No Taxation Essay Example for Free

No Taxation Essay The demand of No Taxation without Representation was the primary force in motivating the American revolutionary movement. It was also a symbol for democracy and freedom to the American people. The slogan described how Americans weren’t represented in British Parliament. Americans said that they did not vote for someone to represent them in Parliament and therefore, cannot be taxed. Justice is what the people wanted.In the mid-1700’s, due to the high debt created by the British after the French and Indian War, parliament created a series of new taxes used on only the American colonies to gain revenue. One of the most unpopular taxes, called the Stamp Act, required a stamp to be put on all legal documents for a certain fee. This upset many people in the colonies including the Virginia House of Burgesses, which was the legislature in Williamsburg, Virginia, at the time. The committee there created a resolution to ask the same rights as Britons, who had representatives in Parliament to defend themselves against taxation without representation (Document A). As Daniel Dulany says in Document C, â€Å"A right to impose tax on the colonies, without their consent for the single purpose of revenue, is denied†¦Ã¢â‚¬  Dulany and many others agreed that taxing the colonists for revenue, or to make money, should not be allowed without the colonists agreement. Dulany also says that regulating the trade of the American Colonies is within the rights of the British to do so without American consent. The Americans took this to heart, and by 1765, the phrase of no taxation without representa tion was a common thought supported by Dulany’s idea. The British then came up with Virtual Representation. Virtual Representation is the idea that every member of the British Empire is represented by every Member of Parliament. The colonists disagreed with Virtual Representation, still displaying their anger or unconstitutional taxes through No Taxation without Representation. In Document F, the Second Continental Congress explains why they believe in the idea of independence and the explanation of taxation without representation is the first thing the address. In his pamphlet, Common Sense, Thomas Paine explains the absurdity of an island, England, ruling a continent, America. Common Sense begins to stir thoughts of revolution and independence in the minds of Americans.

Introduction To The Media Industry Media Essay

Introduction To The Media Industry Media Essay As the media industry joins the ranks of others that are facing tremendous declines and losing advertising revenue, African Americans in the media have also faced extreme challenges. We as people often search for answers to create change in todays society, but stereotypes linger within our world placing a barrier on chances of unity and equality. One of the main sources of these stereotypes is the mass media. Stereotypes are commonly referred to as codes that give audiences quick, common understandings, (sometimes invalid) of a person or group of people mostly relating to their class, ethnicity or race, gender, sexual orientation, social role, or occupation. African Americans are constantly viewed in ways that are false and over-exaggerated. From loud explicit curse words, to wobbly behinds and gold teeth, the mass media blinds America with false and negative images. From the beginning of television history, African Americans were shown as very dark, monkey-like characters without a tad of know-how except in the areas of housekeeping or singing and dancing. Stereotyping or labeling is a technique that attempts to arouse prejudices in an audience by labeling the object of the images as something the target audience fears, hates, loathes, or finds undesirable (Lester 134). These ideas become so clichà © that they begin to form daily thoughts and views and one is unable to look beyond them. The mass media, including movies, music, music videos, newspapers, magazines, television broadcasts, and forms of advertising, often portrays African Americans as hood, ghetto, threatening, and sexually explicit. This has transformed into lifestyles and insulting stereotypes in todays society. The inadequate coverage of African Americans due, in large part to the lack of depth in minority media ownership, has provided an opportunity in the nations current economic conditions. The media industry is taking major hits as revenues are dropping, readership and viewership totals are down, and the journalism and media industries are bumping along the same rocky roads as the automotive industry where thousands of jobs were lost in a matter of days. Framework of Study This study will include a mass research of the past century of African American appearances in the media. African- Americans image has evolved over time. Research will be focused on why and how this evolution process has taken place. This subject has been overlooked by society, and many do not understand that the process of an African-American being placed in the media was a very difficult one. Examples will be given on how African Americans were depicted in the media. Also, there will be an analysis of how audiences of the media react to blacks being the focal point, and why publishers and broadcasters show these images in the manner that they do. Graphs of the ratings of the different media releases will be compared by race of focal point to determine the impact that African-Americans had on society through the media. Also, common television sitcoms will be analyzed in order to explain how African-American images have changed over time. All sitcoms were reviewed through network television. The sitcoms range from the 1960s to the current television era. Also, the sitcoms will be analyzed to explain how the content has changed societys view on the lives and culture of African Americans. Statement of Problem Society has placed a negative image on African-Americans due to the techniques of the media used to portray them. These techniques are marketing schemes used to produce more total revenue. These negative ideas or beliefs place a role in the lives of many African-Americans. Stereotypes are formed and problems arise daily for black individuals. From ethnic name profiling to police brutality, African-Americans endure corrupt thoughts based on negative images displayed by the media. The only way to erase or reduce these negative images is if the media reverses the images it has created. Many marketing specialist believe that these images are entertaining and overlook the morals and values of its content. African-Americans are unfairly and unrealistically portrayed on television and other forms of media. Unfortunately, there are many who do fall victim to the stereotypes, and there are many more that experience prejudice and pain because of them. After watching some movies that are currently popular, it seems that the majority of current films that are aimed at an African American audience fill and support these negative stereotypes of African Americans. Luckily, there are some media broadcasts that allow variety of African Americans to be shown to society. The change in content of programming is currently allowing room for change of the long lived stereotypes. Rational Profiling, stereotyping, and negative imaging must be stopped. Even after decades have relinquished away since the time of slavery, racism and prejudices still linger in our society. The media is not making these images look any better. Social prejudices or programmed depictions of groups in a society have long pervaded and shaped social ethos, but it is through this awareness, that cultural humanity is able to dismantle and set aside such associations (Walker 545). The images in the media of African Americans have changed the lifestyles of todays black society. Due to lack of knowledge and being blinded the media, the African-American race has yielded to live up to the images shown to society. These stereotypes of African Americans being used by the media today and years ago are injuring the realistic image of black people and the way that both African-American and Caucasians view those of African heritage. Gender, Class, and Race Stereotypes in American Media Gender, class, and race stereotypes abound in contemporary society, much like they have done throughout human history. With the advent of the media, however, stereotypical assumptions have become so pervasive, and so diffused, that some call for a serious and purposeful scrutiny of the media contents. A full analysis will be conducted to enlighten others that the African-American culture differs tremendously from the way that the media displays it.

Influence of Social Inequalities on Life Chances and Health

Influence of Social Inequalities on Life Chances and Health THE CONTEMPORARY NATURE OF SOCIETY AND THE INFLUENCE OF SOCIAL INEQUALITIES ON THE LIFE CHANCES AND HEALTH STATUS OF INDIVIDUAL 2.1  Use data to explain inequalities which exist in health and social care Social Inequality is the existence of unequal opportunities and rewards for different social positions or statuses within a group or society (Moffitt, 2015). The distribution of social and healthcare is determined by a wide variety of factors which include individual factors as age, sex, social and national factors. There is growing evidence of inequalities in both the distribution and access to health and social care. In 2016, the equality trust organization in the United Kingdom (UK) reports that, compared with other developed countries, the UK has a very high level of income inequality. They explained that Households in the bottom 10% of the population have on average a net annual income of  £9277 whereas the top 10% have a net annual income over ten times what is earned by the bottom 10%. The implication for this is that the people who fall within the bottom 10% of the population will not be able to access quality health care while at the same time maintaining a good standard of living. It can be said arguably that more than 50% of the incomes of these people are spent on housing. In Great Britain, wealth is even more unequally divided than income. 45% of all wealth is held by the richest 10% and the poorest 50% by contrast own just 8.7% (Equalitytrust.org.uk, 2016). Societys categorization contributes to the difference in life expectancy in different regions. Office for National Statistics (ONS) reports that over a two year span from 2012 to 2014, life expectancy in Kensington and Chelsea was highest in the UK and Blackpool had the lowest life expectancy (74.7) for new born babies. This can be attributed to societys constructs, for example, people in Chelsea and Kensington are classified as rich and therefore have a high standard of living than people in Blackpool who are classified as poor. That means people in the rich communities of Kensington and Chelsea may have longer life expectancy because they can afford better social services than those in Blackpool. Most of the people in these rich communities are gainfully employed and earn much more income even for the same service of job than those in the poor communities. Further to this, a report on Blackpool in 1990 suggests that it is not really social class but the age structure and patterns o f employment of people in the lowest social classes that really explain the differences. Overall, life expectancy has steadily increased in the UK but some communities have higher life expectancy than others (www.ons.gov.uk, 2016). However this gap in the life expectancy can be narrowed with evenly distribution and access to health and social care in the society. One of the ways through which inequality in the distribution of health can be measured is morbidity and mortality. ONS reports that cancer was the cause of about 28% deaths that occurred in 2015 and 26% in circulatory diseases. Again, it can arguably be concluded that, people in the high social class bracket are more exposed to such circulatory disease whereas people in the low class bracket die of preventable diseases. In our traditional society, people in the lowest social class have a higher proportion of older people working in more dangerous industries so they are likely to have higher levels of illness than those engage in less dangerous work. The fact that education is a strong predictor of infant and maternal mortality, adult morbidity and mortality and a range of life course developmental and health outcomes is well supported by research evidence (Bartley, 2007). 2.2  Social inequalities from sociological perspective Sociologists study health and illness not only because they go to issues at the center of human existence but because they help us understand how society works (White, 2009). To the sociologist point of view, the experience of sickness and disease is an outcome of how society works. For example, poor living conditions in some parts of Liverpool can be attributed to the cause of diseases and high mortality. In addition, poor housing environment, smoking, drugs, unhealthy eating, obesity, lack of exercise to lose weight all contribute to poor living conditions. Even when living conditions are improved and medical practices also improved but inequalities based on class, gender and ethnicity are not tackled, the difference between the rich and poor will persist and widen. Diseases and inequality are often linked. The outcome of the uneven distribution of political, social and economic resources necessary for a healthy life is the social gradient of health. Those at the top of the social system are healthier and live longer while those at the bottom are sicker and do often die from preventable diseases and accidents. It is assumed that health differences are biological. For example, in Liverpool, a household will be smoking since generation and this contribute to unhealthy life styles and death. Inequalities in health are not only common between people of different socio-economic groups but they can exist between different genders, different ethnic groups, and the elderly. We need to also consider the inter-generational causes of health inequalities. In this instance, inequalities in health are passed from generations. This is not only to do with genetic factors, but the mothers health behaviours during pregnancy and circumstances and behaviour as they raise their children (Barker, 1992). Sociologically, social inequality as a social problem encompasses three dimensions, namely, ideological supports, social reforms and structural condition. Structural conditions include things that contribute to social inequality and can be measured objectively, for example, wealth, poverty, education. Ideological supports are the ideas and assumptions that support social inequality present in a society e.g. formal laws and public policies. Social reforms includes things such as social movements, organized resistance and protest groups. Marxism which views society as conflictual and exploitative holds that inequality in health arise because people value higher profits than health. Marx believed that social class was based on economic factors. The Functionalist theorists believe that inequality is inevitable but desirable and plays an important function in society. As such, a level of inequality is acceptable in society. Important positions in society require more training and thus should receive more rewards such as high pay or status to attract the most talented people. Social stratification and social inequality, according to this view, lead to a meritocracy based on ability. They see modern societies such as UK as meritocratic, to a large extent. By this status is achieved and based on individual ability, occupational positions are allocated. Many sociologists have used the Registrar Generals scale of working class and middle class in the past, in order to measure social class. Conflict theorists, on the other hand, view inequality as a result of groups with power dominating groups with less power. They believe that social inequality hinders societal progress as people in order to maintain the status quo those in power repress the powerless. In todays world, domination is achieved primarily through the power of ideology i.e. our beliefs, views, thoughts, norms, values, world views and expectations through a process known as cultural hegemony. 2.3 How inequalities which exist in health and social care can impact on an individuals health status and life chances. Social inequalities that exist in health and social care impact on the individuals health and life chances. These impacts may be seen as advantage for some group of people but negative for others. The privilege ones who find themselves at the better side of the inequality will be well off than the others. Health is determined by several factors including genetic inheritance, personal behaviors, access to quality health care, and general external environment. The inequalities that exist in health can be measured in terms of inequalities in conditions such as wealth and material goods. The inequality in income affects the access to social care and health. Those with high incomes are better off and can afford to pay for extra services besides the basic ones guaranteed to all by the government. The difference this makes is that, the individual who may be able to afford these extra services is less likely to die from preventable diseases. The individual with low income may enjoy only basic social and health care which may not cover the needs at the moment. The end result of this individual is shorter life expectancy. The inability to afford better housing services and live in better communities exposes the individual to a high morbidity. One aspect of society that is gaining attention in todays society is the discrimination in gender. On Friday, 9th December, 2016, a panelist on ITV news discussion comment toys meant for boys and girls and identifying colours with gender at an early age. According to the discussion, the stereotyping isnt healthy for a society and efforts must be made to reduce and eventually erase the ideology in the minds of children at early age. They are advocating retailers to stop categorizing toys by gender. Like the functionalist theory holds, this form of stereotyping is inevitable thus it can only be reduced and not erased. Gender inequality can still be found also in the workplace today despite equality laws such as the Sex Discrimination Act. Divisions based on gender can be seen in the gender pay gap and under-representation of women in politics. However, the numbers of females going into higher education and entering professional careers such as medicine amongst others is increasing. A persons career and aspirations may not be achieved due to inequality in social care and health. For instance where, the inequality in health is attributed to a genetic issue. The individual may be limited by society in certain endeavours. By reason of a persons impairment, the individual faces stereotyping in the community even in schools. However, this notion is gradually fading out in the UK as efforts are being made to bridge the gap between people of learning ages for example in schools, and visually impaired are provided with brails and learning aids to foster learning. In contemporary Britain, some sociologists, however, see inequality based on ethnicity as the most important cause of social division. For example, members of some minority ethnic groups underperform at school and experience higher levels of unemployment compared with other groups. Women, older people and children are at more risk of poverty than other groups. Other sociologists also argue that inequalities based on gender, ethnicity, class and age are all significant in todays society, and therefore, they are seen as interlinked aspects of inequalities rather than as completely separate aspects. People of African Caribbean background are more likely to be in occupations that are classified as working class. This impact on their chances of upward social mobility. This may also have consequences for their childrens life chances including educational opportunities. Many sociologists argue that social class remains an important concept because social class still impacts on peoples daily lives. Class-based inequalities in life chances persist in the 21st century. So, while class may have changed, it has not declined. Over the last 40 years, reforms in such areas as education and employment have addressed different aspects of gender inequality. For example, introduction of anti-discrimination laws such as the Equal Pay Act (1970) by government to reduce gender inequalities. Other reforms and policies have been made to address inequality based on ethnicity in areas such as education, employment, and criminal justice. Through funding bodies such as the Equality and Human Rights Commission which enforces equality laws governments have tried to reduce inequalities between different ethnic groups as well as through legislature such as the Race Relations Act in the 1970s. In conclusion, although there has been a reduction in social inequalities in our society, there exists however, a gradient between people from affluent backgrounds and individuals from disadvantaged backgrounds. For a fact, a country where wealth is evenly distributed, these kinds of issues of social inequalities are at minimum. But until the UK gets to a level of even wealth distribution, efforts and continued vigilance will be required by all to help curb the problem. References Barker, DJP, editor. Fetal and infant origins of adult disease. London: BMJ Books; 1992. Bartley, M., Head, J. and Stansfeld, S. (2007). Is attachment style a source of resilience against health inequalities at work?. Social Science Medicine, 64(4), pp.765- 775. Equalitytrust.org.uk. (2016). The Scale of Economic Inequality in the UK | The Equality Trust. [online] Available at: https://www.equalitytrust.org.uk/scale-economic-inequality-uk [Accessed 14 Dec. 2016]. Haralambos, M. and Holborn, M. (2008). Sociology: Themes and Perspectives. London: Collins. Health Knowledge. (2016). Inequalities in the distribution of health and health care and its access, including inequalities relating to social class, gender, culture and ethnicity, and their causes. [online] Available at: http://www.healthknowledge.org.uk/public-health-textbook/medical-sociology- policy-economics/4c-equality-equity-policy/inequalities-distribution [Accessed 14 Dec. 2016]. Moffitt, K. (2015). What Is Social Inequality in Sociology? Definition, Effects Causes [online] Available at: http://study.com/academy/lesson/what-is-social-inequality-in-sociology-definition- effects-causes.html [Accessed 14 Dec. 2016]. Nettleton, S (1995). The Sociology of Health Illness Ons.gov.uk. (2016). Deaths registered in England and Wales- Office for National Statistics.[online]Availablat: https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriag es/deaths/bulletins/deathsregistrationsummarytables/2015 [Accessed 14 Dec. 2016]. Ons.gov.uk. (2016). Life expectancies- Office for National Statistics. [online] Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriag es/lifeexpectancies [Accessed 14 Dec. 2016]. White, K (2009). An Introduction to the Sociology of Health Illness. 2nd ed. SAGE Publications. Los Angeles. Appendix

Ambition, Greed, Power, and Wealth in Shakespeares Macbeth :: GCSE English Literature Coursework

Greed for Power and Wealth in Macbeth  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The play Macbeth, by William Shakespeare illustrates how greed for power and wealth can result in the destruction of oneself as well as others.   The play's central character, Macbeth is not happy as a high-ranking thane - leading him to assassinate Duncan to become King, while unknowingly dooming himself.   Throughout the play many examples are evident of Macbeth's unquenchable thirst for power.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the play, Macbeth was a kind and gentle person.   The only time he killed is when he was in battle.   Macbeth was loyal to the King (Duncan), and did as he wished.   In battle, he kills a traitor to the Scotland who was a high ranking individual.   For killing the traitor so bravely, Macbeth is awarded the title the Thane of Cawdor. The irony of this situation is that the title first did indeed belonged to 'a most disloyal traitor'(pg. 3, line 53). As Macbeth heads home with his new title and a lot more ambition. This is mainly because of the three witches who tell him he will be king.   With this new ambition, Macbeth did not know what to think and he wrote a letter to his wife.   By Macbeth writing this letter it showed at this stage he was still loyal because he still was sharing everything with his wife.   Macbeth at this point still did not have a lust for power.           Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What drove him to become a power hungry tyrant was his wife.   She put ideas in his head that changed him.   A day before Macbeth would not speak of the idea of killing the king and now he was considering it.   By killing the Duncan, gaining the title and king, and not being caught, Macbeth was given an enormous boost.   He now felt invincible and let power finally get to him and corrupt him.   With this new amount of power, Macbeth was not willing to let it slip away.   To protect his power, he did whatever was necessary.   Macbeth cowardly had Banquo killed, going against everything he ever believed in.   Killing Banquo was not enough for Macbeth.   Shakespeare shows to the audience how power can make a person go higher in the world but at the same time make them more vulnerable.   Macbeth was now vulnerable, to solve this he sent the murderers to kill Macduff.

Anti-Slavery Issue and Childrens Magazines: 1820-1860 Essay -- Slavery

Anti-Slavery Issue and Children's Magazines: 1820-1860   By the 1820’s the issue of slavery in the southern states had become fraught with controversy. It was by no means a clear-cut difference between Northern and Southern states; many Southerners were against it and many Northerners tolerated it, feeling it was a problem that the South must solve. Most early anti-slavery societies, though, arose in the North and many made efforts to spread their views by publishing. William Lloyd Garrison’s Liberator, published weekly between 1831 and 1865, had a Juvenile Department; the paper became the organ for the American Anti-Slavery Society which Garrison started in 1833.   Among the earliest children’s magazines was the Juvenile Miscellany (hereafter   JM), begun and edited by Lydia Maria Child, and published in Boston from 1826-1834. It included occasional pieces that dealt with the problem of slavery; Child herself was an ardent abolitionist, but the slavery issue was inflammatory, and to keep her subscription base with the parents and grandparents who paid for it, the problem had to be treated with caution.   Another early periodical, The Slave’s Friend (hereafter TSF), appeared in 1836, published by the New York Anti-Slavery Society; it was specifically addressed to young readers and included abolitionist fiction, poetry, and articles. Like the Liberator it was published not only for the already-converted, but also in hopes of influencing the lukewarm and undecided. There was no question of its single-minded intent.   While TSF and JM had relatively brief runs,   the Youth’s Companion (hereafter YC)   ran for over a century, from 1827-1929, starting as a weekly family newspaper and later aimed strictly at the young. Its edito... ...New York Anti-Slavery Society,   1836-38.   Youth’s Companion, ed. Nathaniel Willis, 1827-1929.   Anonymous.  Ã‚   Pictures and Stories from Uncle Tom’s Cabin.   Boston: John P.  Ã‚  Ã‚   Jewett and Co., 1853.    Secondary Sources   MacLeod, Anne Scott.  Ã‚   A Moral Tale: Children’s Fiction and American Culture,  Ã‚   1820-1860.   Hamden:   Shoe String Press-Archon, 1975.   Taketani, Etsuko.   â€Å"The ‘omnipresent aunt’ and the social child: Lydia Maria  Ã‚  Ã‚   Child’s juvenile miscellany.†Ã‚   Children’s Literature 27 (1999):   22-39.   Yankee Doodle’s Literary Sampler of Prose, Poetry, and Pictures, Being an  Ã‚  Ã‚   Anthology of Diverse Works Published for the Edification and  Ã‚  Ã‚  Ã‚   Entertainment of Young Readers in America Before 1900.  Ã‚   Selected from  Ã‚  Ã‚   the Rare Book Collections of the Library of Congress and Introduced by  Ã‚  Ã‚   Virginia Hamilton and Margaret N. Coughlan.   NY:   Crowell, 1974.

Quiz Chapter 15

Question 1: Suppose you walk across a room carrying a bucket of water in your right hand. To keep the water from sloshing out, you walk at constant speed, making sure the bucket is kept at the same height above the ground. Which statement is true? a) You exert a force on the bucket and do work on the bucket as you carry it. b) You exert a force on the bucket but do no work on the bucket. c) You don’t exert a force on the bucket and you do no work on it. Answers: b Question 2: TRUE or FALSE: If an object moves from one point in space to another, then work has been done on the object. a) TRUE b) FALSE Answers: bQuestion 3: Suppose you push on a heavy table and the table doesn’t move. The work that you do is a) positive. b) zero. c) negative. Answers: b Question 4: A hockey puck slides across the ice and eventually comes to a stop. Which statement is true? a) The work done by gravity is zero. b) The work done by gravity is equal to the gravitational force times the distanc e the puck slides. c) The work done by gravity cannot be calculated. Answers: A Question 5: You lift a book bag straight upwards off the floor. Which statement is correct? a) You do the same work whether you lift the book bag quickly or slowly. ) You exert the same power whether you lift the book bag quickly or slowly. c) The work you do is zero, making the power also zero. Answers: A Question 6: Any object that has kinetic energy must be a) moving. b) falling. c) high above the ground. d) at rest. Answers: A Question 7: A book is at rest on a tabletop. One student calculates the potential energy as 15 J. Another student calculates the potential energy as 20 J. Which statement is correct? a) One or both of the students must have calculated the potential energy incorrectly. b) Both answers could be correct. c) Both answers are wrong because they use the wrong units. Read also Quiz Week 4Answers: b Question 8: TRUE or FALSE: An object that moves faster has greater potential energy. a) TRUE b) FALSE Answers: b Question 9: A ball is thrown straight up into the air (with no air resistance). Where is the ball’s potential energy the greatest? a) When it is first released b) Half way up c) At its highest point Answers: c Question 10: A softball player hits a â€Å"pop up† (where the ball is hit high above the infield). As the ball rises, we know that a) the kinetic energy increases as the potential energy decreases. b) the kinetic energy decreases as the potential energy increases. ) the kinetic energy and potential energy both increase. d) the kinetic energy and potential energy both decrease. Answers: b Question 11: TRUE or FALSE: A small fly can have a bigger momentum than a large truck. a) TRUE b) FALSE Answers: a Question 12: You and a friend stand on ice skates facing each other in the middle of a frozen pond. If you throw a basketb all to your friend (who happens to weigh less than you do), what happens? a) You and your friend both move away from each other at the same speed. b) Your friend moves away from you at a faster speed than you have. ) Your friend moves away from you at a slower speed than you have. d) You don’t move but your friend moves away at a very fast speed. Answers: b Question 13: A tetherball is made by attaching one end of a rope to a ball and the other to a pole. After you hit the ball, the rope wraps around the pole as the ball circles it with a shorter radius each time it goes around. Which of the following statements is correct about the ball after it is hit? a) Both the angular momentum and the speed of the ball increase. b) Both the angular momentum and the speed of the ball decrease. ) The angular momentum of the ball stays constant while the speed of the ball increases. d) The angular momentum of the ball stays constant while the speed of the ball decreases. Answers: c Questio n 14: As a tornado becomes more narrow, the rotational speed a) decreases. b) increases. c) stays the same. Answers: b Question 15: You see a rocket fly by with a speed that you measure to be close to the speed of light. a) The person standing on the ground sees the rocket looking â€Å"compressed† along the direction of motion, while the person in the rocket sees the person on the ground looking â€Å"stretched. b) The person standing on the ground sees the rocket looking â€Å"compressed† along the direction of motion, and the person in the rocket sees the person on the ground also looking â€Å"compressed. † c) The person standing on the ground sees the rocket looking â€Å"stretched† along the direction of motion, while the person in the rocket sees the person on the ground looking â€Å"compressed. † d) The person standing on the ground sees the rocket looking â€Å"stretched† along the direction of motion, and the person in the rocket sees the person on the ground also looking â€Å"stretched. † Answers: b

Article Critique Essay

The thought that peer exclusion is correlated with children’s classroom achievements and adjustment has been hypothesized since the 1930’s. Much research and empirical evidence for such hypotheses have since been collected, and seem to agree with the premise of the correlation. Peer acceptance is the main measurement of this study. In contrast with other types of peer relationships, peer group acceptance, or rejection, is strongly connected with academic readiness and achievement. This article focuses on peer sentiments and its effect on children’s adjustment. It differs from past studies in that its approach is to measure non-observable feelings about classmates, rather than only the observable interactions. The article begins by outlining past research, and developing a premise for the study from those previous studies. The main study that this research builds upon is that of a 2001 study by Eric S. Buhs and Gary W. Ladd, who also conduct this study along with Sarah L. Herald. The premise of the study, based on the 2001 study, is that once classmates express negative feelings and actions upon a peer, those feelings and actions act as a visible marker for further rejection by the larger peer group, and the rejected child as well; as a result, the rejected peers are flagged by their peers, and are left out of classroom interactions, and as a consequence, the rejected child’s learning is impacted ultimately leading to lower levels of achievement (Buhs, Ladd, and Herald, 2006, p. 2). The prior 2001 study found that â€Å"early peer rejection was negatively related to later achievement and that this association was partially mediated through peer maltreatment and declining classroom participation, respectively† (Buhs et al. , 2006, p. 2). The authors developed a hypothesis that built upon their previous study. Their hypothesis was stated as, â€Å"it was hypothesized that prolonged peer maltreatment increases the probability that children will disengage from classrooms (or the school context) and that increasing disengagement impairs children’s achievement. Thus, it was predicted that longer rather than shorter histories of peer maltreatment, after controlling for contemporary exclusion or abuse, would mediate the link between early peer rejection and later classroom disengagement† (Buhs et al. , 2006, p. 3). The authors further state that their purpose for conducting this study was to bridge the gap between the limitations of the previous study (it was only a one year study that attempted to predict students future outcomes) by conducting a more comprehensive longitudinal study over a six year period (kindergarten through fifth grade). Methodology The research study constructed six variables to measure the children with. They include, peer group acceptance/rejection, peer exclusion, peer abuse, classroom participation, school avoidance, and achievement. Peer group acceptance/rejection was conceptualized to mean â€Å"the extent to which individuals were liked/ disliked by classroom peers,† and operationalized by sociometric ratings that were collected from peers during kindergarten. One problem with this operationalization is the ability to comprehensively scale the true feelings of one peer toward another, especially during younger years. Scales, questionnaires, and observations might be too incomplete to capture the true meaning behind the dynamics of peer to peer interactions. Another issue is of how to evaluate separate peer groups. Many times classrooms encompass only a selection of developed peer groupings throughout the grade, and might be unfairly balanced toward one group. An example of groupings would be defined by the terms, â€Å"popular,† â€Å"punk,† or â€Å"nerds. † The research might be biased toward one group, if only because they were over represented in a class room. The variable Peer Exclusion was conceptualized as â€Å"the extent to which children were the target of peers’ nonaggressive rejecting behaviors, including behaviors such as ignoring, avoiding, or refusing to associate with them in the classroom context† (Buhs et al. , 2006, p. 3). The Variable Peer Abuse—the second form of peer mistreatment—was conceptualized to mean â€Å"the extent to which children were recipients of classmate’s aggressive and harassing behaviors† (Buhs et al. , 2006, p. 3). These two variables contained indicators to distinguish between chronic peer abuse, and situational peer abuse. Again, the issue that arises is the effectiveness of these measures. The interactions between childhood peers are complex, and can change daily. The variables Classroom Participation, and School Avoidance were used to measure disengagement from the classroom environment. A large issue with this is how to distinguish individuals who might be avoiding class as an outcome of separate circumstances. If poor participation and avoidance was only observed from the angle of peer interactions, then this view is biased toward the study. The study is seeking a correlation, and if outside factors aren’t controlled for, then they will biasly effect the results of their study. A child’s family life, neighborhood, economic status, innate ability, among other factors, could influence all of the variables that this study examines. The last variable, Achievement, was defined as â€Å"the accuracy with which children could solve progressively more advanced reading, mathematics, and spelling problems on an individualized achievement test† (Buhs et al. , 2006, p. 4). The issue that comes to mind with this variable is the way it uses tests to gauge â€Å"achievement†. Some students fare better on tests than others, while some students take time to develop adequate test taking skills. Another problem is how to control for separate curriculums in different classrooms, and the quality of what is being taught. Data (From the text) Buhs et al. , 2006, p. 5 Participants The data used in this investigation were gathered from a total sample of 380 children (190 girls These children were followed longitudinally from age 5 (kindergarten) to age 11 (fifth grade31 kindergarten class rooms across 10 schools, and by the fifth-grade data collection period, children were in 162 different classrooms across 32 schools. The sample contained nearly equal proportions of families from urban, suburban, or rural midwestern communities, and the sample’s ethnic composition was 17. 4% African American, 77. 1% Caucasian, 1. 6% Hispanic, and 3. 9% â€Å"other. † Family incomes were distributed as follows: 10. 9% of the sample reported total household incomes from $0 to $10,000, 10. 9% reported incomes from $10,000 to $20,000, 12. 6% reported incomes from $20,000 to $30,000, 12. 6% from $30,000 to $40,000, 12. 9% from $40,000 to $50,000, and 40. 3% reported incomes above $50,000. Results The study reports it’s results as, â€Å"peer group rejection is predictive of a range of chronic, negative peer behaviors that may alter both the social environment of the classroom and children’s adaptive responses within that context across the elementary school years. † (Buhs et al. , 2006, p. 11). It suggests that the facet of peer exclusion leading to reduced participation, and ultimately delayed achievements needs further study. It goes on to say that with further study, and thus more knowledge, an empirically based intervention program can be developed. Conclusion It can be argued that to have a complete understanding of the ever evolving and complex world of the social interactions in a school environment is close to impossible. The authors came into their study with a set premise, and expectations of the outcomes, and have seemed to found what they were searching for. The question becomes, how valid are the author’s findings, and can they be applied in a general manner across learning environments. I believe studies that look at complex interactions between children over several years, such as this study, might have too many outside interactionary forces that could effect the data and results. Works Cited Buhs, Eric S. , Ladd, Gary W. , and Herald, Sarah L. (2006). Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children’s Classroom Engagement and Achievement?. journal of Educational Psychology 2006, Vol. 98, No. 1, 1–13.