The UK Constitution Essay Example | Topics and Well Written Essays - 1500 words

The UK Constitution - Essay Example Critically evaluate this statement, supporting your evaluation with appropriate examples and authority.† A Constitution is normally defined as the basic framework by which a state is governed. It usually outlines, in broad terms, the powers of a state as well as their limitations vis-a-vis the rights of its citizens. Some of the broad classifications of constitutions are: written or unwritten; republican or monarchical; flexible or rigid; unitary or federal; supreme or subordinate, and; underpin by separation of powers principle or fused powers. 1 The UK Constitution is one of the few constitutions in the world that is characterised as written but uncodified although some see it as unwritten. It is sourced from statutes, judicial decisions, old legal codes, relevant legal textbooks such as those authored by Dicey and Anson, in addition to unwritten ones such as common law and convention. 2 The nature of the UK Constitution, however, cannot be thoroughly understood by a mere ide ntification of these sources, but one must travel back in time and study the country’s history, its type of government and relevant legal concepts such as Parliamentary Sovereignty to fully understand its nature. Moreover, a correct understanding of its nature disproves the criticism that the rules and practices underpinning the government’s operation are unconstitutional because they were not made specifically enforceable by a document. The UK Constitution is characterised as largely written, although some see it as unwritten, but uncodified, a constitutional monarchy, flexible, unitary, supreme, and operates under the fused power principle.3 The fact that it has not been reduced to simple terms in one single written document, however, makes it lacking in simplicity and comprehensiveness. Thes underlying rules and principles of the UK Constitution, therefore, have to be gleaned, extracted and made sense of from a number of sources without guaranty that consensus as to their meaning will be reached. 4 These sources include: the Magna Carta 1215, which clipped the monarchical powers; the Bill of Rights 1609, which created the constitutional monarchy; Act of Union 1707 creating Great Britain by uniting England and Scotland; Representation of the People Act 1832, which restructured the electoral laws of the country; Parliament Act 1911, which reduced the power of law-rejection of the Lords to a two-year delay; Life Peerage Act 1958, reformed the House of Lords; Representation of the People Act 1969, which made 18 the minimum voting age, and; House of Lords Act 1999 that further reformed the House of Lords. 5 Aside from statutes, other sources of the UK Constitution also include prerogative powers or powers traditionally exercised by the Crown, most of which, at present, had been devolved to ministers on behalf of the Crown; judicial decisions or case law; convention, whose informal form often make it a source of disputes; and texts and other seconda ry sources. 6 To assail the constitutionality of rules and principles because of the absence of a document that compels their legal enforceability is to reject the distinction between written and rigid constitutions on the one hand, and customary and flexible constitutions, on the other. It implies a rejection of unwritten, codified and rigid constitutions such as those of the Romans and the ancient Greece, for example. In contemporary times, New Zealand and Israel, aside from the UK, have only partly codified constitutions. 7 The legitimacy of the Westminster model of government implies the legitimacy of the UK Constitution and all appurtenant rules and principles that are necessary for its enforceability. Under the Westminster model, power is concentrated in the hands of the legislature as

Gender Issues and Cultural Constructs in Sex and the City Essay

Gender Issues and Cultural Constructs in Sex and the City - Essay Example Just like women are defined by patriarchal culture, men are also defined by culture, and this culture is also patriarchal. Because of this, there is inevitably a dichotomy between the terms â€Å"female,† which is biological, and â€Å"woman,† which is cultural. Similarly, there is a difference between â€Å"male,† which is biological, and â€Å"man,† which is cultural (Bartky, 2003). Both of the movies Sex and the City and Sex and the City 2 demonstrate how this is true. That said, each of the movies actually turn the traditional cultural definitions of men and women on their head, for the most part, in that the women in these movies are independent and assume the masculine role in different ways. Meanwhile, the men, who definitely take a backseat in these movies, much as they do in the television series, often take the traditional female role in many ways. This is not to say that the portrayals of the men and women are not culturally driven, as women in modern culture often do take on masculine qualities and men take on feminine qualities. Nonetheless, in the Sex and the City world, with the one notable exception, turns traditional culture, as opposed to modern culture, on its head. Analysis of the movies The best way to explain how these movies turn traditional culture on their head would be easiest if one examines the different couples who are in these shows. Carrie Bradshaw is the focus of both of these movies, as she is in the actual television series upon which these movies are based. Bradshaw is a blend of masculine and feminine qualities, although the masculine qualities in Bradshaw outweigh the feminine qualities, as dictated by culture. Carrie is a writer, and is successful, having published several books. This would be a typical masculine characteristic – Carrie is a breadwinner, and she has zero interest in anything domesticated. She doesn't cook, she is never seen cleaning, and she has no interest in having child ren. On the other hand, Carrie's boyfriend, turned husband, Mr. Big, takes on some of the more traditionally feminine characteristics, at least in the second film. Mr. Big does cook, as he is seen cooking in the first film, and makes an anniversary dinner for himself and Carrie in the second film. Mr. Big also likes old-fashioned movies, especially It Happened One Night, which is a classic romantic comedy. In the first film, Mr. Big takes on more traditional masculinity however, than in the second film. This is because Mr. Big is seen as Carrie's caretaker, more than in the first movie. He literally buys her a super-expensive penthouse apartment, and constructs her dream closet. He is also responsible, in the first film, for the dramatic tension in the film, as he stands Carrie up at the altar (they later marry). This feeds into the stereotypical male who is afraid of commitment. He dictates how the two will be married – he wants a low-key ceremony, she wants an over-the-top ceremony, and the two end up getting married according to what he wants. Therefore, Mr. Big is a protector of Carrie, is a provider for Carrie, and dominates Carrie with his wishes in the first film. He more of a traditional male in this way. By the second film, however, Mr. Big is neutered and takes on more of a feminine image. This is the film where he forces Carrie to watch the female-centric film, It Happened One Night, and Mr. Big is shown as somebody who is more of a homebody.

Gender Differences in Computer-Mediated Communications Essay Example for Free

Gender Differences in Computer-Mediated Communications Essay â€Å"On the Internet, no body knows you’re a dog. † Herring (2003, p. 205) mentioned this caption of a cartoon bearing published in the New Yorker (July 1993). May be in this age with the internet evolution it’s hard to know it’s a dog, but what about distinguishing user’s gender in computer-mediated communication (CMC) is it easy or not. This essay tries to shade the light on some of these gender differences in computer-mediated communication (CMC). This essay gives an idea about computer-mediated communication (CMC) modes and the gap between CMC expectations and the fact that there are gender differences in CMC. Then it gives an idea about gender differences in traditional communication followed by exploring gender differences in CMC. First, it’s important to have an idea about CMC different modes. According to Herring (2003, p. 205), â€Å"computer mediated communication (CMC) comprises a variety of interactive socio-technical modes†. She gave some examples of these modes such as: e-mail, discussion lists and newsgroups, chat, MUDs (Multi-User Dimensions) and MOOs (MUD, Object Oriented), IM (Instant Messaging). Dalampan (2006) classifies CMC modes into: synchronous and asynchronous (Figure. 1). The synchronous mode requires communication in real-time. However, the synchronous mode doesn’t require interlocutors to be online at the same time. (p. 59) According to Dalampan (2006), the field of computer-mediated communication (CMC) continues to generate interest from sociolinguists who are concerned with whether the traditional gender differences in face-to-face interaction are carried over into online discourse (p. 59). The problem that all studies tried to investigate is the gap between earlier high expectations for CMC concerning providing an environment that creates equity and the fact that gender differences still existed even in CMC environment. Li (2006) saw that many educators and researchers had high hopes for CMC, believing that it provided more equal access to information and communication and would ultimately lead to greater equity. Also, Hendry (2001, p. 3) mentioned that earlier research in computer-mediated communication (CMC) found that CMC promoted social equity. She explains that this could be due to predictions by many researchers that CMC would democratize communication and mitigate gender differences. Despite these claims that the relative anonymous communication on the Internet would break down traditional gender binaries, research has identified gender differences in computer-mediated discourse, similar to differences observed in spoken discourse. (Herring, 2006) In order to determine whether the language used by males and females in computer-mediated communication (CMC) reveal gender related differences or not, many studies were conducted. However, according to Li (2006) research findings concerning gender differences in CMC are mixed. However, this essay will explore some of these gender differences in CMC in some related studies. Linguists have long recognized gender as a factor that may affect person’s linguistic productions (Baron, 2005, p. 8). â€Å"Sociolinguists have written extensively about stylistic differences they have observed between males and females in spoken and written language† (p. 4). Based on these previous studies, Baron (2005) mentioned some gender linguistic differences such as: females tend to use more politeness indicators than males, whereas males more frequently interrupt woman than vice versa; in general, women tend to use language as a tool for facilitating social interaction, whereas males are more prone to use language for conveying information; on average, women’s speech reflects standard phonological, lexical, and grammatical patterns more than men’s does (p. 8). Computer-mediated communication (CMC) has attracted more and more researchers’ attention as a due to the dramatic increase in the use of the Internet in recent years (Li, 2005, p. 382). According to Baron (2003) linguists and other scientists have been studying CMC for we over a decade (p. 4). The essay now will give some examples for gender differences in CMC. Herring (2006, p. 4) reported a tendency for women to be more polite, supportive, emotionally expressive, and less verbose than men in online public forums. Conversely, men are more likely to insult, challenge, express sarcasm, use profanity, and send long messages. Also, Baron (2003) listed some gender differences such as women tend to use more affective markers, more hedges, more politeness markers, and more tag questions. However, men are likely to use more referential language, more profanity, and fewer personal pronouns than women. (p. 9) A study conducted by Li (2006) showed that gender is a considerable factor in the context of mathematics and sciences learning using CMC. Concerning gender communication patterns, findings show males students are more likely to present their opinions and explanations, but less likely to make specific suggestions; whereas female students tend to ask for a lot of information, but are less likely to provide explanations or opinions. Also, female students tend to initiate conversations, while male students are more likely to enter the dialogue at later stages and respond to previous discussions. Li (2006) presented a meta analysis for some studies in gender differences in CMC. Her analysis provided answers for three main questions: first one, what are gender differences in users’ communication patterns in CMC? Results show that on average, female users had a significantly higher frequency of collaborative instances using CMC than males. Also, females had a significantly higher frequency of challenging others and were more personal oriented. Males, on the other hand, used more authoritative statements. Second one, to what extent do male and female differ in their interaction pattern in CMC? Results indicated that, on average, there was a small but significant gender effect on users’ participation pattern, male users had a significantly higher frequency of posting messages or having longer access to the Internet than female users, also, male users have better access to CMC environments. Third question, who would enjoy CMC environment, males or females? Results showed that, on average, there was a moderate but significant gender effect on users’ enjoyment of CMC. Male users enjoyed more CMC environments than their female counterparts. According to Bernard (1998), males tend to dominate group discussions, even when they are in the minority. They even tend to generate more aggressive and often caustic interactions to the extent that they often marginalize female communications to the point of being excluded from the CM interactions. Savicki and Kelley (2000, p. 817) examined whether men and women communicate differently using CMC. They found that gender composition of the groups is the variable that has the strongest relationship to communication style. Results found that women in small task group developed a significantly different style of communication than men did using CMC with other men. They explained that women in female-only groups were able to overcome the limitations of the text-only format of CMC with self-disclosure, use of â€Å"I† statements and through directly addressing their message to other group members. On the other hand, they found that men in male-only groups ignored the sociomotional aspects of group functioning and were more likely to engage in a collective monologue approach to discussion with the addition of mild flaming. Men in MO groups were less satisfied with the CMC experience and showed lower levels of group development. (p. 817) Herring (2003) (Baron, 2005, p. 15) found that on many-to-many asynchronous CMC mode (listservs and newsgroups), males tended to be more adversarial and to write longer messages than females, whereas females tended to be more supportive in their postings with shorter messages and more apologizes than males. On the other hand on synchronous many-to-many CMC mode (chat and social MUDs and MOOs), males were more aggressive and insulting, whereas female had more aligned and supportive discourse. By studying IM conversations of college students, Baron (2005) concluded that there are significant gender differences in IM conversations. She found that male-male conversations tend to be shorter and have more of a spoken character, while female-female conversations tend to be longer and have more of a written character. Males use more contractions than do females. (p. 14) On the other side, Dalampan (2006) added the context factor or dimension he concluded that males and females language use seems to be influenced more by the context of use than their gender this may be because both males and females in his sample were scholars so they were acting like scholars not as males and females. He also concluded that despite the claims of previous research that females used more linguistic qualifiers, hedges, and personal pronouns, the associations were not found to be strong. (p. 65) Another study conducted by Abdul Kadir and Din (2006) shows that there are no significant gender differences in CMC learning mode orientation and learning style. (p. 50) At the end, however research findings may appear to be mixed but findings showed that computer-mediated communication (CMC) couldn’t eliminate gender differences as expected after all it is another communication environment. These gender differences are somehow similar to gender differences in spoken and written language. Some findings didn’t show significant gender differences this could be due to other factors such as the presence of the instructor in the Dalampan (2006) study. Also, findings were different depending on CMC mode either being synchronous/asynchronous or one-to-one/one-to-many. References Abdul Kadir, R. Din, R. (2006). Computer Mediated Communication: A motivational strategy toward diverse learning style. Journal Pendidikan, 31, pp. 41-51. Retrieved March 16, 2008 from http://pkukmweb. ukm. my/~penerbit/jurnal_pdf/jpend31_03. pdf Baron, N. S. (2003). Instant Messaging by American College Students: A case study in computer-mediated communication. Retrieved March 16, 2008 from http://www. american. edu/tesol/Baron-SeeYouOnlineCorrected64. pdf Baron, N. S. (2005). See You Online: Gender issues in college student use of instant messaging. Retrieved March 16, 2008 from http://www. american. edu/tesol/Baron-SeeYouOnlineCorrected64. pdf Bernard, M. L. (1998). Gender Interaction Differences Using Computer-Mediated Communication: Can the Internet serve as a status equalizer?. Retrieved March 16, 2008 from http://psychology. wichita. edu/mbernard/articles/GenderInternet. html Dalampan, A. E. (2006). Gender Issues in Computer-Mediated Communications. TESL working paper, 4 (2). Retrieved March 16, 2008 from http://web1. hpu. edu/images/GraduateStudies/TESL_WPS/10Dalampan_Gender_a17241. pdf Hendry, J. (2001). E-gender or Agenda: Are women getting what they want?. ANZMAC 2001. Retrieved March 16, 2008 from http://smib. vuw. ac. nz:8081/WWW/ANZMAC2001/anzmac/AUTHORS/pdfs/Hendry. pdf Herring, S. C. Paolillo, I. C. (2006). Gender and Genre Variation in Weblogs. Journal of Sociolinguistics, 10(4). Retrieved March 16, 2008 from http://www. blogninja. com/jslx. pdf Herring, S. C. (2003). Gender and Power in Online Communication. In: J. Holmes and M. Meyerhoff (Eds. ), The Handbook of Language and G

Characterization in Hawthornes Young Goodman Brown Essay -- Young Goo

Characterization in â€Å"Young Goodman Brown†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      The dialogue, action and motivation revolve about the characters in the story (Abrams 32-33). It is the purpose of this essay to demonstrate the types of characters present in Nathaniel Hawthorne’s â€Å"Young Goodman Brown,† whether static or dynamic, whether flat or round, and whether protrayed through showing or telling.    There are only three well-developed, or three dimensional characters, in this short story, and they are the protagonist, Goodman Brown, and his wife, Faith, and the fellow-traveller or the devil. Faith is, of course, less well developed than her husband; much of her development comes from inference rather than from action,dialogue and explicitly expressed motivation as in the case of Goodman Brown.    From the very outset of the tale, Goodman is a person of action: â€Å"YOUNG GOODMAN BROWN came forth at sunset, into the street of Salem village, but put his head back, after crossing the threshold, to exchange a parting kiss with his young wife.† The reader sees him develop emotionally even as he walks away towards the woods:    So they parted; and the young man pursued his way, until, being about to turn the corner by the meeting-house, he looked back and saw the head of Faith still peeping after him, with a melancholy air, in spite of her pink ribbons.    "Poor little Faith!" thought he, for his heart smote him. "What a wretch am I, to leave her on such an errand! She talks of dreams, too. Methought, as she spoke, there was trouble in her face, as if a dream had warned her what work is to be done tonight. But, no, no! 'twould kill her to think it. Well; she's a blessed angel on earth; and after this one night, I'll cling to h... ...h these grave, reputable, and pious people, these elders of the church, these chaste dames and dewy virgins, there were men of dissolute lives and women of spotted fame, wretches given over to all mean and filthy vice, and suspected even of horrid crimes.    In this essay on Nathaniel Hawthorne’s â€Å"Young Goodman Brown† we have seen that the narrator’s use of the showing technique presents two dynamic characters, three round characters and a host of undeveloped, static characters.    WORKS CITED    Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999.    Hawthorne, Nathaniel. â€Å"Young Goodman Brown.† 1835. http://www.cwrl.utexas.edu/~daniel/amlit/goodman/goodmantext.html    Wagenknecht, Edward. Nathaniel Hawthorne – The Man, His Tales and Romances. New York: Continuum Publishing Co., 1989.

Tim O’Brien “How to Tell a True War Story”

The words, which describe the character: Rat Kiley; sharp gray eyes; tight little strokes of the wrist; he wanted me to believe; big gentle killer eyes; little crazy; they were kids – they just didn’t know; Rat almost bawls writing it; they were like soul mates. The words, which do not describe the character: crazy in a good way; real daredevil; nineteen years old and it is too much for him. The guy’s real name was Bob Kiley, but everyone was calling him Rat (O’Brien 174).He had lost his friend Curt Lemon in Vietnam, but this loss happened beyond any military actions, when they were playing with grenades (they were real kids); Rat had actually lost his soul mate. Reading the story, Rat’s character created an impression of being flat. However, coming to the story’s end, it is evident that huge sufferings are hidden behind the childish behavior. This childish behavior has indirectly become the cause of tragedy, and suffering through this loss, Rat reveals his round dynamic character.He tries to forget his pain, but the fact that he feels it is the sign of his deep soul, which was changed in the cruelties of the Vietnam War. Curt Lemon is the character around which Rat’s actions and thoughts are concentrated. They spent most of their time together and what they felt towards each other was real kinship. The unexpected loss was so difficult for Rat that he didn’t hesitate to mail a letter to Lemon’s sister. This letter has become the expression of his feelings, his sorrow, and his best memories about that person. Re-writing the story from Rat’s perspectiveThe day didn’t predict anything tragic. We crossed the river – the mountains were in the west, and we had to direct our efforts there. We have already spent three days marching, and it already seemed monotonous†¦so well†¦we were trying to entertain ourselves, and in a second Curt Lemon was dead. He simply stepped on a boob y-trapped 105 round. One second – and the man was gone forever. We were playing, we were laughing, and then, out of sudden, he was dead. I didn’t notice that the whole hour had passed before we cut off the thick grass for the emergency helicopter to land.Surprisingly, the day didn’t change; the weather was the same, and we kept marching. The only thing was that Curt was not with us anymore. Higher in the mountains I’ve noticed a baby VC water buffalo. I had no idea how I could come across it so high in the mountains, and it was probably unexpected for me, that at that moment I could think of anything else besides Curt. I managed to get a rope around the baby buffalo and to lead it with us to the village, where we had to stay for the night. I stroked the baby buffalo’s nose, I tried to offer it come pork or beans, but it didn’t seem interested. I shrugged but I felt, how enraged I was.At that time I didn’t understand, what caused those feelings inside me, but now I know that Curt’s death had made me angry; angry for being incapable to change anything and to return him to life. I shot the buffalo through the front knee. I was shocked at the animal not showing any sign of stress; it didn’t cry. It was silent, though it fell hard onto the ground but then got up again, and at that moment I shot off its ear; I kept shooting and I could see it hurt, but for some reason I could not kill it. I would never make it suffer, but something inside me was preventing me from shooting right.I had no idea what others were thinking, but they were definitely watching each move and each shot I made. I was the only one to know, what it meant to me – Lemon was dead and he had been the best friend in the world. I am not sure whether it was a question of pain, and what pain one may mean here. I didn’t know whether physical pain could be measured or even compared to the moral pain I felt. I could not understand what I was doing, it was all smoke and I hardly remember whether I had shot the buffalo’s tail; it was as if I were dreaming. I shot it into the throat.I didn’t want it to experience those physical tortures anymore. I can still remember its eyes – enormous, shiny, and dumb. I can remember myself crying. I wanted to say how sorry I was for both the buffalo and for Lemon, but tears didn’t let any word come out. I understood I needed some freedom, some silence and some time to think, to try to recover and to ultimately feel better. I left the baby, may be it was still alive, but I didn’t know it. I just knew that it was fighting for its life, the chance which Lemon didn’t have. It will remain my sin forever, but my pain was enormous to hide it inside.I don’t still understand for whom I feel worse – for the baby buffalo I’ve killed or for Lemon who didn’t have a single chance to survive. What I know for sure is that Lemon didn’t go through the pain, which baby buffalo felt before it died. I also understand that this death could become neither physical, nor moral compensation for Lemon’s death. This is what I think now†¦ At that time I was not thinking anything. The baby buffalo’s death remains my biggest weakness – the inability to keep emotions inside. Later that week I wrote a letter to Lemon’s sister to tell her what a great guy her brother had been.I have written several funny stories from our life – I think that the letter turned to be very personal, even touching. I was almost bawling, because I could not accept the fact of his death. He had been the man able to turn the war into fun. He was right for war, and his attitudes towards war were also right. I clearly understood and I really felt that I would never receive any reply from that young girl, but I needed that writing to release my emotions and express what I was feeling about Lemon. Ev en when I pretended being angry at her, and called her â€Å"dumb cooze†, it was nothing but a mask – I didn’t want anyone know that I could feel†¦Justification I decided to focus on Rat Kiley’s character. The author emphasizes his negligent attitude towards life. â€Å"Listen to Rat: â€Å"Jesus Christ, man, I write this beautiful fucking letter, I slave over it, and what happens? The dumb cooze never writes back† (O’Brien 175). What I think is that Rat didn’t even expect to receive any reply from Lemon’s sister; he needed this letter to express what he had inside, and simultaneously he had to support his image of a guy â€Å"nineteenth years old – and it’s too much for him† (O’Brien 175).I was interested in viewing the story through his perspective, because I initially felt Rat could have been depicted differently, less crazy and more humane. As a result, the events in the narrative would loo k different through Rat’s perspective. After Lemon was dead, Rat could not find himself. He did not know how he could neutralize the moral pain he had inside. Again, the author could lead the narration in a different direction. Rat was shooting the baby buffalo – â€Å"it wasn’t to kill; it was just to hurt† (O’Brien 179).Has anyone thought that Rat might have not clearly understood what he was doing? The fact that he was crying was the best proof that his actions had been absolutely uncontrolled. Moreover, his negligence has proved to be only surface – he was deeply suffering through the loss of his friend; at his nineteen years he could consider himself happy for having experienced the kinship he felt towards Lemon. My goal was to portray Rat through different features, not the features which the author used in the narration. I suppose that the author has not looked too deep into Rat’s soul.O’Brien has created an image of Rat ’s cruelty towards the animal, and the readers perceive him as â€Å"a little crazy†. Simultaneously, he has not emphasized many features which make Rat a real human. Even the scene of animal killing could have been depicted differently, through the prism of Rat’s moral sufferings. â€Å"Rat Kiley was crying† (O’Brien 180), and that cry was the difficult acknowledgement of the fact that Lemon would never come back. Works cited O’Brien, Tim. â€Å"How to Tell a True War Story†. Postmodern American Fiction: A Norton Anthology. P. Geyh ed. New York: W. W. Norton, 1992, 174-183.

The Negative Impact of Video Game Violence on Children...

There has been a lot of factors linked to child aggression. One of biggest factors is children playing violent video games. Although video games are commonly used by children there can be negative effects when introduced to violent video games. Recent studies have shown a correlation between violent video games and the behavior of young children. Violent video games influence childrens behavior because their attitudes become more aggressive, the availability of violent games has become very easy for children , and with the help of technology the graphics of the video games make the game look identical to real life. Iowa Sate University did a study on how the violence in video games affect the childrens attitude. Iowa Sate University†¦show more content†¦Most parents, when buying games for their children, either do not know what games they are buying or if they do know they do not know the content that is on that game. The games that children want are mostly violent games because those types of games seem to be the ones that are the most appealing to them. The graphics in games now make the game almost look as if it were real life. That has brought the video game industry a lot more players and part of those new gamers are young children. The issue is when a child is presented with a violent video game that has really good graphics the child has a better understanding of what is going on in that game. Because children can relate what is going in the video game to the real world, that leads children to believe that the actions being done in that video game are accepted in society. If the children believe that its right from them to do violent actions that they learned from the game there attitude starts becoming more aggressive. Anne Harding says â€Å"children who watch violence in the media can internalize the message that the world is a hostile place...†. A major opposition to violence video games leading to aggression is that the research t hat was done is not a valid research. Henry Jenkins said â€Å"...most of those studies are inconclusive and many have been criticized on methodological grounds† (2). The studies are not inconclusive because in the studies that the researchers do theyShow MoreRelatedEng 1011630 Words   |  7 PagesViolence in Music Videos and Music Lyrics has a negative impact on children. Music videos that expose profanity and sexuality are inappropriate and leave a negative impression on young children. Violence in music videos can cause health problem. Music videos that promote negative lyrics are affecting young children. Music lyrics with vulgar languages affect the development and well-being of young children. For example, the study author (Stone, 2009) found â€Å"that music with explicit referencesRead MoreEffects of Violent Video Games on Children Essay1660 Words   |  7 PagesViolent Video Games on Children The use of video games has become tremendously popular among children and adolescents in the past decade. In fact, â€Å"Sixty-eight percent of U.S. households play computer or video games.† (David Jenkins, 2009) This statistic reveals how important it is to understand the effects that these games can have on individuals and more specifically, children. Over the years, numerous studies have been conducted investigating whether video games have positive or negative impactsRead MoreDangers Of Video Games880 Words   |  4 Pagesmost children like to play video games. Sometimes, parents have seen their children the violence and aggression. Video Games helpful or dangerous. Video Games have developed dramatically. It has been a controversial discussion of whether video games are helpful or dangerous to a child. Indeed some are of the view that video games are dangerous because it has a negative impact on the health for children, and because they have filled with violent conten t. However, in my observation, some video gamesRead MoreEssay on Persuasive Speech Against Video Games978 Words   |  4 PagesThesis: The rise of the video game has had many negative effects on children. INTRODUCTION Attention-getter: Whenever I look out from my window at home, nothing but memories come back to me. The house three doors down was the unsuspecting target of the foul balls we would hit when we use to play home run derby. Or my basketball hoop which held many world championships between me being the bulls and my friends being that year’s runner up. In the park across the street, I ended up blackmailingRead MoreThe Effects Of Video Games On Children Essay1612 Words   |  7 Pagesis playing video games. Over the years, there has been mixed viewpoints regarding its wide-ranging effects especially among the youth. Much of the controversy focuses on violence and aggression coming from various sources like the media, researchers, and more intensely, parents who are greatly concerned with the negative impact of video games to their children. Amplifying the adverse side of this debate is the occurrences of a number of crimes associated with playing violent video games as their com monRead MoreMedia Violence: A Negative Influence on Young People A massive amount of violence is being1300 Words   |  6 PagesMedia Violence: A Negative Influence on Young People A massive amount of violence is being displayed in the media and has become harder to avoid. Violence is everywhere. We experience it in various ways, such as rap music, television, or first person shooter video games. We hear rap music and remember the vicious lyrics. We constantly watch celebrities commit crime on television and observe people being slaughtered multiple times a day. Youth can virtually do the slaughtering of the other charactersRead MoreVideo Games, Which Have Been Around For Quite A While Now1106 Words   |  5 PagesVideo games, which have been around for quite a while now is usually perceived as an exciting thriller to most. The use of video games ranges from young children to older men and sometimes women. The video game industry has had a huge expansion in technology and gaming techniques in the recent years causing it to be more appealing to the public eye. Although video games normally have ratings for certain age groups, they are played by everybody no ma tter the age. There has been an increase in theRead MoreThe Effects Of Violent Video Games On Children s Behavior1626 Words   |  7 PagesThe effect of violent video games on children’s behavior has been the major concern of numerous researchers over the last several decades. Indeed, a great number of researches conducted by psychologists show that regular exposure to violent video games has both long-term and short-term negative effects on a player’s behavior. Aggressiveness and lack of empathy are considered to be two main outcomes of constant playing games with violent content. However, it should be noted that the content is notRead MoreViolent Games And Violent Video Games1122 Words   |  5 PagesAs video game images become increasingly more realistic and graphic. Therefore, is there any link between the violence depicted in those games and violence in real life? Students are the main group people who played violent video games very often. Also, losing a game causes many people to have a negative impact. Last, the attitudes on violent game and antisocial. Games are everywhere around us, such as cellphones, televisions, or computers, but violent games are the most popular type of game. TheRead MoreViolent Video Games Essay889 Words   |  4 Pagesâ€Å" Video game violence has become a highly politicized issue for scientists and the general public † ( Ferguson, 2007 p309). The video game is always controversial as some of them contain sexual and violence and so on. Especially some violence games were played by the adolescents. Adolescents are very fragility. Violent video games are negative for the children which will impact their social relationship, their health and make them has aggressive behavior. First violent video games will impact

Linear Analysis Linear And Linear Essay - 1373 Words

This experiment was performed to understand the process of linear least-squared analysis as well as developing the skills to use EXCEL and having the criteria for the best line of fit to ones’ graphs. Linear least-squared analysis is a statistical method to determine a line of best fit by minimizing the sum of squares created by a mathematical function. A â€Å"square† is determined by squaring the distance between a data point and the regression line. For the 1st order kinetics graph, the y-axis was for the sum of ln(A). The straight line equation came out to be y=-0.0224x-0.546 while the regression line was at a 0.99564 which was very good. For the 2nd order kinetics graph, the y-axis was for the sum of 1/A. The straight line equation came out to be y=0.0575x+1.6104 while the regression line was at a 0.97327 which was also quite good. Each data set had 9 degrees of freedom. The F-value for the first graph was 2057.16 and the 2nd graph was 327.67. Introduction: We used a set of data using least-squares procedures and decided from the evidence whether the 1st or 2nd –order kinetics was a better suited match to describe the data. Paying attention to data analysis and plots for these graphs were the most challenging. The data involves a pair of measurements of an independent variable x and a dependent variable y. In this case, our independent variable was Time(minutes) and the dependent variable was Abs(ODU). We preformed linear least-squared analyses using EXCEL in order toShow MoreRelatedMixed Linear Analysis1070 Words   |  5 Pagesmixed linear model (Zhang et al. 2010) implemented in the GAPIT package (Lipka et al. 2012) in R. determines the trade-off between misclassifying training examples and minimizing the norm of the weights. Parameter controls the band of the insensitive zone that in turn affects the number of support vectors in building the regression function. Bigger means lesser support vectors and produces more ‘flat’ estimates. III. A LGORITHM D ESCRIPTION Decision Tree (DT) is used to build regression or classificationRead MoreIntroduction to Linear Regression and Correlation Analysis3134 Words   |  13 PagesIntroduction to Linear Regression and Correlation Analysis Goals After this, you should be able to: †¢ †¢ †¢ †¢ †¢ Calculate and interpret the simple correlation between two variables Determine whether the correlation is significant Calculate and interpret the simple linear regression equation for a set of data Understand the assumptions behind regression analysis Determine whether a regression model is significant Goals (continued) After this, you should be able to: †¢ Calculate andRead MoreNon Linear And Dynamic System Analysis1391 Words   |  6 Pagesfunctional units based on a unit amount of service, it can be observed that they typically lead to static and linear models which lack the capacity to investigate the non-linear or dynamic properties that are present in the reverse supply chains they model and evaluate (McLaren et al. 2000). There are at least two different approaches that are more conducive to non-linear and dynamic system analysis. The first uses a functional unit based on total amount of service instead of unit amount of service. TheRead MoreUsing R, Linear Regression Analysis1354 Words   |  6 Pagesestimate new online students. This same principle is applied all throughout the decision model, enrollment is broken out into categories of different students and indicators that can help predict that category. Regression analysis is used often to answer research questions. Using R, linear regression helps to shed light on the effects of any number of factors into college success. In addition, I have been able to use skills from excel courses on a regular basis to create charts and graphs as well as prepareRead MoreFace Recognition Of Java Environment1552 Words   |  7 Pagesand to extract some useful information from it. It usually deals with treating images at 2D signals and applying signal processing methods to them. It can be generally defined as a 3 step process starting by importing the image. Continuing with its analysis and ending with either an alter image or an output. The application of in processing can be classified into five groups. The 5 groups are shown in fig 2 II. Face Recognition Techniques: This section is about different techniquesRead MoreEducation Consulting Services By Excel1080 Words   |  5 Pagesworkload in top-ranked universities and colleges, Chinese students now place more emphasis on other features, such as opportunities for extracurricular exploration. More importantly, it taught me a lesson: the situation was always changing and data analysis was an efficient way to understand social phenomena. Since it was the first time I donated so wholeheartedly to a job, I located the position on data analyst. As a prospective data analyst, I specialized in both methodology and practice. For methodologyRead MoreLinear Programming, A Data Analysis Decision Optimization Tool Essay856 Words   |  4 PagesLinear Programming Utilizing linear programming, a data analysis decision optimization tool, the recommended low-cost customer service employee daily assignment schedule, for a regularly schedule 16 hour work day, consist of 23 full-time employees and 41 part-time employees, at 348 hours, for a total burdened labor cost of MXN $45,800 (see Attachment 1). Type Time From Time To # Empl. Total # Empl. FT 7:00 16:00 11 FT PT FT 7:00 16:00 0 Hrs/Day 8 4 FT 14:00 23:00 7 Pay/Day $ 1,100 Read MoreThe Impact Of Credit Scoring And How Best It Can Be Implemented Within The Nancial Sector1308 Words   |  6 Pagesaccounts : Opening many new accounts in a short period of time will lower an applicant s credit score.  Length of credit history : An applicant with longer credit stands a better chance of getting a credit loan. Credit scoring generally reduces credit analysis, helps to evaluate credits faster, helps to improve cash ow and collections and leads to minimising of bad debt [5]. Credit scoring can be divided into three groups. Enterprise credit scoring, Small and Mid-sized credit scoring and Individual (consumer)Read MoreIn this paper we present an analysis of face recognition system with a combination of Neural2400 Words   |  10 Pagespresent an analysis of face recognition system with a combination of Neural networks withSub-space method of feature extraction. Here we are considering both single layer such as Generalized Regression neural network (GRNN) and Multi layer such as Learning Vector quantization (LVQ). The analysis of these neural networks are done between feature vectors with respect to the recognition performance of subspace methods, namely Principal Component Analysis (PCA) and Fisher Linear Discriminant Analysis (FLDA)Read MoreGender Recognition And Android Development1972 Words   |  8 Pagesethnicity, and hence, this method was insufficient. An algorithm proposed by Fisher, the Fisher Discriminant Analysis (FDA)[R5] allows comparison of intra class scatter and inter class scatter. This means that the noise produced in class can be largely removed by using maximizing the latter and minimizing the former. In the simplest of terms, FDA, or Linear Discriminant Analysis (LDA; FDA with a linear kernel) aims to maximize the inter class scatter: Intra class: where xij is the ith sample of class