Briar Rose

Stories have an Intriguing effect on life. They can Inspire, teach and comfort. Gamma, Abaca and Josef from the novel Briar Rose have all been affected and shaped through stories. Today, Ill try to help you all get an idea of how these three characters have been affected by stories and the results that come from it. These ideas have been supported through many literary techniques including symbolism, imagery, irony and allegory, all of which help convey the importance of stories for not Just these harassers, but also for us.The story â€Å"Sleeping Beauty† represents Gamma and all the hardships she had faced in the past. She consistently repeats her story, despite Sylvia and Shania's protests in order to show how much it means to her, but at the same time, how she doesn't fully understand it herself; it's just like you repeating something until you understand it. The use of allegory and symbolism effectively links the story of â€Å"Sleeping Beauty' to Gamma's past and more I mportantly, the Holocaust.A clear example which shows his technique is when Gamma describes the bad fairy as â€Å"the one in big black boots and silver eagles in her hat. † The initial meaning to this is the description of the bad fairy, but as the story progresses, we find out that it was in fact a Nazi, given away by symbolism on the silver eagles. The use of allegory gives not Just a literal meaning to the antagonist depicted, but also a historical reference to the Nazi's during WWW.Therefore, the Importance of stories to Gamma was vital, because even though It was en as Just a fairy-tale, It represented who she was. The experiences she had and the challenges she faced. Furthermore, as we learn more about Gamma's story, we start to empathic with her experiences which contributes towards the development of our understanding Stories have played a large role In Beech's actions and emotions. The story â€Å"Sleeping Beauty' helps by serving as a catalyst and answer to the pr oblems she faces along the Journey.During Beech's meeting with Josef where they fill In each others stones, wrought the use of imagery, they explore the conditions that Gamma and Josef experienced during the Holocaust. An effective example is when Josef discovers the heap of bodies that were gassed and tossed away, and describes one of his findings as seeing â€Å"a child no more than 3 or 4†¦ On the very top of the heap(IPPP). † This example highlights the horrific experiences and conditions that were happening during the holocaust, as well as the Inhumane treatment of humans, regardless of age and gender.Hence, stories have played a vital role in Beech's life as it opened her mind to the realities of life; where there are traumatizing acts happening around the world that even her own grandma was a part of it. And as for the effect on readers, through imagery we are able to connect to the text at an emotional level to understand and sympathies with the feelings that Aba ca goes through. Closure of Gamma's past is found. As a character, Josef is depicted as the Prince due to the action of â€Å"kissing† Gamma to wake her up.This links back to the story of â€Å"Sleeping Beauty', through the princess waking up from a kiss. This is shown when Josef is performing â€Å"it was into Josef mouth that she, at last, sputtered and coughed. † In this case however, a sense of irony is present. Josef is a homosexual, which contradicts with the stereotype image of a prince, being a man that's attracted to women. The use of irony contests the standard image of a prince, questioning the sexuality while also giving off a bit of humor. But not only does Josef sexuality provoke irony, but also touches on the historical context of the Holocaust.It highlights he fact that Jews weren't the only ones that suffered during the way, different ethnic groups and homosexuals were also victims of the holocaust. Through the vital role of stories, Josef is able to reconnect with his past and be content knowing Gamma continued to live on in America. And as for the readers, we are once again further educated with the holocaust, specifically realizing that Jews weren't the only target. Through these three characters, with the aid of imagery, irony, allegory and symbolism, it is clearly shown their lives were shaped and influenced by stories.

Modern Education Is A Needs In The Future

Weather the development of modern education is our needs as a modern country? The development of modern education in our country will give a huge impact in education sector especially to the students in primary school, secondary school, IPTA and IPTS. The modernization of education sector is consistence to our country goal to be developed country towards 2020. Moreover, we can take Japan as a example of success country in development of education such as they are no longer using text book In learning system but they use tablet to replace text book. So, they can reduce the using of paper as well as they can control the greenhouse effect from logging. In conclusion, we also can make changes like Japan because the wealth of our country make all this changes are not impossible. The development of modern education will change the way of learning system among the students and teachers. What I mean is the student can get education from using ICT such as used it for searching information and knowledge to solve their problem in study. At the same time, they can improve their ICT skills. Other than that, I believe if they use all the benefits of technology in their learning, they can be a fast learner and knowledgeable student. Furthermore, the modernization of education sector will force our country to produce innovation and productivity students. This will lead our education through the highest level. From this we can see that the developed education will give a lot of beneficial to our country in all sectors. On the other hand, the modern education also have it own consequence like student will easily to be exposed by harmful content in Internet such as pornographic and violence activities that put by not responsible peoples. So, these consequences must be under controlled by the responsible. All in all, our education must get improvement to make sure all the students can get all the benefit. I believe if our government take all this advantage, it can make sure we will be one step beyond to the futuristic academic learning. It also will make our country as a role model to the others in development of education sectors to them.

The impact of Information Technology on Transportation system and Research Paper

The impact of Information Technology on Transportation system and technolog - Research Paper Example So the transportation business and system is being basically changed through new evolutionary information systems and information technology. In the past airlines as well as big hotel chains, for instance, have been the untimely implementers of innovative and new technologies like that CRSs (Computer Reservations Systems). It is observed that new evolutionarily network system are offering sharing of data in addition to information being employed through the Transportation business and industry is in a lot of modes, depending upon 3rd parties like that Computer Reservations Systems dealers or else travel representatives who have customarily warranted their subsistence in the course of a dedicated technology arrangement as well as precise acquaintance (Ira, Semeijn, Talalayevsky, & Alexander, 1998; Turban, Leidner, McLean, & Wetherbe, 2005) & (Nijkamp & Blaas, 1994; YOSHIMOTO & Toshinori NEMOTO, 2005 ). The main intention behind this research is to assess and analyze some of the main areas and impacts which have been brought by the innovative implementation of IT and IS technology at the transportation business industry. A generally mentioned influence of information technology is that the appearance of electronic marketplaces will encourage the evasion of mediators. The idea of this influence is mainly formed on the capability of IT to considerably decrease the costs of dealings. The technology also supported and facilitated the customers to have an easy access and competence to enjoy simple system that we reserve and manage for their travelling requirements (Ray, 2004; Laudon & Laudon, 1999). The arrival of the World Wide Web, Internet and other online operational management services, unified by extensive implementation of personal computers through businesses as well as customers, had directed to an increasing job planned for electronic commerce in the worldwide financial system. Here

President FDR Essay Example | Topics and Well Written Essays - 750 words

President FDR - Essay Example This avidly explains the reason for being elected in office for more than two terms, unlike other presidents that preceded him. As a matter of fact, he was often cited to have realigned politics in America through various domestic policies. As such, he was able to redefine liberalism. Change in American politics was realized after 1932 when he was duly elected in office. He is remembered as the president who was optimistic and active as there are several contributions that were appealing to the American society. His tenure in office marked an improvement in the spirit of nationalism as many were proud of the new developments in the country. First, he was the figure behind annihilation of polio. During this time, polio was a scourge in the United States as it affected a large part of the population. However, after his election, he instigated various ways of reducing the effects of polio on the population. This was highly welcome as it was effective. Secondly, he worked with other elec ted officials in the government for the good of the population (Folsom, 2009). For example, he had close working relationship with the prime minister in Britain, Winston Churchill. Similarly, he worked closely with Joseph Stalin, who was the Soviet leader. With such close working relationship, they were able to lead their troops against the Nazi allied Germans and Japan during the Second World War. Similarly, he was able to offer support to Great Britain and china both financially and diplomatically. However, he remained neutral during this time. This is an approach that enhanced the democracy of America as it was seen as a country full of democracy. Though he was providing financial and diplomatic support to the other countries, he was also focused on ensuring the economy was on a developing track. There are various events that serve as a hallmark to the career of Roosevelt as an American president. Apparently, a number of polls have been cited to rank him as the third or second in the greatest American presidents. This shows he was committed to serving the American population through all times while in office. First, he was the person behind expansion of programs that are initiated by the government (Folsom, 2009). This was an initiative that redefined the government’s role in the United States to serve the entire population. For example, this was an initiative that advocated for social programs that are implemented by the government as it was instrumental in enhancing liberalism. This was a hallmark of strengthening the country for the coming generations as it was a benefit to the whole population. Roosevelt was elected in office at the wake of the great depression. This was a hard time for the Americans as they had to contain the harsh economic times. However, with the newly elected president, the American economy was able to contain depression (Greenstein, 2009). Apparently, the great depression was affecting many countries across the globe and it depended on the government officials and presidents to work out a plan to roll out depression. This was well articulated by the incumbent Roosevelt. In combating the great depression, he was able to create a number of programs in the country to help the population that was widely affected. This was done by creating new deal programs that would benefit the people that are worst affected. First, he created the civil

Punishment as the Main Deterrent for Wrongdoing Assignment

Punishment as the Main Deterrent for Wrongdoing - Assignment Example I would therefore rather take Kant’s wider viewpoint, that a sense of right and wrong is derived from individual experience, which may or may not include punishment and/or the religious ideal.  I would therefore rather take Kant’s wider viewpoint, that a sense of right and wrong is derived from individual experience, which may or may not include punishment and/or the religious ideal.  3. I would not say the needs of either society or the individual outweigh the other, particularly in the current paradigm of human rights and the individual’s right to happiness and freedom.   Society should never be allowed to suppress the needs of the individual because this is in direct contradiction to the human rights paradigm favored by the democratic world today.   Although Jeremy Bentham’s philosophy of justifying decisions by the number of people benefiting from it makes scientific sense, I would rather agree with John Stuart Mill’s caution that majori ty rule could deprive many citizens of important rights.   Slavery appears to be a case in point.4. From the humanistic and altruistic point of view, economic resources should be owned and controlled by communities.   In this way, the resources can be shared among all those sharing a community, without factors such as greed ruling the economy.   On the other hand, Adam Smith believed that self-interest is an ideal economic principle that all should be free to pursue.   According to him, self-interest translates to overall economic well-being, as all business people were interested in delivering quality services and goods in return for fair remuneration.   Smith’s system of built-in checks and balances were to prevent an imbalance of wealth creation for only a few companies.   However, history has taught that this system is not strong enough to prevent extreme greed and monopoly that marks today’s economy.   The gap between the extremely rich and the extre mely poor is widening on a global scale, with a disproportionate amount of humanity using all the earth’s resources.   This sector of society deprives not only today’s poor of their right to life but also the generations to come.   From this point of view, I believe a sharing economy is better than one in which a monopoly is the main paradigm.

Ethics principles Essay Example | Topics and Well Written Essays - 500 words

Ethics principles - Essay Example Moral theorists and ethicist offer different views on this subject but they all agree that choices and actions do exemplify our social values and more importantly our code of conduct. This brings us to some very interesting questions such as how does ethics relate to code of conduct and social responsibility. In today's world, a growing population of the working class Americans is taking greater interest in ethics and values. Most individuals link bad ethics with a person's character. Many are of the view that a few "bad apples" can spoil the social environment for the rest of the nation. Speaking of ethics, an individual who has a strong ethical background should be able to act within a code of conduct which is not just acceptable but commendable. It is from this code of conduct (that ones ethical values dictate) that the importance of social responsibility arises. Ethics is a set of moral principles and values that we use to decide on questions regarding what is right and wrong and it is these principles that are put to the test when we make choices that affect not only individuals around us but society as whole. Most people believe that ethics is something that we learn over time and are not just born with.

Slingshot Video Reflection Assignment Essay Example | Topics and Well Written Essays - 500 words

Slingshot Video Reflection Assignment - Essay Example Drag racing are not only fun to watch but also more engaging when one take it seriously from a mere spectator to a participant. I may not be a drag racer myself but I have been to one of the races and I can relate to the adrenaline and â€Å"high† that the racers could feel in drag racing. Our need for speed will always be there and this fascination for speed was the motivation of the growth of drag racing from a mere small number of slingshot dragsters to a major grandstand spectator event with all the sponsors and media exposure. Drag racing however did not start as big as it is now. Upon watching the video, it only had approximately 300 spectators with a meager price of $10. I was not however surprised with its humble beginning. Reflecting on it, almost all sports and endeavors started small and this includes drag racing which started from its slingshot beginnings. With the commitment of its early organizers such as Bob Joehnuch and the support of its spectators, the sport eventually grow to become a major grand spectator event. Its history as it unfolded in the video took a regular course of having the fascination with cars fueled by the strong economy of the United States after the Second World War where enthusiasts had the money to customize high speed cars which were still slingshot cars during that time. And just like any sports, spectator or hobbyist magazines that recorded outstanding came out that supported the sport. And to make the sport mainstream and acceptable to everybody, regulating bodies we re organized such as the 1951 National Hot Rod Association (NHRA) that provided the guidelines of safety for drag racing making the sport acceptable to all and eventually grow to become a grandstand spectator event not only in its country of origin in the United States but also elsewhere in the world. Thinking about it, there was really nothing extraordinary about the history of drag racing from its slingshot origin to its present state. In

Paraphrase Essay Example | Topics and Well Written Essays - 1000 words - 4

Paraphrase - Essay Example This and other terms show the specificity expected whilst engaging in investigations that are science oriented. 1) question asking and problem definition: during scientific investigations, students should always be able to ask questions on underlying issues. In engineering cases, the questions should be so as to solve certain problems and aid in ideas. Questions should involve such steps as data collection, claims and designs. 2) development and use of models: NRC Framework (2012, p 58) indicates various steps in modeling ranging from simple/physical to abstract. models represent scientific systems under scrutiny and assist in answering some queries or raising ideas to be developed. models can also aid in developing data that is important in making essential contributions as well as for communication purposes. When models are compared with expected objects iteratively, they assist in bringing insight to the idea under development. 3) investigations: in the K12 years, it is essential that students get the chance to plan investigations and eventually carry them out. these should range from teacher-prescribed to personal ones. investigations in fields of science are mainly to test theories or for descriptions whilst in engineering, they are used to check on systems. in taking investigations in either of the fields, it is advised that the students should have preset goals. More so, the students should ensure that they support whatever they are claiming by providing data as proof. 4) Data Analysis and interpretation: data makes logical sense when it can show relations that can lead to a subsequent analysis of results. Therefore, raw data should be scientifically worked on in the desired way for it to be of help. This assists the scientist or the engineer to use the data as evidence. This practice is important to both scientists and engineers as both fields require evidence in practice. For an engineer, for example, properly analyzed

History of Amlwch Anglesey Case Study Example | Topics and Well Written Essays - 500 words

History of Amlwch Anglesey - Case Study Example By the late 18th century Amlwch was on the most populated towns of Wales. By this time the harbor of Amlwch was extended to include ships to transport copper from the town. The copper from the mines of Amlwch was used to protect the ships of war from the growth of seaweed and boring by worms. But because of excessive export and use of copper, with time the reserves of the copper mines started to diminish. Also the competition from cheaper copper and other ores from abroad by the mid 18th century, led to the overall decline of the deep mining industry in Amlwch. The copper ore was initially extracted from shallow shafts and then through open pit mining in Amlwch. Later it used to be extracted from shafts up to three hundred meter deep. After extraction the ore used to be broken into pieces by hand and then transported to South Wales for smelting. The metal copper used to be extracted from the remainder with the help of furnaces that were present at the port of Amlwch itself. Many other chemical industries that were based on the by products of the mines were also established. These chemical industries included those of alum, vitriol, sulphur and chrome pigments. By the mid of the 18th century the popularity of copper mining industry had declined in the town, and ship building industry had gained popularity.

Roles of a Registered Nurse in the Emergency Room Research Paper

Roles of a Registered Nurse in the Emergency Room - Research Paper Example This research paper focuses on describing the profession and everyday duties of registered nurses, also known as (RN), that are the majority of the employees in the industry of health. They are often responsible for assigning tasks to other nurses, nursing assistants and licensed practitioners. The phrase registered is used for a reason, the researcher explaines, and this is because they are specialized and have more knowledge on a certain area in the hospital environment. Normally, there is a registered nurse for each section of the healthcare like oncology, neonatal and in the emergency room. This research paper discusses their duties and roles while in the emergency room. In conclusion, the researcher states that most registered nurses work as staff nurses, who are members of a medical team that provide critical health care. Nevertheless, some of the registered nurses opt to advance to practice nurses, who work together with other physicians or independently. They may also focus o n the stipulation of primary care services. They provide direct care for patients, and expert consultation services in the various specialties of nursing like psychiatric, mental health. Those who specialized in anesthetists, offer anesthesia and correlated care either before or after surgical or obstetrical and diagnostic procedures. They also offer emergency and pain management services like airway management. Nonetheless, there is an assortment of other areas that nurse could choose to specialize and get registered.

Turn On the People in Any Organization Essay Example for Free

Turn On the People in Any Organization Essay The pages of human history daubed in bloodshed on account t of World Wars I and II, war unleashed by Japan at Nanking, the Civil War of USA and many other small and big violent incidents ask the crying question. How to make this Planet Earth heaven-like? The answer is simple and direct. Eyes full of understanding, heart full of love and the life that refuses conflicts- these alone are enough! Most of the violence is for monetary gains, acquisition of territory, and to feed vanity. The materialistic civilization, the industrial and internet revolutions, have unleashed a new war, without actually declaring it. This relentless war is fought on day to day basis in the stock exchanges. Each Nation wants to become economically powerful and prevent others from becoming powerful! â€Å"Today, man is being destroyed by the inner conviction of uselessness and no amount of economic growth can compensate for this loss. † How long can we confront Nature to achieve better standards of living and better standards of life? Reconciliation with the eternal principles of Nature is the need of the hour to achieve genuine peace and prosperity and we need to learn a lot from the Plant and Animal Kingdom. If they can live in accordance with their own Nature in a peaceful manner, why can’t the human beings? Gung-ho is the Chinese language phrase. It is derived from gongye hezuoshe, which means industrial worker’s co-operative. Karl Marx must be shifting in his grave with the mention of this word. Such co-operatives were established for the benefit of workers by Rewi Alley and his team. State who the animal characters of the book are, and why they are important: The three animal characters mentioned refer to three Native American lessons. Champions of commerce and industrial magnates have accepted the supremacy of computer applications, and perhaps have come to the conclusion that this is the only path for economic ascendancy. For such individuals this book has something special and novel. The lessons for organizational turnaround are: The Spirit of the Squirrel, the lesson is one of the powers of worthwhile work. The Way of the Beaver, the lesson is accomplished through empowerment. The Gift of the Goose, the lesson is the exponential factor of motivation. Continuous application, relentless efforts is the key to success. They say, ‘have a will to grow and grow you will! ’ Apply each creature to a management situation; Any management situation, there is one permanent, irrevocable relationship. It is between one human being to another human being. Give respect and take respect—very simple! When you use the best adjectives you can form a wonderful sentence. Similarly, happy, motivated, empowered and encouraged members, who work with the sense of responsibility, can bring nothing but cheer to the financial results of a company. Leadership should score over management; the end-results will be precedent-shattering. â€Å"The Gift of the Goose† is the factor in motivation for an employee who finds himself in a discouraging situation and feels trapped. I know an instance of a bank accountant sending the recovery notice to a dairy unit owner who had lost his two cows that died under mysterious circumstances and he was unable to pay the loan installments. Selling milk of the cows was his only source income. From where would the poor man repay the loan? When this incident came to the notice of the Senior Manager of the Bank, he advised the accountant to give him further loan for buying four cows. He would maintain himself with the profit from the milk from two cows and with the other portion of the profit he would repay the loan amount of the bank! The right decision at the right time, saved the borrower from ruin, and the Banks loan was also repaid fully. Explain what you have learned from each character: Work is worship is not mere the spiritual quote; its practical utility is great. The beauty of the work done with sincerity and dedication is something special. For the best output, basic conditions need to be created for the employees to become basically sound and industrious. When there is a free working environment, when restrictions are less, and one has freedom to take decisions, the results would be encouraging. Those who work only commit mistakes. One who walks will at times stumble. Positive attitude and right frame of mind are the fundamentals to get the results. This is the sum and substance of the messages of the Squirrel, the Beaver and the Goose. Specifically, the principle involved in the example of Squirrel, is that even the small and insignificant looking beings make the difference in the world by their active presence. One needs to cultivate the habit of making the world a better place. We need to have common goals and shared ideals. The Beaver principle is, give the workers the long rope, within the well-defined boundaries. Let them work in a free atmosphere; let them not feel suffocated under the pressure of repeated orders, modifications and revised orders. Teach them to control themselves. The Goose principle, is let good work be appreciated, even the mild rebuke needs to be on an encouraging note. Trust them, and they will give better results. Console them, instead of questioning them. Congratulate them at the earliest opportunity. Choose one or more traits that you would like to emulate, and explain why you feel that way; The Spirit of the Squirrel, the lesson is one of the powers of worthwhile work. The three core ideas of Gung Ho are simple yet profound! : Worthwhile work guided by goals and values; putting workers in control of their production; and cheering one another on. What you do is no doubt important; but how you do, what you do is more important. I like this trait immensely, as it the only way to carry out duties and responsibilities in a peaceful manner. They say, â€Å"It is better to deserve without receiving, than to receive without deserving. † Participation in action is always better than renunciation of action. The modern combustible younger generation wishes to have proof for everything and will not accept anything, unless convinced about it scientifically. Well, here is the proof for the assured reward for productivity. –every action, has the reaction and the intensity of reaction is in proportion to the intensity of the action. Over which there is no dispute between the scientists and the spiritualists. One of the rare agreements between the two contending forces; the two opposing forces; the forces that do not see eye to eye with other! This is the solid foundation on which one needs to base one’s understanding, as one is bound to get rewards for one’s loyalty and hard work. Its timing is not the domain of the human being. Right things will happen at the right time and this need not be doubted at all. Gung-Ho approach solidifies such a belief. What changes would you like to see in your own life after reading this book? One of the important guidelines that I got from this book is about interaction with the people; how important it is in day to day disposition in life. Doing appropriate things at the appropriate time, gives positive results. How disciplined and regular are the animals in doing their duty ordained to them by Nature. They never falter. They never disobey the rules. Their food habit is disciplined. They won’t harm anyone without reason. Their traits are decided and certain. I need to learn much by observing the nature of the animals. I need to perform my duty to the best of my ability and judgment, not because someone is telling me, not because my boss is ordering, but because, but only because, to live by hard work is the correct way of life. Another important change in my life is that I begin to love animals and birds, take interest to study their nature, read books on them, and wonder what an important role Nature has provided for them in the beautification and maintenance of flora and fauna around us. Talk about what you liked or did not like about the book. The book is very helpful in creating a work and management culture of excellence. It provides elucidation of notable points to the leaders to increase their knowledge, skills and motivation. It tells that sharing of information is the road to prosperity. It assists in front-line decision making. Productivity is the top concern in any commercial or industrial establishment. And you have to create conditions for its willing acceptance of that expected productivity in the workplace. The employees can build an organization; just as sometimes it is claimed that the employees can break it. Every employer wishes to have the builder. An inspired employee is an asset to any organization in the ultra-competitive business world of the modern day. The traditional concept that the customer is king is assuming new dimensions. How to secure unflinching loyalty for products and how to retain the employees in top gear, as for productivity and the latent creative joy! Gung Ho has solid answers for such situations. This not the book to read and keep aside! It is the reference book, and as one faces different situations in life, the practical examples given will be beneficial to find an appropriate solution. The authors have developed a pleasant way of telling about the leadership qualities and management principles through the example of animals and birds. The principles elucidated in this book can be applied for small as well as big businesses. The book concretely tells how a business establishment on the verge of failure was converted into a success empire. References: Blanchard, Ken: Book: Gung Ho! Turn On the People in Any Organization. Hardcover: 256 pages Publisher: William Morrow; 1 edition (October 8, 1997) Language: English ISBN-10: 068815428X ISBN-13: 978-0688154288

Effect of Technology on Cognition

Effect of Technology on Cognition A variety of sources have expressed the view that newer technology and the Internet is having an effect on human cognition. Discuss this notion with reference to research in this area, clearly highlighting how the technology individuals are using on a daily basis could be affecting underlying cognitive processes. Modernisation in the last twenty years has led to broader and more efficient uses within the digital technological field. Developing away from radio usage and television, technology nowadays focuses on instant at hand concepts including smartphones, GPS and the Internet, using largely online methods to provide ease for individuals to function daily (Pettinger, 2012). The Internet, primarily used as a method just to share data, is now used as a method of keeping in contact, researching information, streaming media, playing games and much more (Joinson, 2003). The collaboration between humans and computers, as Rutkowska and Crook (1987) outline, is Human-Computer Interaction, where the technology being used acts as a remedial assistant, a teacher and a cognitive facilitator to advance and aid the individual. However, these technological aids that humans are so adapted to are seen to be affecting human cognition. Human cognition is used as an umbrella term for many mental workings and a ctive information processes, for example memory, perception, thinking and learning (Ashcraft, 2005). Neisser (1967) refers to human cognition as an acquisition of knowledge using perception, recall, retention and problem solving processes. Cognition can be conceptual or intuitive and it deals with the conscious and unconscious regulations of human processes to help humans interact within their daily lifestyles. Technology can provide ease to these demanding cognitive abilities but has also been debated to cause cognitive issues. This essay is therefore going to determine to what extent daily technological interactions are having on human cognition by exploring the cognitive improvements and limitations from using modern technology. Human contact with technology and the Internet today is more significant than ever, as immediate information is constantly at hand through smartphones and computers which are commonplace in part of western culture daily living (Nasi Koivusilta, 2013). As Wertsch and Rupert (1993) suggest, the tools used, such as the Internet, to mediate human cognition are culturally valued, important and impact modern life extensively. This technological impact on human cognition can be seen to be directly influencing memory, for example Sparrow, Liu and Wegner (2011) found that the use of search engines such as Google affected memory structures in individuals. People using search engines tended to forget information they felt would be externally available to them, and only retain information that wasn’t. They had used the search engine as an external memory store, which in turn created a more symbolic and connected relationship with the Internet. Wegner (1987) said this external memory plac ement takes the form of transactive memory, by which many people can access it, creating a social memory system that people rely on. However, research by Rahwan (2014) found that using Internet search engines as an external memory store did not extend or benefit memory, but instead only helped solve cognitive problems when using the search engines by facilitating spread of correct information. Furthermore, Nicholas et al. (2011) studied working memory in the Google generation, born after 1993, and those beforehand. Working memory was significantly weaker in the Google generation participants, suggesting that the use of Internet search engines as a method of external memory storage again did not benefit actual memory because memory was consequently being underused. The use of technology and specifically search engines that are readily available and used every day can therefore instead narrowing human working memory capabilities instead of extending them. The underuse of memory due to technological availabilities can be explained by the offloading effect. Cognitive offloading refers to displacement of cognitions onto technology that would otherwise take up room in the human brain (Dror, 2013). This concept is seen to increase brain capacity in terms of learning, where items can be placed into technology for extended use which frees up cognitive resources in the brain. But in the terms of memory, delegating information to cognitive tools leads to an underused working memory. Offloading is a simple method in which cognitive technology can supplement human cognition, and these cognitive tools are becoming cognitive partners (Dror Harnad, 2008). Online cognitive partners such as Global Positioning Systems (GPS) are used daily and show a prime example of how technology has replaced the simple human cognition of reading a map. There is little effort in punching in a postcode to get to a destination, whereas much more cognitive effort was u sed in planning out a trip using a map. It seems that in today’s modern world there is a greater use and reliance on cognitive technology than ever before. The dynamic function of human cognitive ability makes loosing that ability apparent if it is not used, for example the use of search engines are so heavily replied on that memory is not used as extensively and the effectiveness of working memory could therefore decrease. However operating with technology may also allow for improvements in cognition and in turn, benefit an easier lifestyle. Technology can been used to improve cognitive skills such as information processing and perception. Online gaming is vastly popular with the average gamer playing for around 8 hours a week and the impact it is having on cognition is apparent. Green and Bavelier (2012) observed that online computer game playing led to improvements in perceptual and cognitive tasks such as faster information processing. This is suggested to be due to the quick demanding nature of online games to help improve the speed at which game players must absorb information to make a decision. This type of testing during the playing of the game makes users employ their knowledge constructively, so it also benefits cognitive retention skills (Hagman, 1980). Furthermore, Schlickum, Hedman, Enochsson, Kjellin, and Fellà ¤nder-Tsai (2009) found that playing online computer games increased cognitive performance in medical students and Drew and Waters (1986) found increases in perceptual motor skills with older adults that played computer games. These studies suggest that the interaction with game playing positively affects human cognition because the physical engagement helps promote cognitive learning and maintenance, and sets a marker in which daily use with these items may in fact lead to further improvements in cognitive skills. However some research suggests otherwise. VanRavenzwaaij, Boekel, Forstmann, Ratcliff and Wagenmakers (2014) found that online game playing does not affect information processing and learning because perceptual learning is highly context-specific and transferring this knowledge to everyday life isn’t likely. This suggests that the abilities obtained from technology may not be able to be applied to human cognition in daily situations, which suggests that some daily technologies that are used may not be very useful. Nevertheless, in Van Ravenzwaaij et al. discussion they emphasise that research method disadvantages that may have enthused these findings. Interne t use has also been linked to improvements in certain cognitive skills. Johnson (2008) findings outlined a significant difference with frequent internet users and visual reasoning, compared to non-frequent internet users and verbal reasoning. This suggests that selective use of the internet is related to an enhanced cognitive capacity to manipulate visual imagery that could in turn benefit daily lifestyle by increasing visual awareness when finding new destinations and other visual manipulations. Internet users are more equipped to observing visual stimuli and can use this advantage in everyday life. Because newer technological advances create constant active engagement for users, daily communication is changing. Computers and the Internet now enrich people’s personal life because constant communication to friends and family is available, such as instant messaging, emails and phone calls. It is even possible to visually communicate with friends and family over the Internet. However, as Kirschner and Karpinski (2010) suggest, this constant daily distraction causes poor time management skills and a lack of concentration. Social networking service consumers (SNS) use these cognitive tools for procrastination that leads to a deficit in attention offline because attention is distributed across many different internet domains, such as Facebook, Twitter and YouTube. Junco (2012) found that students who multitask with SNS such as instant messaging and texting in classes generally had a lower grade point average than those who did not. This may be because the cognitive tools used t o remain in contact socially are distracting and a ‘withdrawal’ mechanism from the real world, which in turn affects attention and learning processes. However, Benway (1999) observed how attention can be manipulated when the individual is still online. Benway found that the numbers of signups for employees on a training programme online were low and this was because people couldn’t find the relevant link. It was in a colourful banner at the top of the page but the employees failed to notice it. This research demonstrates that even in the confines of the Internet, attention can still be affected and particular areas of the webpage can act as a distractor. However, the use of SNS, can be used as a progressive tool for human cognition. Alloway, Horton, Alloway and Dawson (2013) investigated adolescent use of social media by comparison against tests of working memory, verbal ability and academic achievement. Findings suggests that Facebook users had in fact increased levels of cognition in areas such as verbal ability and working memory, and this suggests that SNS have a positive effect on human cognition because experience with the process of writing and reading statuses and articles and recalling what was seen on socially constructed networks promotes cognitive function. This is not to say that there may not be an overuse of SNS tools in today society, as a lot of relationships and shared information takes place online, it is hard to distinguish to what point social media reliance is too much. Nevertheless, the overlapping use of different Internet domains that individuals use daily presents a wider spread of available individual concepts that can be connected to create cognitive schemas of knowledge, and relates to the idea of transactive memory. The promotion of cognitive function by using technological tools is seen to be increasing knowledge. Young (2005) suggests that the knowledge gained from the use of tools such as the Internet results from the complex interactions between the individual, the cognitive tool and society. She suggests a model called the Internet-Mediated learning model whereby relations between the daily use of technology and the individual are explained. The Internet is socially constructed to present collected social views on SNS such as Facebook and Google that an individual can either agree with and absorb to form new knowledge, or discredit. More importantly, the technology used in schools every day is also promoting the acquisition of knowledge in students. Kinzer and Leu (1997) found that the use of technology by using multimedia presentations helped students retain a better understanding of lessons, compared to learning from books on their own. Improvements in the student’s formations of c oncepts, ideas and comprehensive writing skills suggest that operating with technological tools can reiterate and reinforce information for learning. Martinez-Lage, (1997) suggests the reasons for the increased knowledge and memory retention the students portrayed was due to the enhancing efficiency of the multimedia demonstrations creating stronger memory links. Digital technologies can also be accessed again immediately through methods such as playbacks to provide the observer with an immediate renewal of the material that can refresh working memory. This research demonstrates the effective use of technological tools for learning and supports the increase of technology within educational settings. Nonetheless, there are issues that relate to the amount of reliance placed on using technology in such fields because a lot of learning is now conveyed through online methods instead of through books, considerations about where the line shall be drawn should be taken. Overall, new technology is increasing and it is having an increasing effective on cognition. Technology is serving as a tool for the promotion of cognitive abilities such as memory, learning and information processing. New technology such as Internet search engines can influence memory by playing the part of an external memory store that subsequently frees up room for cognitive processes and allows instant reviewing, termed offloading. However the underuse of the working memory has also led to worries over deterioration and loss of such a function if technology keeps increasing and allowing for such passing off of cognitive abilities. The cognitive functions could become lazy. However, technology such as Gaming has led to faster information processing due to quick decision making on the games which provides cognitive development and maintenance. Promoting knowledge using technology in classes and in educational settings also suggests that technology is encouraging cognitive developme nt. Finally, SNS do serve to a disadvantage to attention as they act as distractors on a daily basis within many settings. Nevertheless, the future of technology is clear in that it will keep increasing and occupying daily lifestyles and therefore, human cognition.

Youths and Gangs in School: Causes, Effects and Solutions

Youths and Gangs in School: Causes, Effects and Solutions The correlation between youths and crime is well documented in the available literatures. Research shows that a huge number who regularly get involved in criminal activities are youths. According to Home Office (2011), Home Office commits approximately  £18m of the entire funding solely to curb young individuals from engaging in criminal activities. Such statistics clearly demonstrates the magnitude of the problem caused by youth gangs justifying the need to integrate mechanisms to adequately address the issue. There is no universally accepted definition for gangs considering the many definitions that have been advanced by scholars. Due to lack of universality of gang definition, there have been little consensus concerning what should constitute a gang and the precise definition of a gang member. Esbensen et al (2001) asserted that experts have reported faults with almost all definitions of a gang. Thrasher (1963, p, 40) boasts for being the first person to provide a comprehensive definition for a gang. He defined it as an interstitial group initially formed spontaneously and eventually integrated through conflict. Thrasher characterised gang with certain features, including milling, meeting face-to-face, conflict, movement through spaces as a unit, and planning. Nonetheless, criminal activities vital to many researchers understanding of gangs was virtually omitted from Thrashers definition. Thrasher had failed to integrate elements, including law violating behaviour and delinquent as a criterion for gang. Despite Schools being some of the most common socialization places for the youth across the world, they are increasingly becoming vulnerable to incidences and effects of youth gangs, especially in the United States. Background Schools are some of the most common socialization places for the youth across the world. In this respect, schools are vulnerable to incidences and effects of youth gangs, especially in the United States. Statistics indicate that about 24% of all public-school students report the presence of youth gangs in their individual schools (Smith, 2011). Recent surveys reveal that more than 45% of high school students acknowledge the existence of active youth gangs in their campuses. Empirical studies also demonstrate that group operations are more pervasive in urban schools than suburban schools (Mayer Furlong, 2010). However, gang operations in suburban schools have been growing at an alarming pace over the recent years. It is disturbing to note that scholars, education administrators, and security agencies have underestimated the implication of these statistics. Arguably, these stakeholders have shown little seriously about young gangs due to lack of well-defined criteria for assessing the elements of a youth gang. The reluctance to notice the prevalence of gang operations in schools have been attributed to the fear of public perception and politicization of the issue. The presence of youth gangs in communities poses serious problems for school going children. Reports show that schools form suitable grounds for recruitment, intimidation, and boasting (Smith, 2011; Howel, 2007). Concurring with this debate, Mayer, and Furlong (2010) added that the idea of gang activity creates an environment of anxiety and incompliance. Fear and incompliance interferes with classroom order and reduces the academic performance of non-gang students. Undoubtedly, the existence of youth gangs in schools disrupts the learning environment, inculcates fear among students and educators, and accounts for increased violence in schools. Research shows that young gang activity is positively associated with the increasing episodes of bullying, violence, and intimidation in schools (ODonnell, Egley Howell, 2009). Smith (2011) also reported a strong correlation between the existence of gangs and the availability of guns and drugs in schools. Cases of students having weapons, as w ell as, students reports of availability of illicit drugs are more rampant in schools where youth gangs are prevalent. Therefore, violent victimization rates are higher in schools with operational youth gangs than in schools without gangs. It has been noted with great concern that young gangs are characterized by ever-changing structures, thereby surpassing the stereotypical perspectives on traditional gangs. People always believe that modern youth gangs operate within the confines of urban settings. Research shows, however, that the contemporary youth gangs are rapidly growing and spreading to suburban areas and villages (Egley, Howell, Moore, 2010). The fact that young gangs are present in most of the urban high schools is a clear indication that schools are growingly being infiltrated by gang activities that are engineered in local communities. As mentioned earlier, the purpose of schools has extended beyond academic and co-curriculum development to include drug markets and recruiting grounds. Moreover, schools where notifiable gang operations are not addressed often register higher victimization rates. The failure to address gang operations imply that the potential indicators of gang activity are not being recognized as expected. In most cases, this failure leads to a compromise of the school security in the broad-spectrum. It is on record that teachers and school heads show little commitment to recognizing the prevalence of youth gangs in their schools due to fear of victimization. Studies have also found that students and police officers are more likely to report the existence of youth gangs in schools than both teachers and parents (NCES, 2010). These important facts support the need to explore the motives behind youth gang formation, awareness of key indicators, and risk factors linked to participation in the same. According to the National Center for Education Statistic (NCES, 2010), youth gang formation does not consider age, gender, or race. Scholars claim that pov erty and high costs of living explain the formation of a majority of youth gangs in schools (Estrada, Astor, Benbenishty, Gilreath, De Pedro, 2011). Estrada, Gilreath, Astor and Benbenishty (2013) reported that all children are becoming growingly vulnerable to the attraction of local youth gangs and indoctrinated with gang practices. Anti-gang analysts have suggested that the aspiration for love, security, improved social status, and a feeling of empowerment always promote gang formation. Academic failure, alcohol and substance abuse are other motivations to join a gang. Estrada, Astor, Benbenishty, Gilreath, and De Pedro (2011) contributed to this issue arguing that the ineffective and discriminatory nature of the existing social systems, including families and schools account for the rise in youth gangs in schools. Based on this argument, one can state without doubt that socio-economic predicaments are both predisposing factors and outcomes of the prevalence of youth gangs in the society. Professionals from across various quotas have contended that there is a difficulty in addressing gang pervasiveness. The problem which emanates from identification has been compounded by the lack of identifiable traits. The availability of identifiable traits would make it rather easy to differentiate between gang-affiliated students and non-gang students. Although other recognizable characters should be analyzed, gang members commonly use a different language, mannerisms, and dressing codes. The use of hand gestures, certain color displays, and signs are typical of youth gangs. However, blame has been pegged on educators and school administrators for overlooking such actions. Teachers and administrators have no option when it comes to learning and acknowledging the key indicators of youth gangs in schools. More importantly, educators lack knowledge of the risk factors that drive the formation of youth gangs. Battin-Pearson, Guo, Hill, Abbott, Catalano, and Hawkins (1997) categorized the possible risk factors into the family, school, peer, community, and individual circumstances. Dysfunctional families bring disaffection in children, thereby providing a primary motivation to join a gang. When one is separated from the community, he or she may seek acceptance in peer groups. These peer groups would then make joining a gang more appealing to the socially isolated young person. Therefore, exposing children to various risks increases the probability that they may accede to forces of youth gangs. Problem Statement It is evident that the explosion of youth gangs and gang-related violence has continued to skyrocket since the late-1990s. Global records show that the United States harbors about 30,000 distinct youth gangs made up of not less than 800,000 members. It is believed that these figures may be higher because people have imperfect information on what constitutes a gang. Incarceration of gang members and complicated legal procedures are other justifications of the variations in the estimates. Per the most recent surveys, more reasonable estimates comprise of at least 20,000 respective gangs with over 1,000,000 associates. It is worth stating that the more these gangs spread throughout a country or region, the more devastating their implications on public schools and learners become. The severity of effects of gangs in the contemporary society has exceeded historical levels. In other words, both the presence and activity of youth gangs in schools have raised concerns such as academic disrup tion, the decline in discipline among students, and increased cases of violence. The primary problem is that in most cases, teachers and school administrators fail to identify in time and mitigate gang problems in schools sufficiently. However, analysts do not blame educators and administrators entirely for their reluctance to recognize the presence and effects of gangs in school environments. In that essence, the contribution of public and political perceptions to their reluctance cannot be overlooked. On the contrary, the absence of official gang training in the pre-service and in-service professional development activities. Scholars have projected that when gang operations go unnoticed and unmitigated, such outcomes as increased gang activities, uncertain learning conditions, and ineffectiveness of campus security become more pervasive (Egley, Howell, Moore, 2010). The underlying issue is not just the recognition of key indicators and risks factors but the ability and capacity to recognize them in such a manner that facilitates mitigation and eradication of gangs from schools and the local communities. The situation may worsen in the near future if appropriate recognition methods and interventional measures are not implemented as fast as necessary. Solution to Gang Related Problems in School Before addressing the possible solution to gang related problems, it is imperative to address some of the risk factors promoting gang violence in a school setting. Understanding the root cause of gang related violence is key to addressing the issue of youths and gangs in schools. Howell (2011) documented some of the factors likely to prom youth gangs in a school setting. These factors are classified into individual, family, and school related factors. The individual risk factors include alcohol and drug abuse, antisocial behaviour, victimization, mental health problems, and negative life events. Howell (2011) contended that antisocial behaviour was one of the prim factors promoting youth and gang in schools. Howell asserts that children whose antisocial behaviour progressively worsens are more likely to join various gang groups. Antisocial behaviour includes aggression, alcohol and drug use, early dating, and violence without a weapon. In adolescence, other forms of violence do emerge, including attacking someone with a weapon. Therefore, antisocial behaviour is one of the prime causes of youth gang violence in a school setting. This implies that effort to address the issue of gang violence should be geared towards addressing the issue of antisocial behaviour in schools. Another individual factor contributing to youth and gangs in school include alcohol and drug abuse. Many students who are drug addicts are more likely to join gang groups (Huizinga Lovegrove, 2009). According to Howell (2011), alcohol and drug abuse are among the leading triggers of youth and gangs in schools. In fact, where drug involves marijuana, the probability of joining gang group is extremely high. Besides alcohol abuse, mental health also constitutes problem compelling an individual to join gangs in school. Despite little evidence on the role played by mental health problems in promoting gang violence, research shows that mental problems among young people escalates their chances of joining a gang group in a school setting. These mental health problems encompass externalising behaviours, conduct disorders, depression, and hyperactivity (Howell Egley, 2005). The study conducted by Davis and Flannery (2001) highlighted that gang members in juvenile correctional facilities are regularly admitted with histories of sexual and physical abuse, psychiatric disturbances, substance abuse, cognitive deficits, and traumatic stress disorder among others. Therefore, effort to provide robust solutions to addressing the issue of youths and gang in school should be geared towards addressing the above documented individual risk factors. Howell (2011) cited family risk factors as being responsible for compelling an individual to join a gang group in a school setting. Per Howell, parents play an incredible role in promoting positive child-development right from birth. He pointed adversities, including multiple family transitions, single-parent household, financial stress, and poverty as potential risk factors, increasing the likelihood of one joining a criminal gang. The aforementioned factors weaken effective parental supervision while disturbing proper development of stronger family bonds. In ability for parents to exercise proper parental control has been proven beyond reasonable doubt to promote children involvement in gang in various school settings. Additionally, parents history of gang involvement also plays an important role in the childs criminal behaviour. Howell (2011) posits that where a family member got involved in criminal behaviour or gang, the probability of his or her children joining gang is very high. School related factors have also been scrutinised to explore the role they play in promoting youth engagement in gang membership. However, it is interesting that study in this area have only been directed towards examining the role played by a students academic achievement in gang involvement (Gottfredson et al., 2005). The study conducted by Thornberry, Krohn, et al., (2003) found that poor school performance on mathematics subject predicted male gang involvement. Based on this study, it is apparent that poor school performance played a role in youth gang involvement in a school setting. The community risk factors have also been cited as a risk factor for youth involvement in gang violence. Pyrooz, Fox, and Decker (2010) opine that gangs always tend to cluster in economically disadvantaged and high-crime neighbourhoods. Where gangs cluster in each neighbourhood, the probability of youths joining gang group is extremely high. Some of the community related risk factors compelling youths to join gangs include widespread use of drugs and firearms, a huge number of people involved in illegal behaviours within the community, and increased alcohol and drug abuse. Solutions With respect to the rising rate of gang related violence, more so in a school setting, it is imperative to develop robust strategies to sufficiently address the issue of school youths joining gang groups. There are many strategies that can be implemented to address the issue as will be discussed in this section. Ineffective gun control strategies have been blamed to be responsible for the increased gang violence in a school setting. This implies that effort to reduce gang related violence should be geared towards implementing effective gun control policies to ensure that youths do not get access to guns. Research shows that drug abuse worsens juvenile violence in two different ways. For instance, firearm is highly prevalent among drug addicts, something that increases the chances of possessing and illegally using arms to engage in violence. Therefore, effort to reduce drug-gun related violence should be geared towards addressing the issue of drugs in community. To reduce an environment of fear and attain the highest reduction in number of youths carrying weapons, effort ought to be directed towards not only implementing effective gun control policies, but also conducting an operation to disarm the number of youths carrying the weapons. Youth involvement and community support planning and implementation are key to making the disarmament process effective. Community support programs geared towards promoting economic development is also a step in the right direction as far as solutions are concerned. In most cases, youths join gang groups because of poverty; they are unable to access adequate food. They are, therefore, forced to resort to gang violence as a strategy of achieving the end, which is using illegal methods to earn money. Therefore, community efforts should involve integrating programs that promote economic growth and development within the community. Besides the above, another effective strategy is studying students displaying antisocial behaviors. Based on this research, such students were more likely to join the school gang group. In this regard, they must be warned that any attempt to promote youth-gun would be dealt with accordingly. In some cases, promoting economic growth and development may not be effective because youth crime has always been reported to be high even in cities with a robust history of economic development. In this case, teaching school going children on the need to avoid violence behavior and the consequences associated with participating in gang groups is likely to reduce the number of school youths considering joining gangs. Scholars have suggested different strategies for mitigating the prevalence of different youth gang activities and gang-associated impacts on students. Among the most cited strategies include anti-gang education, anti-violence programs, school absenteeism and exclusion responses, positive pro-social behavior models, and inclusion. These strategies are useful in nurturing peaceful learning, coexistence, and social integration. Anti-youth gang education is a promising way of discouraging children and young adults from acquiring youth gang membership. In some jurisdictions, gang resistance education and training programs have been integrated into the curriculum. The advocates of this program argue that it enables students to have perfect information concerning their respective schools and homesteads, thereby encouraging positive social behaviors. The mentioned program focuses primarily on emphasizing the negative effects of alcohol and drug abuse, while engaging the youth in community development programs. However, the implementation such a curriculum should be the responsibility of security officers because they are more familiar with conflict management, drugs, and criminal justice. Research shows that students who have successfully undergone an education and training programs portray more pro-social behaviors than other students. On the same note, well-trained police officers play pivotal roles in not only preventing the formation of youth gangs, but also in enforcing law and order in the community. Therefore, police presence in schools can boost educators and administrators morale in the fight against youth gangs. Anti-violence programs form another set of strategies for curbing the proliferation of gangs in learning institutions. This category of strategies consists of mentoring programs for young boys, anti-bullying campaigns, pro-diversity policies and practices, and selection of community liaison officers. Psychologists believe that anti-bullying programs such as reporting of bullying incidences make vulnerable students feel more secure and less likely to seek refuge in a gang. Per emotion experts, mentoring boys reduces violence against students having same sex relationships. Besides, racial-violence in schools can be reduced by creating and promoting race-free environments. As a matter of fact, schools are encouraged to preach cultural diversity and equality so that foreign students can gain a sense of belonging to a school community. In addition to the school community, liaison officers can also promote cultural diversity by ensuring that ethnic minority communities actively participate in youth education and well-being promotion. Additionally, curriculum reforms, creation of incentives for attendance, allowing re-entry of excluded and disaffected students, and the use of restorative justice in disciplining students are the main ways of reducing cases of absenteeism and exclusion. Those who support curriculum change posit that learning should be more vocational and practical in the sense that evening hours and weekends are devoted to recreational and talent shows. Studies have established that most students find these sessions exciting and refreshing. Elsewhere, setting a class target with the reward of an excursion has been found to potentially increase school attendance. Students can also be prepared to re-enter regular schools by taking them to alternative schools such as rehabilitation centers. Most these alternative schools have provided community service training necessary for building self-esteem in young people. Fundamentally, there is a need to streamline the interaction between parents, educators, ad ministrators, and security personnel. Effective communication in social systems harbors myriad of achieving restorative justice. Scholars have identified youth conferences as the most effective communication channel when it comes to impacting behavior change in young people. Nevertheless, other educationists have viewed the role of mentorship in preventing gang activity from another lens. The contribution of both adult and peer mentors towards behavior change has been seamlessly commendable. Adult mentors comprise of designated and proficient individuals who offer guidance, counseling, and assistance to young groups. School administrators and peer leaders can be more productive in addressing problems affecting young people such as appropriate dressing, appropriate verbiage, and understanding. Scholars have suggested different strategies for mitigating the prevalence of different youth gang activities and gang-associated impacts on students. Among the most cited strategies include anti-gang education, anti-violence programs, school absenteeism and exclusion responses, positive pro-social behavior models, and inclusion. These strategies are useful in nurturing peaceful learning, coexistence, and social integration. Anti-youth gang education is a promising way of discouraging children and young adults from acquiring youth gang membership. In some jurisdictions, gang resistance education and training programs have been integrated into the curriculum. The advocates of this program argue that it enables students to have perfect information concerning their respective schools and homesteads, thereby encouraging positive social behaviors. The mentioned program focuses primarily on emphasizing the negative effects of alcohol and drug abuse, while engaging the youth in community development programs. However, the implementation such a curriculum should be the responsibility of security officers because they are more familiar with conflict management, drugs, and criminal justice. Research shows that students who have successfully undergone an education and training programs portray more pro-social behaviors than other students. On the same note, well-trained police officers play pivotal roles in not only preventing the formation of youth gangs, but also in enforcing law and order in the community. Therefore, police presence in schools can boost educators and administrators morale in the fight against youth gangs. Anti-violence programs form another set of strategies for curbing the proliferation of gangs in learning institutions. This category of strategies consists of mentoring programs for young boys, anti-bullying campaigns, pro-diversity policies and practices, and selection of community liaison officers. Psychologists believe that anti-bullying programs such as reporting of bullying incidences make vulnerable students feel more secure and less likely to seek refuge in a gang. According to emotion experts, mentoring boys reduces violence against students having same sex relationships. Besides, racial-violence in schools can be reduced by creating and promoting race-free environments. In fact, schools are encouraged to preach cultural diversity and equality so that foreign students can gain a sense of belonging to a school community. In addition to the school community, liaison officers can also promote cultural diversity by ensuring that ethnic minority communities actively participate in youth education and well-being promotion. Additionally, curriculum reforms, creation of incentives for attendance, allowing re-entry of excluded and disaffected students, and the use of restorative justice in disciplining students are the main ways of reducing cases of absenteeism and exclusion. Those who support curriculum change posit that learning should be more vocational and practical in the sense that evening hours and weekends are devoted to recreational and talent shows. Studies have established that most students find these sessions exciting and refreshing. Elsewhere, setting a class target with the reward of an excursion has been found to potentially increase school attendance. Students can also be prepared to re-enter regular schools by taking them to alternative schools such as rehabilitation centers. Most of these alternative schools have provided community service training necessary for building self-esteem in young people. Fundamentally, there is a need to streamline the interaction between parents, educators, administrators, and security personnel. Effective communication in social systems harbors a myriad of achieving restorative justice. Scholars have identified youth conferences as the most effective communication channel when it comes to impacting behavior change in young people. Nevertheless, other educationists have viewed the role of mentorship in preventing gang activity from another lens. The contribution of both adult and peer mentors towards behavior change has been seamlessly commendable. Adult mentors comprise of designated and proficient individuals who offer guidance, counseling, and assistance to young groups. School administrators and peer leaders can be more productive in addressing problems affecting young people such as appropriate dressing, appropriate verbiage, and understanding. References 2010. Retrieved fromhttp://nces.ed.gov/programs/crimeindicators/crimeindicators2010/ind_08.asp. Battin-Pearson, S., Guo, J., Hill, K. G., Abbott, R., Catalano, R. F., Hawkins, J. D. (1997). Early predictors of sustained adolescent gang membership. In American society of criminology annual meeting, San Diego, CA. Centers for Disease Control and Prevention. (1991). Weapon-carrying among high school students: United States, 1990. Morbidity and Mortality Weekly Report 40(40), 681-684. Blumstein, 1994. Egley, A., Jr., Howell, J. C., Moore, J. P. (2010). Highlights of the 2008 national youth Estrada, J. N., Astor, R. A., Benbenishty, R., Gilreath, T., De Pedro, K. (2011). Merging gang and school violence theoretical models: examining predictors of gang membership within California schools. In American Educational Research Association, Annual Meeting. New Orleans, LA. Estrada, J. N., Gilreath, T. D., Astor, R. A., Benbenishty, R. (2013). Gang membership of California middle school students: behaviors and attitudes as mediators of school violence. Health education research, cyt037.  From http://www.k12.wa.us/LegisGov/2011documents/GangsTaskForceReport.pdf. gang survey. Retrieved from http://www.ncjrs.gov/pdffiles1/ojjdp/229249.pdf HOME OFFICE (2011). Knife, gun and gang-related violence. [online]. Last accessed 25 April 2011 at: http://www.homeoffice.gov.uk/crime/knife-gun-gang-youth-violence/. Howell, J. C. (2007). Menacing or mimicking? Realities of youth gangs. Juvenile and Family Court Journal, 58(2), 39-50. Howell, J. C. (2011). Gang prevention: an overview of research and programs. DIANE Publishing. Mayer, M. J., Furlong, M. J. (2010). How safe are our schools? Educational Researcher, 39(1), 16-26. National Center for Education Statistics. (2010). Indicators of school crime and safety: ODonnell, C., Egley, A., Howell, J. C. (2009). Over a decade of national youth gang  Retrieved from http://www.allacademic.com/meta/p373416_index.html Smith, T. G. (2011). Gangs in schools task force: Report to the legislature. Retrieved   Survey research: What have we learned? Paper presented at the annual meeting of  The ASC, Annual Meeting, Philadelphia Marriott Downtown, Philadelphia, PA.

Essay --

The 1960’s was a time of war, politics, and a trip to the moon. For some it was a turbulent time filled with chaos, while for others it was a peaceful, prosperous time. For my grandfather, Robert Mammini, it was the decade of his life where he would settle down, start a family, and experience a most memorable decade. He was married in 1961 at the age of 24 to my grandma, Mary Mammini. During this decade his family expanded and he had three children. His first born Kim, my mom was born in 1962, followed by my uncle in 1964 and later my aunt in 1966. He and my grandmother lived in Concord, California just several blocks from Clayton Valley High School. It’s weird to think they lived two minutes from where I live now. With my grandma’s hands full with three kids it was up to my grandpa to be the working man. He worked at James Nelson Company, a booming heating and air conditioning company, in San Francisco where he made good wages and was given great benefits. With the good pay my grandfather was able to easily afford a brand new home priced at $22,000, which included 3 beds and 2 baths. This decade was the start of a long ride for the Mammini family filled with incredible world events that we will never experience again. The sixties was a decade filled with major political debates that affected the entire country. By the time the sixties came around we were in the most turbulent part of the Cold War, an era of military and political tension between the United States and the Soviet Union. As Dwight Eisenhower brought the fifties to a close it was time for a new president to take hold of the reigns. As the country closed in on one of the closest elections in history it was up to Democratic candidate, John F. Kennedy to compete agains... ...ed the rest of his life. My grandfather told me that the sixties were some of the best years of his life. He married the love of his life at the beginning of the decade and by its’ final few years he had three beautiful children that would all go on to live happy lives. The decade had several near disasters but none of them materialized. Overall the sixties was a great time for America. The people were happy, technology was on the move, and the economy was booming. It was also a time where it finally looked like the U.S. was finally pulling ahead of the Soviet Union. We defused a crisis that forced the Soviets to stand down during the Cuban Missile Crisis. They may have beaten us into putting a man into space, but we won the final battle when we landed on the moon. The sixties no doubt had their lows, but they were outweighed by all the highs they brought with them. Essay -- The 1960’s was a time of war, politics, and a trip to the moon. For some it was a turbulent time filled with chaos, while for others it was a peaceful, prosperous time. For my grandfather, Robert Mammini, it was the decade of his life where he would settle down, start a family, and experience a most memorable decade. He was married in 1961 at the age of 24 to my grandma, Mary Mammini. During this decade his family expanded and he had three children. His first born Kim, my mom was born in 1962, followed by my uncle in 1964 and later my aunt in 1966. He and my grandmother lived in Concord, California just several blocks from Clayton Valley High School. It’s weird to think they lived two minutes from where I live now. With my grandma’s hands full with three kids it was up to my grandpa to be the working man. He worked at James Nelson Company, a booming heating and air conditioning company, in San Francisco where he made good wages and was given great benefits. With the good pay my grandfather was able to easily afford a brand new home priced at $22,000, which included 3 beds and 2 baths. This decade was the start of a long ride for the Mammini family filled with incredible world events that we will never experience again. The sixties was a decade filled with major political debates that affected the entire country. By the time the sixties came around we were in the most turbulent part of the Cold War, an era of military and political tension between the United States and the Soviet Union. As Dwight Eisenhower brought the fifties to a close it was time for a new president to take hold of the reigns. As the country closed in on one of the closest elections in history it was up to Democratic candidate, John F. Kennedy to compete agains... ...ed the rest of his life. My grandfather told me that the sixties were some of the best years of his life. He married the love of his life at the beginning of the decade and by its’ final few years he had three beautiful children that would all go on to live happy lives. The decade had several near disasters but none of them materialized. Overall the sixties was a great time for America. The people were happy, technology was on the move, and the economy was booming. It was also a time where it finally looked like the U.S. was finally pulling ahead of the Soviet Union. We defused a crisis that forced the Soviets to stand down during the Cuban Missile Crisis. They may have beaten us into putting a man into space, but we won the final battle when we landed on the moon. The sixties no doubt had their lows, but they were outweighed by all the highs they brought with them.

Overconfidence and Arrogance in To Build a Fire by Jack London Essay

Overconfidence and Arrogance in To Build a Fire by Jack London Overconfidence and arrogance led to the death of the man in Jack London's "To Build a Fire." This overconfidence in his own abilities led to him making poor decisions and scorning the advice of those who know what they are talking about. Instead, he laughs at the old man after he tells him "a man should travel with a partner" (1769) and goes out into the frigid weather anyway. He knew that it was 75 degrees below zero and that his body was numb but he didn't care because he thought he could handle it. Even when he was about to die he thought, "freezing to death is not as bad as people thought it was"(1772) and "when he got back to the states he could tell the folks what real cold was."(1772) Obviously the man did not take the situation seriously. Instead of dying with dignity he thought about himself "running around like a chicken with its head cut off." (1772) He time and again snubs the warnings that he is receiving from nature. He encountered many warnings that it was too cold to be outside. First...

Pros and Cons of High Fructose Corn Syrup Essay -- Artificial Sweetene

High-Fructose Corn Syrup Abstract: High-fructose corn syrup is a commonly used artificial sweetener in foods. High-fructose corn syrup is a hydrolyzed version of ordinary corn syrup, which is produced via a steeping process. It is so widely used because it is both economically favorable and it helps to preserve food for extended periods of time. However, the drawbacks of high-fructose corn syrup include issues like potential obesity, diabetes, loss of liver function, malnutrition, and cancer. The fact that the producers of high-fructose corn syrup can deceive people that HFCS is harmless makes matters worse. High-fructose corn syrup (HFCS) is an artificial sweetener commonly used in the United States. As its name implies, this sweetener is derived from agricultural corn. All high fructose corn syrups are corn syrups whose fructose content has been increased via enzymatic processes and then mixed with pure corn syrup. There are several different formulations of high-fructose corn syrup. The product sold in the United States (HFCS #2) has the following composition: moisture, 29%; dry substance, 71% D.S.; dextrose, 50% D.S.; ash, 0.03 D.S.; and nitrogen, 0.002% D.S. The amounts of dextrose, fructose, and other saccharides may vary slightly in HFCS #3, but the analysis is fairly consistent. HFCS #1 hasn’t been commercially sold specifically for consumer consumption in the U.S. for many years. Instead, it is used by food producers in their products. 2 The process by which high fructose corn syrup is made is complicated. To start, ordinary corn syrup must be obtained. Then, enzymatic processes increase its original sweetness. To produce the basic un-enhanced corn syrup, wet milling is a commonly used technique. Wet-milling includ... ...Jones. 2006. 24 July 2008. . Forristal, Linda. â€Å"The Murky World of High-Fructose Corn Syrup.† Westonaprice.org. Ed. Linda Forristal. 2003. 24 July 2008. . Inglett, George E. Symposium: Sweeteners. Westport, Connecticut: The Avi Publishing Company, Inc., 1974. HFCSFacts.com. 2008. The Corn Refiners Association. 25 July 2008. Steindom, Joel. â€Å"My Food Manifesto, Part One: The Bad News.† Steidom.com. Ed. Joel Steindom, Heather Steindom. 2007. 24 July 2008. . National Academy of Sciences (U.S.). Sweeteners: Issues and Uncertainties. Washington, D.C.: National Academy of Sciences, 1975. Lachmann, Alfred. Starches and Corn Syrups. New Jersey: Noyes Data Corporation., 1970.

Depression and Women

Women and Depression Christina Eddy October 2012 Women and Depression WOMEN AND DEPRESSION Introduction A. What is causing more women to be depressed then men? B. Depression is one of the leading causes of death in women today. 2. Depression in women is caused by many different reasons a. Hormonal changes due to pre menopause and menopausal conditions. b. Women of all ages seem to suffer from depression at one time or another. c. Depression can put a strain on many areas of a women’s life. 3.What can society do to help women deal with depression? a. Working with these women to help them learn how to over come depression b. Treatment through counseling and possible medication C. more informative information on how to handle depression through advertisements 3. Conclusion Society need to take a better closer look at what is causing this depression in women. If is very important the we treat both the mental and emotional issues that women deal with when diagnosed with depressionW omen and Depression There are many symptoms related to depression, these symptoms could be as simple as difficulties concentrating, or may be presented as an over-whelming of feelings of worthlessness and even becoming delusions. Women are thought to be more sensitive than men; this could lead to feeling over-whelmed which in turn could lead to suicide. Some emotions such as: not feeling pretty enough or not being skinny enough tend to be magnified. Studies have shown that 12% of U.S women may suffer from depression while approximately only 6% of men may be diagnosed as depressed. . Cyranowski, J. M. ,&Frank. (2006). Targeting populations of Women for Prevention and Treatment of Depression. In C. M. Mazure,G. Keita (Eds. ) Understanding depression in women. Mental health workers have stated that it’s psychological and that woman should be able to recognize how they are feelings and get help. But the question still remains, what is causing all these women to be depressed. It m ight be due to heredity, sexual abuse.There are those that are being harassed or discriminated against. There are doctors who believe that much of the depression in women is hormonal and could be brought on through their menstrual cycle or menopause. Psychologists believe that this depression has roots that can be passed through generations, therefore when something tragic accurse it can cause the depression to resurface. Some scientists believe that the stress factors lean more towards heredity; depression may be a gene that is passed down through generations.Through investigations it was found that the women who did not have a family history of depression, but did experience stressful events raised their chances of becoming depressed. There was about a 6% chance compared to those whose family had a history of depression, even this only raised their chances to 14%. Scientists have wondered if the gondola steroids estrogen and progesterone produced while a woman is menstruating migh t be putting women at a higher risk of becoming depressed, therefore showing that some girls may become depressed after puberty when they began to menstruate and their hormones start to fluctuate.Recent studies have shown that estrogen might play an active part in depression; this could be due to the fact that estrogen triggers body stress responses. Doctors know that the adrenalin glands are controlled by the pituitary gland in the brain which produces higher levels of a hormone called cortisol; this in turn increases the bodies metabolic and immune systems, stress then increases cortisol levels. These cortisol levels gradually will return to normal when the stress has passed.Although some evidence has shown that structured behavioral marital and family therapies are effective in treatment of depression (Holon, Summit2000). With the right combinations of therapy and drugs depression can be controlled. It’s has been proven in market research that approximately 30% to 35% of i ndividuals who have tried anti-depressant drugs felt no sense of improvement while taking the drugs. Keller, Gelenberge, &Hirschfeld, 1998; Keller et al. , 2000)Depressed women have been known to have more marital issues, this can sometimes lead to divorce, with this factor already in place depressed women are more likely to get involved with, and marry men with psychiatric disorders. (Hammen,Rudolph,Weiser,Roa,& Burge,1999). Although this is one factor in the cycle of women’s depression there is also another disorder called Major Depressive Disorder (MDD) this disorder is mostly found in women of child rearing ages, however, this disorder is now being found more often in younger patients.With this newfound information doctors are trying to figure out what effects if any (MDD) has on the children of depressed women. (Collaborative Group, 1992) There has been some research done stating that depression begins in early childhood. This could show us that it may also continue into adulthood, evidence has shown that it may lead to morbidity a higher risk of suicide. Therefore, children of depressed mothers when compared to mothers who do not suffer from depression have greater chance of inheriting a major depressive disorder.References Cyranowski, J. M. , &Frank. (2006). Targeting populations of Women for Prevention and Treatment of Depression. In C. M. Mazure, G. Keita (Eds. ) Understanding depression in women: References: (Psychological Applying empirical research to practice and policy (pp71-112) American Association. ) Doi: 10. 1037/11434-003 (Cross National Collaborative Group, 1992) (Holon, Summit2000) (Keller, Gelenberge, &Hirschfeld, 1998; Keller et al. , 2000) (Hammen,Rudolph,Weiser,Roa,& Burge,1999).

Learning Style Inventory

The two personality inventories that my cousin and I took part in measure the five factors that most psychologists use in studying the personality of the individual. However, each test was administered by a different group and found on a different website. Both tests provide a set of questions that measure what are considered to be the five basic dimensions of one’s personality: extraversion, emotional stability, agreeableness, conscientiousness, and openness to experience. Collectively, these dimensions are called the Big-5 dimensions. The first test is found on the website http://test.personality-project.org/. According to the website, the personality survey had two main objectives. The first is, â€Å"to find out more about these five dimensions of personality.† The second objective is, â€Å"To take part in and further the use of the internet as a collaborative and data collection tool.† Furthermore, the questions in the test were taken from International Personality Item Pool. The descriptions of each of the basic dimension were derived from the work of John Johnson. The participant was asked to rate the phrases that describe people’s behavior depending on how accurate they describe him. In addition to measuring the big-5 dimensions, the test also included items about one’s musical preferences and cognitive ability. There were a total of 60 questions about the big-5 dimensions and an additional 26 about musical preference and cognitive ability. Upon comparing my results of the test to that of my cousin, I found out that of the five dimensions measured, we differed significantly in only one dimension, extraversion. My cousin is considered to be more of an extravert than I am. In fact, he scored very high in the said dimension. On the other hand, out of 100, I only rated 34. He is considered to be highly sociable, energetic, and outgoing. My score, on the other hand, is seen as average. According to the description given, I am neither a loner nor a social butterfly. In other words, there are times I prefer to be around other people enjoying their company but there are also times that I prefer to be alone. For the dimension of agreeableness, we both were rated high, meaning, we both possess a strong interest in other people’s needs. As both our reports said, â€Å"You are pleasant, sympathetic, and cooperative.† For conscientiousness, both my cousin and I scored high. This high score indicates that we set our goals and aim to achieve these goals. Likewise, we are both considered to be hard-working and reliable. With regards to the dimension of emotional stability, both of us scored high which indicates that we are calm and not easily rattled or stressed. Furthermore, it says that we remain unaffected by intense situations. For the last dimension, openness, both my cousin and I scored average. According to our reports, this meant that we are not purely conventional nor are completely radical. In other words, we enjoy certain traditional things but are somewhat open to venturing out to unfamiliar things as well. The second personality inventory we took measure the same personality dimensions as the first. The test is available to anyone through the website: http://www.outofservice.com/bigfive/. There are a total of 48 items in the test. The participant is asked to rate their agreement with a given statement about themselves from a scale of 1 to 5 with 1 meaning complete disagreement and 5 meaning complete agreement. These items will see how the participant perceives himself to be like. My results in this test did not differ much from the first test. The main difference was that in this test, I scored low in openness to experience. In this test, I found out that I am conventional. In the earlier test I was neither conventional nor the opposite. For the other dimensions, my scores were very similar to the first. Basically, the test told me that I am well-organized and reliable. Also, it said that I am neither reserved nor particularly social. Furthermore, my results indicated that I was considerate of the feelings of other people and that I remain calm even in tense situations. On the other hand, the results of my cousin in this test remained consistent with his earlier test. As such, in this test, our differences lie in the dimensions of extraversion and openness. This test revealed that he was highly sociable and that was neither conventional nor complex. As for the dimensions of conscientiousness, agreeableness and emotional stability or neuroticism, our scores did not differ significantly indicating that we shared such personality traits. I learned several things from taking the two tests. First, it was able to tell me certain things about my personality. I discovered that I should not consider my self as completely unsociable for I do have the capability to mingle and enjoy my time with other people. I have long seen myself as being a loner but the tests have shown me that I indeed have it in me to enjoy the company of other people. Secondly, taking the test made me realize that indeed people who are alike tend to stay together. I am very close to my cousin. With our results being very similar, I realized that it was because we were very much alike in certain areas. Finally, the tests gave me a glimpse as to who I am. Although I know that the results do not sum up who I really am, I am glad to gain even just a faint idea as to who I really am. Reference: John, O (2003). The big-5 personality test. University of California, Berkeley. Retrieved 29 October 2007 from: http://www.outofservice.com/bigfive/. Revelle, W. (n.d). Internet Personality Inventory Survey. Northwestern University. Retrieved 29 October 2007 from: http://test.personality-project.org/.   

Characteristics of the Romantic Music Period

It is arguable that some Romantic music made greater demands upon its listeners than did music of previous historical periods. What were those demands? Why did these changes come about? And what strategies can you formulate for listening to this music today? In consideration of the musical changes present in the Romantic era, this essay will contend that these changes are very much related to the wider social and technological changes in society around that time. Thus, it is important to identify the broad time period encompassed by this era. The definition of Romanticism in The New Grove Dictionary of Music and Musicians is: â€Å"A movement or, more commonly, period of cultural history. When understood as a period, Romanticism is usually identified with either the first half or the whole of the 19th century. The term is used with reference primarily to the arts, but it can also embrace philosophy, socio-political history and, more widely, the ‘spirit’ of the era. † [i] Consequently, this essay views that Romantic music encompasses the whole of the nineteenth century and will consider some of the key changes which occurred around that time period. It has been argued that these changes have resulted in music which makes greater demands upon its listeners and this essay will highlight these demands and how they were influenced by those social and technological changes of that time, concluding with strategies for listening to this music today. Some of the music which can be used to illustrate these changes are specific works by Beethoven, a composer, who is viewed as a major influence on the music of the nineteenth century. This can be evidenced by the Grove article on Romanticism, which deems it to be widely accepted that Beethoven â€Å"inaugurated a ‘Romantic era’†[ii]. The demands of Romantic music are characterised by several key changes. These changes can be summarised as follows: an increased intensity, both technical and musical; a greater use of radical contrasts in the music and a significant increase in the length of musical compositions. The increased intensity of Romantic music can be demonstrated by an analysis of the Diploma syllabus of the ABRSM[iii]. This syllabus provides an â€Å"authoritative assessment framework† [iv] for technical and musical ability and one can see that the vast preponderance of its pieces fall into the Romantic category. Furthermore, as one progresses through the levels of syllabus, the â€Å"repertoire becomes more demanding† [v] and the volume of Romantic pieces increases steadily. A major factor in this change is the related technological advancements of that time period which resulted in the upgrading of a number of musical instruments to more advanced forms. This can be illustrated with reference to the specific example of the piano, an instrument refined considerably during the Romantic period. Key changes incorporate the introduction of modern style pedals, greater string diameters and tensions, an extended number of octaves, the double escapement action and the cast iron frame[vi] [vii]. Thus, the instrument of the nineteenth century is far superior to its eighteenth century counterpart. The resultant musical changes include a greater quantity of octaves available and a greater range of power and dynamics made available to the composer. This had the obvious corollary of composers producing pieces with greater use of radical dynamic contrasts. According to Winter[viii], Romantic composers used their new piano to great effect: The single most important development in the sound of the Romantic piano was doubtless the new emphasis on the sustaining (or damper) pedal. † These key changes of distinctive contrasts and increased intensity were aided by the accompanying social change in music around the Romantic period, which can be characterised by the rise of the virtuoso. Franz Liszt, the legendary pianist, dazzled audiences across Europe, garnering rave reviews wherever he travelled, considered by The New Grove Dictionary of Music and Musicians to be â€Å"the greatest piano virtuoso of his time† [ix]. The improved piano was critical to his displays of technical prowess. Without it he would not have been able to play pieces as demanding on the instrument. The â€Å"hitherto unimagined difficulty† [x] of his Vingt-quatres grandes etudes pour le piano[xi], was considered too much by the composer, he revised the Etudes and later published his Etudes d'execution transcendante[xii], – the latter still ferociously difficult but surpassed in that respect by the former. Given that a key feature of Liszt’s playing style and compositions was technical skill, one could argue Liszt could not have been the performer, or composer, he was, in the preceding century. Nicolo Paganini was another virtuoso of the highest calibre – a violinist[xiii]. He, too, gave fantastic performances to rapturous crowds in numerous countries. William Ayrton, editor of The Harmonicon, remarked that: â€Å"[H]is powers of execution are little less than marvelous, and such as we could only have believed on the evidence of our own senses; they imply a strong natural propensity for music, with an industry, a perseverance, a devotedness and also a skill in inventing means, without any parallel in the history of his instrument. † [xiv] Paganini, similar to Liszt, composed works for his instrument, which were considered some of the hardest in its repertoire[xv] – pushing the boundaries of the Romantic violin to previously unseen heights. An excellent way for a virtuoso to show off their talents is a concerto. The concerto provided a perfect vehicle to showcase the new technically advanced instruments and the music that could be performed on them[xvi]. One characteristic of Romantic concertos is their length. Indeed, this increased length is another key aspect of Romantic music as a whole. To take one concrete example of this, Vladimir Askenazy’s interpretations of Beethoven’s piano concertos[xvii] are significantly greater in length than his interpretations of Mozart’s concertos[xviii]. Further illustration of this is the opening movements of Beethoven’s piano concertos numbers 4 and 5, which both last longer than a number of Mozart’s concertos in their entirety and are longer, by far, than any of Mozart’s first movements. Similarly, other forms of musical composition demonstrated increasing length during the Romantic era. Beethoven’s Piano Sonata number 29 ,‘Hammerklavier’, being a case in point, according to Marston[xix], the extremely long solo piece was â€Å"most likely the longest ever written at that time†. The Hammerklavier sonata is also a perfect example of the other previously stated Romantic characteristics. The use of pianississimo and fortissimo a bar apart in the final section of the first movement is but one example of the radical contrasts present in the piece as a whole[xx]. Another hallmark of Romantic music is present in this piece: extreme technical difficulty – Andras Schiff declared Hammerklavier â€Å"virtually unplayable† [xxi]. This increase in length was also evident in the Romantic symphony. One striking example being Beethoven’s Symphony number three, ‘Eroica’, first published in 1804 [xxii], at the very dawn of musical Romanticism – its opening movement â€Å"dwarf[s] any comparable previous movement† [xxiii]. According to Bonds[xxiv], Eroica is the start, for Beethoven at least, of music displaying profound Romantic characteristics: â€Å"Particularly from the ‘Eroica’ onwards, Beethoven was seen to have explored a variety of ways in which instrumental music could evoke images and ideas transcending the world of sound. Overall, these properties of Romanticism were influenced by the social changes of the nineteenth century. These changes meant that composers of the Romantic era had greater freedom than ever before. Unlike their counterparts in previous historical periods, they no longer had to be almost entirely dependent on the church or the state or weal thy, upper-class patrons[xxv] [xxvi]. As highlighted previously, musicians could support themselves by giving public concerts, â€Å"Paganini earned so much money in one year that he could have bought 300 kilos of gold. [xxvii] [xxviii] As we can see in this example from Grove, the orchestra of the Romantic age was distinctly different from its predecessors in that it was not for the personal amusement of royalty or a symbol of status: â€Å"During most of the 18th century orchestras had been an accompaniment to and an expression of aristocratic court culture; in the 19th century the orchestra became a central institution of public musical life. † [xxix] Given the demands illustrated through these changes, several strategies are suggested. One possible strategy would be to learn a piece. As reading music is a necessary precursor to this, it would be a required and fruitful use of one’s time to learn to do so if the skill has not already been learnt. Learning to play a piece of music would be the ideal realisation of this strategy. However, this is not always possible and would be impractical for a piece with a large number of parts – a symphony, for example. Nevertheless, one can study and appreciate the technical or musical difficulty involved in a piece without being able to master it. Once able, listening to a piece of music whilst consulting the score is also a useful tool for following a piece and picking out specific parts. This is especially true of any orchestral piece. Another related strategy would be to try and put oneself in the shoes of a listener of the Romantic era. Listening to recordings performed on period instruments would be an ideal method of doing this. Also, learning more about the people of the period and what it would have been like for a nineteenth century person to listen to a certain work for the first time would be a further way to pursue this strategy. To learn, and appreciate, any other art forms linked with a piece of music is another strategy for listening to Romantic music – for example, Beethoven’s Symphony number 9. Beethoven based the final movement on the poem ‘Ode to Joy’ by Friedrich Schiller[xxx] – the movement is scored for orchestra, four vocal soloists and a choir – who sing the words of the poem. The case can be made that, to fully appreciate this work, one must appreciate the poem on which it is based. Additionally, understanding of the language the words are in – German – would take this strategy even urther. Separating a piece of music into parts is another strategy for listening to Romantic music. For example, a symphony or sonata can be listened to as individual movements, easier to absorb than, perhaps, thirty minutes or an hour’s worth of music. Exploring huge compositions or collections at one time is not the correct strategy, the sheer volume of n otes can be daunting and there is a danger that listening to too much music dulls one to the finer points of that music, it simply becomes noise. The distinct movements many composers put in their music should be utilised when first discovering a work, only once more understanding is cultivated should one attempt to listen to an entire concerto, sonata or symphony. Conclusively, it has been shown that Romantic music made greater demands upon its listeners than did music of previous historical periods. These demands were: increased technical and musical intensity; the use of bold, vivid contrasts and a considerably augmented duration of musical compositions. These changes came about due to technological advancements of the period, less reliance on patronage and the ‘musician’ became a respected and viable profession in the nineteenth century. There are many strategies which can be devised for listening to Romantic music, in the present day. These are: learning how to read and play music; to put oneself in the shoes of a listener of the time period; to study any art forms which are linked to a piece of Romantic music and dividing a composition into more easily manageable sections. These strategies will further aid the listener in appreciating and understanding Romantic music. ———————- [i] Jim Samson, â€Å"Romanticism†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] [ii] Jim Samson, â€Å"Romanticism†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (1. History of usage) [iii] ABRSM, â€Å"Music Performance Diploma Syllabu s from 2005†, [Accessed 2 December 2009] [iv] Ibid. [v] Ibid. [vi] Philip R. Belt, Maribel Meisel/Gert Hecher, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (5. The Viennese piano from 1800. ) [vii] Michael Cole, â€Å"Pianoforte†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (6. England and France, 1800–60. ) [viii] Robert Winter, â€Å"Pianoforte†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (2. Romantic period) [ix] Alan Walker, et al. , â€Å"Liszt, Franz†, Grove Music Online. Oxford Music Online, , [Accessed 2 December 2009] [x] Howard Ferguson and Kenneth L. Hamilton, â€Å"Study†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] [xi] Franz Liszt, Vingt-quatres grandes etudes pour le piano, 1839, Vienna: Haslinger [xii] Franz Liszt, Etudes d’execution transcendante, 1852, Leipzig: Breitkopf & Hartel xiii] Edward Neill, â€Å"Paganini, Nicolo†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] [xiv] Edward Neill, â€Å"Paganini, Nicolo†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (7. France and Great Britain, 1831–4, and last years, 1835–40. ) [xv] Ibid. [xvi] Arnold, Denis and Timothy Rhys Jones, â€Å"con certo†, The Oxford Companion to Music Oxford Music Online, [Accessed 2 December 2009] [xvii] Ludwig van Beethoven, Beethoven: The Piano Concertos, Vladimir Ashkenazy, Chicago Symphony Orchestra, cond. by Georg Solti, (Decca, 1995) xviii] Wolfgang Amadeus Mozart, Mozart: The Piano Concertos, Vladimir Ashkenazy, Philharmonia Orchestra, cond. by Vladimir Ashkenazy, (Decca, 1995) [xix] Nicholas Marston, â€Å"Approaching the Sketches for Beethoven's ‘Hammerklavier’ Sonata†, Journal of the American Musicological Society, Vol. 44, No. 3 (Autumn, 1991), p. 404-450, University of California Press on behalf of the American Musicological Society, p. 404 [xx] Ludwig van Beethoven, Piano Sonata no. 29 ‘Hammerklavier’, 1891, Stuttgart: J. G. Cotta Final three bars of first movement – â€Å"Allegro† [pic] [xxi] Andras Schiff, Lecture on Piano Sonata no. 9 ‘Hammerklavier’ by Ludwig van Beethoven, Wigmore Hall, May 2006, Published by The Guardian, [Accessed 2 December 2009] [xxii] â€Å"‘Eroica’ Symphony†, The Oxford Dictionary of Music, 2nd ed. rev. Ed. Michael Kennedy. Oxford Music Online, [Accessed 2 December 2009] [xxiii] Mark Evan Bonds, â€Å"Symphony†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (II. 19th century, 2. Beethoven) [xxiv] Ibid. [xxv] Joseph Dyer, â€Å"Roman Catholic church music†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (V. The 19th century, 1. Catholic church music and the Romantic aesthetic. [xxvi] Joseph Dyer, â€Å"Roman Catholic church music†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (IV. The 18th century) [xxvii] John Spitzer and Neal Zaslaw, â€Å"Orchestra†, Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (7. The Romantic orchestra (1815–1900). ) [xxviii] Edward Neill, â€Å"Paganini, Nicolo†,Grove Music Online. Oxford Music Online, [Accessed 2 December 2009] (8. Playing style. ) [xxix] John Spitzer and Neal Zaslaw, loc. cit. [xxx] Ludwig van Beethoven, Symphony no. 9, ca. 1925, Leipzig: Ernst Eulenburg