Formal Essay in Human Relationships and Life Transitions Being an Adult Essay Essay Example

Formal Essay in Human Relationships and Life Transitions Being an Adult Essay Essay Throughout this essay. I will be discoursing the passage of adolescence. This passage is a phase of development between childhood and maturity. from approximately 12 to 20 old ages of age. This passage from childhood to maturity is smooth for some but unsmooth for others ( Caspi. 2000 ) . This essay will discourse predictable and non-predictable elements of the passage. Health in adolescence issues this involves drugs A ; alcohol maltreatment and sexually familial infections ( STIs ) are classified as unpredictable elements. Physical Development ( organic structure growing and physical alterations during adolescence ) or Puberty and Cognitive Development are classified as a predictable component during the passage. It will besides research the impact on relationships and constructs of ego for individuals set abouting the passage. Furthermore. it will consider the parts of modern-day and seminal writers to depict the differences between the two yesteryear and nowadayss authors/researcher’s theories in apprehension of the adolescence life passages. Another factor that will be discussed is the construct of ego during the passage. and so eventually it will comprehensively explicate the importance for nurses to understand the adolescence passage. We will write a custom essay sample on Formal Essay in Human Relationships and Life Transitions Being an Adult Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Formal Essay in Human Relationships and Life Transitions Being an Adult Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Formal Essay in Human Relationships and Life Transitions Being an Adult Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A. The importance of predictable and unpredictable elements in Adolescence passages will help in placing the important alterations in every life event passage. Furthermore. it will besides profit in back uping stripling to run into ambitious alterations throughout the passage. The first predictable component is puberty the biological passage of adolescence. the most noticeable mark of being an stripling. Theoretically. pubescence refers as a corporate term to mention to all the physical alterations that occur in the turning miss or male child as the single base on ballss from childhood into maturity ( Habermas A ; Bluck. 2000 ) . In boys a major alteration is the increased production of testosterone. a male sex endocrine. while girls experience increased production of the female endocrine oestrogen ( Dedovic. Wadiwalla. Engert. A ; Pruessner. 2009 ) . In boys a major alteration is the increased production of testosterone. a male sex endocrine. while girls experience increased production of the female endocrine oestrogen ( Carpentier A ; Fortenberry. 2010 ) . Internally. through the development of chief sexual features. striplings become capable of sexual reproduction. Externally. as secondary sexual features appear. misss and male childs begin to look like mature adult females and work forces. In boys primary and secondary sexual features normally emerge in a predictable order. with the rapid growing of the testicles and scrotum. accompanied by the visual aspect of pubic hair. In ulterior old ages. it will get down the growing of facial and body hair. and a gradual lowering of the voice. Around mid-adolescence internal alterations begin doing a male child capable of bring forthing and blurt outing sperm. In misss. sexual features develop in a less regular sequence. Normally. the first mark of pubescence is a little lift of the chests. but sometimes this is preceded by the visual aspect of pubic hair. In adolescent misss. internal sexual alterations include ripening of the womb. vagina. and other parts of the generative system. Menarche ( Cochrane. 1993 ) . Regular ovulation and the ability to transport a babe to full term normally follow menarche by several old ages. The 2nd predictable component is Cognitive Development passage a 2nd component of the transition through adolescence is a cognitive passage ( Champion A ; Collins. 2010 ) . Compared to kids. striplings think in ways that are more advanced. more efficient. and by and large more complex. Adolescence persons become better able than kids to believe about what is possible. alternatively of restricting their idea to what is existent. Whereas children’s thought is oriented to the here and now—that is. to things and events that they can detect straight. striplings are able to see what they observe against a background of what is possible—they can believe hypothetically. Second. during the transition into adolescence. persons become better able to believe about abstract thoughts. This is clearly seen in the adolescent’s increased installation and involvement in believing about interpersonal relationships. political relations. doctrine. faith. and morality—topics that involve such abstract constructs as friendly relationship. religion. democracy. equity. and honestness. Third. during adolescence persons begins believing more frequently about the procedure of believing itself. or metacognition. As a consequence. striplings may expose increased self-contemplation and uneasiness. Although betterments in metacognitive abilities provide of import rational advantages. one potentially negative by merchandise of these progresss is the inclination for striplings to develop a kind of egoism. or intense preoccupation with the ego. Acute adolescent egoism sometimes leads adolescents to believe that others are invariably watching and measuring them. much as an audience glues its attending to an histrion on a phase. Whereas kids tend to believe about things one facet at a clip. striplings can see things through more complicated lenses. Adolescents describe themselves and others in more differentiated and complicated footings and happen it easier to look at jobs from multiple positions. The unpredictable elements are wellness related issues in adolescence are alcohol and other drug usage. Experiment with psychotropic substance is widespread during adolescence. Psychoactive substances are of course happening or unreal stuffs that act on the nervous system. changing perceptual experiences. tempers and behavior. They range from of course happening substances. such as intoxicant. which is produced from the agitation of works sugars by barm. to designer drugs such as ecstasy. Most teenager experiment with different substances. representing substance usage and in some individual’s experimentation escalates into accustomed or perennial usage known as substance maltreatment. They besides engaged in â€Å"binge drinking† which originating in recent old ages. Binge imbibing is defined as the back-to-back consumption of five or more standard drinks in less than two hours. Other factors of unpredictable wellness issues is sexually familial infections. adolescent sexual behavior may enforce a important wellness hazard to adolescents through a scope of sexually transmitted infections ( STIs ) . Sexually familial infections are bacterial and viral infections that enter the organic structure via the mucose membranes of the oral cavity and the sex organs following physical contact. Sexually transmitted infection includes pox. gonorrhea. venereal lice. itchs. chlamydia. herpes. venereal warts. hepatitis and HIV/AIDS. The ground for the high rates of STIs in striplings is that this age group is more prone to sexual experimentation and hazardous sexual behaviors than other age groups. Hazardous sexual behavior includes unprotected sexual activity without utilizing barriers such as rubbers. sexual activity affecting multiple spouses and sexual activity affecting spouses whose sexual is unknown. B. The impact on relationships and constructs of ego for individuals set abouting the passage is established by a personal individuality a cardinal undertaking of adolescence is successful declaration of Erikson’s psychosocial crisis of individuality versus function confusion. Identify formation involves selectively incorporating some facets of earlier childhood individuality and flinging others. Successful declaration of the individuality crisis of adolescence depends on the chances to experiment with different societal functions and activities. Individual differences place accomplishment are due to civilization. gender functions. equal influences. rearing manners and life fortunes experienced by striplings. which may increase or diminish chances for geographic expedition. Self-concept is based on more abstract beliefs and values than the concrete and comparative thoughts of ego during childhood. Increased of perspective-taking ability may uncover ‘true’ and ‘false’ egos in relation to interactions with different people. but this can reflect positive experimentation with different functions that contribute to self-concept. Self-esteem lessenings significantly between child self-concept and mid- adolescence. and more dramatically for misss than for male childs. The sex differences is likely anchored to sex-role differences. greater organic structure image dissatisfaction in misss than in male childs. and the differential encouragement to dignity that romantic relationships bring to adolescent male childs and misss. Parent –child relationships become less asymmetrical term s of the balance of power during adolescence compared with childhood. as a consequence of adolescent’s push for liberty. There are broad single differences in the grade of liberty achieved by striplings. depending on rearing manners and cultural and gender based norms and attitude. During adolesce. close same-sex coteries and larger. looser mergers of several coteries called crow. Cliques and crowds provide the background for new cross-sex interaction. including romantic relationships. Peer group conformance within coteries seeks out different sorts of advice and support from both parents and equals. Nonetheless. for minority uneffective parenting and influenced with a incorrect crowd will see a condemnable calling. worsen the preexistent interpersonal troubles that predispose stripling to force and being a pack members in the society. Bullying is besides common in the society particularly teens in primary and high school. it can impact the psychosocial development of a individual. Positive peer relationships include same-sex friendly relationships that are high in familiarity and common support are both indispensable in bridging to a successful romantic relationships which may besides get down during adolescence. During adolescence. most persons experience their first sexual intercourse. The age when this occurs is going earlier. depending on gender. cultural restraints and equal influences. Sexual minority position –lesbians. homosexual or bisexual may present extra challenges to place formation and sexual ripening during adolescence. C. The part of past and present writers and researcher’s in understanding towards the adolescent life passages has huge alterations in clip. Harmonizing to Kohlberg’s theory ( Benenson. Tennyson. A ; Wrangham. 2011 ) extended Piaget’s work on moral development during the 1960’s utilizations male protagonist merely as an illustrations of his theories which contradicts Carol Gilligan’s writer of her popular book. â€Å"In a Different Voice: Psychological Theory and Women’s Development† ( 1982 ) . suggested that Kohlberg’s theories were biased against adult females. as lone males were used in his surveies. By listening to women’s experiences. Gilligan offered that a morality of attention can function in the topographic point of the morality of justness and rights espoused by Kohlberg. In her position. the morality of lovingness and duty is premised in passive resistance. while the morality of justness and rights is based on equality. ( Gilligan. 1982 ) . DecisionAs we discussed the chief points of being adolescence it embodies the importance. relevancy and impact of a peculiar life event passage. Adolescence is a distinguishable phase that marks the passage between childhood and maturity. Adolescents are capable of abstract concluding. Although you may still include the household in instruction. striplings themselves are a major focal point of learning since they have considerable independency and are. accordingly. in more control of the grade to which recommendations will be carried out. Adolescents have many of import developmental undertakings to accomplish. They are in the procedure of organizing their ain individuality. dividing themselves from parents. and accommodating to quickly altering organic structures. Bodily alterations at pubescence may do a strong involvement in bodily maps and visual aspect. Sexual accommodation and a strong desire to show sexual impulses become of import. Adolescents may hold trouble conceive ofing that they can go ill or injured. This may lend to accidents due to put on the line taking or hapless conformity in following medical recommendations. Because striplings have a strong natural preoccupation with visual aspect and have a high demand for peer support and credence. wellness recommendations that they view as interfering with their construct of themselves as independent existences may be less likely to be followed. Therefore. as sexual accommodation and strong sexual impulses characterize this age. the nurse may make important learning about sex instruction and contraceptive method. In add-on to learning striplings about why and how their organic structures are altering. the nurse is besides in a good place to chase away misconceptions immature patients may hold about sexual development or sexual behavior. Teaching striplings about gender requires a particular sensitiveness and apprehension. Respect for the patient’s modestness. privateness. and sentiments are critical to set uping an ambiance of openness and trust. In add-on to sex instruction. other of import patient learning countries are alcohol and drug maltreatment and general wellness steps. such as the importance of good nutrition and exercising as the footing for life-long wellness. Regardless of the subject. wellness instruction for striplings is more effectual when the nurse establishes trust by esteeming the adolescent’s needs. shows empathic apprehension. and replies inquiries candidly. Patient learning for striplings should take the signifier of counsel instead than talking. Nurses who gain credibleness with an adolescent patient set up themselves as the teen-ager’s advocator instead than representatives of the parents. The nurse may increase wellness learning effectivity by including the household. The nurse can give counsel and support to household members that can assist them understand and esteem adolescent behavior. Parents should be encouraged to put realistic bounds for striplings while still leting them to go progressively responsible for their ain wellness attention direction.

Frued As A Prism Essays - Political Ideologies, Anti-capitalism

Frued As A Prism Essays - Political Ideologies, Anti-capitalism Frued As A Prism Social Recognition of the Human Individual From the time of puberty onward the human individual must devote himself to the great task of freeing himself from his parents. -Sigmund Freud (General Intro. to Psychoanalysis) As a child develops from infancy to adulthood, it soaks up its environment and processes it like a biological computer. As it matures, so does the way it copes with the challenges life presents to him. If the child has the opportunity to be well educated, than he may learn from his history studies, and begin to recognize the different patterns of thought that society has gone through. Perhaps he will learn from these patterns and make an effort to use his knowledge to prevent making many of the same mistakes in his daily life that men have made before. If he studies medieval Europe, he may become skeptical of his own faith. Resulting in his search for a new religion that he can believe in, rather than continue to blindly participate as a member of the faith his parents had chosen for him. If he were to study Imperialism in Europe, than perhaps he would join an athletic team. He would form strong bonds with those within the team, but hopefully he could learn from Europes mistaken extr eme nationalism and sees that the best thing he can do for his team is remain an individual, not conform to some unwritten code. He would see that it is best to create ones own identity within a group. Perhaps he has read Erich Fromm, and sees that he must recognize himself as a separate entity apart from the world around himself. He individuates. The development of this boy into an individual is exactly what Sigmund Freud would describe as a healthy development toward the formation a personal identity. It is the interactions that take place between a developing individual (the boy) and the society in which that individual lives in which we find the essence of human existence. Man has under gone hundreds of years of dialectic thought, shifting paradigms and intellectual synthesis. Only to have the culmination of human progress come down to Sigmund Freuds recognition of the individual, (with individual thoughts, emotions, morals and experiences) create a singularity through which all future perception must travel through. To get a sense of what type of society Freud changed forever, one must first examine the society from the last major paradigm before Freud, as to understand the societys influences and biases. In 1789 the fruits of the Enlightened Age were ripe and the conditions in France were right for an explosion of enlightened ideals that would define the western world for the next two centuries. Liberty, Equality and Fraternity began as the cries of the French Revolution, but would go on to mold western society into its present day form. It was Napoleon who took the fruits of the revolution and planted them in the minds of people across Europe as he conquered eastward. Despite his failure to conquer Russia and his eventual defeat, the Napoleonic Wars are the most successful and influential campaigns in western history. Napoleon institutionalized l,e,f via his Napoleonic Code. Imagine the concepts of the revolution as fruit, and France as the original orchard where the fruit was bred over hundre d of years into the perfect crop. Now picture Napoleon as this great farmer who plants the seeds of this fruit across the European landscape. The stage is now set for these seeds to fructify into the paradigm of the next era of western civilization. Throughout the 1800s each one of these concepts matured and ripened in the Industrial Revolution which acted as the fertilizer and the soil as it provided the nutrients in the form of the technology, class antagonism, as well as a modern insecurity of insignificance. Liberty became the most economical of the three fruitful ideals of the revolution. It was the emerging Bourgeois who first embraced it. They were an upper-middle class that was the product of the industrial revolution and its factory systems. These were the factory owners who sought nothing more than personal economical gain. Due to the restrictive economies of the early 1800s, they were vocal supporters of

Social Networking Essay Example | Topics and Well Written Essays - 500 words

Social Networking - Essay Example This new dimension is called social networking and is built on friend-based web sites. In the opinion of Magsino 2009, p.29 â€Å"social networking tools enable individuals and groups to engage in social networking by monitoring and interacting within their networks. (1). In the last few years there has been a rapid expansion in the number of social networks. In 2010 there were more than 400 million people on the Facebook a social network. Though social networking is possible between all kinds of people with common interests, the usual norm is to find that in social networks people tend to remain within their own language groups and the social networks have become extremely popular with the younger generation including young adults. Social networking through friend-based websites has both merits and demerits. Merits and Demerits of Social Networking through Friend-Based Websites Social networking sites can be classified into sites that provide space to build a special niche for indi viduals with common interests and passions to share a single platform. Friendster and MySpace are two such friend-based websites. Other social networking websites like Twitter or LinkedIn have a more profession based orientation about them. Friend-based websites can be viewed as virtual meeting that allows individuals to chill out and meet friends.

Analysis governments involved in events and festival Essay

Analysis governments involved in events and festival - Essay Example The sector of the country involved with events and festivals is the tourism ministry. Tourism is the art of visiting and touring the country by the citizens and also visitors from other countries. Therefore there exist both domestic and international types of tourism. Tourism is n area of interest in all governments and they focus greatly on this sector due several crucial reasons. Tourism involves attraction of citizens and foreigners to the beauty and culture of a country thus a government must use all the necessary resources to ensure that there are adequate tourism sites and events in the country (Chin, 2008). The purpose for government’s participation in most events and festivals is related to the tourism that these functions tag along with. Tourism is one of the moat promising sectors of a country’s economy if all the required resources are well maintained. The foreign exchange incomes are top in list in the sources of income for a country. For instance, in Britain, the tourism sector is ranked as the third highest industry involved with export income. The Britain government is among the top that receives the highest number of visitors from foreign countries in a bid to attend events and annual festivals (Alan, 2011). The other reason as to why a government involves itself with events and festivals is because they contribute to fast growth of an economy. Events are entertaining and all entertainment industries in all countries are always on the lead. People prefer using their money on fun stuff and issues that bring the unity of the society. For instance, hosting different popular artistes to perform during festivities is a common move made by most countries to attract as many people as possible. The government will definitely want to invest in festivals so long as there is rapid growth in a country. In addition, governments get involved

Influence Of Television Viewing On Children Media Essay

Influence Of Television Viewing On Children Media Essay Introduction This essay is about the extent, justification and concerns that adult citizens have about the influence of television viewing on children. Adults in the context of this essay encompass parents, journalists, policy makers, media researchers and human right activists among other citizens. The discussion is covered over five sections. Each section attempts to give the perspective of a loose category of adult citizen concerns. The first section begins by situating the topic in media effects research theory-a concern for social scientists and media theorists. Here it underscores the various foci of effects research over the years notably; media texts as powerful agents of social change (Hovland et.al., 1953; Galician, 2004 and McQuail, 2005), media texts have an influence on peer relations (Moreno, 1934), there is a role of mediating factors (Klapper, 1960 and Moss, 1996) among other concerns. The second section attempts to justify the question of the essay by providing some evidence of w hy the influence of television might be considered more important than other media a concern for media owners, human rights activists and policy makers. Here contributions are made on the distribution and coverage of television (Lichter, 1990), its accessibility (Burton, 2004) and extent of usage by children (Buckingham, 2007) among other arguments. The third section focuses on a range of specific concerns about the actual effects of television- of interest to parents, media researchers and human rights activists. These concerns include, aggressive behaviour (Bandura, 1994), gender stereotyping (Ingham, 1997) and citizenship (Selznick, 2008) among others. The fourth section critically discusses some of the methodological approaches to examining the influence of television on children that would be of possible interest to media researchers and policy makers. Here it briefly highlights possible theories of how children react when exposed to a media text through perceived processes of cultivation (Newbold, 1995), acculturation and socialization (Goonasekera, 1996) and varying intellectual development (Buckingham, 1998) among other theories. The fifth section is the authors perspective of the kind of effective action that should be taken to contribute to better effects research and healthy television viewing among children. The conclusion summarises the main elements of the essay. Situating the influence of television viewing on children in media effects research theory The early part of the 20th century saw a pristine effort in the study of mass media effects that began when public concern about the impact of movies on children and adolescents was prompted by the privately funded Payne Studies (Galician, 2004, p84). These and other media studies helped establish the notion that mass media messages are indeed powerful agents of social change (e.g. Hovland, et.al., 1953;Galician, 2004 and McQuail, 2005). The influence of television viewing on children is an important issue to examine because as McQuail in Newbold (2005, p9) argues, the media is a powerful shaper of opinion and beliefs. For Hovland, et.al. (1953, pp260-266), two personality factors appeared to play a significant role in determining variations in the degree of effect of a media text; intellectual ability and motivation. In even earlier work, Moreno (1934) underscored the importance of peer relations and the bonds they form based on values within the group that are perhaps influenced by media texts. Lazarsfeld et al. (1948, p151) argued that the process of attitude and opinion formation within the broader public sphere of say a community owed more to the influence of other people the opinion leaders, than the media itself. Within media effects research, the opinion leaders are considered the primary group whose relevance is not merely its existence but rather their influence on behaviour and attitudes of individuals that make up the group (Newbold, 2005, p17). Hovland and his colleagues were not only concerned with personality factors but more so with the message itself. They argued that its apparent trustworthiness and how it influences the learning of facts indeed invoked different reactions (Newbold, 2005, p15). For Klapper (1960, p8), mass communication does not ordinarily serve as a necessary or sufficient cause of audience effects, but rather functions through a nexus of mediating factors, an argument that emphasizes the total situation. Moss (1996, p5) see ms to allude to this when she stipulates that audience studies can be examined by establishing the social context in which texts are distributed and consumed. The disparity in effects research approaches perhaps provides an indication of the complexity of the emphasis of issues and concerns by mass communication scholars in demarcating the field. The next section provides some illumination on this latter concern by comparing the influence of television versus other media on audiences from the collective adult citizen perspective of human right activists, journalists and policy makers. The influence of television versus other media Lichter, et. al. (1990, p8) views effects of television as greater than the print media or even radio because it clearly provides its audience with a sense that what it views is true and real. They further argue (p8) that television has broken down class and regional boundaries to a far greater extent than other media (during the 1990s); as compared to say, the print media that is segregated by area of distribution and readership. For Burton (2004, p93), television is the most accessible media to most people, including young children, where television is their most favourite form of media. Buckingham (2007, p75) further illuminates Burtons assertion by arguing that if schools have remained relatively unaffected by the advent of new technology, the same cannot be said of childrens lives after school. He also argues that childhood is permeated and in some respects defined by modern media -television, video games, mobile phones, the internet that make up contemporary consumer culture. G avin (2005) asserts that within a year an average American child would have spent about 900 hours viewing television in school compared to and nearly 1,023 hours in front of a television at home. Kellner (1990, p1) supports the latter assertions and argues that 750 million television sets across 160 countries worldwide are watched by 2.5 billion people every day; underscoring the obvious ubiquity and centrality of television in our everyday lives. Television influence separates itself from other media influences by the extent of its central role in the lives of the contemporary child and perhaps the fact that this is coupled with frequent audio visual stimulation. Media convergence in the current advanced IT age has given rise to internet television and mobile phone television tuning that technically changes the perceived coverage and possible influence of television. Surrounding these postulations is a range of specific concerns that are briefly discussed in the next section; looke d at from the collective perspective of concerned parents, social scientists and possibly media theorists. Concerns about the influence of television viewing on children The debate about the influence of the media on children has been wide-ranging and at times fierce (Robinson Willett, 2006, p6) with concerns about violence, sexual content, advertising and its developmental and educational implications (p6). The Australian Psychological Society Ltd Factsheet (2000, p1) claims that prolonged exposure to television violence is among the factors which lead to children to display aggressive behaviour in both the short and long term. Some aggressive effects research evidences that up to 88% of children readily imitate aggressive behaviour seen earlier on television (Bandura, 1994 in Cumberbatch, 2008, p23). Other concerns revolve around the power of advertising. Buckingham in Dickinson, Harindranath and Linnà © (1998, p134) contend that advertising is often accused of promoting false needs, irrational fantasies or even reinforcing exaggerated gender stereotypes and; children are at risk because of their apparent inability to recognise its underlying per suasive intentions. Some authors attribute this to the effectiveness of advertising. Halford, et.al. (2004) argue that because food is the most frequently advertised product on childrens television programming, exposure to these advertisements effectively promotes consumption of the advertised products. Gunter and McAleer in Robinson and Willett (2006, p11) do not agree with the latter assertion and argue that objective evidence is much less conclusive as to the effect of advertising. For Coon, et.al. (2001), excessive TV viewing during childhood and adolescence contributes to higher intakes of energy through snacks and carbonated beverages and lower intakes of fruit and vegetables. Other authors (e.g. Gortmaker, et. al., 1996; Hancox, et.al., 2004) suggest that watching excessive television contributes to sedentarism in both children and adults by taking the place of more energetic activities. Some concerns have been reflected in childrens perception of traditional gender stereotyp ing on television that is perhaps no longer appropriate for the contemporary roles taken on by the sexes. Ingham (1997, p2) reports that women in the home are frequently represented via the housewife-type role, with the man as the strong, bread winning husband. She further argues (p3) that when women are portrayed as successful; it tends to be at the expense of their personal life, which invariably tends to be unhappy. From a philosophical perspective Goonasekera (1996,p41) argues that communications technology (including television) has greatly increased cultural contacts among people of different nations; providing unprecedented opportunities for the establishment of closer cultural linkages and identities. He further argues that this very opportunity raises fears of cultural domination and obliteration of ethnic identities. For Van Evra (2004, p66), the concerns have gone beyond looking at only the negative effects and argues that although television may displace study time or af fect reading habits and study skills; it can also stimulate interest in new topics, provide background material for school projects and stimulate classroom discussions. For Selznick (2008, p108), television teaches citizenship. A plethora of views exist on the perceived influence of television on children. As noted by some authors (e.g. Buckingham, 1998, p.137; Newbold, 2005, p15) and Klapper,1960, p8), intervening variables mediate between television and its audience. Selznick (2008, p108) also argues that whether the effect of television on children is seen as positive or negative, most scholars agree that television affects the way that children build their own identities, specifically how they understand who they are, what they like, their place in the world and their goals. The next section provides a critical exploration of some approaches and models in effects research around the influence of television on children by expressing the more prominent concerns that scholars have had of their peers. A critique of evidence and methodology around effects of television on children The development of effects research has largely been in the direction of emphasizing the role of intervening variables (Buckingham p136 in Dickinson, Harindranath and Linnà ©, 1998). Taking this as a starting point, Robinson and Willett (2006, p9) argues that the way we interpret physical phenomena is not constant across cultural boundaries. Cumberbatch (2008,p33) alludes to Robinson and Willets latter argument when he asserts that research evidence on the effects of viewing violence suffers from various methodological evidence. Moss (1996, p30) alludes to these latter arguments from a Vygotskian perspective when she asserts that children grow up accommodating themselves to the existing social forms of thinking, shaped through words (Moss 1996, p18) and perhaps by proxy; through what they see through different media. Perhaps at this point a small illustration might serve to stimulate the discussion. Recently in Uganda, horror was experienced when a group of school children witnessed one of their peers plunge to his death in a deep topless latrine after boasting to his friends about being Tinky Winky one of the Teletubbies on childrens television often seen to emerge or drop down a hole in the ground. The Tinky Winky illustration peripherally suggests that negligence might have caused such an unfortunate situation for the kids. But as some of the Ugandan community seemingly believed; television implanted a fatal irrational fantasy described by Buckingham in Dickinson, Harindranath and Linnà © (1998, p134). Gerbner and Gross (1976) in Newbold, 1995, p30) prefer to call the latter case cultivation that places emphasis on long-term effects of the media. Perhaps, what creates a fair amount of separation in effects research and perspectives is not only linked to the way we interpret physical phenomena but also to the way that populist views (Robinson Willett, p9) are taken as gospel truth. The elite Ugandan community called for a total ban of the teletubbies -a d emand that spread to human rights groups. Could peers perhaps have influenced their unfortunate friend through secondary transfer of their television experience with the teletubbies? For Moss (1996), children sense of the media is mediated through talk with peers, parents and teachers. Goonasekera (1996, p26) attempts to demarcate the process that leads to anti-social behaviour that he contends happens through a process of acculturation and socialization, where values such as respect for the sanctity of human life become weaker and values promoting short-term hedonistic behaviour become stronger. Does this latter postulation apply to the Ugandan tragedy above? Some authors think otherwise. Gauntlett in Dickinson, Harindranath and Linnà © (1998, p124) criticises the effects model for its media depictions of anti-social acts that he says is limited to fictional productions. The weakness with this latter assertion of the effects model is that other anti-social activities which appear in other media do not have similar effects on the same audiences. If also, as McKenna (1995,p25) asserts that public service broadcasting tends to be dominated by the elites, then how can one account for the violence that is prevalent in many rural areas in Africa that are not exposed to the media? Can this perhaps be controlled when testing hypotheses? McQuail (2005, p16) alludes to this when he asks; which aspect of the medium is being regulated? This latter assertion has connotations for media effects research methodology; especially testing hypotheses. Buckingham (2008, p31) recommends that research should contribute to the wider debates about the aims and methods of media education. For Moss (1996, p24), this kind of research could explore on a macro level, the influence of media products on society and its culture or the socio-psychology of the process for individuals. Buckingham in Dickinson, Harindranath and Linnà © (1998, p136) however notes that effects models assume that effects can simply be read off from the analysis of content. This latter assertion appears to undermine the mediating factors paradigm that he further argues, has a weakness of viewing the audience as a mass of undifferentiated individuals. However, Buckingham (p.137) also validates mediating factors research approaches that underscore the dependence of the socializing influence of television on diverse and variable meanings which its users attach to it (uses and gratifications) and where viewers construct meaning (constructivist). Anderson and Lorch (1983), allude to an active relationship between children and television as they view them as actively making the choice to pay attention to television which in turn influences the way they understand what they watch and on the activities available in their viewing environment. This approach appears not to account for future similar anti-social behaviour that children exhibit after recently watching television. Indeed, Buckingham (1998 , p139) expresses this latter concern with the ways in which childrens understanding of television changes along with their intellectual development and uncertainty over their ability to distinguish between reality and fantasy on television. But for Cumberbatch (2008, p13 p32) doubts remain over the validity of empirical evidence to the case of causality in effects research into media violence that he argues; fails to raise the question of investigating why many people seem unaffected by television violence. On the other hand Moss (1996, p30) postulates that through social activities, childrens interpretation of media text goes through a transformation as they represent what they know in the current context, and renegotiate its significance in the light of others comments to generate and sustain their talk. For Robinson and Willett (2006,p25), both popular and academic research view children as passive receivers of whatever messages the media offers, with little ability to resist t he effects. These hypotheses in the underlying models of communications create a separation in the evidence generated by effects research of the media on audiences. The variegated demarcation of concerns in this and other sections only adds to the complexity of the issues around televisions influence and further raises the question of kind of effective action that needs to be taken. The next section attempts to illuminate this latter question from the authors perspective. Effective action for better effects research and healthy television viewing among children The concerns laid out in previous sections are based on the premise that watching television might have both positive and negative effects. This said, there appears to be vast inconclusive literature on anti-social effects such as violence compared to pro-social influence that television might have on children. Research might better serve in demarcating the field by illuminating the more positive aspects of television influence on audiences. With global processes such as the current economic recession and globalization unfolding or deepening, it might be useful for research to investigate the effects of television viewing on cultural practices or on economic status of audiences across an array of ethnic groups. Also investigating the effectiveness of mediating factors in influencing the resulting effect(s) might be an interesting area for research e.g. does someones religious beliefs rein-in or promote potential anti-social behaviour? Can say criminal anti-social behaviour have a gen etic link that manifests under a threshold of specific media exposure? How can research separate media and non-media influences across different audience age groups by first establishing a baseline of what children already know about the media? In terms of the presumed effects of advertising, media violence and so forth, parents or guardians need to review the balance of the childs daily activity based on some anti-social indicators. For example, if a child always chooses to watch television instead of play with friends or only talks only about television programs and characters, or is not performing well in school, it would be prudent to cut back on the amount of time spent in front of the television. Television viewing time should be negotiated together with the child. Parental Guidance locks should also be instituted on undesirable programmes. It is also helpful for adults, media text producers and regulation to help children interpret and critique the viewed material in order to promote constructive ways that life and values should be interpreted. Conclusion This essay has benefited by examining some of the salient issues around adult citizens concerns about the influence of television viewing on children. It focused on loosely defining the category of adult citizens and their specific interest in aspects of the topic. The discussion was demarcated by situating the topic in media theory, justifying the importance of examining the influence of TV versus other media and then specifically highlighting the plethora of concerns that were mainly negative. These concerns then spilt over into a separate section that focused on a critique of some of the existing methodological approaches and concerns. This was important to examine because methodological approaches inform the existing evidence and facts that a range of adult citizens base their understanding of the issue on. The essay then underscored the fact that mostly negative evidence exists around examining the influence of TV viewing on children and inconclusive in its findings. The essay t hen recommends future research to look into more positive facets when examining the issue and to incorporate the interesting dimensions of genetics, ethnicity and spirituality. This complex essay would have benefited more from an in-depth examination of the causal link between ethonographic, child development and economic issues and critical distancing in the influence TV television viewing on children.

Pestel on Winchester Theatre

PESTEL Political- The theatre is subsidized by the public purse in the form of local authorities and the arts council (Arts council, 2010). However, funding is under continual pressure after cuts made to the arts budget by the coalition government (Mintel, 2012). This has been evident since 2008 where the arts council of England stopped funding of the theatre meaning it is only supported by Winchester City Council, Hampshire city council, sponsors and friends of Theatre Royal Winchester (Burn, 2008), for example, sponsorship from the Hampshire Chronicle and wave FM (Theatre Royal Winchester, 2012).This could have an impact on the Theatre industry as it may mean they are forced to take a more commercial approach and lead to increased prices to ensure that they stay afloat. A recent 2012 survey on local authority arts spending by Arts Development UK has revealed there is a decline in partnership work between Arts Councils and local authorities. Also, 47 local authority arts services ha ve closed since 2003 and average expenditure on the arts is 16% down on 2010 and 38% down since  2008 and 15% of local authorities in England and Wales have lost their arts services since  2000.The outlook is also looking bleak as Chief Cultural and Leisure Officers Association reveals a planned 15% cut to arts services for  2012-13. The local Government Association is warning that unless central government policy changes, local funding for arts in England and Wales will have practically disappeared by  2020. The distribution of Arts Council funding across the English regions reveals a considerable imbalance: London gets over 50%, Midlands 12% and South East only 4% (2010-11 figures) (Gillet, 2013).Economical Due to the UK market slipping back into recession, this continues to restrain consumer spending and the performing arts as a whole are not immune from this common trend as the spending power of customers is hindered. It is also evident that household incomes have been r estricted by high inflation and static earnings further hindering spending power and consumer confidence (Mintel, 2012), meaning that consumers have less disposable income to spend on items such as the theatre.However, because of this trends in recent years have seen a fall in holiday trips taken abroad and therefore seen an increase in domestic holidays and theatre breaks are a popular form of weekend break and tourists spend is an important source of revenue for the theatre business (Mintel, 2012) as the west end enjoyed record box sales in 2011 for the 8th consecutive year (BBC, 2011). SocialThe theatre is seen to be most popular with those ranging from 35-55+ who account for 66% of theatre attendees showing that they are an ageing demographic with a strong female bias (Mirror, 2012) suggesting that the theatre is struggling to attract younger audience members as it may not be seen as attractive too them. Danny Boyle was quoted saying â€Å"†Theatre sustains local communit ies and does very positive things for local economies. But it also gives a sense of belonging† (Youngs, 2012) and are therefore hugely important part of the UK and British culture. TechnologicalNew technology is having a huge affect on the theatre industry. The ownership of mobile devices such as smartphones and Tablets are playing there role in this age of technology, as is the quality of TV’s, HD, 3D and the content that you can see within your own home that is most threatening to the theatre industry (Mintel, 2012). Technology is also being used in the form of multiple camera angles and high-definition technology, allowing Digital Theatre (2013) to bring the drama and emotion of each production to a global online audience to those who otherwise would not have seen the performance.Environmental- Environmental issues for the theatre can take several shapes and forms. For example they can include things such as energy bills and sets being scrapped at the end of performa nces especially for smaller theatres, as they cannot afford the storage. Bus miles generated by companies on tour and the audiences travelling into town are also factors that can be linked in with the theatre. There is also paper for the flyers, posters, programs and scripts that may be wasted and demands on power from theatre foyers, bars and offices, as well as the many exit signs that, by law, must be lit round he clock (Fisher, 2007) all add up and can prove costly for the theatre. There are several licenses that a business such as a theatre need to adhere to and these are monitored by bodies such as the Environmental Agency (2013) who aim to â€Å"protect and improve the environment, and to promote sustainable development. † Legal- Health and safety law applies to theatres as it does to other businesses. The Health and Safety at Work Act 1974 and related legislation places duties on employers, employees, the self-employed and those in control of premises.The responsibili ties include things such as working at height and manual handling as these are the two areas where most accidents/injuries occur (HSE, 2013) The Winchester theatre also holds 14 licenses ranging from food to alcohol licensing which must be handled with care responsibility. There are also important contracts between the theatre itself and the touring company’s/performers that must not be breached (Courtice, 2013). Reference List BBC, (2011) West end ticket sales hit ? 528 Million in 2011. Available at: http://www. bbc. co. uk/news/entertainment-arts-16795432 [Accessed 01/03/2013] Courtice, Mark (2013).Lecture at Oxford Brookes University. 19/03/2013 Digital Theatre, (2013). Available at: http://www. digitaltheatre. com [Accessed 01/03/2013] Fisher, M. (2007). The Guardian. Alas, Poor Planet. Available at: http://www. guardian. co. uk/environment/2007/feb/07/energy. theatre [Accessed 01/03/2013] Gillet, John. (2013). Local Authority Cutbacks: A report on Theatres 18/01/2013. Av ailable at: http://www. lost-arts. org/local-authority-cutbacks-theatres/ [Accessed 06/03/2013] Environmental Agency (2013). About us. Available at: http://www. environment-agency. gov. uk/aboutus/default. spx [Accessed 03/03/2013] HSE. (2013). Theatre. Available at: http://www. hse. gov. uk/entertainment/theatre-tv/theatre. htm [Accessed 03/03/2013] Mintel (2012) Performing arts UK, July 2012. Mirror, (2012) Theatre Goers Available at: http://audiences. visualdna. com/mirror/audience/entertainment/theatre_goers [Accessed 01/03/2012] Theatre Royal Winchester, (2012). Available at: http://www. theatre-royal-winchester. co. uk [Accessed 01/03/2013] Young’s, I. (15th Nov 2012) â€Å"Danny Boyle voices regional theatre fears†. Available at http://www. bbc. co. uk/news/entertainment-arts-20338771 [Accessed 03/03/2013]

How is Stanhope Represented in the First Two Acts of ‘Journey’s End’?

Stanhope is the captain in command of an infantry company on the front line. Although he is a highly ranked officer, Stanhope is still only a boy. He has been out in the trenches for nearly three years, (having come straight form school at he age of eighteen) and has commanded his company for a year. The character of Stanhope is fundamental to the play as a whole; we learn this almost straight away as he is spoken about before he appears on stage. The play begins with a conversation between two officers – Osborne and Hardy – and it is from them that the reader gains a first impression of Stanhope. His drink problem is immediately addressed as Hardy asks, ‘Drinking like a fish, as usual? ‘ This presents him in a fairly negative light however; this feeling is soon displaced as Osborne begins to defend him and offers some reasoning as to why Stanhope seeks solace in alcohol. We learn that he is in fact an extremely competent and well respected commander – ‘He's a long way the best company commander we've got' and this point is emphasised in Act two as Raleigh writes in his letter, ‘He's the finest officer in the battalion, and the men simply love him. Sherriff presents Stanhope as hard working, and this is mentioned various times throughout the two acts. Osborne says (when defending him against Hardy) – ‘He's commanded this company or a year – in and out of the front line. He's never had a rest. Other men come over here and go home again ill, and young Stanhope goes on sticking it, month in, month out. ‘ He is precise and meticulous in his duties as captain. When Trotter asks if he can go on duty half an hour later so he can finish his meal Stanhope refuses, unwilling to risk upsetting the schedule. He is also horrified at the state in which Hardy leaves the trenches, commenting that they smell like cess pits; all this adding to the image that Sherriff creates of him as a fine officer. Stanhope is extremely worried about Raleigh's appearance as he is frightened he will write to his sister and tell her what he has become. His quick temper becomes apparent as he demands Raleigh hands his letter over – he shouts, ‘Don't ‘Dennis' me! Stanhope's my name! ‘ and even snaps at Osborne. Raleigh describes an incident at school, ‘I remember once at school he caught some chaps in a study with a bottle of whisky. Lord! the roof nearly blew off. He gave them a dozen each with a cricket stump. ‘ This is ironic considering what Stanhope has become, yet it gives the reader an insight into what he was like before the war and how it has affected him. It quickly becomes apparent that Mason is scared of Stanhope; we see an example of this when Mason accidently gets apricots instead of pineapples – he is extremely concerned about what the captains reaction may be. This further enforces the idea of Stanhope having a short temper. Stanhope has a close relationship with Osborne, much like that of a father and son. Being twice his age, calm and level headed, Osborne is there to look after Stanhope when he gets too ‘tight' or to comfort him when he fears for his sanity. The scene where Osborne tucks Stanhope into bed shows his vulnerability. He is only a boy after all, and this is demonstrated effectively as he says, ‘Yes – I go sleep. ‘ Osborne defends Stanhope against Hardy and says, ‘I love that fellow. I'd go to hell with him. ‘ Stanhope is a deep thinker – ‘It's a habit that's grown on me lately – to look right through things, and on and on – til I get frightened and stop. He see's beneath the surface of things, one of the qualities that make him a fantastic captain. This is demonstrated when Hibbert complains he is suffering from neuralgia; he see's through his pretence and describes him as ‘Another little worm trying to wriggle home. ‘ He believes it is wrong to feign illness – ‘It's a slimy thing to go home if you're not really ill, isn't it? ‘ Despite his disliking for Hibbert, after his initial threat to shoot him he is understanding and comforting, even offering to accompany him on patrol. He has a real sense of decency, evident throughout the two acts. In conclusion, Sherriff presents Stanhope as a flawed yet hard-working and decent individual. Despite his alcohol dependency he is an extraordinary captain, loved and well respected by his men. The reader learns all this through Stanhope's actions, stage directions, what the other characters tell us about him and their responses to him. Sherriff presents him as a tragic hero, troubled and hardened by his experiences.