the stories that teachers or conveyed a message on etiquette. Researches indicates that, 1 out of 4 children are lacking etiquette and social graces in general due to sheltered childhood (Himmelfarb, 1996). In this instance, therefore, the sheltered kid will grow up without the socially accepted normative values, and as such we tend to see and increased number of people lacking etiquette in public. The reason is that they never had that timer to share information and teachings from the parents. Poor social skill and model is also a major factor that has maintained the lack of social grace in the contemporary society. A social skill model is a person whom the child will imitate and get training from. The model models the social behaviors of the child so that, in their future life they will be fully equipped with the social graces skill. Researchers that have been conducted on the factors that cause lack of social graces in the public domain found out that, in 2 out of 3 children brought up by unsociable parents will be lacking etiquette (Meyer Jepperson, 2000). The children brought up in such a family will grow up, but will blame their parents for lack of that parental care and teaching. Such children will always have a problem in staying politely with the public. For instance, while in class, the child may be talking things that need to be said in a private place. The child will lack that distinction of the audience while uttering some words. The other primary factor in the contemporary society that has resulted to a reduced social graces or etiquette is consistent use of technology.Lenhart, (2015) asserts that the widespread availability of smartphones has facilitated 24% of teens to go online nearly continuously. Due to the convenience of internet access guaranteed by technological advancement, 92% of teens reported going online each and every day, and in this sample, it included the 24% of adolescents who said to go online regularly. It is astonishing to realize that only two percent of teens reported going online weekly. Based on these facts, therefore, the teens that constantly go online are not just going online to read books or global news but social media and other social activities going on on the web. The videos that they watch online have a repercussion on her lives. The teens have adapted the ways of lives more so the dressing styles of the celebrities they watch online. Nowadays teens are seen wearing clothes that totally predispose body parts. Girls wear transparent clothes that display their breasts, and also miniskirts that expose the almost whole of their thighs. This has therefore caused the teens to lack social skills acceptable in the society. Awareness in the community should be on how social grace can be improved. Creating awareness is an approach on which the parents and the guardians are trained and alerted on the importance of the social graces. The target group in the awareness on the importance of social graces is the parents. The awareness should focus on how the sheltered childhood, constant use of technology and poor social skill model can adequately be handled. Sheltered childhood should get tackled in a way that the children offered a chance to get exposed to various activities in society that may improve their social skills. Constant use of technology should also get controlled in a way that the teens restricted from accessing smartphones, and lastly, poor social competence model can be controlled through the provision of a model who would train children on social etiquette. As much as the children can be educated on how to have that social grace in public place, the parent is the person who is always with the kids and is the best trainer (Carter, 1998). Conclusion The essay examined the reasons for lack of social graces in modern society and how we can create more awareness on the importance of the skills of social graces. Social graces are the skills that enable a person to interact with others politely in a public place socially. The society deserves the etiquette socially acceptable to all. The lack of social graces in the modern society is attributed to three broad factors: Sheltered childhood, Poor social skill and model, and consistent use of technology. The research is limited to the findings on the basis that the approximations and generalizability of the samples may not have given the actual value of the intended population. The solution can be reached by conducting a thorough research and conducting literature review that will assist in the final conclusion. It is a recommendation that awareness should be created in the community on how social grace can be improved, and the target is the parents. The projection on the way the social graces are in the contemporary society is that, the future will have a generation that lacks social graces. References Carter, S. L. (1998).Civility: Manners, morals, and the etiquette of democracy. Basic Books (AZ). Carter, S. L. (2008).Civility: Manners, morals, and the etiquette of democracy. Basic Books (AZ). Chevalier, M. (2009).Society, manners and politics in the United States: being a series of letters on North America. Weeks, Jordan. Crossley, N. (2006).Reflexive Embodiment in Contemporary Society: The Body in Late Modern Society. McGraw-Hill Education (UK). Himmelfarb, G. (1996). The de-moralization of society: From Victorian virtues to modern values. Meyer, J. W., Jepperson, R. L. (2000). The actors of modern society: The cultural construction of social agency.Sociological theory,18(1), 100-120. Shils, E. (1991). The virtue of civil society.Government and opposition,26(01), 3-20. Silver, A. (1990). Friendship in commercial society: Eighteenth-century social theory and modern sociology.American Journal of Sociology, 1474-1504.

Rural

Introduction Post-secondary education is great investment for a nation’s future; thus, governments should strive to ensure that more citizens access this education. Primarily, post-secondary education is very significant component for economic, social, and cultural development; it also gives a country a competitive edge.Advertising We will write a custom research paper sample on Rural-Urban gap in Post-secondary education access specifically for you for only $16.05 $11/page Learn More However, access to post-secondary education has been a long-standing issue in many countries. It was found that significantly higher proportions of all high school graduates who enter post-secondary institutions come from large, as compared with small, schools and from urban than rural areas. In Canada, ‘the proportion of 25- to 54-year-olds who have some post-secondary education is slightly higher than 60% in urban areas and just under 50% in rural areasâ€⠄¢ (Canadian Council of learning, 2006). Problem Background Generally, many students desired to attain post-secondary education; however, there are some hindrances. Education researchers have identified varying factors that prompt the inaccessibility of post-secondary education; socioeconomic status and lack of motivation. Therefore, the government has attempted to put in place, strategies to encourage citizens to attain tertiary education. We find that, overall, post-secondary education participation rates generally rose over this period. However, the number of people attaining post-secondary education from rural areas is generally lower that those from urban areas. There are two types of access to tertiary education, type I and type II, where type I is considered on ‘how many’ people are accessing PSE while type II is concerned with ‘who’ the composition of the group accessing post-secondary education. Past educational researchers have dealt primarily on type I access and relative less research on type II. Therefore, there is general agreement that there is increase in the number of people accessing PSE in many societies. Due to less research based on type II, there is no clarity in rural-urban PSE access gap. Objectives Previous studies on barriers of accessing post-secondary education have mainly focused on socio-economic status and educational level of parents. Thus, the objective of this qualitative research study will focus to establish why rural students have difficulties in accessing tertiary education. Also addressed in the research study are reasons why so many â€Å"rural students, including many with the academic ability to go further, fail to include further schooling as part of their plans† (Green Seton Hall University, 2006, p.51). It also identifies factors that help urban students to access post-secondary education. Moreover, the research will explore measure that various organizations are taking in order to address the disparity.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, factors that cause students from rural areas to drop-out from tertiary institutions will be addressed. Moreover, the ease of completion of post-secondary education after interruption will also be explored. Thesis statement: people residing in rural areas have more difficulties accessing post-secondary education compared to their counterparts in urban setting. Literature review Education researchers have identified common barriers inhibiting attainment of post-secondary education such as: exclusion on the basis of ethnicity; gender; or socio-economic status (SES). However, researchers have not explored the disparity of accessibility of post secondary education between students from urban and rural regimes of schools. Thus it has led to developed of this research in order to identify factors that contribute to this disparity. Austin (2002) notes that in many nations, there is disparity in access of higher post-secondary education by location; people residing in rural areas have more difficulties accessing post-secondary education compared to their counterparts in urban setting. This disparity is of concern since most people reside in rural or suburban areas. The effects of location are evident, since post-secondary enrolment rate in urban areas is nearly double to seven times the enrolment rates of students from rural areas depending on the consumption quartile. It has been observed that a numbers of high school graduates do not enroll in tertiary institutions immediately after completion of high school despite having good grades. Consequently, large percent of students continue post-secondary education as young adults. However, the chances of attaining post-secondary education after two years from gradating from high school decline significantly especially for rural dwellers (Tierney H agedorn, 2002, p.38). Besides, despite alleged promise from colleges and universities that they recruit students from all parts of the nation, they are less likely to enroll talented students from rural background compared to ones from urban areas.Advertising We will write a custom research paper sample on Rural-Urban gap in Post-secondary education access specifically for you for only $16.05 $11/page Learn More The location disparity is fueled by several factors; firstly, rural areas have less developed secondary systems than urban areas hence they do not provide adequate preparations for post-secondary education. Generally, students residing in rural areas are less academically prepared and score lower grade in standardized tests compared to urban students (Kirst-Ashman, 2010, p.326). Thus, students in rural areas lack quality secondary education; hence, they are fail university entrance exams. Most secondary schools in rural areas are small and lack adequate resources to carter for needs of all students. These small rural schools do not offer motivation or develop aspiration for attaining tertiary education. According to CCL (2006), rural schools have a problem of high turnover rate of teachers; and they have no ability to attract new teachers. Secondly, absence of post-secondary institutions in rural areas limits access of tertiary education to students in rural areas. Proximity and reliable public transportation systems in urban areas is a major factor which contribute to higher involvement in post-secondary education in urban areas (Tierney Hagedorn, 2002, p.38). Additionally, most tertiary institutions recruit large number of their students from their respective localities; since these institutions are located in urban areas, students in urban areas have easier access. Thus, students from rural areas, most of them have low incomes have to meet additional costs of transportation or live away from home. Furthermore most post -secondary education institutions are located in urban areas, which add financial pressure on students (Green Seton Hall University, 2006). Generally, education researchers have recognized that proximity of tertiary institution affects enrollment and attainment of PSE. Moreover, studies have indicated that increase of capacity of tertiary institutions will increase both types I and II access of PSE. Indeed, recent research into the impact of a new university on the local population concludes that having a degree-granting institution nearby increases university attendance among youth. Thirdly, in rural settings, most job opportunities do not require university or college qualification hence post secondary education is not highly valued in rural areas (Yoder North Carolina State University, 2007). Research has indicated that in communities where a proportion of the workforce requires degree or diploma qualification, there is considerable higher reading competence among fifteen year olds (CCL, 2006). Moreover, higher percentage of people in rural areas is on lower socio-economic status thus they cannot afford the cost of tertiary education.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Factors such as inadequate learning facilities and resources in rural secondary schools disadvantage students from attaining college entry requirements. Moreover, rural students lack adequate understanding of college requirements and lack students’ aspiration support. Consequently, the government should establish policies to ensure standardized education in both urban and rural schools. Green Seton Hall University (2006) recommend reexamination of university entry requirements and establishment of flexible requirements for students from rural areas. Socialization of students both in rural and urban areas influences their choices in attaining tertiary education. In deed there is a positive correlation between cultural communities and access to higher education; thus tertiary education needs to be demystified, and illustrate that attainment of higher education do not mean loss of community values. Moreover, people in rural areas have less accessibility of knowledge regarding P SE compared to people in urban areas. However, researchers cited that there is no positive correlation between possessing information and accessing post-secondary education. Additionally some community based characteristics namely availability of role models, motivation, and culture are cited to influence decisions of attaining post-secondary education. To promote equity in access of tertiary education, the federal government has instituted that all tertiary institution should formulate a statement of intent on equity. This statement outlines strategies of addressing equitable distribution of resources, giving priority to disadvantaged groups and measuring and monitoring objectives (Green Seton Hall University, 2006, p.51). The research study will explore the geographic area, proximity of post-secondary institutions and urban city in order to understand how location affects accessibility of tertiary education. Further, the research study will seek to find whether location dispariti es in access of post-secondary education are linked to other external factors like race and socio-economic status inequalities. The study also explores whether, culture in the geographic location or type of socialization in different areas is a contributor to desire of attaining PSE. Purpose of study The purpose of this research study is to analyze the disparity in access of post-secondary education between students in rural areas and those in urban setting. The following research questions will be used as a guide to understand if there is actual disparity of access of post-secondary education between rural and urban dwellers. Research questions What factors cause inaccessibility of post-secondary education in rural areas? Do tertiary institutions deliberately recruit their students from urban areas only? Are there programs or strategies geared to promoting post-secondary education in rural areas? And is access of financial support influenced by geographic locations? What is distri bution ratio of public or private tertiary institutions in rural and urban areas? What leads to incompletion of post-secondary education among students from rural areas? And how easy it is to re-continue with PSE after an interruption? How does the rural or urban socialization impact students’ choice of attaining post-secondary education? Is access gap fuelled largely by other external factors other than geographic locations? Limitations of the study The findings of this qualitative study might not give an accurate representation of the whole population since the research was based on a small sample. Moreover, the sample did not comprise of representation of wide variety of rural and urban areas therefore, the finding will be subjective. The questioners and interviews used to gather information from the target sample may not reflect accurate information. The researcher cannot verify accuracy of information collected as it depends on honesty of the respondents. Accessing of i nformation from tertiary institutions is difficult. Additionally the level urbanicity of some regions is debatable. Moreover, understanding the number of rural students participating in PSE many not generally create accurate picture of access. The research primarily looked on type II access; hence limiting the findings since type I and type II access are not mutually exclusive. The research did not consider the gender of participant, eliminating this variable can skew the finding since gender is a strong factor contributing to accessibility of post-secondary education. Some community characteristics namely availability of role models, and type of employment are variables which are not easily comparable. Significance of study The findings of this paper will present a fundamental challenge to previous research finding on barriers of access of tertiary education. The interviews with students and potential PSE students from rural will give insight of the challenges they face and their n eeds. Thus, the information gathered can be used by policy makers when addressing. The research is not based on any past research on the issue to ensure objectivity is maintained. The information gathered from this study can be useful to tertiary institutions in determining strategies of promoting equity recruitment. Definition of terms The term access, as used in this research study, mainly refers to participation in any tertiary institutions. The classification of geographical areas in terms of urban, rural, semi-urban is according to the urbanicity rate. Population density is the main feature used to determine urbanicity of a location. Post secondary education (PSE) – this refers to the next level of schooling directly coming after the end of secondary education. Tertiary institution- these are the institutions that provide post-secondary education they include but not limited to colleges, universities, polytechnics and institutes of technology that award academic degrees or professional certificates. References Austin, A. (2002). Higher education in the developing world: changing contexts and institutional responses. Westport: Greenwood Publishing Group. Canadian Council of Learning. (2006). The rural-urban gap in education. Web. Green, T. C. Seton Hall University. (2006). Comparative policy analysis of trends in higher education aspirations, access and attainment among low-socioeconomic students using longitudinal data sets. Michigan: ProQuest. Kirst-Ashman, K. (2010). Human Behavior in the Macro Social Environment: An Empowerment Approach to Understanding Communities, Organizations, and Groups. Belton: Cengage Publishing. Tierney, W. G. Hagedorn, S. L. (2002). Increasing access to college: extending possibilities for all students. NY: SUNY Press. Yoder, M. North Carolina State University. (2007). Rural students’ access to and success in higher education: A case study. Michigan: ProQuest. This research paper on Rural-Urban gap in Post-secondary education access was written and submitted by user Maelstrom to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Culture - Definition, Discussion and Examples

Culture s Culture is a term that refers to a large and diverse set of mostly intangible aspects of social life. According to sociologists, culture consists of the values, beliefs, systems of language, communication, and practices that people share in common and that can be used to define them as a collective. Culture also includes the material objects that are common to that group or society. Culture is distinct from social structure and economic aspects of society, but it is connected to them - both continuously informing them and being informed by them. How Sociologists  Define Culture Culture is one of the most important concepts within sociology because sociologists recognize that it plays a crucial role in our social lives. It is important for shaping social relationships, maintaining and challenging social order, determining how we make sense of the world and our place in it, and in shaping our everyday actions and experiences in society. It is composed of both non-material and material things. In brief, sociologists define the non-material aspects of culture as the values and beliefs, language, communication, and practices that are shared in common by a group of people. Expanding on these categories, culture is made up of our knowledge, common sense, assumptions, and expectations. It is also the rules, norms, laws, and morals that govern society; the words we use as well as how we speak and write them (what sociologists call discourse); and the symbols we use to express meaning, ideas, and concepts (like traffic signs and emojis, for example). Culture is also what we do and how we behave and perform (for example, theater and dance). It informs and is encapsulated in how we walk, sit, carry our bodies, and interact with others; how we behave depending on the place, time, and audience; and how we express identities of race, class, gender, and sexuality, among others. Culture also includes the collective practices we participate in, such as religious ceremonies, the celebrati on of secular holidays, and attending sporting events. Material culture is composed of the things that humans make and use. This aspect of culture includes a wide variety of things, from buildings, technological gadgets, and clothing, to film, music, literature, and art, among others. Aspects of material culture are more commonly referred to as cultural products. Sociologists see the two sides of culture - the material and non-material - as intimately connected. Material culture emerges from and is shaped by the non-material aspects of culture. In other words, what we value, believe, and know (and what we do together in everyday life) influences the things that we make. But it is not a one-way relationship between material and non-material culture. Material culture can also influence the non-material aspects of culture. For example, a powerful documentary film (an aspect of material culture) might change people’s attitudes and beliefs (i.e. non-material culture). This is why cultural products tend to follow patterns. What has come before in terms of music, film, television, and art, for example, influences the values, beliefs, and expectations of those who interact with them, which then, in turn, influence the creation of additional cultural products. Why Culture Matters to Sociologists Culture is important to sociologists because it plays a significant and important role in the production of social order. The social order refers to the stability of society based on the collective agreement to rules and norms that allow us to cooperate, function as a society, and live together (ideally) in peace and harmony. For sociologists, there are both good and bad aspects of social order. Rooted in the theory of classical French sociologist Émile Durkheim, both material and non-material aspects of culture are valuable in that they hold society together. The values, beliefs, morals, communication, and practices that we share in common provide us with a shared sense of purpose and a valuable collective identity. Durkheim revealed through his research that when people come together to participate in rituals, they reaffirm the culture they hold in common, and in doing so, strengthen the social ties that bind them together. Today, sociologists see this important social phenomenon happening not only in religious rituals and celebrations like (some) weddings and the Indian festival of Holi but also in secular ones - such as high school dances and widely-attended, televised sporting events (for example, the Super Bowl and March Madness). Famous Prussian social theorist and activist Karl Marx established the critical approach to culture in the social sciences. According to Marx, it is in the realm of non-material culture that a minority is able to maintain unjust power over the majority. He reasoned that subscribing to mainstream values, norms, and beliefs keep people invested in unequal social systems that do not work in their best interests, but rather, benefit the powerful minority. Sociologists today see Marxs theory in action in the way that most people in capitalist societies buy into the belief that success comes from hard work and dedication, and that anyone can live a good life if they do these things - despite the reality that a job which pays a living wage is increasingly hard to come by. Both theorists were right about the role that culture plays in society, but neither was  exclusively  right. Culture can be a force for oppression and domination, but it can also be a force for creativity, resistance, and liberation. It is also a deeply important aspect of human social life and social organization. Without it, we would not have relationships or society.

Frankford Avenue Bridge (Pennsylvania) Essay Example | Topics and Well Written Essays - 3750 words

Frankford Avenue Bridge (Pennsylvania) - Essay Example Frankford Avenue Bridge was constructed in Poquessing Creek of Bristol Pike-Frankford Avenue, Route 13 between Cornwells Heights of Bucks County in the state of Pennsylvania and Philadelphia city in Philadelphia County (Beckman 200). The bridge was constructed in 1904 by JohnMcMenamy, Webster and Henry H as chief and assistant engineer respectively. The Bridge is current owned by Transportation Department of Pennsylvania. The bridge provides an early example of concrete bridges that were supported by steel with closed-spandrel arch that was single spanned. The exterior parts of the bridge resemble stonework with scored spandrel walls that demarcate voussoirs surrounding the arch ring. The parapet of the bridge is decorated by urn-shaped balusters that was common in the early 20th century Introduction There was a rapid evolution of bridge engineering in America during 19th century. During this period, patents were mostly given to contractors who had new designs with new construction m odes. By the year 1900, wooden timber was no longer used to construct bridges across rivers and streams. Wood was replaced by iron and steel as the latter constructed strong massive bridges that supported heavy locomotives. Wood was also sidelined because it could easily burn and be washed away when the river overflows. Steel bridges became more common in the late 19th century and they gave birth to a new era of designing and constructing bridges. Many Americans did not accept this new bridge design because of their industrial outlook. Steel bridges had no or minimal ornamentation and were vulnerable to rust. By late 19th century, France invented concrete, a new material that was accepted by many American engineers because of its comprehensive strength. In addition, concrete could be combined with steel to make bridges that were strong and fireproof (Beckman 215). By the year 1900, there were a small number of concrete-steel constructions of bridges in Midwestern US. Many eastern pa rts of the country had not explored the new technology but useful bridge making ideas and technology, begun in eastern US in late 19th century (Condit 39). In 1904, Philadelphia city and Bucks county begun the construction of a barrel arch bridge (7T-0") using steel and concrete. It had ornamented balustrade that was urn-shaped with a facade that resembled masonry. The bridge signified an important moment in bridge engineering history (Bromley 17). The construction of Frankford Avenue Bridge begun in 1895 and continued up to 1910.Steel-concrete bridges at this time were characterized by spandrel arches that were closed that later declined after 1910. Spandrel arches were meant to ensure that performs the intended function while at the same time reducing the amount of concrete used (Condit 42). Concrete and Steel Frankford Avenue Bridge was the first bridge in southeast US that utilized concrete and steel and was constructed along Pine Road over Penny pack Greek in Philadelphia (1983 -94).It was a two-span bridge with arches of 25’-5†. It also had a wire mesh which acted as a binding element. Bridge’s exterior resembled masonry. The most popular concrete reinforcing system in USA in the year 1904 was the system patented by Joseph Melan. It was used in construction concrete arch bridge in America. It included curved soffit steel I-beams which later developed other variations that included

Life's greatest miracle Term Paper Example | Topics and Well Written Essays - 750 words

Life's greatest miracle - Term Paper Example The producer of the program, Julia Cort notes that the urge to procreate is fundamental to all insects, birds, primates among others. DNA is a molecule responsible for carrying genetic material. It has been 4 billion years since the first discovery of this core molecule of life (Lifes Greatest Miracle). Bacteria replicate by cloning, that makes the parent and the clone identical with the exception of fornication mutants. Cloning as a type of reproduction is disadvantageous in that the species are prone to wipe out in case of a detrimental disease. Sexual reproduction on the other hand involves a male and female organism. Genes from each parent are vital for copulation to take place. The off spring from sexual reproduction is different from the parents and others. Sex results to difference. Variety is advantageous to a population because it translates to survival of a species. Sperm formation takes place in the testicles of a male organism with an approximation of 100,000,000 sperms per day (Lifes Greatest Miracle). Each sperm carries a unique genetic package. Miosis is the process that eggs and sperms undergo for them to exist (Lifes Greatest Miracle). The medical photographer explains the process with the aid of sex cells (egg and sperm). A pair of chromosomes in a sex cell replicate each forming two strands of chromosome attached at the centre. The chromosome then condenses to from an X shape. The partners coil around each other at specific points resulting to the transfer of genetic material. As mentioned earlier, sexual reproduction promotes diversity. Diversity increases the probability of organisms to survive. The narrator tells that majority of males start producing sperms during puberty while in females the creation of eggs onsets as a fetus. The eggs die off over the years. A teenage female outnumbers the adult female in terms of eggs in the ova ry. However, in comparison to a sperm, an egg is of quality rather