Katherine Anne Porter Research Paper Example | Topics and Well Written Essays - 1000 words

Katherine Anne Porter - Research Paper Example She spent almost a century long life during which she bestowed several outstanding literary pieces to the American literature. She was awarded with several prizes in her life and even after her death people remember and appraise her through different nominations and awards. She was awarded with the Pulitzer Prize in 1966 for her work The Collected Stories published in 1965. The same collection won him the National Book Award in 1966. In 2967 she was awarded with the Gold Medal Award for Fiction by the American Academy of Arts and Letters. She was also nominated for the Nobel Prize in literature for three times. On May15, 2006 she was featured on the United States postage stamp after which she became the 22nd personality to be features in the Literary Arts stamp series (Bloom, p3). Anne Porter was born on May 15, 1980 in Indian Creek Texas. She was named as Callie Russell Porter. Her mother was dead when she was just two years old. She lived with her grandmother Catherine Ann for some years and after her death she moved with her family to different relatives and rental rooms in Texas and Louisiana (Porter and Givner, p2). The personality of grandmother had very strong impact upon the life of Porter and she always reflect love and affection for her grandmother. She changed her name to adopt the name of her grandmother and renamed her as Katherine Anne Porter (Benedict West, p12). Her childhood was spent moving from one place to another with the family and her education was also affected from this movement. She enrolled in different free schools wherever the family moves. In 1904 she attended the Thomas School for one year in Texas that was her only formal education beyond the grammar school. In 1906, she was sixteen when she left her home to marry son of a wealthy ranching family John Henry Koontz however, the marriage turned out painful experience for her because Koontz physically abused her and once drunk he also threw her down the stairs (Porter and Givner, p2 ). Her ankle was broke in this incident and nine years after the marriage they were officially divorced in 1915. She married again for some times but none of her marriages lasted for long time. She never had children but she went through the painful experiences of abortion, miscarriage and stillbirth (Stout, p32). In 1915, she moved to Chicago where she worked as extra in movies and then starter her career as singer and actress. In 1915, she was also diagnosed with tuberculosis due to which she had to spend two years in sanatoria. This was a turning point in her life because she decided to become a writer and began writing in 1917. She started writing for Fort Worth Critic in which she review and criticize dramas and write social gossips. In 1918, she started writing for Rocky Mountain News. The same year she deadly suffered with flu during which she remained in hospital for month. When she was discharged she was completely bald and frail. Her hair grew back in white color and remai ned white for the rest of her life. The time she spent in the hospital provided her with several deep observations and experienced that she later shared in her long story Pale Horse, Pale Rider. She started ghost writing in 1919 when she moved to New York City and initiated writing children stories and publicity work for a motion picture company. At this time she also developed

Children on edge of care, and the role of social workers associated Essay

Children on edge of care, and the role of social workers associated with them - Essay Example The language used in describing the issue of child protection has undergone many transformations over the years, and has especially seen marked changes in the last 40 years. From 1960s medico-social perspectives that exposed and treated the ‘battered babies’ (Parton, 1991), to the modern day twenty-first century provisions for ‘child care’ by the UK government, represent the huge transition in the perspectives of the state and the society on the issue of child protection. â€Å"The primary focus of official concern has broadened considerably. While in the 1960s it was ‘battered babies’, in the 1970s ‘non-accidental in jury to children’, in the 1980s ‘child abuse’, and for much of the 1990s ‘significant harm and the likelihood of significant harm’, the focus of the new millennium is ‘safeguarding and promoting the welfare of the child’† (Parton, 2007, 9). ... that children need a secure and stable familial atmosphere within their homes, â€Å"in order to enable them to develop attachments and achieve the outcomes, to which we aspire, for all children. However, some children who are not able to form these attachments in their present living circumstances may need to be moved, which entails difficult judgements for all concerned†( Department for education and skills, 2006, 4). Protections for such children, were given a legal framework for the first time through the legislation of the Children Act 1989. Under section 31 of this 1989 act, children without stable and secure homes are liable to come under the overall care of the local authorities. ‘Children in care,’ however is a blanket term that covers all children that are being cared for by the local authorities, including â€Å"those subject to care orders under section 31of the children act 1989 and those looked after on a voluntary basis through an agreement with th eir parents† (Lall, 2007, 3). As per the Department of Education, the children that are placed for some reason under care of the local authorities in England /UK, form one of the most vulnerable social sections, in today’s context. â€Å"The majority of children in care are there because they have suffered abuse or neglect. At any one time around 60,000 children are looked after in England (of whom some 59 per cent are subject to care orders). Some 90,000 children are looked after at some point in any one year† (Department for Education, 2011). Children in care can be broadly divided into 3 basic types. These are: Any child placed under the care of the local authorities (LA). Children that are provisioned to a statutory care order under the rulings of section 31 of the Children Act 1989. Children place

Three Step Matrix in Strategic Marketing Essay Example for Free

Three Step Matrix in Strategic Marketing Essay Strategic marketing comes into place to standardize the marketing practice, ultimately satisfying the customer needs through increasing companys competitive advantages. The base of any corporate to develop the winning strategically needs close monitoring in the internal and external environment. There are many instances where some company failure due to not been able to monitor the market situation adequately but in other instance we also can see the growth of company due to innovation, diversification and became the market leader. So for well understood of the marketing behaviour we have to see their strategy. So to be the market leader or winning in the market place needs right decision at right time using right technology, which ultimately creates the Sustainable Competitive Advantage (SCA). To be a sustainable winner the company have to invest in RD function, have to study market environment, have to study the competitors, have to study the changes in strategic move of the industry, have to study the customers behaviour etc. For well understood of the market situation to take strategic movement there are many models implemented by different company. The Boston Consulting Group’s (BCG) four cell matrix, GE/McKinsey’s multifactor matrix, Robinson’s directional policy matrix, Sheth and Frazier’s financial model, Capron and glazer’s technology portfolio model are some of the models which have implemented for the assessment of market situation. However, the use of single matrix is not sufficient to know the true picture of the market situation. Therefore, Yin-Ching Jan has proposes a three-step matrix method for strategic marketing management. Step 1: Industry Perspective Matrix The industrial perspective matrix is basically using to see the external market environment, through which a company can find the opportunity and  threats. From this matrix the company can assess the market and can classify as high opportunity high threats (HOT MARKET), high Opportunity-Low Threats (NICHE MARKET), LOW Opportunity- High Threats (MERCHANDISE MARKET) and Low Opportunity-Low Threats (DEGENERATE MARKET). HOT Market means where many company compete each other to get advantaged from the high level of market opportunity, Products such as tablet PCs have huge opportunities but with the ease of new entry, it challenges major threats too. Like as the NICHE market has a unique features that allow many competitors due to its high opportunity but less threats, many people come to market seeing the high level of opportunity, but after all when many people start coming it became a strong competition after all. In the degenerate there are low opportunities and threats but still have competition from the rivalry, real estate market these days’ falls into Degenerate market category as it has slumped hugely in the past few years. If company unable to invent new products, consumer will be lost. Noodles can fit into Merchandise market, where the opportunities are low and threats are high. Competitive Position Matrix The objectives of the competitive position matrix are to assess the strength and weakness of the company and find out the possible strategy. Basically ROA is the tool which gives the figures of the advantage which is used to set indicators. Also we also see the profit margin to see whether it is leading or not. So analysis of the ROA and profit margin gives insight for the competitive position matrix. There are four cell in the diagram which shows the status of the company based on CPM i.e. Leader, Nicher, Penetrator and follower. Higher the ROA and Profit margin is Market leader, Higher the ROA and lower the Profit is Penetrator, in this situation company basically low the price to expand the market share Low ROA and Low ROA is Follower and in this circumstances they are following the market leader and last but not least high Profit margin and Low ROA is stand for Nicher, where market opportunity is high and investment might be high so even though they have high rate of profit retur n but less as expected ROA. Market Situation Matrix Market situation matrix is a combination of industry matrix and competitive matrix. Analyzing it a manager can take a decision about the company. For  example when a company is in hot market it has to invest more to increase its share in the market because many competitors are preparing to enter in that market. Like as in Nicher, there is need to expand the market aggressively and innovation is crucial to maintain its leadership position. Three step matrix: Nepali Product: Every year Television channels are increasing in Nepal and most of their market is the same and their strategy are the same. Some of the televisions are still under process of establishment. So here opportunity seems high and the threats is seems high as well so the market of TV Channel is now at HOT stage. So as a growing market there are always uncertainties of the risk of failure. we can see some channel are out of the competition now, they are failure and some are still leading , but now no one can say that who is going to win the game. So this opportunity is leading many threats even though there is high opportunity, so in this regards one TV channel have to increase the investment to win the game. The leaders now is Kantipur TV , it has also get high returns , now NEWS 24, ATV , Mountain TV are following KTV, so it is the time to think innovatively to keep the high market share of KTV

Effectiveness of the Environmental Levy Scheme

Effectiveness of the Environmental Levy Scheme Investigate the effectiveness of the Environmental Levy Scheme on Plastic Shopping Bags and Give suggestions on alternative solutions to saturating landfills within 5 years. I have chosen this topic on the basis that this scheme is the first measure in the Product Eco-Responsibility Scheme, thus by reviewing its effectiveness I can give suggestions regarding successful factors and areas for improvement on further schemes of similar nature. (Part 1) Also, as the controversy on construction bill for an incinerator in Hong Kong is hot these days, it has interested me to evaluate other alternatives to reduce waste production, using the analysis in Part 1. (Part 2) Date of submission: 1st July,2015. Table of contents Introduction Background Literature review Objectives and expected outcomes Focus questions Methodology Findings and analysis Effectiveness of the Levy Scheme on Plastic Shopping Bags Did the PSB scheme succeed in bringing down plastic bag waste production? To what extent? The pros of the PSB scheme and successful factors The cons of the PSB scheme and areas for improvement Implications of the effectiveness of the PSB scheme Recommendations on future waste reduction schemes from the experience of PSB What elements of the PSB scheme can be kept in further schemes of waste reduction? What are the problems in the PSB scheme that further schemes of waste reduction needs to tackle? The direction for future waste reduction schemes and feasible solutions Education and promotion Public attitude reflected from the PSB scheme Conclusion Reflection Bibliography Appendix Introduction 1.1 Background I am interested in the topic Investigate the effectiveness of the Environmental Levy Scheme on Plastic Shopping Bags and Give suggestions on alternative solutions to saturating landfills within 5 years as recently debates on the urgency and essentiality of building an incinerator in Hong Kong are boiling hot in Hong Kong. As an eco-friendly person, I am deeply concerned that all landfills in Hong Kong are estimated to meet saturation by 2019, calculating by the current waste production rate. [i] Coincidentally, the PSB scheme was entering the second phase on 1st April 2015 and is another hot eco topic this year. From analysis on Hong Kong Connection (TV programme produced by RTHK), it inspired me this PSB scheme may provide some insights into how waste reduction works and what the pros and cons are of utilizing financial disincentive. Based on evaluation of the PSB scheme, I can give suggestions on alternate solutions of waste reduction. Environmental Levy Scheme on Plastic Bags is the taxing of plastic bag of $0.5 per bag. It is the first scheme under the Producer Responsibility Scheme under the Environmental Protection Department. In the first phase 7 July 2009 – 31 March 2015, about 3000 retail outlets were covered. In the full implementation phase starting 1 April 2015, all retail outlets (more than 100,000 points of retail sales) in Hong Kong are covered.[ii] 1.3 Objectives and expected outcomes There are two main objectives in this study: 1. To evaluate the successful factors and areas for improvement of the PSB plan and 2. To give recommendations on future waste reduction schemes using the experience learnt from the PSB plan. By data collection and analysis, I expect to gain the following outcomes: the actual results of the PSB scheme, the reasons people support or boycott the scheme, governmental communication with the public regarding waste production, the criteria for a successful eco- scheme in the public’s eyes and the relation of education and promotion to effectiveness. 1.4 Focus Questions The focus questions regarding the topic include: -What is the current situation of Plastic Shopping Bag Levy? How effective is it in reducing plastic waste? -How do citizens evaluate the effectiveness of the PSB Levy? -What are the benefits of the PSB Levy to HK’s environment? -What damage or disharmony will PSB Levy bring to HK? -What can we conclude from the current situation on the effectiveness of the PSB Levy? What elements can thus be used to make future environmental policy more effective? 2. Methodology I have used the following data collection method for primary data: 3. Findings and Analysis 3.1 Effectiveness of the Levy Scheme on Plastic Shopping Bags 3.1.1 Did the PSB scheme succeed in bringing down plastic bag waste production? To what extent? The PSB scheme was to a large extent successful in bringing plastic bag waste production. The distribution of PSB in retail outlets has reduced by 90% since the launch of the PSB scheme in 2009.[iii] It was estimated that 84 million PSB was distributed in 2009, thus it has decreased to 8.4 million approximately uptil now. [iv] From the questionnaire survey, the majority of 80% respondents said they would not use PSB while only a minority of 20% said they would. It shows the effectiveness of the PSB scheme. From the field observation, the PSB distribution is a low 5% per hour.[v] The number of PSB distributed in supermarkets has decreased to 403, according to a survey conducted by Green Action. [vi]The government has attributed the change to the increasing public awareness of Bring Your Own Bag promoted by the PSB scheme. [vii] Therefore, the PSB scheme has succeeded to bring down PSB distribution and raise eco-awareness. 3.1.2 The pros of the PSB scheme and successful factors The PSB scheme is successful in bringing down PSB usage and raising eco-awareness, as mentioned in 3.1.1. According to the questionnaire survey, 57% and 39% of respondents said they choose not to claim PSB because they don’t want to pay the $0.5 charge and that they are eco-friendly. This shows that one of the successful factors of the scheme is the financial disincentive, as Hong Kong people are money-conscious. [viii] This also shows that the PSB scheme has raised public awareness towards their eco attitude. The elements that made the PSB scheme successful can give reference to future waste reduction schemes. Firstly, financial disincentive is effective in discouraging waste production, thus this element should be kept. Also, another successful factor is promoting positive value such as Bring Your Own Bag, as public awareness has been raised in the PSB scheme.[ix] The cons of the PSB scheme and areas for improvement Despite the obvious effectiveness, there is still room for improvements for the PSB scheme. The cons of the PSB scheme include the small amount of levy not being threatening enough and the difficulty in supervision. According to the questionnaire survey, 70% of respondents said they would use PSB as it is convenient and 65% said the levy is affordable. [x] Thus, we see that maybe the levy should be increased to be more effective. Also, according to the field observation, some customers tend to buy prepackaged goods or take many storage bags with no hand-hold to avoid the levy.[xi] Therefore, this shows that ineffective supervision would negatively affect the effectiveness of the measure. The major problem of the PSB scheme right now, concluded from the above, is the deep-rooted public attitude. Hong Kong people are often money-minded and cynical, which may cause them to disregard the PSB scheme for their personal interest, such as avoiding the levy but still using other plastic bags or misusing recycling bags. [xii] The main issue to tackle in order to better future waste production schemes is how to change the public attitude and promote correct values in the long run. Implications of the effectiveness of the PSB scheme The PSB scheme is the first scheme under the Producer Responsibility Scheme, thus is the water tester that indicates whether financial disincentive is effective to reduce waste production. Its success reflected that Hong Kong people are very conscious when something affects their personal interest directly, such as additional financial burden, therefore future waste reduction scheme should still be focused on this weakness of Hong Kong people (financial disincentive). [xiii] One supporting evidence is found in the questionnaire survey. When asked to rank what are the priorities that urge them to support a waste reduction scheme, most respondents ranked economical factor first, then personal factor. Remarkably, they least value environmental factor and sustainability, showing Hong Kong people are generally more money-minded than eco-conscious.[xiv] The implications of this phenomenon are that financial disincentive is most suitable for waste reduction in Hong Kong as financial concern is the greatest motivational power for Hongkongers to change living habits, also that future schemes should focus on delivering positive values such as the importance of eco-protection and sustainability in promotion and public education.[xv] Recommendations on future waste reduction schemes from the experience of PSB 3.2.1 What elements of the PSB scheme can be kept in further schemes of waste reduction? As discussed in 3.1.2, the main elements to be kept in further schemes of waste reduction are financial disincentive and effort to change public attitude in changing lifestyles, also their approaches to waste. [xvi] Based on the questionnaire findings, most respondents are supportive to the PSB scheme and regard it a political and social success. [xvii] This also showed that transparency of government measures and effective downward communication and public consultation is important, and should be continued in future waste reduction schemes.[xviii] 3.2.2 What are the problems in the PSB scheme that further schemes of waste reduction needs to tackle? As discussed in 3.1.3, the main problems of the PSB scheme are the hard-to-change public attitude and thus their living habits, also non-threatening amount of levy and insufficient supervision. Furthermore, most respondents think the crux of the waste production problem are inadequate environmental education, lack of promotion of government eco-schemes and the buy-and-throw habit of the prosperous metropolis.[xix] These are problems that future waste production scheme most urgently face. The direction for future waste reduction schemes and feasible solutions In response to 3.2.2, hereby I would recommend important points for improvement with regard to the above problems. Firstly, when implementing waste reduction schemes, powerful financial disincentive should be enforced to respond to Hong Kong people’s money-conscious mindset and relatively smaller concern for the environment. [xx] It is the only way to receive biggest response from the public and see changes in their daily living. Secondly, to tackle the supervision difficulty, a report system by hotline can be opened to the public to report violation of the policy by either shops or the general public.[xxi] This can make supervision more all-rounded. Thirdly, education and promotion to indoctrinate correct and positive values is also important. As shown in the questionnaire findings, the public value economical concern over environmental concern, which is unhealthy and detrimental to eco-protection. Thus, education and promotion is essential. In order to find out the most supported waste reduction schemes, I have asked respondents to rank policies that they regard as most effective in reducing waste. The survey results show that policies involving separation, recycling and levy are seen as most effective, with the top being Source Separation of Domestic Waste, scoring 1580 in sums.[xxii] This shows that the public would support waste reduction schemes that only require little alterations in daily living, such as household waste separation, or recycling and financial disincentive. This match with the fact that their top concern is economical factor and second is personal factor when responding to a waste reduction scheme.[xxiii] In contrary, public opinion do not support policies involving new landfills and incinerators, the bottom being opening up new landfill in current country parks, scoring only 882 in total.[xxiv] This shows that the public is least likely to support waste reduction scheme that might be detrimental to their living environment and health, or those that may use a large amount of government reserves as it violates economic efficiency. This match with their priority list as they most value economical factor (efficiency, personal burden) and personal factor (impact to living environment and health). This ranking gives us important and clear insights into which directions to go and also how best to suit public concerns and gain public support in waste reduction schemes. Education and promotion à ¥Ã¢â‚¬ ¦Ã‚ ·Ãƒ ©Ã‚ «Ã¢â‚¬  à ©Ã¢â‚¬ ¡Ã‚ Ãƒ ©Ã‚  Ã‚ ­Ãƒ ¦Ã‹â€ Ã‚ ²***** With reference to 3.2.3, we have gained some insights into what values are to be changed for future waste reduction schemes to go smoothly (money over environment) , and also what are most motivational to the general public. 3.2.5 Public attitude reflected from the PSB scheme à ¦Ã…  Ã¢â‚¬Å¾ 4. Conclusion 5.Reflections 6. Bibliography 7.Appendix [i] Environment minister Wong Kam-sing, 2003, Hong Kong issues dire warning on landfills amid protests by residents, South China Morning Post, http://www.scmp.com/news/hong-kong/article/1246229/city-could-drown-trash-environment-minister-warns [ii]Environmental Levy Scheme on Plastic Bags, Environmental Protection Department, http://www.epd.gov.hk/epd/english/environmentinhk/waste/pro_responsibility/env_levy.html [iii] Press Release, 28 Mar 2015, Environmental Protection Department, http://www.info.gov.hk/gia/general/201503/28/P201503270921.htm [iv] Will Hong Kongs city-wide levy on plastic bags really change behaviour?, Time Out Hong Kong, http://www.timeout.com.hk/big-smog/features/71898/will-hong-kongs-city-wide-levy-on-plastic-bags-really-change-behaviour.html [v] Field observation, appendix 3 [vi] Environmental Levy on Plastic Shopping Bags What are the problems?, CSR Asia, http://csr-asia.com/csr-asia-weekly-news-detail.php?id=11753 [vii] Press Release, 28 Mar 2015, Environmental Protection Department, http://www.info.gov.hk/gia/general/201503/28/P201503270921.htm [viii] Plastic society rethinks bags, Macau Business, 26th May 2015, http://www.macaubusiness.com/news/plastic-society-rethinks-bags.html [ix] Press Release, 28 Mar 2015, Environmental Protection Department, http://www.info.gov.hk/gia/general/201503/28/P201503270921.htm [x] Questionnaire survey, Q3, appendix2 [xi] Field observation, appendix 3 [xii] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xiii] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xiv] Questionnaire survey, Q8, appendix2 [xv] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xvi] Waste Reduction Framework Plan, Environmental Protection Department, http://www.epd.gov.hk/epd/english/environmentinhk/waste/prob_solutions/wrfp_summary.html [xvii] Questionnaire survey, Q5 and Q6, appendix2 [xviii] Public Consultation Report on the Proposal on An Environmental Levy on Plastic Shopping Bags , http://www.epd.gov.hk/epd/english/environmentinhk/waste/prob_solutions/files/Consultation_Report_Levy_Eng.pdf. [xix] Questionnaire survey, Q9 , appendix2 [xx] Values Education in Hong Kong – Problems and Possibilities, The Hong Kong Institute of Education, http://www.acsa.edu.au/pages/images/99_fok_values_ed.pdf [xxi] Environmental Levy Scheme on Plastic Shopping Bags, Environmental Protection Scheme, http://www.epd.gov.hk/epd/english/environmentinhk/waste/pro_responsibility/env_levy.html [xxii] Questionnaire survey, Q7 , appendix2 [xxiii] Questionnaire survey, Q8 , appendix2 [xxiv] Questionnaire survey, Q7 , appendix2

Medias Influence on Adolescent Girls Body Image, Identity and Sexuality

Medias Influence on Adolescent Girls Body Image, Identity and Sexuality Missing Sources Cited   Ã‚  Ã‚  Ã‚  Ã‚  Gender Identity begins in early childhood when roles are given to children as to which toys they should play or not play with. A child’s body image is influenced by how people around her react to her body and how she looks. A pre-adolescent becomes more aware of what society’s standards are for the ideal body. The media has always had images of what the ideal woman should be. As in the way she should look and the way she acts. The media today does and doesn’t always depict what is good for an adolescent or pre-adolescent to believe about themselves. There are also many good influences from the media. Role models such as Oprah and Ricki Lake have given many adolescents more of an ideal individuality to strive for.   Ã‚  Ã‚  Ã‚  Ã‚  Young girls look at their images in the mirror and don’t like what they see. Does this sound right? Girls as young as nine years old report dissatisfaction with their bodies. Girls tend to struggle with body image in far greater numbers than boys. Boys don’t focus as much on their body shape and size as do girls. Some attention to body size and shape is part of the normal growing process. As children reach adolescence their bodies change and children especially young girls become more aware of how they look. Some of these feelings are normal. But when a girls life is affected by her thinking about her looks it turns into a problem. Avoidance and Isolation are signs of a problem beginning. Being positive and having healthy relationships help girls maintain positive body images. The ability to talk to someone, whether it be a parent or friend or coach, can help reinforce healthy body images. Self esteem is the key component to a healthy body image. For the most part if a girl displays confidence and personal control, the likelihood of a positive body image is greater.   Ã‚  Ã‚  Ã‚  Ã‚  The four top selling magazines with a target audience of teen females are Seventeen, Sassy, Teen and YM. â€Å"In similar fashion, magazine and book reading gradually increase during adolescence. Approximately one-third of high school juniors and senior say that they read magazines daily.†(Textbook) These magazines often show positive and negative images of young and older women. They are often times covere... ...ather to help television paint a more realistic picture of the responsibilities and risks that accompany sexual activity. The Media Project provides accurate information, script consultation, and story ideas to many teen- and adult-oriented shows – such as Dawson's Creek (WB), Any Day Now (Lifetime), Felicity (WB), Sex and the City (HBO), Moesha (UPN), Judging Amy (CBS), and Strong Medicine (Lifetime). In an additional effort to encourage the television industry to embrace the issue of positive sexuality and to highlight current programs that succeed in portraying sexual health issues without compromising entertainment value. (Transitions). Not one thing can influence a Adolescent girl about her body or image or sexuality. Many things can. But as I’ve talked about in this paper the media presents a huge influence on adolescents. Some media is good, some is bad. In order for adolescents to learn correctly they need to start at home. Parents must tell them which is good shows and bad, and sit down and ask them questions. Adolescents are at a critical time in their lives, any influence on their outlook on sexuality, body image or identity could damage or help them in the long run.

African-american Troops In The Civil War: The 54th Massachusetts :: essays research papers

African-American Troops in the Civil War: The 54th Massachusetts The Fifty-fourth Massachusetts was organized in early 1863 by Robert Gould Shaw, twenty-six year old member of a prominent Boston abolitionist family. Shaw had earlier served in the Seventh New York National Guard and the Second Massachusetts Infantry, and was appointed colonel of the Fifty-fourth in February 1863 by Massachusetts governor John A. Andrew. As one of the first black units organized in the northern states, the Fifty-fourth was the object of great interest and curiosity, and its performance would be considered an important indication of the possibilities surrounding the use of blacks in combat. The regiment was composed primarily of free blacks from throughout the north, particularly Massachusetts and Pennsylvania. Amongst its recruits was Lewis N. Douglass, son of the famous ex-slave and abolitionist, Frederick Douglass. After a period of recruiting and training, the unit proceeded to the Department of the South, arriving at Hilton Head, South Carolina, on June 3, 1863. The regiment earned its greatest fame on July 18, 1863, when it led the unsuccessful and controversial assault on the Confederate positions at Battery Wagner. In this desperate attack, the Fifty-fourth was placed in the vanguard and over 250 men of the regiment became casualties. Shaw, the regiment's young colonel, died on the crest of the enemy parapet, shouting, "Forward, Fifty- fourth!" That heroic charge, coupled with Shaw's death, made the regiment a household name throughout the north, and helped spur black recruiting. For the remainder of 1863 the unit participated in siege operations around Charleston, before boarding transports for Florida early in February 1864. The regiment numbered 510 officers and men at the opening of the Florida Campaign, and its new commander was Edward N. Hallowell, a twenty-seven year old merchant from Medford, Massachusetts. Anxious to avenge the Battery Wagner repulse, the Fifty- fourth was the best black regiment available to General Seymour, the Union commander. Along with the First North Carolina Colored Infantry, the Fifty-fourth entered the fighting late in the day at Olustee, and helped save the Union army from complete disaster. The Fifty-fourth marched into battle yelling, "Three cheers for Massachusetts and seven dollars a month." The latter referred to the difference in pay between white and colored Union infantry, long a sore point with colored troops. Congress had just passed a bill correcting this and giving colored troops equal pay. However, word of the bill would not reach these troops until after the battle of Olustee. The regiment lost eighty-six men in the battle, the lowest number of the three black regiments present. After Olustee, the Fifty-fourth was not sent to participate in the bloody Virginia campaigns

The Role of Input and Interaction in Sla

The role of input and interaction in SLA Terminology input –any language directed at the learner intake –the portion of input that learners notice and therefore take into temporary memory. Intake may subsequently be accommodated in the learner’s interlanguage system (become part of long-term memory). However, not all intake is so accommodated. output –what the learner produces (spoken & written language) and how much he understands from the input input > intake > output views on the role of input: ? behaviourist There is a direct relationship between input and output. Acquisition is believed to be controlled by external factors, and the learner is viewed as a passive medium. They ignore the internal processing that takes place in learner’s mind. Input consists of: ? stimuli – with stimuli, the person speaking to the learner  models specific linguistic forms  which the learner internalizes by  imitating  them   ? feedback – it takes the form of positive reinforcement or correction. The possibility of shaping L2 acquisition by manipulating input to provide appropriate stimuli and adequate feedback mentalist They emphasize the importance of the learner’s ‘black box’. Input is still seen as essential for L2 acquisition, but it is only a ‘trigger’ that starts internal language processing. Learners have innate knowledge of the possible forms that any single language can take and use the information supplied by the input to arrive at the forms that apply in the case of the L2 they are trying to learn. Input is insufficient to enable learners to arrive at the rules of the target language. ? interactionist ognitive interactionist Acquisition is a product of the interaction of the linguistic environment and the learners’ internal mechanisms, with neither viewed as primary. Input has a determining function in language acquisition, but only within constraints imposed by the learner’s internal mechanisms. social interactionist Verbal interaction is crucial for language learning as it helps to make the ‘facts’ of the L2 salient to the learner. comprehensible input (Krashen 1981) – Input is a major causative factor in L2 acquisition Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (i+1) – Comprehensible input is necessary to acquisition to take place, but it is not sufficient – learners need encouragement to ‘let in’ the in put they comprehend – Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues – Fine-tuning (= provision of the linguistic features which the learners is ready to acquire next and using them, opposite: rough-tuning) is not necessary – Speaking is the result of acquisition, not its cause, learner production does not contribute directly to acquisition input and intake. Input refers to what is available to the learner, whereas intake refers to what is actually internalized (or, in Corder’s terms, â€Å"taken in†) by the learner. Anyone who has been in a situation of learning a second/foreign language is familiar with the situation in which the language one hears is totally incomprehensible, to the extent that it may not even be possible to separate the stream of speech into words. Whereas this is input, because it is available to the learner, it is not intake, because it â€Å"goes in one ear and out the other†; it is not integrated into the current learner-language system. This sort of input appears to serve no greater purpose for the learner than does that language that is never heard. Conceptually, one can think of the input as that language (in both spoken and written forms) to which the learner is exposed If there is a natural order of acquisition, how is it that learners move from one point to another? The Input Hypothesis provides the answer. Second languages are acquired â€Å"by understanding messages, or by receiving ‘comprehensible input’ † (Krashen, 1985, p. 2). Krashen defined â€Å"comprehensible input† in a particular way. Essentially, comprehensible input is that bit of language that is heard/read and that is slightly ahead of a learner’s current state of grammatical knowledge. Language containing structures a learner already knows essentially serves no purpose in acquisition. Similarly, language containing structures way ahead of a learner’s current knowledge is not useful. A learner does not have the ability to â€Å"do† anything with those structures. Krashen defined a learner’s current state of knowledge as i and the next stage as i + 1. Thus the input a learner is exposed to must be at the i + 1 level in order for it to be of use in terms of acquisition. â€Å"We move from i, our current level to i + 1, the next level along the natural order, by understanding input containing i + 1† In Krashen’s view, the Input Hypothesis is central to all of acquisition and also has implications for the classroom. a Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but â€Å"emerges† on its own as a result of building competence via comprehensible input. b If input is understood, and there is enough of it, the necessary grammar is automatically provided. The language teacher need not attempt deliberately to teach the next structure along the natural order—it will be provided in just the right quantities and automatically reviewed if the student receives a sufficient amount of comprehensible input. there are numerous difficulties with the concept. First, the hypothesis itself is not specific as to how to define levels of knowledge. Thus, if we are to validate this hypothesis, we must know how to define a particular level (say, level 1904) so that we can know whether the input contains linguistic level 1905 and, if so, whether the learner, as a result, moves to level 1905. Krashen only stated that â€Å"We acquire by understanding language that contains structure a bit beyond our current level of competence (i + 1). This is done with the help of context or extralinguistic information† (1982, p. 21). Second is the issue of quantity. Krashen states that there has to be sufficient quantity of the appropriate input. But what is sufficient quantity? How do we know whether the quantity is sufficient or not? One token, two tokens, 777 tokens? And, perhaps the quantity necessary for change depends on developmental level, or how ready the learner is to acquire a new form. Third, how does extralinguistic information aid in actual acquisition, or internalization of a linguistic rule, if by â€Å"understanding† Krashen meant understanding at the level of meaning (see below and chapter 14 for a different interpretation of understanding)? We may be able to understand something that is beyond our grammatical knowledge, but how does that translate into grammatical acquisition?