Structural functionalism free essay sample

Structural functionalism, or simply functionalism, is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability. [1]This approach looks at society through a macro-level orientation, which is a broad focus on the social structures that shape society as a whole. [2] This approach looks at both social structureand social functions. Functionalism addresses society as a whole in terms of the function of its constituent elements; namely norms, customs, traditions, and institutions. A common analogy, popularized by Herbert Spencer, presents these parts of society as organs that work toward the proper functioning of the body as a whole. [3] In the most basic terms, it simply emphasizes the effort to impute, as rigorously as possible, to each feature, custom, or practice, its effect on the functioning of a supposedly stable, cohesive system. For Talcott Parsons, structural-functionalism came to describe a particular stage in the methodological development of social science, rather than a specific school of thought. We will write a custom essay sample on Structural functionalism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page [4][5] The structural functionalism approach is amacrosociological analysis, with a broad focus on social structures that shape society as a whole. [6] Structural Functionalism Theory Structural functionalists believe that society leans towards equilibrium and social order. They see society like a human body, in which important organs to keep the society/body healthy and well[4]. Social health means the same as social order, and is guaranteed when nearly everyone accepts the general moral values of their society. Hence structural functionalists believe the aim of key institutions, such as education, is to socialise children and teenagers. Socialisation is the process by which the new generation learns the knowledge, attitudes and values that they will need as productive citizens. Although this aim is stated in the formal curriculum[5], it is mainly achieved through the hidden curriculum[6], a subtler, but nonetheless powerful, indoctrination of the norms and values of the wider society. Students learn these values because their behaviour at school is regulated [Durkheim in [3]] until they gradually internalise and accept them. Education must, however perform another function. As various jobs become vacant, they must be filled with the appropriate people. Therefore the other purpose of education is to sort and rank individuals for placement in the labour market [Munro, 1997]. Those with high achievement will be trained for the most important jobs and in reward, be given the highest incomes. Those who achieve the least, will be given the least demanding jobs, and hence the least income. According to Sennet and Cobb however, â€Å"to believe that ability alone decides who is rewarded is to be deceived†. [3] Meighan agrees, stating that large numbers of capable students from working class backgrounds fail to achieve satisfactory standards in school and therefore fail to obtain the status they deserve[7]. Jacob believes this is because the middle class cultural experiences that are provided at school may be contrary to the experiences working-class children receive at home [8]. In other words, working class children are not adequately prepared to cope at school. They are therefore â€Å"cooled out†[9] from school with the least qualifications, hence they get the least desirable jobs, and so remain working class. Sargent confirms this cycle, arguing that schooling supports continuity, which in turn supports social order. [3] Talcott Parsons believed that this process, whereby some students were identified and labelled educational failures, â€Å"was a necessary activity which one part of the social system, education, performed for the whole†[7]. Yet the structural functionalist perspective maintains that this social order, this continuity, is what most people desire[4]. The weakness of this perspective thus becomes evident. Why would the working class wish to stay working class? Such an inconsistency demonstrates that another perspective may be useful. Conflict theories are perspectives in social science that emphasize the social, political, or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservativism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx is the father of the social conflict theory, which is a component of the 4 paradigms of sociology. For example Salomon, the leading sociologist. [citation needed] Certain conflict theories set out to highlight the ideological aspects inherent in traditional thought. Whilst many of these perspectives hold parallels, conflict theory does not refer to a unified school of thought, and should not be confused with, for instance, peace and conflict studies, or any other specific theory of social conflict. Conflict theory emphasizes the role of coercion and power in producing social order. This perspective is derived from the works of Karl Marx, who saw society as fragmented into groups that compete for social and economic resources. Social order is maintained by domination, with power in the hands of those with the greatest political, economic, and social resources. When consensus exists, it is attributable to people being united around common interests, often in opposition to other groups. According to conflict theory, inequality exists because those in control of a disproportionate share of society’s resources actively defend their advantages. The masses are not bound to society by their shared values, but by coercion at the hands of those in power. This perspective emphasizes social control, not consensus and conformity. Groups and individuals advance their own interests, struggling over control of societal resources. Those with the most resources exercise power over others with inequality and power struggles resulting. There is great attention paid to class, race, and gender in this perspective because they are seen as the grounds of the most pertinent and enduring struggles in society. Whereas most other sociological theories focus on the positive aspects of society, conflict perspective focuses on the negative, conflicted, and ever-changing nature of society. Unlike functionalists who defend the status quo, avoid social change, and believe people cooperate to effect social order, conflict theorists challenge the status quo, encourage social change (even when this means social revolution), and believe rich and powerful people force social order on the poor and the weak. Conflict theorists, for example, may interpret an â€Å"elite† board of regents raising tuition to pay for esoteric new programs that raise the prestige of a local college as self-serving rather than as beneficial for students. Whereas American sociologists in the 1940s and 1950s generally ignored the conflict perspective in favor of the functionalist, the tumultuous 1960s saw American sociologists gain considerable interest in conflict theory. They also expanded Marxs idea that the key conflict in society was strictly economic. Today, conflict theorists find social conflict between any groups in which the potential for inequality exists: racial, gender, religious, political, economic, and so on. Conflict theorists note that unequal groups usually have conflicting values and agendas, causing them to compete against one another. This constant competition between groups forms the basis for the ever-changing nature of society. Critics of the conflict perspective point to its overly negative view of society. The theory ultimately attributes humanitarian efforts, altruism, democracy, civil rights, and other positive aspects of society to capitalistic designs to control the masses, not to inherent interests in preserving society and social order. Social exchange theory is a social psychological and sociological perspective that explains social change and stability as a process of negotiated exchanges between parties. Social exchange theory posits that all human relationships are formed by the use of a subjective cost-benefit analysis and the comparison of alternatives. The theory has roots in economics, psychology and sociology. Social exchange theory features many of the main assumptions found in rational choice theoryand structuralism. Social exchange theory is based on a central premise: that the exchange of social and material resources is a fundamental form of human interaction. With roots in earlier theories developed in cultural anthropology, neoclassical economics, and psychology, the school of thought on social exchange developed at the UW focused on how interaction patterns are shaped by power relationships between individuals, and the resulting efforts to achieve balance in exchange relations. For example, in the first of a series of experiments dealing with social power and equity in exchange networks, the researchers studied factors and constraints that affected the use of power in a simulation of negotiated trade agreements. The simulation involved 112 male and female participants in a specially developed computerized laboratory and communication network. Each of eight subjects was connected to three others as bargaining partners, forming two separate four-person networks. Subjects sought to increase their profits by entering into trade agreements for resource units. Subjects could pursue either formal or informal negotiating procedures before a transaction was completed. The experimental design allowed the researchers to study power, equity, and the creation of commitment during these bargaining processes. Symbolic Interaction, refers to the patterns of communication, interpretation and adjustment between individuals. Both the verbal and nonverbal responses that a listener then delivers are similarly constructed in expectation of how the original speaker will react. The ongoing process is like the game of charades; only it is a full-fledged conversation. [1]Essentially, the theory can be viewed as a framework for understanding how individuals interact with each other and within society through the meanings of symbol. Symbolic Interactionism Theory Adapted from Scott Plunkett’s Course Pack Overview  · Symbolic interaction theory describes the family as a unit of interacting personalities.  · This theory focuses attention on the way that people interact through symbols: o words, gestures, rules, and roles.  · The symbolic interaction perspective is based on how humans develop a complex set of symbols to give meaning to the world (LaRossa Reitzes, 1993).  · Meaning evolves from their interactions in their environment and with people.  · These interactions are subjectively interpreted through existing symbols.  · Understanding these symbols is important in understanding human behavior.  · Interactions with larger societal processes influence the individual, and vice-versa.  · It is through interaction that humans develop a concept of larger social structures and also of self concept.  · Society affects behavior through constraints by societal norms and values.  · Self concept also affects behavior.  · Symbolic interactionism’s unique contributions to family studies are 1. families are social groups and 2. that individuals develop both a concept of self and their identities through social interaction.  · Symbolic interactionism is the way we learn to interpret and give meaning to the world though our interactions with others. Major Contributors (LaRossa Reitzes, 1993)  · George Herbert Mead (1934) often cited as the main contributor to symbolic interactionism  · Never published his theory  · Blumer, his student published it after his death o Meaning evolves from gestures (an action which produces a response in another) o Language is a set of shared meaning o Taking the role of the generalized other defined as the ability to extend interpersonal meanings to an entire group  · Herbert Blumer (1969) Mead’s Student  · credited with the term â€Å"symbolic interactionism. † He also summarized the basic assumptions of symbolic interaction from Mead’s earlier work Major Assumptions about Self and Family (LaRossa Reitzes, 1993)  · Individuals are not born with a sense of self but develop self concepts through social interaction  · Self concept is developed through the process of interaction and communication with others  · Self concept is shaped by the reactions of significant others and by our perceptions of their reactions  · Self concept, once developed, provides an important motive for behavior.  · Self fulfilling prophecy is the tendency for our expectations, and/or other’s expectations of us to evoke expected responses  · Humans interact and develop roles in the family according to symbols used to describe the family.  · These roles are based on the symbolic meaning attached to each role.  · How family members react to a situation is determined by how they interpret the situation. So, it is important to understand the symbols the family uses to understand their interactions and behaviors.  · In a family, complicated sets of meanings are transmitted through symbols that permit each member to communicate with each other and share experiences (Peterson, 1986). Core Principles of Social Interaction Theory 1. Meaning  · Meaning itself is not inherent in objects  · Human beings act toward things on the basis of the meanings that they have assigned to them  · Meaning arises in the process of interaction between people. that is, it takes place in the context of relationships whether with family or community  · Meanings are handled in and modified through an interpretive process used by the person in dealing with things he or she encounters  · Once people define a situation as real, its very real in its consequences 2. Language  · As human beings we have the unique ability to name things  · As children interact with family, peers, and others, they learn language and, concurrently, they learn the social meanings attached to certain words o That is, language is the source of meaning  · Meaning arises out of social interactions with one another, and language is the vehicle  · In Mead’s view, social life and communication between people are possible only when we understand and can use a common language, (Wood, 1997) 3. Thought or â€Å"Minding†  · An ability distinctly different from animals in that we have the ability to think about things rather than simply reacting instinctually  · An inner conversation with oneself  · A reflective pause through which we modify our interpretation of symbols  · an ability to take the role of â€Å"The Other† Major Premises of Symbolic Interaction Theory 1. Human beings act toward things on the basis of the meaning they have  § These things do not have an inherent or unvarying meaning  § Rather, their meanings differ depending on how we define and respond to them  § how we define, or give meaning to the things we encounter will shape our actions toward them  § Therefore, if we wish to understand human behavior we must know how people define the things— objects, events, individuals, groups, structures—they encounter in their environment 2. The meaning attributed to those things arises out of social interaction with others  § We are not born knowing the meanings of things  § We don’t learn these meanings simply through individual experiences, but rather through the interactions with others 3. These meanings are modified through an interpretive process  § the meanings of the things we encounter, though formed by social interaction, are altered through our understandings  § An individual’s interpretation of the meaning will guide and determine action 7 Major Assumptions of Symbolic Interactionism Theory 1. People are unique creatures because of their ability to use symbols. 2. People become distinctively human through their interaction with others. 3. People are conscious and self-reflective beings who actively shape their own behavior. 4. People are purposful creatures who act in and toward situations. 5. Human society consists of people engaging in symbolic interaction. 6. The ‘social act’ should be the fundamental unit of social psychological analysis. 7. To understand people’s social acts, we need to use methods that enable us to discern the meanings they attribute to these acts. Major Concepts, Definitions and Terms  § Identities the self meanings in a role.  § Language – A system of symbolds shared with other memebers of society, used for the purposes of communication and representation  § Looking Glass Self the mental image that results from taking the role of the other. imaging how we look to another person.  § Meaning – the purpose or significance attributed to something. Meaning is determined by how we respond to and make use of it  § Mind – A process of mental activity consisiting of self, interaction, And reflection, based on socially acquired symbols. Does not refer to an inner psychic world separated from society.  · Naming or Labeling Name-calling can be devastating because it forces us to view ourselves. through a warped mirror. Name calling like stupid can lead to a self – fulfilling prophecy. If a person sees himself as stupid he is likely to act stupid.  · Roles refer to â€Å"collections of expectations that define regularized patterns of behavior within family life† (Peterson, 1986, p. 22).  · Roles within the family may include but not be limited to the following: nurturer, socializer, provider, and decision-maker.  · Role-taking is the ability to see oneself as an object, in other words, to be able to see how others perceive oneself.  · Role-taking allows the individual to monitor and coordinate personal behavior in order to facilitate interaction with others and also to anticipate the responses of other individuals.  · Role conflict refers to the situation in which there are conflicting expectations about a specified role.  · Role making is the â€Å"process of improvising, exploring, and judging what is appropriate on the basis of the situation and the response of others at the moment† (Peterson, 1986, p. 23).  · The Self o According to Mead, self does not exist at birth but is developed through interaction with others o emerges from the social interaction of humans in which the individual takes on the role of the other and internalizes the attitudes and perceptions of others through those interactions o The interaction of an individual’s self-conception (I) and the generalized, perceived view that others have of the individual (Me) o The ongoing process of combining the â€Å"I† and the â€Å"ME. † â€Å"I† o An individual’s self-conception o The subjective self â€Å"Me† The â€Å"Generalized Other† o the generalized, perceived view that others have of the individual o The mental image of onseself that is based on expectations and responses from others o The image of the self seen in other peoples reactions  · Self-concept: the image we have of who and what we are (formed in childhood by how significant others treat/respond to us). The self-concept is not fixed and unchanging – if in childhood your teachers tell you you’re stupid, but later in life your teachers and friends begin to treat you as if you’re very bright, your self-concept is likely to change.  · Self-fulfilling prophecy- The tendency for our expectations to evoke responses in others that confirm what we originally anticipated. Each one of us affects how others view themselves. Our expectations evoke responses that confirm what we originally anticipated. Phenomenon: The way I choose to see the world creates the world I see.  · Significant symbol – A word or gesture that has a common meaning to an individual and others.  · Social Act – Behavior that in some way takes into account the â€Å"other† person, group or social organization, and is guided by what they do. It emerges through the process of communication and interaction.  · Symbol manipulation – The means through which we motivate others to action through the use of symbols Since people are symbolic creatures, they can interpret and talk about their inner experiences, such as their thoughts or desires, thus enhancing communnication and interactions with others Postmodernism is a general and wide-ranging term which is applied to many disciplines, including literature, art, economics, philosophy, architecture, fiction, and literary criticism. Postmodernism is largely a reaction to scientific or objective efforts to explain reality. There is no consensus among scholars on the precise definition. In essence, postmodernism is based on the position that reality is not mirrored in human understanding of it, but is rather constructed as the mind tries to understand its own personal reality. Postmodernism is therefore skeptical of explanations that claim to be valid for all groups, cultures, traditions, or races, and instead focuses on the relative truths of each person (i. e. postmodernism = relativism). In the postmodern understanding, interpretation is everything; reality only comes into being through our interpretations of what the world means to us individually. Postmodernism relies on concrete experience over abstract principles, arguing that the outcome of ones own experience will necessarily be fallible and relative, rather than certain or universal. Postmodernism postulates that many, if not all, apparent realities are only social constructs and are therefore subject to change. It claims that there is no absolute truth and that the way people perceive the world is subjective and emphasises the role of language, power relations, and motivations in the formation of ideas and beliefs. In particular it attacks the use of sharp binary classifications such as male versus female, straight versus gay, white versus black, and imperial versus colonial; it holds realities to be plural and relative, and to be dependent on who the interested parties are and the nature of these interests. Postmodernist approaches therefore often consider the ways in which social dynamics, such as power and hierarchy, affect human conceptualizations of the world to have important effects on the way knowledge is constructed and used. Postmodernist thought often emphasizes constructivism, idealism, pluralism, relativism, and scepticism in its approaches to knowledge and understanding. Postmodernism is generally considered to have been conceived during the early twentieth century. Postmodernism gained significant popularity in the 1950s and dominated literature and art by the 1960s. [1] Postmodernism has influenced many disciplines, includingreligion, literary criticism, sociology, ethics and morality, linguistics, architecture, history,politics, international relations, anthropology, visual arts, and music. Postmodern Theory – A Broad and Ambiguous View of Reality Postmodern theory is a broad and somewhat ambiguous belief system tied to the philosophical and cultural reaction to the convictions of Modernism (sometimes equated with Humanism). Postmodernism is the philosophical proposal that reality is ultimately inaccessible by human investigation, that knowledge is a social construction, that truth-claims are political power plays, and that the meaning of words is to be determined by readers not authors. In brief, Postmodern theory sees reality as what individuals or social groups make it to be. Feminist theory is the extension of feminism into theoretical or philosophical discourse. It aims to understand the nature of gender inequality. It examines womens social roles, experience, and feminist politics in a variety of fields, such as anthropology and sociology, communication,psychoanalysis, economics, literary, education, and philosophy. [1] While generally providing a critique of social relations, much of feminist theory also focuses on analyzing gender inequality and the promotion of womens rights, interests, and issues. Feminist researchers embrace two key tenets: (1) their research should focus on the condition of women in society, and (2) their research must be grounded in the assumption, that women generally experience subordination. Thus, feminist research rejects Webers value-free orientation in favour of being overtly political-doing research in pursuit of gender equality. [2] Themes explored in feminism include discrimination, objectification(especially sexual objectification), oppression, patriarchy,[3][4][5] stereotyping, art history[6] andcontemporary art,[7][8] and aesthetics. [9][10] Feminist theory is one of the major contemporary sociological theories, which analyzes the status of women and men in society with the purpose of using that knowledge to better womens lives. Feminist theorists have also started to question the differences between women, including how race, class, ethnicity, and age intersect with gender. Feminist theory is most concerned with giving a voice to women and highlighting the various ways women have contributed to society. There are four main types of feminist theory that attempt to explain the societal differences between men and women: Gender Differences: The gender difference perspective examines how womens location in, and experience of, social situations differ from mens. For example, cultural feminists look to the different values associated with womanhood and femininity as a reason why men and women experience the social world differently. Other feminist theorists believe that the different roles assigned to women and men within institutions better explain gender difference, including the sexual division of labor in the household. Existential and phenomenological feminists focus on how women have been marginalized and defined as the â€Å"other† in patriarchal societies. Women are thus seen as objects and are denied the opportunity for self-realization. Gender Inequality: Gender-inequality theories recognize that womens location in, and experience of, social situations are not only different but also unequal to mens. Liberal feminists argue that women have the same capacity as men for moral reasoning and agency, but that patriarchy, particularly the sexist patterning of the division of labor, has historically denied women the opportunity to express and practice this

Lucy Darby practice Essays

Lucy Darby practice Essays Lucy Darby practice Essay Lucy Darby practice Essay Willy recalls his sons teenage years as an idyllic past. What evidence is there to show that the past is not as idyllic as Willy imagines it to be? Willy Loman is a confused character who is in denial about his past, present and future. He imagines his past as an idyllic time, spent with his promising teenage sons Biff and Happy. Biff as a young boy was always Willys favourite son, made obvious to everyone around him. Biff is perceived by Willy as the golden boy, great at sport, a promising place at a top university and the ability to make girls fall to their knees with one look. However, Willy can not seem to recognise that Biff is extremely lazy academically and only cares about his own well-being. Willy: Like a young Hercules-something like that Willy is adamant that Biff has a bright future ahead of himself with a secure place at the University of Virginia. Yet once again Willy disregards the fact that Biff is failing math and will not get a place t the University unless he drastically changes his bad habits which is constantly reminded by Bernard who is mocked as a teenager by Biff and Wily but who goes on to be a successful lawyer. Gonna argue a case in front of the Supreme Court Biff is selfish as a teenager; his only focus is on girls, cars and sport even with Willys dream pushing him forward. Willy can not understand as Biff gets older why he has not achieved anything out of life, when as a teenager he had such a prosperous future. Willy can not grasp the fact that it is time to let go of the dream he so desperately clings on to for Biff. Willy: I see great things for you kids, I think your troubles are over. Willys unrealistic expectations also affect Happy as a teenager and in later life. Life has never been idyllic for the Lomans as nothing has ever been good enough and each character is constantly striving fro more in life, whether it is more money or more freedom. Happy feels he cannot live up to his older brother Biff and therefore is constantly trying to impress his father with strings of lies. Willy is incapable of recognising Happys neglect as a teenager and presumes he had a happy childhood. However, Happy makes up for his lack of self confidence by making himself available to everyone and anyone. The more risky and attention seeking, the better. He has no proper job besides an assistant to an assistant buyer although he portrays himself as a man very high up the social ladder. Happy: Why dont you bring her, excuse me, miss, do you mind. I sell champagne Happy will do and say anything to make himself look and feel better whether that mean by making up a high paid job, far better than his own and passing it as his own or sleeping with many women. This constant need for self reassure relates back to his teenage years when he had no attention paid to him at all. Biff however endured the opposite affect, whilst having attention on him constantly as a child; he strives for a life on his own where he can make his own decisions. Willy cant bring himself to blame for Happys relentless sex drive and self indulgence and so once again ignores his actions even in adult life, still fully focusing of Biff and his future. Willys perception of his past and his sons life as young boys is far from the truth as Willy is incapable of seeing anything he does not want to and he in so wrapped up in his own thoughts and dreams. This however only puts more pressure of Biff as he has and always will be in the spot light, constantly being praised or criticized by his father. As a teenager Biff always wanted to please his father. Biff: When I take off my helmet, that touchdown is for you Willy lost this strong relationship with Biff after being caught with the woman. When Biff caught his father with his mistress, Biff lost all the faith and respect he once had for Willy and lost the determination he once possessed to achieve in life and strive for his goals. Biff lost the will to impress his father and blames Willys affair and high expectations for his confusion and lack of direction in adult life. Biff: If I strike oil Ill write you a cheque. Meantime forget Im alive This is the first time Willy is able to see what he and his family have actually become. All Willys life he had clung to his hopes and dreams of Biff and his successful future only to realize that it was all too late and was in fact never going to happen. Linda is throughout the script pushed to the back of Willys mind. However she is the backbone. Without Linda Willy would have lost self-will along time before. Its only when even Linda cannot cope anymore with Willy slow mental breakdown that Willy finally realizes he has been wrong, this is when he makes his final decision of committing suicide. This is when Willy finally realises that even his past was not even as he had imagined his whole life which was the only thing that gave him the determination to keep striving for his impossible dream.

Professionalism in the Job Environment Essay Example | Topics and Well Written Essays - 1250 words

Professionalism in the Job Environment - Essay Example Professionalism is comprised of attitudes and behaviors. Attitudes are often described and measured because of their relationship to behaviors. Behaviorists use recognition, praise, and a regular feedback system to tell the worker how he is doing. How we do our jobs has a direct impact on one's success in his/her job. When the conduct and behavior of workforce is perceived as unprofessional, it directly impacts the integrity and public relations as a whole in an organization. Unprofessional relationship between senior and junior could affect the morale in workplace. This will result in the emergence of environment of favoritism, misuse of authority and detract of manager's ability as a leader. In an office environment people treat coworkers with a professional respect; in a social setting they treat their friends completely different. The level of personalization in the workplace depends on the context, emotional support, expressions, trust, and situation of the environment. Dressing style is also a key component of professionalism. First impressions count. A professional consultant who doesn't take the time to maintain a professional appearance presents the image of not being able to perform adequately on the job. This professional dress code is codified because many professionals have never been taught appropriate professional appearance and demeanor. ... A fresh haircut, spit-shined shoes and a crisp suit go a long way in establishing a professional demeanor. It's also about quality; most professionals can spot a cheap suit at twenty paces and high-quality dress shoes are de-rigueur. To be successful, research and practice and carefully plan the professional image you want to project. For example, if you come to an interview dressed professionally, you will feel a sense of confidence and others will sense your self-assurance. Many employers interpret your appearance in terms of what you know about the world around you and what attention you give to detail. Effective communication is also the part of professionalism. How you present your ideas are equally important. These communication skills have to be developed, honed and added to on an on-going basis as a part of your job. They are at the heart of interpersonal skills and the greater your awareness of how it all works, the more effective your communication will be. However, even the best communicators can have their communication skills undermined when they get wrong-footed, face potential humiliation, feel misunderstood or get really surprised by someone else's behavior. That's when it all seems to fall apart and people regress to all kinds of inappropriate and unhelpful behavior. One can ensure positive interactions with his coworkers with the use of different mode of communications. If the audience isn't happy with your approach or the communication itself, it has not served its purpose. You can create a positive interaction by including your audience in small talk Just as what yo u say is vital, so is how you say it. Pay attention to kinesics or body movements,

How Seattle Transform Itself by Edward Glaesor Essay

How Seattle Transform Itself by Edward Glaesor - Essay Example The Seattle region is growing faster than other metropolitan areas in the United States of America. During the early part of the 20th century Seattle’s economy was mostly based on the transportation industry. One of biggest companies in the air transportation industry, Boeing, has its corporate headquarters located in Seattle. In the 1950’s more than half of all jobs in Seattle were provided by Boeing.   Another industry that provided many jobs for the people of Seattle was the lumber industry.The author states that the economic model used by Seattle in the 21st century changed a lot since the early part of the 20th century. The key element that differentiates Seattle from other cities in the United States is that Seattle concentrated its efforts in creating an economy based on knowledge. The focus on education helped Seattle because it led to a flurry of innovations that led to the founding of some of the most innovative and successful companies in America. Companies such as Amazon, Starbucks, and Microsoft were founded in Seattle. The author is correct in his assertion that smart people look for each other and they learn from their interaction. Seattle is also home to one of most prestigious universities in America, University of Washington. The percentage of people with college degrees in Seattle is 56%. This figure is very large considering that only about 33% of the US population has a college degree. Seattle is a very attractive region for investors because it has a high population of educated workers.

Childhood Obesity Essay Example for Free

Childhood Obesity Essay What is making the next generation fat? Just a decade or so ago the debate of childhood obesity was not even a matter to be discussed. Our grandparents never even questioned the weight of their children. Their children, our parents, ate healthy foods at the family dining table and played outside all day long, but the subject of childhood obesity has gained quite a bit of interest since those days. With the ever so growing popularity of fast foods, the introduction of Play station and Xbox games and the more demanding careers of todays parents, the overdevelopment of both urban and suburban areas our kids are living sedentary lives and are becoming very overweight. The epidemic of childhood obesity is rapidly rising in America. The number of children who are now overweight has tripled since 1980 and the prevalence of obesity in younger children has more than doubled. Overall, approximately 17% or 12.5 million of the children in the United States between the ages of 2 and 19 are already obese (_C_ _enters for Disease Control and Prevention_ _, 2012_). This finding is very disturbing to many Americans and has caused many debates on who is responsible for this rising epidemic and how can we control it. Childhood obesity is measured by the body mass index (BMI). The BMI is calculated using a childs height and weight. BMI does not measure body fat directly, but it is a reasonable indicator of body fatness for most children. A childs weight status is determined using an age and sex specific percentile for BMI rather than the normal BMI categories which are used to determine an adult BMI. These are used because a childs body composition varies as they age and also varies between boys and girls. Overweight in a child is defined as a BMI at or above the 85th percentile and lower than the 95th percentile for children of the same age and sex.  Obesity in a child is defined as a BMI at or above the 95th percentile for children of the same age and sex. The causes of childhood obesity are multi-factorial. Obesity in children is caused by a lack of physical activity, unhealthy eating habits, media and marketing campaigns, adverse family conditions, stress and the availability of technology. Most Americans agree that childhood obesity is more prevalent today than ever before. If you look into the bedroom of an average American child you find video games, a computer, usually a television and possibly some other electronic gadgets. Today American children have access to just about anything they could ever want. They just ask and most parents will buy them whatever they want. If you looked into the same childs room thirty or forty years ago you would have probably found baby dolls, toy trucks and probably even some books. You would have found the neighborhood children outside playing in the kickball or hide and seek in the yard. Children played outside from sun up to sun down. The playing of these physical activities outside has unfortunately been replaced by the inactive high tech toys of today. The kick ball and hide and seek games of thirty years ago have now been replaced with games being played on the Play Station, Xbox or Wii. It is estimated that children in the United States are spending at least twenty five percent of their waking hours watching television and statistically children who watch the most hours of television have the highest incidence of obesity. If you take another look inside the house of 30 years ago you would find a dad who went to work every day and a mom who stayed home to tend to the household duties and the children. With the rising cost of our day to day living expenses in America, most homes now must have both dad and mom working full time to make ends meet. Over the last two decades there has been an increase in the number of dual income families as more women have entered the workforce and more women become the sole supporter for their single parent family. This new way of living has caused American children to eat whatever is convenient for mom or dad to fix or for some children to eat whatever is easiest for them to fix for themselves. Constraints on time has made working parents rely more heavily on prepared, processed, and fast  foods, which are generally high calorie, high fat, and low in nutritional content. Usually these easy meals come in greasy bags from fast food establishments or in plastic wrappers within a frozen cardboard box and have to be cooked in the microwave before eating. In some homes the stove never even gets warm from preparing a meal more than once a week. These easy meals are contributing to the growing epidemic of childhood obesity. Todays youth are considered the most inactive generation in history and the marketers of fast food have taken full advantage of it. American children are exposed to some 40,000 or more food advertisements per year. (_U.S. D_ _ept. of Health Human Services_ _, 2011_). Most of these advertisements promote fast food. Therefore, the expanding fast-food industry is another cause for the rising childhood obesity epidemic. Fast food companies like McDonalds or Burger King are not only selling their food, but also have a way of marketing which is not fair to consumers. Most fast food restaurants offer a toy together with a childrens meal. Usually the toy is from a popular new movie or television show so it is very appealing to children. Children are stimulated to eat junk food because they know they will be rewarded with a toy. Psychological issues and stress are said to cause obesity in adults, but they both can cause obesity in children as well. Some children have a difficult time dealing with stress, so they use food to comfort them when they feel unsure of things. Like adults, they too use food as a comfort when they feel, bored, anxious or angry. Children in the past did not have to worry so much about parents being divorced and remarried, mothers that worked long hours or fathers that traveled for most of the week. Todays economy has put financial strain on parents and children cannot help but to hear and feel the results of these tough economic times. The children of this generation are all too familiar with all of these situations. Each child has to contend with different factors in their lives and they too turn to food as a solution. Our environment too has an effect on the growing number of obese children. Experts are now looking to at our environment as a cause of the rapid  increase of obesity in children in the United States. In urban and suburban areas the overdeveloped environment can create obstacles for children to stay physically active. In urban areas the space for outdoor recreation can be scarce, which prevents kids from having a protected place to play. Neighborhood crime, lack of street lighting and busy traffic can impede children from being able to run and play or ride bicycles as a means of daily exercise. In the suburban areas, the evolution of sprawl can prevent children from walking or biking and contributes to the great amount of dependence on using motor vehicles to get around. Suburban neighborhoods too lack resources for physical recreation and many suburban neighborhoods do not include sidewalks. Genetics and DNA are also contributing factors in the causes of childhood obesity. A group of British researchers checked the DNA of 300 children who were overweight. They looked for extra copies or deletions of DNA segments. They found evidence that a deletion of DNA may promote obesity. The deletion of chromosome 16 is thought to cause obesity in children because it removes a gene that the brain needs to respond to the appetite controlling hormone leptin. Children with a chromosome 16 deletion appear to have a very strong drive to eat. These children are very, very hungry and always want to eat. (_British Medical Association, 2005_) This very slim chance may be the only cause that we cannot change. Unfortunately, some children are destined to obesity. These children are born with the genes that cause them to put on weight more easily and quicker than other children. These children end up storing the fat more easily than other children. There is not anything these children can do about their genes. Despite the strong influence that genetics can have on the epidemic of childhood obesity, studies show that our genetic makeup has not changed dramatically over the last couple of generations. Therefore the increases and prevalence of childhood obesity has to be mostly from other behavioral and environmental factors, not genetics. There are a number of root causes of obesity in the children of the United States. Selecting one or two main causes is next to impossible because the potential influences are multiple and intertwined. With the contributing factors of technology, family structure, advertising, stress and our  physical environment we are making the next generation fat. We can make small changes that will have a significant impact on the issue of childhood obesity. Parents and caregivers can encourage children to adopt healthy eating habits and be more physically active. We need to focus on overall good health, not necessarily a certain goal weight. We should teach and model healthy and positive attitudes toward food and physical activity. We should establish daily meal and snack times, and eat together as families as much as possible. When we shop for groceries we should purchase foods that will give children a wide variety of healthful foods to choose from. We should try to plan meals and serve them in sensible portions. Allowing children to scoop their own food can promote them eating in unhealthy amounts. These are just a few ideas of small change that can make a huge difference. We also need to promote exercise as much as possible. Having children walk to school when distance and safety allows is great exercise. Children should be encouraged to play outdoor games rather than just be allowed to sit in front of the television. There are plenty of activities that our children can do to get exercise. Remember even household chores like raking leaves or running the vacuum cleaner constitute as exercise. Washing the car on a hot summer day can be fun while they are getting exercise. Some children will jump at the chance to earn a few bucks. Children can be rewarded with a few dollars and they will never know they are being bribed into getting some exercise. Eating out is another place to be mindful of our decisions. When eating out is it important to be conscious of our food choices and try to keep healthy eating in mind. Lots of fast food places now offer healthy alternatives. The obesity issue is prevalent in the next generation, but it is not too late for us to work together to reverse this epidemic. REFERENCES British Medical Association, June 2005. _Preventing Childhood Obesity._ London: British Library Catalog. Centers for Disease Control, July 16, 2012, _Overweight and Obesity_. Retrieved from: http://www.cdc.gov/obesity/data/childhood.html Ford-Martin, Paula. _(2005) The Everything Parents Guide to the Overweight Child._ Massachusetts: Adams Media Hassink, Sandra G, MD, FAAP. (2006) A _Parents Guide to Childhood Obesity._ United States: American Academy of Pediatrics. Herscher, Elaine, Woolston, Chris and Tartamella, Lisa. (2004) _Generation Extra Large._ New York, New York: Basic Books. Ludwig, David, MD, Ph.D. (2007) _Ending the Food Fight._ New York: Houghton Mifflin Co. Neumark-Sztainer, Dianne, Ph.D. (2005) Im Like, So Fat! New York: The Guilford Press U.S. Department of Health and Human Services, April 19, 2011, _Childhood Obesity._ Retrieved from: http://www.hhs.gov

My Vacation to China Essays -- Summer Vacation Essays

While vacationing in China last summer I had the opportunity to visit "The Great Wall". Combined with its technological feat and awesome presence the "Great Wall" could easy be one of mans' most remarkable accomplishments. With its design and texture that stretch for miles it can be an overwhelming experience. Construction of the Great Wall started in the seventh century B.C, it joined the walls to hold off the invaders from the Xiongnu tribes in the north and extended them to more than 5,000 kilometers. Even many miles away from the Great Wall, one could already see the outline of the wall stretching out forever. Standing near the Great Wall I notice the cold stale air. It was hard to breathe and I had to constantly cough to keep my throat clear. Visiting this huge wall of block in the morning can be an unforgettable experience. The ground was muddy because it rained non-stop the previous day. Climbing up the stairways that leads up the "Great Wall", I could hear all different languages spoken by the people who were in attendance. On top looking down sideways the wall seems t...

El Filibusterismo Summary Essay

It began with a trip to the craft between Manila and Laguna. Among the passengers to Simuon jeweler, was Isagani, and Basilio. Thirteen years have passed since the death of Elijah and Sisa. Basilio reached San Diego and a historic meeting he saw Simuon to visit the grave of his mother inside the tomb of Ibarra. He met Simuon was Ibarra to Incognito: To hide this secret, Simoun attempted to kill Basilio. Without it naituloy has recruited young men to join him in his goal to avenge Spanish Government. Basilio was refused because she wanted to finish her studies. While the Captain General is sightseers in Los Baà ±os, the Philippines students filed a request to him to establish an Academy of the Spanish Language. This request is not approved for the findings of this academic govern the friars. Therefore, they have no right to rule on any other conduct of such academics. Meanwhile, Simuon met with Basilio and again encouraged the young man to join his rebellion and intend to preside ove r a lot to be forced open in the convent of Sta. Clara to kidnap Maria Clara. But not naibunsod this task because Clara’y Mary died in that afternoon. The students also, to makapaglubag their displeasure about the failure gains, held a party in Panciteria Macanista de Buen want. In the speech uttered while they were eating they explicitly denounced the friars. This objection is known as the Friar so this is what happened: Future is found only on the doors of universities PASKIN the content prognosis, persecution, and rebellion. The affixing of pasking is blamed on members of the congregation of students. Because of this they were arrested and naparamay Basilio, something that has deeply ipinagdamdam Juli’s his girlfriend. These students have relatives who walk them to be acquitted them, Basilio was detained because he had left tagapagmagitan. On the one hand also begged by Juli Pari Camorra to help him to release but instead they help the priest he became another cause of death Juli, made its pagkalundag windows of the convent. To perform its intended Simoun’s revenge, he is nakipagsama business with Don Timothy Pelaez, Juanito’s father. In this way he was able to reconcile the marriage by Paulita Gomez and Juanito. The wedding will sponsor the Captain General. She also invited to attend the banquet to be held, the Government offices fluent and outstanding people in the city. After two months of confinement were released as Basilio with the help of Simoun. Immediately he came to Simoun to join the rebellion. Simoun took advantage of this opportunity to show the young man that he made the bomb. This is a lamp with a shape Granada and kasinalaki human head. This elegant lamp it is his gift to the groom who were Juanito and Paulita. Simoun’s Ipalalagay the lamp in the middle of a kiyoskong kakanan that he ipasasadya texture. The lamp will provide a bright light and after twenty minutes manlalabo. When hinagad to raise the wick to shine, will burst a capsule fulminato de mercurio, the Granada is exploding at the same time is the destruction and pagkatugnaw of kiyoskong kakanan — and no one can be saved to the present. On the one hand, are powerful explosion of dynamite lamp will become the cue to start the rebellion headed by Simoun. Iikapito to just the night of the wedding day, and Basilio was strutting in front of the house pinagdarausan the feast. Non-kawasa’y Simuon descend to leave her home to those in malulutawan an explosion. The nanlulumong Basilio was observed sisinod but he would dumatng was Isagani, became the lover and dear by Paulita. He told it fled but he never ignored so Basilio was forced to confess with Isagani secret schemes but also not napatinag this young man. â€Å"Nanlalamlam the lamp,† is engaged in tumultuous Captain General. â€Å"C’mon, you ipakitaas, Irene Priest, the wick.† Isagani took the lamp, run terraces and threw it into the river. Thus expired the scheme of Simoun for a rebellion army. She fled to the house of Florentino Priest, on the coast of the Pacific Ocean. As soon mapagabot of law enforcement jeweler, He drank poison should not surrender alive. He confessed his true personality priest and told him it’s sad history of his life. Since he returned to the Philippines from Europe, thirteen years ago, the love affair with Maria Clara and their hypocrisy he jeweler to target makipaghiganti maiguho the government and by a rebellion. After Simuon confessors died. To want to push back the huge treasure left behind by the jeweler, treasure its instrumental planting bukto’t Task Pari is discarded at sea Florentino steel box incalculable hid Simoun’s wealth. †¢ Simoun – the rich jeweler, who nakasalaming with color, the alleged advisor but he was Captain General Juan Crisostomo Ibarra returns to avenge his enemies. †¢ Isagani – the poet’s girlfriend Paulita, nephew of Padre Florentino. †¢ Basilio – a student of medicine and Juli’s girlfriend. †¢ Cabesang Tales – the right to seek ownership of the land till claimed by the friars. †¢ Tandang Selo – tales Cabesang father shot his own boss. †¢ Senior Pasta – The counselor intervened in the legal problems. †¢ Ben Zayb – newspaper journalists. †¢ Placido penitent – the students have lost appetite to attend school cause problems. †¢ Padre Camorra – the looks artilyerong priest. †¢ Padre Fernandez – the priest may Dominikong independent stance. †¢ Padre Salvi – the former parish priest Franciscanong of downtown San Diego. †¢ Father Florentino – Isagani’s uncle †¢ Don Custodio – known as the Buena Ink †¢ Padre Irene – the members of the youth organization of the Academy of the Spanish Language †¢ Juanito Pelaez – The students liked the professor; belong to well-known Hispanic ancestry with blood †¢ Macaraig – the wealth of enthusiastic students fighting for the establishment of Academy of the Spanish Language but suddenly lost in an emergency. †¢ Sandoval – the Spanish staff agree or side to fight for students †¢ Doà ±a Victorina – the self-styled a Europea but yet another Filipina; Paulita’s aunt. †¢ Paulita Gomez – girlfriend of Isagani but marry Juanito Pelaez. †¢ Quiroga – A Chinese traders would have a consulate in the Philippines. †¢ Juli – Tales Cabesang son and lover Basilio. †¢ Hermana Bali – have driven with Juli to get help with Padre Camorra. †¢ Hermana Penchang – the rich and prayerful women served by Juli. †¢ Mr. Leeds – the mysterious American presents to the circus. †¢ Imuthis – head to show the mysterious Mr. Leeds †¢ Pepay – the dancer who claims intimate Don Custodio said. †¢ Camaroncocido – a Spanish ashamed of his race because of his outward appearance. †¢ Uncle Kiko – Camaroncocido best friends. †¢ Gertrude – singer in the show. †¢ Paciano Gomez – sister Paulita. †¢ Don Tiburcio – wife Doà ±a Victorina.