Definition and Examples of Vignettes in Prose

In composition, a  vignette is a verbal sketch—a brief essay  or story  or any carefully crafted short work of prose. Sometimes called a slice of life. A vignette may be either fiction or  nonfiction, either a piece thats complete in itself or one part of a larger work. In their book  Studying Children in Context (1998), M. Elizabeth Graue and Daniel J. Walsh characterize  vignettes as crystallizations that are developed for retelling. Vignettes, they say, put ideas in concrete context, allowing us to see how abstract notions play out in lived experience.  Ã‚   The term vignette (adapted  from a word in Middle French meaning vine) referred originally to a decorative design used in books and manuscripts. The term gained its literary sense in the late 19th century. See Examples and Observations below. Also, see: AnecdoteCharacter (Genre)  and  Character SketchComposing a Character SketchCreative NonfictionDescriptionHow to Write a Descriptive ParagraphNarrative Examples of Vignettes By the Railway Side by Alice MeynellEudora Weltys Sketch of Miss DulingEvan S. Connells Narrative Sketch of Mrs. BridgeHarry Crews Sketch of His StepfatherHemingways Use of RepetitionMy Home of Yesteryear: A Students Descriptive Essay Examples and Observations Composing Vignettes- There are no hard-and-fast guidelines for  writing a vignette, though some may prescribe that the content should contain sufficient descriptive detail, analytic commentary, critical or evaluative perspectives, and so forth. But literary writing is a creative enterprise, and the vignette offers the researcher an opportunity to venture away from traditional scholarly discourse and into evocative prose that remains firmly rooted in the data but is not a slave to it.(Matthew B. Miles, A. Michael Huberman, and Johnny Saldana,  Qualitative Data Analysis: A Methods Sourcebook, 3rd ed.  Sage, 2014)- If one is  writing a vignette  about a dearly beloved Volkswagen, one will probably play down the general characteristics which it shares with all VWs and focus instead on its peculiarities—the way it coughs on cold mornings, the time it climbed an icy hill when all the other cars had stalled, etc.(Noretta Koertge, Rational Reconstructions. Essays in Memory o f Imre Lakatos, ed. by  Robert S. Cohen et al. Springer, 1976)E.B. Whites Vignettes[In his early casuals for The New Yorker magazine] E.B. White focused on an unobserved tableau or vignette: a janitor polishing a fireplug with liquid from a Gordons Gin bottle, an unemployed man idling on the street, an old drunk on the subway, noises of New York City, a fantasy drawn from elements observed from an apartment window. As he wrote to his brother Stanley, these were the small things of the day, the trivial matters of the heart, the inconsequential but near things of this living, the little capsule[s] of truth continually important as the subtext of Whites writing.The faint squeak of mortality he listened for sounded particularly in the casuals in which White used himself as a central character. The persona varies from piece to piece, but usually the first-person narrator is someone struggling with embarrassment or confusion over trivial events.(Robert L. Root, Jr., E.B. White: The Emer gence of an Essayist. University of Iowa Press, 1999)An  E.B. White  Vignette on RailroadsThe strong streak of insanity in railroads, which accounts for a childs instinctive feeling for them and for a mans unashamed devotion to them, is congenital; there seems to be no reason to fear that any disturbing improvement in the railroads condition will set in. Lying at peace but awake in a Pullman berth all one hot night recently, we followed with dreamy satisfaction the familiar symphony of the cars—the diner departing (furioso) at midnight, the long, fever-laden silences between runs, the timeless gossip of rail and wheel during the runs, the crescendos and diminuendos, the piffling poop-pooping of the diesels horn. For the most part, railroading is unchanged from our childhood. The water in which one washes ones face at morn is still without any real wetness, the little ladder leading to the upper is still the symbol of the tremendous adventure of the night, the green clothe s hammock still sways with the curves, and there is still no foolproof place to store ones trousers.Our journey really began several days earlier, at the ticket window of a small station in the country, when the agent showed signs of cracking under the paperwork. Its hard to believe, he said, that after all these years I still got to write the word Providence in here every time I make out one of these things. Now, theres no possible conceivable way you could make this journey without going through Providence, yet the Company wants the word written in here just the same. O.K., here she goes! He gravely wrote Providence in the proper space, and we experienced anew the reassurance that rail travel is unchanged and unchanging, and that it suits our temperament perfectly—a dash of lunacy, a sense of detachment, not much speed, and no altitude whatsoever.(E.B. White, Railroads. The Second Tree From the Corner. Harper Row, 1954)Two Vignettes by Annie Dillard: The Return of Winter a nd Playing Football- It snowed and it cleared and I kicked  and pounded the snow. I roamed the darkening snowy neighborhood, oblivious. I bit and crumbled on my tongue the sweet, metallic worms of ice that had formed in rows on my mittens. I took a mitten off to fetch some wool strands from my mouth. Deeper the blue shadows grew on the sidewalk snow, and longer; the blue shadows joined and spread upward from the streets like rising water. I walked wordless and unseeing, dumb and sunk in my skull, until—what was that?The streetlights had come on—yellow, bing—and the new light woke me like noise. I surfaced once again and saw: it was winter now, winter again. The air had grown blue dark; the skies were shrinking; the streetlights had come on; and I was here outside in the dimming days snow, alive.- Some boys taught me to play football. This was fine sport. You thought up a new strategy for every play and whispered it to the others. You went out for a pass, fooli ng everyone. Best, you got to throw yourself mightily at someone’s running legs. Either you brought him down or you hit the ground flat out on your chin, with your arms empty before you. It was all or nothing. If you hesitated in fear, you would miss and get hurt: you would take a hard fall while the kid got away. But if you flung yourself wholeheartedly at the back of his knees—if you gathered and joined body and soul and pointed them diving fearlessly—then you likely wouldn’t get hurt, and you’d stop the ball. Your fate, and your team’s score, depended on your concentration and courage. Nothing girls did could compare with it.(Annie Dillard, An American Childhood. Harper Row, 1987)A Hemingway Vignette on a Matadors DeathMaera lay still, his head on his arms, his face in the sand. He felt warm and sticky from the bleeding. Each time he felt the horn coming. Sometimes the bull only bumped him with his head. Once the horn went all the way th rough him and he felt it go into the sand. Some one had the bull by the tail. They were swearing at him and flopping the cape in his face. Then the bull was gone. Some men picked Maera up and started to run with him toward the barriers through the gate out the passageway around under the grandstand to the infirmary. They laid Maera down on a cot and one of the men went out for the doctor. The others stood around. The doctor came running from the corral where he had been sewing up picador horses. He had to stop and wash his hands. There was a great shouting going on in the grandstand overhead. Maera felt everything getting larger and larger and then smaller and smaller. Then it got larger and larger and larger and then smaller and smaller. Then everything commenced to run faster and faster as when they speed up a cinematograph film. Then he was dead.(Ernest Hemingway, Chapter 14 of In Our Time. Charles Scribners Sons, 1925)​ Pronunciation: vin-YET

Stand by Me Movie Paper - 593 Words

Functions of Friendship Stand by Me explores the groups’ transition from â€Å"care-free† children to young adults. As the group of four journeys to find the dead body, they also make a personal journey in their individual identity. They break away from their parents care by saying that they are camping out in one of the boys’ backyard, while also breaking away from their parents support and discovering who they are as individuals. Dacey states that â€Å"peer influence serves important social and psychological functions. When adolescents do not have the chance to be part of a peer group, they miss out on important learning experiences† (2008: 328). With their parents removed, the boys rely on the friendship they have with one-another†¦show more content†¦According to Dr. Bodinger-deUriarte, â€Å"emotional intimacy is a basic human need that involves sharing and caring on a deep and meaningful level. Actual friendship is perceived as a rel ationship that provides a safe place to share the private concerns, fears, hopes and deeply personal ideas of self that are emergent at this time† (2011). This is exemplified by Gordy’s and Chris’ ability to open up emotionally to each other. Chris was able confide in Gordy about how he felt that whole town was judging him as a bad person based on his family’s poor reputation. Gordy was able confide in Chris about how his parents were neglecting him since the death of his brother. Both boys would hug and comfort the other when they were emotionally upset and most importantly they both trusted each other reveal these emotional issues. Dr. Bodinger-deUriarte also states that â€Å"true affection can be provided by friends as well - this involves a combination of nurturance, protectiveness, kindness and fond feelings† (2011). This is further exemplified when Chris plays the role of Gordy’s father by encouraging him and supporting him to pur sue his dreams of being a writer. The intimacy and affection that was present in Gordy’s and Chris’ friendship will help mend the trust issues that Gordy has from the neglect from his parents. - David Arsene References Bodinger-deUriarte, C. 2011. â€Å"6 Functions of Friendship Adolescence† inShow MoreRelatedThe Movie Watched Is A Few Good Men And It Was Obtained At 123movies Essay1116 Words   |  5 PagesThe title of the movie watched is A Few Good Men and it was obtained at 123movies.gs. Its major characters are Lt. Daniel Kaffee, Lt. Commander JoAnne Galloway, Colonel Nathan R. Jessep, and Lance Corporal Harold Dawson. Five themes that the movie dramatically displayed were how plea deals were done, the respect judges get, the responsibilities of a judge, the responsibilities of a defense attorney, and it also showed very little of what a bailiff does in the courtroom. 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Australia Common Tendency Smoking Cigarettes †Free Samples

Question: Discuss About The Australia Common Tendency Smoking Cigarettes? Answer: Introduction The Australians have a common tendency of smoking cigarettes. The smoking rate of the adult includes the persons who are regular smokers. At present, the smoking rate of an adult of this nation has declined as compared to previous few years (Clarke and Prentice 2012). This essay reflects on the present consumption of cigarettes and its market. It also facilitates in investigating the factors that influences cigarettes demand and supply. In addition, the product nature and its demand elasticity is also discussed in this study. Moreover, the elasticity of cigarettes has been assessed according to its current demand and supply. Few measures adopted by the Australian government that affects the cigarettes production is also explained in this study. Discussion The market is analyzed based on the demand and supply of a particular product. Product demand refers to the consumers wants that considers their capacity of purchasing power. There are different variables that influence products demand discussed below. Demand determinants Cigarette price- Goods price is inversely related with the demand for quantity of the good. Therefore, increase in cigarettes price leads to fall in demand for cigarettes. Customers income level- As cigarette is a luxury good, the individuals satisfies their demand if their income level rises. Thus, the purchasers income and the demand for quantity of cigarettes are positively related with each other. Consumers taste and preference- The demand for a particular good also depends on the consumers tastes and preference. The preference for cigarettes varies among the individuals. This change in preference might increase or decrease the cigarettes demand in the market. Supply determinants Supply of commodities refers to the total commodity that the manufacturer is eager to supply in the current market. Few variables that influences the cigarettes supply are illustrated below: Goods price level- The commodity price provides a positive effect on the cigarette supply. Therefore, as the cigarette price increases, the manufacturers strategize in selling more good and vice-versa (Callard and Collishaw 2013). Input costs- The input cost including the labor and raw materials cost acts in negative way on the supply of total amount of cigarettes in the society (Newbold et al. 2012). However, the cost of production increases with the increase in input cost, thereby decreasing the product supply. Analyzing the result of demand and supply of certain product According to law of demand, the cost of cigarettes is negatively related with the demand for its quantity with other factors influencing product demand remaining stable. As a result, this leads to negatively sloped demand curve (Koo 2013). On the contrary, the law of supply depicts positive relationship between the supply of total quantity of cigarettes and its price. Therefore, this reflects positive sloping supply curve . The market equilibrium occurs when the demand for product intersects with the supply of product. This portrays the equilibrium price of the cigarettes and its quantity demanded in Australia. Figure 1: Equilibrium price and quantity demanded of cigarettes Source: (As created by author) In the above diagram, DD represents the demand curve for cigarettes and SS depicts cigarettes supply curve (Rios et al. 2013). The intersection of these two curves corresponds to equilibrium price of cigarettes shown by Pe and its quantity demanded reflected by Qe. Elasticity of a certain good signifies the sensitivity of demand for quantity of product in respect of its price change. In case of elastic goods, the change in demand for its quantity becomes higher than its price change (Scollo et al. 2014). Cigarettes are such kind of product in which small increase in its price leads to reduction in its total consumption. Hence, this portrays that cigarettes are elastic good. The figure shown below reflects demand curve of elastic product such as cigarettes. Figure 2: Demand elasticity of cigarettes Source: (As created by author) In this diagram, cigarettes demand curve is flatter than original demand curve. Cigarettes initial price (P1) corresponds to the demand for its quantity (Q1). However, as price of cigarettes falls from P1 to P2, the demand for its total quantity rises from Q1 to Q2. Measures taken by the government The Australian government has taken an initiative in prohibiting smoking in public places. They also advised the cigarettes manufacturing entities to include graphic health caution on the cigarette packets (Bauer 2014). In addition, Australian government raised tax of cigarettes and hence the cost of cigarettes production. They also adopted a law of increasing tobacco excise in three years gap. The prohibition act of tobacco advertisement is also designed by the government that aims to impose restraint on exposing public to its advertisement through media. These policies adopted by Australian government have reduced cigarettes consumption and this declined its demand. Conclusion Recent statistics reflect that smoking rate among adults in Australia reduced in 2017 as compared to 2016. The variables influencing cigarettes demand and supply in the nation has facilitated in assessing the market change for cigarettes. As cigarettes is analyzed as elastic product, small change in its price impacts on its quantity demanded in higher way. Thus, Australian government has implemented various measures for decreasing cigarettes consumption in the nation References Bauer, M.J.R., 2014. Principles of microeconomics. Baumol, W.J. and Blinder, A.S., 2015.Microeconomics: Principles and policy. Cengage Learning. Callard, C.D. and Collishaw, N.E., 2013. Supply-side options for an endgame for the tobacco industry.Tobacco control,22(suppl 1), pp.i10-i13. Clarke, H. and Prentice, D., 2012. Will plain packaging reduce cigarette consumption?.Economic Papers: A journal of applied economics and policy,31(3), pp.303-317. Koo, D., 2013.Elements of optimization: with applications in economics and business. Springer Science Business Media. Newbold, P., Carlson, W. and Thorne, B., 2012.Statistics for business and economics. Pearson. Rios, M.C., McConnell, C.R. and Brue, S.L., 2013.Economics: Principles, problems, and policies. McGraw-Hill. Scollo, M., Zacher, M., Durkin, S. and Wakefield, M., 2014. Early evidence about the predicted unintended consequences of standardised packaging of tobacco products in Australia: a cross-sectional study of the place of purchase, regular brands and use of illicit tobacco.BMJ open,4(8), p.e005873.

Superstition Essays - Folklore, Luck, Superstitions, Magic

Superstition Md. Mosharaf Bhuiayan ENG 1003 11/9/00 8:30 PM Prof. Dunning Emerged in Superstition In the middle of the night often my mother cries out, Oh God! The dog is whining in the middle of the night; this is inauspicious. Something terrible is coming! Riaz, go feed the dog. She is surrounded by all those superstitious beliefs. She even has book named Fazilatnama or Virtuous Obligation about all those superstitions, like what brings luck and what brings adversity. I am however a very rational person. I tend to believe in reason more than feeling, but I also happen to be superstitious- in my fashion and my culture. My superstitions are those that my mother conveyed to me, which are probably passed into her by her mother. Also the country Bangladesh, in which, I have grown most of my youth is full of superstitious beliefs. So superstitions are passed in the same way as my native language and my culture passed to me. Some examples of common everyday superstitions of my culture are the belief that if your palm itches, you will obtain money; that if your sole itches, you may tra vel; that if your right eyelash throbbed, you will face happiness. And the most common in all over the world as well as in my country is the belief that the number 13 is unlucky, and that a black cat crossing your path can affect your luck. According to The Little Oxford Dictionary, superstition is belief in the existence or power of the supernatural; irrational fear of the unknown; a religion or practice based on such tendencies; widely hold out but wrong idea. Now why do believe in something that has no logical explanation and according to science, which is completely wrong? We can find the answer in the definition of superstition. Though there is no rational explanation, we believe or obey those superstitions because we are afraid of the consequence of not obeying those rules. For example, my mother used to make me feed the dog in the middle of the night to save me from that unknown but something evil, because my mother believes that a dog can sense this evil and feeding the dog is also one way of offering food to that evil. The evil will release me because I offered him food. Also this is a belief that everyone else believes. Now it may be wrong, preposterous, but all the other people think its right and you believe it too. For example, in my country everybody believes that it is inauspicious to travel on an amaavasyaa or New Moon day. On a New Moon day, it is believed that all the demons of the universe walk on the earth and collision with one of them could bring something ominous or harmful. So, that is why my mother would not let me go out at that night because she wants to save me from that unknown but harmful demon. On the other hand, Science is the knowledge of the physical world and its phenomenon, which depends on testing facts and systematic experimentations. My country may be full of superstitions, but many of them can be debunked through logical and scientific experimentation. For example, my mother believes that a dog whines in the middle of the night because it can see all the harmful demons around him. She also believes that on the amaavasyaa or new Moon day all the demons walk around the earth. So during amaavasyaa our dog should whine all night long because he can see those demons (if there any) around him. However during some of the amaavasya I did not even see him whining at all. So the dog only whines when he is hungry and only food can make him stop whining in the middle of the night. Now the widespread belief that it is inauspicious to travel on an amaavasyaa can be proved wrong through logical explanation. This superstition must have evolved before the advent of electricity. It would have been problematic to be stuck at night on a lonely road and plundered by lurking thieves with no moonlight to light up the way. So at that time when there was no electricity, people made superstitions in order to

Reverse and Invert

Reverse and Invert Reverse and Invert Reverse and Invert By Maeve Maddox Watching an episode of The Good Wife the other evening, I was puzzled by a lawyer characters use of the word invert. A witness had been murdered. The lawyer was trying to prove that the witness list had been leaked because the last two letters of the witness’s name were â€Å"inverted† on the official list and were also â€Å"inverted† on a note written by the killer. I completely lost track of the story as I tried to figure out how the letters in what was presumably a typed word could have been turned upside down. Then the camera showed the list and I saw that the last two letters, e-r, had been reversed to r-e. Ah, I thought, reversed! I could turn my attention back to the story. The experience got me thinking about the two words. invert: 1533, from M.Fr. invertir, from L. invertere turn upside down, turn about, from in in, on + vertere to turn reverse: c.1300, from O.Fr. revers reverse, cross, from L. reversus, pp. of revertere turn back In some contexts â€Å"inverted† does mean â€Å"reversed.†For example, an† inverted sentence† is one in which the verb changes its usual place and comes before the subject: Before me lay the ruined sword. An â€Å"inverted syllogism† is one in which the statement â€Å"All A are B† invites the conclusion â€Å"All B are A.† On the other hand, â€Å"inverted commas,† another term for â€Å"quotation marks,† is so termed because opening quotation marks (in some fonts anyway) are upside-down commas. Depending on the typeface, opening and closing quotation marks may be identical in form (called vertical, straight, or typewriter quotation marks), or they may be distinctly left-handed and right-handed (typographic or, colloquially, curly quotation marks). The closing single quotation mark is identical or similar in form to the apostrophe, and similar to the prime symbol. Wikipedia The OED lists 13 definitions with numerous sub-definitions for reverse, including â€Å"invert.† It gives 10 for invert, including â€Å"reverse.† I’m sure that not every viewer boggled at the lawyer’s use of the word inverted in the Good Wife episode, but I doubt that I was the only one who did. It’s probably a good idea to think about possible ambiguity when using these words. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Does "Mr" Take a Period?â€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Science and the use of non

Science and the use of non It is indeed true that the knowledge behind science can be used to answer several questions on non-renewable energy. For instance, should we use non-renewable energy resources? How can the non-renewable energy resources be used? This part of the essay will explore these questions using oil in the Middle East as an example.Advertising We will write a custom assessment sample on Science and the use of non-renewable energy resources specifically for you for only $16.05 $11/page Learn More To begin with, physical science has a rich knowledge on non-renewable energy resources. A dominant example of non-renewable resource is oil. It cannot be renewed because once the oil fields have been depleted; it is not possible to carry out additional mining activities (Zycher, 2011). For example, even though the Middle East region is rich in oil as a natural resource, the wells will eventually dry up if mining activities continue over an extended length of time. It is scient ific knowledge that the use of fossil fuels such as oil leads to the pollution of the environment. When fossil fuels undergo the process of combustion, the hydrocarbons are transformed into carbon-dioxide and water molecules. There are some traces of fossil fuels that also emit poisonous gases when subjected to heat. For example, hydrogen sulfide is one such toxic gas. This implies that the use of oils or fossil fuels poses unique environmental challenges. Carbon dioxide is largely responsible for greenhouse effect when emitted into the environment. It is a major greenhouse gas that has been responsible for the warming effect in the atmosphere (Ryley Chapman, 2012). When carbon dioxide is emitted into the atmosphere, it creates a warming effect leading to higher level of evaporation from the surface due to increased heat. When this type of emission covers a large area on the atmosphere, it interferes with the climate spectrum of the affected region. Worse still, carbon dioxide emis sion from the combustion of fossil fuels (oils) has led into destructive effects on the climatic pattern of the world. This explains why scientists have come up with the term ‘global warming’ to refer to the extreme changes in global temperatures.Advertising Looking for assessment on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More This has also led to significant variations or changes in climate. This is the reason why science can be used to explain the lethal effects of non-renewable energy resources such as oil. Although non-renewable energy has its own share of negative effects to the environment, it is vital to observe that this form of energy is still viable and reliable for use bearing in mind that it does not require complex installations before it can be harnessed. It can also be used to supply large amounts of energy within a relatively short time compared to renewable energy sources such as wind, solar and hydro electric power. Hence, scientific knowledge can be used to determine the best type or form of energy to use when running various processes. For instance, driving heavy machines in factories requires a large amount of uninterrupted source of energy such as oil. On the same note, automobiles can best use non renewable energy from oil instead of electric, hydropower or energy from the wind. This is attributed to the fact fossil fuels are portable even in car engines (Dettinger, 2011). Finally, Science plays an important role in the process of decision making. It is possible to choose the right form of energy for use after acquiring adequate scientific knowledge. Moreover, science provides facts that can later be used to give vital recommendations. References Dettinger, M. (2011).Climate change, atmospheric rivers, and floods in California :A multi model analysis of storm frequency and magnitude changes. Journal of the American Water Resources Association (JAWR A) 47 (3), 514–523. Ryley, T., Chapman, L. (2012). Transport and climate change. Bingley, UK: Emerald.Advertising We will write a custom assessment sample on Science and the use of non-renewable energy resources specifically for you for only $16.05 $11/page Learn More Zycher, B. (2011). Renewable electricity generation: Economic analysis and outlook. Washington D.C: AEI Press.

Woman study - Final exam Essay Example | Topics and Well Written Essays - 1000 words

Woman study - Final exam - Essay Example But this wasn’t the case before. Just like there were discriminations between the black and the white, the poor and the rich, the oppressed and the oppressor, there was also a huge discrimination between Women and Men and their place in society. This discrimination was up to such a level that in some traditional cultures women were considered as nothing but an instrument of exploitation. They were seen as tools for cleaning, cooking, sex, giving birth to children, raising them up, and even worse ‘a punching bag’ in many instances. Women have borne the brunt of it all, violence, oppression, threats, sexual exploitation, and God knows what else. Talk about ‘coming up from the streets’ and a woman would know exactly what that means. After all those years of torment and ill-treatment, women have managed to rise up victorious because of men and women from across the world who spoke in one voice to stop this abuse. Feminists helped shape the future of women to a great extent by handing them the power to do what they felt was right with their life. This changed the era where women were maltreated so that a new era of equality began. There are different feminist theories that have been established and massively supported over an extensive period of time. A lot of other factors including, religion, courts, people, science, the media and even governments for that matter have had a major part to play to implement this change. These have sculpted society in a manner that would benefit everyone and send a fitting reply to few-narrow minded people who still live within their own shadows while they hang their heads low. The appearance of feminists’ theories was not occasional. Eventually, it came as a natural process. People were trying â€Å"to understand the nature, of social life, and hoe to transform inequitable social relationship.† Particular focus of many feminist theorists was the process of creation of sexual hierarchies . The other important focus was providing proper interpretation of these theories as well as explaining the reasons why these theories were created. To come close to the point, feminists tried to question standard social order and to spread their own idea about social life and the main social practices of this life. The other focus was put on the issue of sexual oppression that existed in our society. According to feminists, oppression was an undisputed part of human existence and marked the life of woman during those times. The article by Roberta Hamilton called â€Å"Gendering the Vertical Mosaic: Feminist Perspectives on Canadaian Society† indicates that there is a whole list of â€Å"proliferating and overlapping feminist perspectives regarding the issue of feminist (Shanley, Narayan, 1997). It means that feminist can be approached from different perspective. In this paper I will pay my attention to the following feminist perspectives: (1) liberal feminists, (2) socialis t feminists, (3) radical feminists, (4) lesbian feminists, (5) black feminists, (6) feminists of color. Liberal feminists is closely connected to the individualistic ideology of liberalism. The theory was first initiated by Mary Wollstonecraft (1759-97). Mary is the author of the document titled A Vindication of the Rights of Woman in 1792. The author of this theory was promoting the idea of â€Å"liberty, equality, and fraternity† (Chapter One. Feminist Theories, p.14). Mary Wollstonecraft’s theory was based on the idea that â€Å"women, like men, are rational being with the potential to be fully responsible for their own lives. (Chapter One. Feminist Theories, p.14) This statement clearly showed Mary Wollstonecraft’s social position. Mary was willing to see women as equal to men. The other import

Chasing Che Paper Research Example | Topics and Well Written Essays - 1500 words

Chasing Che - Research Paper Example Another theme well presented in the book and one which will be focused on in the paper is the theme of poverty that is very widespread from the text and brings itself out on many occasions. Coming back from medical school, Che had had a very great life and enjoyed each day that he had spent studying. This was not only because he was very steadfast but also from the fact that everything that he had needed and was using was availed to him readily1. There was water in abundance and he used to have a very reputable and diet food. This was sure to keep him healthy and delighted all the time. However, the situation changed as soon as he was through with his education and went back to his home town. The area was a mess and he found it very hard to cope with the conditions there. The change was rather drastic for him and his friend and thus they sat down and devised a plan on how to get the conditions back on track. Che thought it through as he carried on his day to day activities back at ho me and with the help of his close friend decided to take a trip across the country in an effort to bring back the so much required revolution. The essence of the revolution was so as to get the economic condition of the country stable so that the adverse conditions of his village could reduce significantly if not come to an end2. The poverty in the country is brought to focus when the effects of having the fuel for the journey as quite a large hustle. This is clearly defined in the manner through which Che complains of lack of enough money to travel throughout the country. Che was a very instrumental man and had decided to give up everything for the success of his journey. The fact that as trained doctor he was having problems with finances was a clear indication of how deplorable the conditions of the country were. When he had left the hometown, he was very sure that with proper education he would gain employment but this was not the subsequent case. Fidel Castro was the leader of Cuba at the time. He was a very corrupt head and did not play by the book but rather went on his own way as he continued ruling the country3. His corruption was witnessed from the manner through which people from his country varied greatly economically. A section of people dwelt in palaces and expensive mansions while another section of the people actually survived in areas that were overcome by poverty and did not have all the resources that they required. The corruption was as much as he did not actually care anymore what the people thought but rather went on to live his life in a fancy manner. The people stated to be living lavish lives were close friends and family of the leader. The uneven spread of resources made other places become poorer than others and this was the major reason as to why Che set out on the journey in an effort to change this. Che decided to take a motorcycle ride all around the country without caring a lot of whether he would succeed or not but rather all t hat he wanted was to have in mind that he had tried his best. The theme of poverty clearly shapes itself from the first few kilometers that Che and his friend took while navigating the country. This was because of the vast amount of problems they had with

Integrating Four Skills in Clt Context Essay Example for Free

Integrating Four Skills in Clt Context Essay In the history of language teaching, many methods and approaches have been used and developed. Among them Communicative Language Teaching is now thought as the most influential or must-use one. It is clearly defined in the handout: It would be fair to say that if there is any one umbrella approach to language teaching that has become the accepted norm in this field, it would have to be the Communicative Language Teaching Approach. Below is a lesson plan which is based on the CLT approach and we try to integrate four macro skills in it. This lesson plan is designed or intermediate-level or sophomore students at SFLC, NUM. In the lesson, we are aiming at a result in which students are actually able to use the language about environment, especially about the climate change/global warming, both verbally and in writing. Even though it looks like each task focuses on different skill, every task is designed to integrate at least 2 skills of the four. Also, the lesson is a part of a sequence lesson which means in the previous class they have been introduced vocabulary related to the environment. The period of the lesson plan is an hour and a half. Lesson procedure Warm-up: As a warm-up students are asked about the weather that day and previous day. The question is for the whole class; therefore anyone who feels comfortable to talk in front of the whole class can answer. Then they are asked to work in pairs to talk about their favorite weather. Its a simple task to encourage the students and build confidence in them. The warm-up is about 10-15 minutes. Speaking: When the students are thought to be ready and confident enough, gradually turn the class into a discussion about climate change and global warming (causes of the climate hanges, whats happening in the world, what we can do about it, etc). Then they are divided into group of three and given statements of the Task 1 . Students should discuss about the statement and when they are finished with it they can rotate the statements around the groups. Since the topic is a popular one all the students are encouraged to speak out. They can also use some Mongolian language if they cant express them freely (but they should try as much English as they can) . As for the teacher, they need to use the target language as often as possible in order to provide ealistic models for students to use. I would give some explanation or help in Mongolian on the students request (15-20 minutes). Listening: As the discussion is on the global warming and climate change, students are now asked to listen to people speaking out their opinion on global warming. This is very authentic and contextualized because the tape script is actually taken from a readers discussion on a weather website. It will help the students to move from structured language production to more communicative language use . At first the tape is played without ny interference. For the second time it should be stopped after each speaker and the students are asked if they agree or disagree with that person and to comment on the speakers opinion. If the students do not agree with each other and start an argument, they should be encouraged to defend their own idea. In this way, the listening task would turn from an inactive listening task to one where the students take alternate roles as listener and speaker (20 minutes). Writing: At this time, own opinion and built knowledge on the subject . Therefore, students are asked to rite a small opinion passage about global warming. They should imagine that they are writing it on the real website discussion. In the previous task students have listened texts which models how people are expressing their opinion. Thus, the students will not face difficulties. After they are done with the task, they should exchange what they have written (20 minutes). Reading: Students are given handouts in which they need to read short passages about different areas of environmental issues (preferably questions discussed in the speaking section). Students are asked o read the passages at their own speed and match them to a set of questions. In order to match questions to the passages, students are required to demonstrate a global comprehension of the passages. Also this type of readings sharpens the students reading skills. While reading the handouts students are not allowed to use dictionary, because it distracts them from understanding the text. At the same time, it will help them to learn to recognize words automatically which is a basis for reading skill . When students complete the task, check the answer. (1 5 minutes) Homework (explaining HW will take 5 minutes): Students are asked to work in groups of four. Choose one of the environmental issues and present it to the class. It can be in any form e. g. ews report, role-play, informative presentation and etc. This task is supposed to integrate all four skills including (but not limited to) activities such as: 0 Doing some research and reading them thoroughly 0 Or listening to news reports for information 0 Writing about the topic based on information they found 0 Finding related pictures and other visual materials and preparing to explain them Working with their partners which should include sharing opinions and listening to the others 0 Presenting it to the class and responding to any questions those come from peer students afterwards. Handouts for the tasks Task 1: Discussion Statements Climate change is the most serious threat to our planet at the moment. All countries should be forced to apply serious regulations to reduce carbon emissions. Normal people cant do much to stop global warming. I am worried about climate change. Everybody should do whatever they can to save energy. Climate change isnt as serious as people say. People like to worry about something! There are simply too many people living on planet earth! We are going to lose many animal species and areas of low land in the very near future be cause of global warming. Gonzalo Im all in favour of global warming. I grow tropical plants so for me the warmer the weather is the better! Tanya In 20 years time the traditional British weather will be a thing of the past. Well have a climate like the south of France. People will be healthier as theyll spend more time outdoors. Just think, dining al fresco in the summer months. Itll be great! Luis no one can tell me that global warming isnt happening. Weve Just had the hottest year on record! My sister lives in the north of Spain and she said that it is beach weather there and its November. I mean its not normal is it? Kevin When I was a boy we used to have heavy snow most years. Since the early 90s all weve had is a light dusting of snow. It must be due to global warming. Ruth You only have to switch on the news to see the crazy things the weather is doing. There are so many floods, hurricanes and droughts. Its the extreme weather conditions caused by global warming. Oliver Theres no such thing as global warming. Its all media hype to brainwash people. If they told us the moon was made of cheese often enough people would believe it! Mark The world will never be the same again, but thats how it has always been. It changes constantly and nature and man can adapt to these changes. If we couldnt, human life on the planet would have finished years ago. Task 3 Who do you agree with most? Who do you disagree with? What would you write to the message board? Put your message here. Share your message with the class. Does anyone have the same view as you?

My Educational Goals and Philosophy Statement Essay -- Philosophy of E

My Eclectic Educational Philosophy Thinking back on the years of high school, I remember having wonderful experiences both inside the classroom and out. I had influential teachers and the drive to succeed in order to obtain a higher education. I realize that not all students have that drive to continue their education, but as an aspiring educator I wish to seek and find that drive in each of my students. The famous philosopher and educator, John Dewey, once said, "The aim of education is to enable individuals to continue their education -- or that the object and reward of learning is continued capacity for growth." As a facilitating instructor, I plan to pursue this "aim of education" with an eclectic blend of elements stemming from philosophies of education that already exist while creating and incorporating my own. The definition of progressive education is an educational philosophy emphasizing democracy, student needs, practical activities, and school-community relationships. Part of this philosophy with which I identify so well is the idea that the teacher should be more than just a regurgitation of their content area. I feel that an important element in teaching students and students reaching their goals is student-teacher interaction. The students should be more involved in classroom decisions when appropriate and as often as possible because, after all, it is their classroom on an everyday basis as well as mine. Because educating young minds will soon be my responsibility, I believe that part of that responsibility is to teach every child that enters my room the proper skills to become more advanced learners and listeners. So, incorporating student intervention in the classroom decisions will help a... ...dle. I do understand however, on the contrary, that too much communication can be a bad thing, so my job is to only teach appropriate levels of communication and ways to use it. Being a teacher is something I have always wanted to do with hopes that one day I will be able to have a classroom of my own filled with bright colors and fun, reliable resources. I picture books everywhere of every culture providing inspiration, excitement, and aspiration for each of my students. Artwork will hang from the walls and the desks will be in a neat linear design while smells of candy fill the room; my students will never need for anything. Today, as a college student making my way closer to my future, my hopes of having that classroom are now becoming a reality. As clique as it sounds, I dream of being the teacher that each child wants to have -- some day I will.

Syllabus Planning

Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a â€Å"summary of the content to which learners will be exposed† (Yalden. 1987).It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order.For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language.The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the yea rs as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred â€Å"purely,† but in practice, these types rarely occur independently.Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure.The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items.The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exi st many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom.Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is â€Å"learner- rather than subject-centered† (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional SyllabusWilkins' criticism of structural and situational approaches lies in the fact that they answer only the ‘how' or ‘when' and ‘where' of language use (Brumfit and Johnson. 1979:84). Instead, he enquires â€Å"what it is they communicate through language† Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need.Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that â€Å"language functions do not usually occur in isolation† and there are also difficulties of selecting and grading functi on and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented SyllabusesProcess-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhu's (1979) ‘Bangalore Project' is a classic example of a procedural syllabus. Here, the question concerning ‘what' becomes subordinate to the question concerning ‘how'.The focus shifts from the linguistic element to the ed ucational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology.A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meani ngful tasks, enhances learning. (ii)Learner-Led SyllabusThe notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed.Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically a ttempts to develop an â€Å"overall competence†. It consists of a number of elements within the main theme playing a linking role through the units.This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, â€Å"not what will be learned†.This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1.Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adj ustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be achieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus.By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately as sessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject and a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered.Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps students to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of techn ology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What levels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning I'd like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom?Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy?Research skills? Wr iting skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students' work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations? Laboratory equi pment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due?Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. Long, R. W. and Russell, G. (1999) â€Å"Student Attitudinal Change over an Academic Year†. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design.Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.

Bless Me Ultima Ultima Is a Witch Essay

In the book Bless Me, Ultima, Ultima is an old woman who was invited to stay at our protagonist house, Antonio, to live the remainder years of her life with the Marez family. But there is a controversy to who is Ultima, a witch or curandera? Ultima calls herself a curandera, someone who uses herbs and old customs to heal someone else, but some people in the book call her a bruja, which is Spanish for witch. Ultima is called a witch many times in the novel but neither denies nor accepts the accusation. The Author of the book, Anaya Rudolfo leaves us with the question of who really was Ultima, a witch or curandera? In my opinion I believe that Ultima is a witch. Throughout the novel Ultima shows many characteristics of being a witch and in this essay I will show you how Ultima is a witch. First is the relationship between Ultima and the owl. In the book when Ultima moves in with the Marez family, an owl follows. The owl can be a symbol of witch and is even said so in the novel, â€Å"In many cuentos I had heard the owl was one of the disguises a bruja took†¦Ã¢â‚¬  (pg13). Ultima has a very strong connection with the owl and is even said that the owl was Ultima’s soul or life force. An example of Ultima and the owl being the same person is at the end of the novel when Antonio buries the owl, â€Å"†¦ and after mass we would take her body [Ultima] to the ceremony in las Pasturas for burial. But that would only be prescribed by custom. Ultima was really buried here. Tonight† (pg262). That quotation means that when Antonio buried the owl he was also burying Ultima because they shared souls. If Ultima has the soul of witch then she herself has to be evil. Another evil connection between Ultima and the owl is when in page 134 of the book Ultima’s owl rips out Tenorio’s eye. If Ultima was really a curandera would she really hurt a man, when her duty of a curandera was to help and help people? Next are the acts of Ultima. Ultima shows many witch like personality when she was curing Lucas. First was that she had dolls of the three witches and she had used them like voodoo dolls, â€Å"†¦and when he breathed on them they seemed to squirm in her hands. I shuddered to see those clay dolls take life. Then she took pins†¦she stuck a pin into each doll† (pg101). Here Ultima appears to do some evil voodoo ritual. A curandera relies on herbs and nature to heal people and not evil voodoo. Second is the fact that she cursed someone, â€Å"†¦ and what you sought to do will undo you† (pg101). Here is where Ultima was removing the curse that was placed on Lucas, Antonio’s uncle. Ultima does not only remove the curse but sends it back to witches that cursed Lucas. If she was a curandera shouldn’t she have the intents to only heal Lucas instead of also cursing the witches too? Last is the quote â€Å"You must understand that when anybody, bruja or curandera, priest r sinner, tampers with the fate of a man that sometimes a chain of events is sent into motion over which no one will have ultimate control. † This happens and it leads to death of Tenorio’s daughter, enraging him, to kill Narciso. Ultima knew this and it ended up killing a man. Could this have been an evil plot by Ultima? Last is the source of Ultima’s powers. The idea of Ultima’s powers are brought up in page 93, â€Å"Toma, Tenorio shouted. He crossed his fingers and held the sign of the cross in front of Ultima’s face. She did not budge†¦Either she was not a bruja, or their way of thinking, she had powers that belonged to the devil himself. † It is possible for Ultima to have the powers of the devil because off all the past reasons listed. She has done evil for the reasons show before and now since she can take the cross you can see that she has powers stronger than a witch, or even powers â€Å"from the devil himself†. To further proof of her devil gifted powers you can see from this quote, â€Å"Would the magic of Ultima be stronger than all the powers of the saints and the holy mother church†¦Ã¢â‚¬  (pg97). Here you can see that Ultima’s powers are not of the church and are stronger. Last is the ultimate test that was made in the book. Ultima was given the test to walk through a door that had the mark of a cross made by two blessed needles. She successfully goes through the door but with an exception. Everyone goes home thinking she is not a witch, but Antonio finds the needles on the ground. If the needles were on the ground then Ultima could have walked through the door with ease. Ultima could have sabotaged the needles when the idea of the test was first brought on. Her knocking down the needles can prove her fear of God and everything holy, saying she is a witch. In conclusion you can see that Ultima is a witch. She has a spiritual connection with an animal that is said to be a witch, which is her owl. Ultima also has the soul of a witch. Ultima has practiced voodoo in the book along with cursing other people. Finally her powers are from the devil himself. Because of all the reasons stated I believe that Ultima is a witch in the story Bless Me, Ultima.

Our Town Essays (452 words) - Our Town, Emily Webb, Free Essays

Our Town Essays (452 words) - Our Town, Emily Webb, Free Essays Our Town Our Town, by Thornton Wilder is a play that takes place in a small fictional town of Grover's Corner, New Hampshire; beginning in 1901 and ending in 1913. The play takes the audience through the cycles of life, with the purpose of getting a universal message stating that life shouldn't be taken for granted. Emily Webb, one of the most important characters in the play, is Wilder's character in which he uses to show the audience a universal message that anyone would understand and relate to. Emily is a character that is normal enough so that the audience could relate to her; and yet be different in little ways that makes people love and adore her. For example, Emily went through the most common events in a woman's life: marriage, childbirth, and death in the play. These cycles makes her common, thus relatable to the audience. Without going through common events in life, the character would seem distant and likeable to the audience. Similarly, when Emily said that she expects a man to be perfect, it makes her special. Wilder put in that scene because he believed that even though there is a basic image of an average person, to be truly average, the character must have a difference to separate the character from the crowd. If the character doesn't have any differences, then the character would be faceless; impossible for the character to take a major role in the play. Emily is portrayed uniquely in her own way, and yet is still within the boundaries of everyone else. The character Emily plays a crucial scene in the play, the part where Emily went back to her twelfth birthday. At first, Emily wanted to go back and relive the happiest day of her life, but Mrs. Gibbs stopped her and told her to visit a normal day instead. Mrs. Gibbs knew what would happen to Emily if she had relived a joyful day in her life. If Emily had went back to a special occasion, she would've been overwhelmed by the all the beauty that she didn't pay attention to. Therefore, Emily went to relive her twelfth birthday, but wasn't as happy as she thought she would have been. Emily couldn't understand why her own mother wouldn't even spare the time to look at her on her birthday. She then concluded that the living is ignorant and doesn't appreciate the small things that are in their lives every day. The character Emily is perfect just the way she is. If Wilder changed Emily, the universal message might not be as effective as it is now. Meaning that the audience wouldn't like the idea given from a character that is unlike them.

Unmarried Women Are More Politically Liberal. Heres Why.

Unmarried Women Are More Politically Liberal. Heres Why. Theres long been evidence that unmarried women are more politically liberal than married ones, but theres never been a good explanation for why this is the case. Now there is. Sociologist Kelsy Kretschmer of Oregon State University (OSU) found that women who are not married tend to be more concerned about the social status of women as a group, which makes them more politically liberal and likely to vote Democrat than married women. Kretschmer told the American Sociological Association (ASA), Over 67 percent of never married women and 66 percent of divorced women perceive what happens to other women as having some or a lot to do with what happens in their own lives. Only 56.5 percent of married women hold the same views. Kretschmer presented the study, coauthored with OSU political scientist Christopher Stout and sociologist Leah Ruppanner of the University of Melbourne, at the August 2015 meeting of the ASA in Chicago. There, she explained that women who are not married are more likely to have a strong sense of linked fate, which is the belief that what happens in their own lives is connected to the social status of women as a group in society. This means they are more likely to believe that gender inequalitymanifested for instance in the gender pay gap, the gender wealth gap, and discrimination in education and the work placehas a significant impact on their own life chances. To conduct the study, the researchers drew from the 2010 American National Election Study and included data from women respondents 18 years and older, who they sorted as married, never married, divorced, or widowed. Using this data, they  found that a sense of linked fate has a significant impact on ones political orientation and behavior. Using statistical analysis the researchers were able to rule out income, employment, children, and views on gender roles and discrimination as factors that explain away the gap in political preference between married and unmarried women. A sense of linked fate is in fact the decisive variable. Kretschmer told the ASA that women with a sense of gendered linked fate, who tend to be unmarried, think in terms of what will benefit women as a group. This means that they are likely to support candidates who promote, and political measures for, things like wage equality, workplace protections for pregnancy and maternity leave, anti-domestic violence laws, and welfare expansion. Kretschmer and her colleagues were motivated to do this study because the concept of linked fate has been used by other sociologists to help explain why strong racialized voting patterns exist among Blacks and Latinos in the U.S., but not among other racial groups. The concept had never been used to examine political behavior among women, which is what makes the study and its results notable and important. The study also revealed that women who have never been married are more likely than those who are married to believe that is important to have women politicians, and that  married and widowed women demonstrated the same degrees of linked fate. The researchers pointed out that widowed women are likely to still be engaged in the marriage institution via things like a husbands pension or social security, so they tend to think and act more like women who are married than those who are not (never been, or divorced). While notable, its important to recognize that this study demonstrations a correlation between marriage status and a sense of linked fate, and not causation. At this point it is impossible to say whether linked fate influences whether or not a woman will get married, or if getting married can reduce or eliminate it. Its possible that future research will shed light on this, but what we can conclude, sociologically speaking, is that cultivating a sense of linked fate among women is necessary to making political and social change that advances equality.

Marketing Essay Example | Topics and Well Written Essays - 2000 words - 11

Marketing - Essay Example I found the group activities that were part of the course to be quite stimulating. I will admit that the ‘Functional Presentation’ part of the course provided a greater challenge for me than did the mainly theoretical part of course; however, both sections challenged me to find new ways of learning. I found out that most of the time, businesses in today’s world operate in an environment where customers not only have much more information regarding the available financial services, but they also have greater demands. Financial services have to be offered in environments that meet with the customers’ expectations. In the present banking environment, for instance, the way in which financial services are packaged can win a deal or lose it. In the past, how a service was packaged was deemed to be irrelevant; what mattered was the product or service being offered. In the present environment, however, nothing could be further from the truth. The marketing of finan cial services has come to be regarded as one of the most significant aspects of developing a financial institution. It is an investment that brings great proceeds when well managed. However, there are still many financial corporations that regard it as being something to be looked into when all the other more ‘solid’ objectives have been considered. Service marketing is usually confused with the function of advertising or selling. In reality, marketing takes many factors into account. Some of these include employer branding, corporate culture, reputation, corporate social responsibility, market research, ethics, distribution, price points, product development, new business prospects and communication with customers,. For service marketing to be successful, the main strengths of the firm have to be clearly articulated. In one of the groups I was a part of, which were formed to determine the factors that can result in the success of financial services marketing, we came u p with some of the questions that are necessary for every team member to realise what will draw customers. Some of these questions included: What services set our financial services corporation apart from our business rivals? What are the services that make our company exceptional or unique? Which are the ‘behind the scenes’ abilities, or intellectual assets that make the success of our company hard to copy? Which technologies does our firm have that give it an edge over its business rivals? As a group, we came up with a strong brand for out service offerings. The brand included strong expressive messages that could capture the attention of potential customers. We decided to advertise this brand through smart campaigns and creative copywriting. Our company’s strategy was one that stimulated curiosity and enhanced our business’ image. We choose to market it through various communication mediums such as online exposure, business to consumer models, as well a s business to business or business to consumer communication. To ensure that we benefitted from the talents of the best graphic designers for our digital campaigns, we, as a group, interviewed various experts within the student community. One big advantage of having an online business presence is that a company can receive feedback from all over the world. Gaining the attention of curious overseas entrepreneurs greatly inspired our group to try even more

The Charter of Fundamental Freedom adds little to the body of general Essay

The Charter of Fundamental Freedom adds little to the body of general principles developed within the EU system. Discuss - Essay Example Subject to the principle of proportionality, limitations may be made only if they are necessary and genuinely meet objectives of general interests recognised by the union or the need to protect the rights and freedoms of others.†(Art. 52.1)1 It can be argued that the charter of fundamental rights of the European Union does not introduce human rights to the EU context. Most national constitutions include their own human rights catalogue. This in itself cast doubt at to whether the charter added much to the EU principles. â€Å"The provisions of this charter are addressed to the institutions and bodies of the Union with due regard for the principle of subsidiarity and to the member states only when they are implementing Union law.† The charter have a political objective of enhancing European identity among the citizens. The distinction between the political pitfalls and the legal achievements of the constitutional process extends to the charter of fundamental rights. It can be said that the original simplicity of a single constitutional document including among others, the charter of fundamental rights is replaced by the continuation of the acrimonies temple construction of different Treaties, and legal sources. A typical example, is the recent coming into force of the Lisbon treaty in which obscurity replaces real clarity. Legal reforms measures are easily maintained, while the political objectives are largely abandoned. The so called identity-enhancing potential of the charter of fundamental rights is further diminished by the protocol number 30 attached to the treaty of Lisbon which concerns the application of the charter to Poland and the UK. In addition, the charter of fundamental rights, solemnly proclaimed at Nice in December 2001, constitutes a powerful assertion of the importance of weaving the protection of fundamental rights deep into the very fabric of the

Research for the Environment Coursework Example | Topics and Well Written Essays - 250 words

Research for the Environment - Coursework Example Availability of these organisms out of disturbed areas is sources for the ecosystem’s decolonization. Animal behavior and migration helps in managing the ecosystem since the traits of the animals are distinct. Many wildlife species are threatened with extinction, with species disappearing faster than before. The biggest threat is habitat destruction and human greed. Wildlife maintains ecological nature balance and cycles. It has economic value as wild plants provide timber and paper (Carson, 2012). Wild animals produce ivory. A country’s wildlife is its cultural asset and tourist attraction. Pesticides kill bacteria, fungi and insects that destroy crops, are disease vectors, destroy property and cause disturbances. The greatest risk comes from the chemical pesticides. Pesticides may enter the body through skin, eyes or mouth. Farming companies make these pesticides no matter how inept they hurt the environment and the people around (Brian, 2012). Thus, it is advisable to use healthful methods to control pests such as use of organic

Violence of mass Media Essay Example for Free

Violence of mass Media Essay The research involves the study of possible relationships between violence and mass media. In the study, a sample frame was obtained in order to be tested utilizing four different tests, which validates and determines possible relationships between violence and media, media preferences and age violent behavior occurrence, empathy and gender variations, and time commitment against violence. The research results obtained show increasingly violent behavior among males than females. The commitment time of males manifesting violent behavior is higher as compared to females. Moreover, the preferences of these respondents that manifest such behavioral pattern are noted to generally prefer violent media forms, most prominently, television and movie showing violent acts. Violence of Mass Media: Introductory (MINI ESSAY) Most of the public concern and scientific study of the perceived violent reality of media centers around the effects of viewing televised violence. The effect that many think of first is modeling, when people imitate violent behavior that they see on television. The research on the different effects has been driven by diverse theoretical frameworks for example, studies of behavioral effects have most often been driven by social learning/cognitive theory, and studies of attitudinal effects often draw on behavioral imitation (Wells and Ernest, 1997 p. 227). The following section examines several different effects of media violence in turn and the evidence supporting each of them. Technological advances have dramatically increased the availability of violent entertainment. The introduction of television was critical, particularly in making violent entertainment more available to children. More recently, cable systems, videocassette recorders, and video games have increased exposure (Singer and Singer, 2001 p. 372). (Preiss, 2007 p. 153). The research approaches the study of media violence in this study by looking at the various effects of the violent view of the world presented in media. This study of the perceived reality of media violence focuses on the psychological processes involved and the weight of the evidence supporting the existence of those effects (Wells and Ernest, 1997 p. 229). Later in the study, the research looks at individual differences among those who are attracted to or repelled by media violence and longitudinal studies probing for long-term effects. Next, the study will look at one of the newest areas of concern, violent video games. Finally, the study addresses the question of what may be done to provide balance to this violent perceived reality and thus mitigate the negative effects of media violence. Violence of Mass Media Introduction Although humans have used violence in cautionary tales to teach the lessons of morality in almost every culture and historical era, the teaching has usually been closely tied to the tale. Active discussion of the moral points seems to be necessary for the lesson to â€Å"take. † Thus, many adults and children who watch cautionary violence television programs by themselves may fail to make the desired moral connection. Instead, they learn the lesson of ‘Instrumentality,† the lesson that violence can be used as an effective instrument to get something of value or to compel others to do one’s bidding (Wells and Ernest, 1997 p. 231). Perhaps literature has always been bloody, hut even the fastest and most dedicated reader cannot make it through a printed description of more than a few murders a day by reading Shakespeare, Mickey Spillane, and Norman Mailer. A look at 4 hours of prime-time television, or a couple of rental videotape movies can easily provide several times as many deaths, maiming, rapes, and beatings as could be encountered in the same amount of time spent reading periodicals and books. The amount of violence is not the only factor of importance in the impact of television and movie experience. These moving image media, with their close depictions of what individuals can see and hear, are much more engaging of our sensory attention than is the reading of abstract symbols on paper, which must be translated and reconstructed into an approximation of sensory experience. What the study must now examine is whether the large volume and sensory increase of 20th-Century media violence, especially movies and television, has actually caused people to do more violence than they otherwise may have done. Methodology Sample Frame The sample frame utilized in the study involves 150 respondents from elementary schools as well as daycare centers within the locale of midstream city. Based on the inclusion criteria, the elementary schools recruited possess a private orientation, with religious inclination to Catholicism as the basic moral ground, while the daycare center should be networked with private school. As with the gender division of the sample size, 82 boys and 68 girls from grades 4 and 5, with an average age of 9. 99 (s. d. =0. 74). In terms of the racial criteria of the samples involved, European American comprises 58% while African American is 24%, providing the picture of the community. Data Gathering Procedure In the data gathering procedures, the study utilized a form of four different questionnaires with order counterbalanced. The following details inquired through the questionnaires are the demographic information, which includes gender, age, grade and mother’s education, preferences on forms of media utilization, survey forms of real-life violence through Attitudes Towards Violence Scale: Child Version (ATVC), appraisal of the respondents’ characters towards violence through KID-screen for adolescent violence exposure (KID-SAVE); and lastly, the extent of the sample’s empathy through Children’s empathy questionnaire (CEQ). After which, the researchers obtain the favorite form categorization for television as to sports, fighting, destruction, real people, or no favorites. On the form of internet, the respondents are categorized according to their preferences, such as chat room, instant messages, video games, no favorite internet activities and no access to internet. Review of Related Literature Moat American families bought their first television set during the early to mid-1950s. As more and more homes had television sets and more and more people began to watch on a regular basis, scholars began to study this new phenomenon, and the first studies about television content were published (Head, 1954; Smythe, 1954; cited in Well and Ernest, 1997 p. 262). Moreover, the first congressional hearings about television, focusing particularly on television violence, were convened in 1954. Research on television content and its effects was particularly stimulated by the forces that affected the United States during the late 1960s, notably national turmoil, civil rights and the women’s movement. Two national commissions were appointed to uncover the dynamics of these Forces on society. In essence, the agendas of these commissions set the stage for early and ongoing research on media images. The national turmoil that rocked the country after the assassinations of Martin Luther King Jr. and Bobby Kennedy stimulated concern about violence in society and in the media. The National Commission on the Causes and Prevention of Violence (NCCPV) was appointed to examine violence in society, including violence on television, and commissioned one study to ascertain the amount of violence on television (Gerbner, 1969; cited in Preiss, 2007 p. 162). Continued national unrest, as well as concerns about television’s impact on Americans, further encouraged researchers to pursue this line of study. Financial assistance was also provided by increased government funding for research about television violence inn 1969, even before the report of the NCCPV released. Congress appropriated 1$ million and set up the Surgeon General’s Scientific Advisory Committee on Television and Social Behavior and this committee funded 23 projects, dealing primarily with violence on television and its effects (Gerbner, 1972; Surgeon Generals Scientific Advising Committee, 1972; cited in Wells and Ernest, 1997 p. 232). Although interest in television violence faded somewhat during the 1960s, congressional concern about media violence again increased during the 1990, culminating in the development of ratings for television programs and the V-chip technology. Concern with civil rights, during the late 1960s and early 1970s, contributed to the proliferation of studies on minority images. The Kerner Commission, appointed by President Johnson to investigate racial disturbances in many US. cities, charged this these disturbances could be traced, in part, to the U. S (Preiss, 2007 p. 158). There have been few investigations into the effects of print media violence. The most extensive investigation, 1w the Canadian Royal Commission on Violence in the Communications Industry† in 1977, reported details of the amount of violence in print media but made no contributions to our understanding of what violence-causing effects may stem from reading violent material (Royal Commission, 1977; cited in Preiss, 2007 p. 156). Most likely for reason’ previously discussed—less intensity and less of it—violence in books, newspapers and magazines has been of less concern to citizens. An exception was violence in comic books, which became a political issue in the United States in 1954. At the time, comic books were read avidly by many young boys. Today, they read comic books less and spend more time with television. Despite their name, comic books were largely not funny at all; they were violent and tended to emphasize the violent heroism of characters with whom the children could identify. However, many comic books glorified criminals and their brutality. Congressional hearings were held which, in turn, resulted in the comic hook industry adopting self-censorship of violence in a successful effort to head off passage of laws, which would have imposed government restrictions. The evidence that comic books actually did bring young readers to using violence and committing crimes was drawn from the collective experience of law enforcement officers and psychiatric workers (Berkowitz, 1973; cited in (Wells and Ernest, 1997 p. 233). In one such instance, teen-age boys in Boston doused with gasoline and set on fire a down-and-out, liquor-dazed man they found. There was no apparent motive other than to try out what they had seen on a television program (Singer and Singer, 2001 p. 370). Another example is the batch of imitative suicides that have occurred following television and theater showings of the movie The Deer Hunter, in which a scene occurs showing a man with a pistol playing—and losing—a game of Russian Roulette (Wells and Ernest, 1997 p. 232). According to Huesmann and Taylor (2006), media violence poses an eventual threat to the public social equilibrium significantly through the influence of violence and aggression. According to their study, fictional television and film violence contribute to both a short-term and a long-term increase in aggression and violence in young viewers. According to the research conducted by Browne and Hamilton-Giachritsis (2005), there has been frequent evidence that suggest the linkage of child violent behavioral acts, and the incidence and frequency of violent media exposure. Such media forms induce arousal, thought influence, and emotional deviations, which consequently increases the likelihood of aggression and fearful behavioral patterns, most especially in males (Preiss, 2007 p. 162). The presence of prosocial effects is undeniable. Very few people who enjoy television and movies containing violence feel that they are endangered by it, and appear most willing to take any risks. However, it would be incorrect to conclude that violence needs to be present in entertainment in order to be of interest to people. The television and film industry has merely used violent action as a reliable and inexpensive means of attracting a certain level of viewer interest in otherwise very repetitive stories (Singer and Singer, 2001 p. 368). Thus, â€Å"action† and production values† (which is to say, violent action), is regularly added to scripts to make them more attractive. Nevertheless, research on college students indicates that violence, itself, is not what they are interested in so much as in the quality of action and story associated with the violence (Preiss, 2007 p. 161). Unfortunately, media executives find it difficult to accommodate such interests. The high quality of writing needed to create stories, which can stand on their own without the addition of violence is very costly. There are only a limited number of writers, whose skill is great enough to provide consistently attractive nonviolent stories. Station and network program decision makers generally take what they consider to be the safe path of â€Å"plenty of action and production values† in order to assure that their programs will attract the teen-age and young adult audience members greatly desired by advertisers of consumer products (Wells and Ernest, 1997 p. 233). Berkowitz and his co-researchers have also established that the violence present in abundance in films such as Straw Dogs and Walking Tail especially influences viewers to act violently, for the film violence is presented as the solution to outrages perpetrated by others. Revenge and justification are extremely potent factors in determining whether violence will occur. If an aroused person who has freedom of action then encounters violence on a television screen, the violence may act as a potent cue to draw forth her own violence, to the degree that what is shown on screen resembles and pulls into memory previous occasions on which she used violence (U. S. Senate Committee on Commerce, 1972; cited in Singer and Singer, 2001 p. 368). Tannenbaum and Zillmann (1975; cited in Singer and Singer, 2001 p. 367) demonstrated how arousal may be reshaped, in a very dramatic way. After arousing college males by showing them very sexy pictures, they found that whether the men subsequently tried to accomplish sexual or violent behavior depended on the cues that were presented to them. In other words, a person may be aroused by something sexual, watch a murder on television, and become violent instead of erotic (Singer and Singer, 2001 p. 367). Thus, there is a potential link between sex and subsequent violence that may be activated by television and film violence cues. Findings After calculating the means and standard deviations of the results from KID-SAVE, ATVC and CEQ obtained form the samples, a series of t-tests was applied to scrutinize the gender variations on the Frequency and Impact Total scales of the KID-SAVE, the ATVC Total, and the CEQ Total. Such analysis revealed gender differences on the KID-SAVE Frequency Total scale, t(148) = 2. 71, p0. 01. Boys were reported to be in a higher stakes of violent behaviors, although no significant gender variations were found on the KID-SAVE Impact Total scale. On the other hand, the analysis on boys and girls’ ATVC and CEQ Total scales, t (148) = 2. 62, p0. 05, and t(148) = -3. 72, p0. 01, revealed significant differences; gender differences from these two tests indicate that boys have higher tendencies for violent behaviors, while girls have higher behavioral tendencies for empathy. Indices of multicollinearity were examined and no problems were identified. After which, regression analyses were initiated to determine the probabilities of real-life violence from the data of Total Frequency and Total Impact scales of the KIDSAVE, exposure to the four indicators of media violence (video game, television, movies, and Internet) and the total CEQ score. From the results of obtained, it revealed that individual variations increase the probabilities of negative impact from violent video games. Considering the latter conclusion, 17 girls playing violent games are reported to demonstrate frequent negative behavior. From the said respondents, the manifestation of negative behavior maybe more prominent due to norm violation present (Funk Buchman, 1996a). Considering other media forms presented to the respondents, the results show that movie violence is the most prominent influence. On the other hand, the manifestations of negative behavior have been linked to the increased time commitment and content of movie being watched (Anderson, Huston, Schmitt, Linebarger, Wright, 2001). Time reported may have influenced the failure to find a relationship between television violence exposure and the study variables. Considering the presented categories and gender differences, boys have been reported to devote 5. 6 hours of viewing per week, while girls reported 2. 8 hours weekly. Conclusion In the conclusion of the study, violent behaviors and utilization of mass media showing violent scenes possess a link that induces violent behavioral patterns among viewers. In terms of gender variations, males have been noted to demonstrate violent acts as compared to females. Moreover, males have noted to demonstrate increase time commitment to preferred violent movies, which are also the most preferred media forms, than with females. On the other hand, females are noted to be more emphatic as compared to males. Generally, the research has provided significant relationship between violence and mass media. References Anderson, D. R. , Huston, A. C. , Schmitt, K. L. , Linebarger, D. L. , Wright, J. C. (2001). Early childhood television viewing and adolescentbehavior. Monographs of the Society for Research in Child Development, 66 (1, Serial No. 264). Browne , P. D. , Hamilton-Giachritsis , C. (2005, February 19). The influence of violent media on children and adolescents: a public-health approach. The Lancet, 365, 702-710. Funk, J. B. (2004, January). Violence exposure in real-life, video games, television, movies, and the internet: is there desensitization?. Journal of Adolescence, 27, 23–39.