Study of Mobile Phone Addiction and Usage Behavior Among Youths free essay sample

The purpose of this report is to investigate the mobile phone addiction and usage behaviors focused on young users and research the relationships of them. The research shows that most of young users keep their phones on hand all the day because they need to contact with friends through talking on the phone or text message with them. In addition, as the development of internet, people can release fresh news anytime at anywhere. Anyone else could see that and they could exchange ideas about fashions on the phone through internet too. Besides, the author believed that the more use of mobile phone, the more attendant problem will appear. The conclusion has shown that the relationship between mobile phone addiction and usage behavior is cause and effect. Peer relationship restrict them have to take their mobile phone everywhere, it is quite possible to be addicted in the mobile phone uses and lead to some bad usage behaviors. We will write a custom essay sample on Study of Mobile Phone Addiction and Usage Behavior Among Youths or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The recommendations of the report are focused on young people restrictions. On the other hand, young people should also be encouraged to engage in some extra activities after class to build up their true relationships and learning some living skills. Introduction In this day and age, it is universally acknowledged that mobile phone is among the most prominent kinds of information and communications technology (ICT) and is probably also the one that has shown the most spectacular development during the past few years with regard to technological innovations, social impact, and general use by the majority of the population (M. Choliz, 2013). Especially in young people, mobile phones are spreading in popularity, increase their social communication frequency and expand their opportunities for making social relationships (Igarashi et al. , 2005 and Matsuda, 2000) using this technology. However, there are also some negative effects on using mobile phones among young people. For example, the use of mobile phones in schools reduces the concentration of the students during class (Hiscock, 2004 and Selwyn, 2003), creates billing problems (Funston and Mac Neill, 1999 and Youth Action, 2004), leads to unsafe driving habits (Pennay, 2006 and Walsh et al. 2008), and causes mobile phone addiction (Ehrenberg et al. , 2008 and Walsh and White, 2007). Of all of these outcomes, mobile phone addiction has the strongest relationships with mobile phone usage. Therefore, examining the relationships between mobile phone addiction and mobile phone usage for adolescents can help them keep away from addiction and cultivate healthy habits of usag e behavior. Method This survey was completed by interviews of schoolmates and some investigations in the electronic database. Ten respondents (5 male and 5 female) were asked a series of questions regarding their opinions of mobile phones addiction and their mobile phones usage situation includes the daily mobile phone usage-time and the amount of money spent monthly on mobile phone. Respondents provided details about their average daily time using mobile phone; then they were asked to answer two open-questions. In the meantime, in order to clarify the relationships between the mobile phones addiction and usage behavior, the author also searches the electronic database to find some authoritative articles in Expanded Academic ASAP Journal. Mobile phone addiction and mobile phone usage behavior According to the survey, 95% of the respondents said they spent almost half of the daytime on their mobile phones, even at night; they are unwilling to put it away from hands. Research shows that mobile phone addiction is significantly correlated with the total of phone-talk time, and the number of calls and text messages (Billieux et al. , 2007 and Billieux et al. , 2008). Besides, mobile phone usage behavior can spread fast through young people because they like to chat or contact with friends no matter when and where. If someone do not have a mobile phone or do not usually use it, it maybe means that he/she cannot catch up with fresh news or fashions† according to one of my classmates. Therefore, it is common to see that mobile phone has almost become a necessity between young people. The research also tends to show that the hypothesis of the greater the use of mobile phones then the higher will be the instance of mobile phone addiction and the attendant problems. For instance, the earlier the respondents began to use the mobile phone, the worse grade they have got and the deeper near-sighted they were. Conclusion In conclusion, the study revealed some reasons that caused mobile phone addiction and usage behaviors. The relationship between the two results is causality. Because most of young people share their opinions through mobile phones, the relationships restrict them to carry their phones. They could fall into bad habits, like addiction. Then the usage behavior will soon come into being. The report concludes that there are problems that need to be solved and it will list recommendations in the next section. Recommendations As a result of interviews of schoolmates, it is recommended that: †¢ Mobile phones should not be carried with hand in classrooms †¢ As far as the author concerned that there should be a time constraints of young mobile phones users in which they could more likely keep away from the negative effect. †¢ Students should be encouraged to join into after class activities to establish the real relationships around themselves and cultivate the great skills or habits of their life. †¢ The mobile phone users are becoming younger and younger; they should be attached great importance to the phone addictions and usage behaviors.

Absentee Voting essays

Absentee Voting essays The symposium last February 11, 2000 titled Absentee Voting for Overseas Filipinos was a successful one. They have expressed their insights regarding the topic in an orderly manner. The facilitators actually have a passion to educate and at the same time encourage students to support this proposal to the government. Also, the three facilitators are very well prepared and they are very organized in delivering their respective topics. Sad to say, many of the students just keep talking with each other up to the point that they are distracting some students like us (ahem!) that are willing to be educated on this matter. For me, even if there are about seven million Filipinos on different parts of the world that are willing to vote, absentee voting is not the solution. If they want to choose a good leader, then they must go home here and take their chances. I said this because many of the Filipinos overseas dont have any idea on who are they going to vote. Its because they are not here. They dont even know the background of the person they will choose. We can never trust the reliability of others regarding this matter. I myself can say that I practice my right to vote based on my own perception on who is the right person to vote. I did not listen to what others even my parents say. Secondly, Absentee Voting may be one of the sources of scams or any cheating activities. We know damn well that our country has the dirtiest politics in the whole world. We cannot tell if the politicians will buy the votes of our countrymen abroad. We also know how smart the Filipino politicians when it comes on cheating. Lastly, Absentee Voting will cost much because the process itself will be very expensive. The government must send the authenticated ballots abroad then send it back again. The result of the election also can be delayed because the Comelec will have to wait for the ballots from abroad for final tal ...

An Influenza test

An Influenza test RESULTS: An Influenza test is ordered when a provider suspects the patient has Influenza or if someone else in the family/household has been diagnosed with Influenza or is suspected of having it (Feemster, 2016, pg. 504). If the test result is negative, it would still be sent to the lab for PCR confirmation (Blosser, 2016, pg. 507). The Rapid Influenza test requires a respiratory sample collected on a swab from the nasopharynx or a nasal aspirate (McMullen et al., 2016). HPI The patient presented with a cough, nasal congestion, sore throat, fever, vomiting, and diarrhea with an onset of 3 days. The physical exam findings of Influenza may include cough, nasal congestion, vomiting, diarrhea, macular or maculopapular rash, or fever (Feemster, 2016, pg. 504). COMPONENTS OF THE RAPID FLU TEST The test detects viral nucleoprotein antigens in respiratory specimens, giving a qualitative result within 15 minutes (McMullen et al., 2016). One downfall of the rapid influenza antigen test is that it has a high number of false-negative results (Cunha Connolly, 2014). Another issue is the sensitivity to detect Influenza A and B; sensitivity for B is lower than A (Centers for Disease Control and Prevention, 2017).Also, when Influenza activity is low, false positive results can happen as well (McMullen et al., 2016).These tests usually identify as low as 5% and as high as 50% of influenza cases (McMullen et al., 2016). According to the CDC, if an individual is suspected of having Influenza, even if you tested negative, you should not withdraw treatment (Centers for Disease Control and Prevention, 2017). If an individual tests negative, a viral culture PCR may be sent to confirm. These tests can detect either only Influenza A viruses, or both A B, and either distinguish or not disti nguish between the two (Centers for Disease Control and Prevention, 2017). There are no rapid influenza diagnostic tests that determine any information about influenza A virus subtypes (Cuhna Connolly, 2014). ABNORMALS IDENTIFIED Rapid Flu positive Influenza B positive and Influenza A negative INTERPRETATION The positive lab result test confirms that the patient has a diagnosis of Influenza B and not Influenza A. A positive result means that the test detected the influenza viral antigen, but it does not mean the person has the Influenza virus or they are contagious (Cuhna Connelly, 2014). A negative result means that the test did not detect any influenza viral antigen (Cuhna Connelly, 2014). Positive results are typically higher when Influenza activity is high and lower when Influenza activity is low (McMullen et al., 2016). You are more likely to have a true positive result if the individual it was collected on had an onset within 4 days (Centers for Disease Control and Prevention, 2017). PREVENTION/TREATMENT Influenza is highly contagious; it is easily spread through contact. Hand hygiene is key to prevent spreading. Prevention includes receiving the Influenza vaccination annually for 6 months of age and older (Kelly Sandora, 2016, pg 319). It is important children receive the vaccine as soon as it is available before the yearly influenza season starts; they are a major vector for influenza transmission because they tend to contract the virus far more than adults (Blosser, 2016, pg. 490). When a positive result is confirmed, the recommendation/interventions for these positive results include medication treatment and supportive care. Medication treatment may include antiviral treatment, such as neuraminidase inhibitors; they can help shorten the time period and reduce the symptoms (Feemster, 2016, pg. 505). The reason why you would use antiviral medications over antibiotics are because antibiotics are not effective against viral infections like Influenza; antibiotics are generally prescr ibed for bacterial infections. Neuraminidase inhibitors are the recommended antiviral medication for treatment and chemoprophylaxis for Influenza A and Influenza B (Feemster, 2016, pg. 505). However, the effect on antivirals change yearly depending on the virus and strains for the winter season (Blosser, 2016, pg. 508). Medications that are approved for treatment are Tamiflu (Oseltamivir), Relenza (Zanamivir), and Rapivab (Peramivir). Amantadine and Rimantadine are only recommended for influenza A and not Influenza B treatment because it is not effective on Influenza B (Blosser, 2016, pg. 508). The dosages of these medications are determined by the age and weight of the patient. When a patient is diagnosed with Influenza, it is important to provide supportive measures as well. These may include keeping the child well hydrated with plenty of fluids, bed rest, antipyretics for a fever, or decongestants if they are congested (Blosser, 2016, pg. 508). Using a humidifier in the room that the child sleeps in is beneficial as well. Parents should be educated on what signs or symptoms to contact the office or seek further medical attention, such as difficulty breathing, dehydration, or muscle weakness.

Hewlett Packard Computers Term Paper Example | Topics and Well Written Essays - 2500 words

Hewlett Packard Computers - Term Paper Example Current market factors as well as projected consumer demand for computer products are assessed in light of industry opportunities and threats. The analysis compares Hewlett Packard’s overall marketing effectiveness with two of its major competitors; Dell and Apple. A number of critical issues are raised for consideration by the President and members of the company’s Board of Directors. Founded in 1939 by Bill Hewitt and Dave Packard, Hewlett Packard had its beginnings in a garage in Palo Alto, California and was later transformed into one of the world’s leading manufacturers and distributors of multi-media technology products and services (hp.com). Today, Hewlett Packard has five global regional offices serving sixty-eight countries and is the second largest technology company in the world behind Samsung. The company’s 2009 net revenues were $114.9 billion with operating profits of $10.1 billion. Sixty-four percent of net revenue was derived from operations located outside of the United States (Annual Report, 2009). The company’s core operations continue to relate to the sale of network and server platforms to businesses and government institutions and personal computers and printers. Recently, the company has attempted to develop and market its technology services division which provides technology systems design and engineering protocols for business. Since 2004, Hewlett Packard has invested in excess of $17 billion in research and product development and an additional $20 billion in the acquisition of technology-related companies such as Compaq and Palm that are intended to enhance the mission of HP (Consolidated Financial Statements, 2009). The company is governed by a twelve member Board of Directors which includes Mark Hurd as Chairman and Chief Executive Officer. There are nine Executive Vice-Presidents. The responsibility for corporate marketing falls under Chris Curtin, Vice-President, Digital

Response Paper Essay Example | Topics and Well Written Essays - 500 words - 11

Response Paper - Essay Example However, what I find surprising is the reason for all the denial; despite the rigidity to change by the activists, it was very apparent that calligraphy was bound to flourish. But again, only one question, whose answer is very evident, comes to my mind. Were these radicals unable to see the obvious fact that calligraphy, as part of writing, would flourish? Well, anyone rigid to change never sees the other side of their perspective. Likewise to the real world, there are very clear examples scenarios similar to those illustrated by the author. One such instance is in politics, transitioning from one form of leadership has always faced myriad obstacles from those who resist the change; the result? Political chaos. Interestingly, such resistance to change relate perfectly even to my life experiences. Many are times I have opposed moving from one residential area to the other for reasons not so justifiable; this clearly reflects the human nature of resisting change. The most interesting part of this writing how it brings out the power of the pen. In other words, calligraphy, as a form of writing, is so powerful that amidst the sheer opposition by the activists, it penetrated the Chinese as if it was not being opposed. But I cannot stop asking myself what methods of resistance the activists used; if they were serious, they would manage to bar calligraphy since it was truly a form of feudalism. On the same note, were the Chinese contented with feudalism? What quickly comes to my mind is that the activists were not so vigorous in their opposition. At the same time; the feudal stipulations profoundly influenced so many Chinese to the extent that it would consume way more effort to convince them otherwise. Just, in the same way, as a Christian, it would take a lot of persuasions to convince me against the stipulations of the Bible. In one way or the other, this text still emphasizes the link between the Chinese past and its

Polar Bears Essay Example for Free

Polar Bears Essay Class: Ursidae. 9bPhysical characteristics: Bears have big heads, round ears, small eyes that face forward, very short tails, and stocky legs. They are plantigrade, walking on the heels and soles of their feet like humans do. Each paw has five curved claws that are not retractable, or cannot be pulled back. Habitat: The polar bear habitats encompass the entire Arctic region. Polar bears have adapted to be able to live in the water and on land. Unlike other bear species, the polar bear are excellent swimmers, and have been spotted more than 100 miles away from land or ice. The polar bear habitat is that of the entire Arctic region. Life cycle: Female polar bears reach sexual maturity at about four to five years. Male polar bears reach sexual maturity at about six years. Breeding takes place from March to June on the sea ice, but most occurs during April and May. During the breeding season, males and females find each other by congregating in the best seal-hunting habitats. Male polar bears have been seen following the tracks of breeding female polar bears for more than 100 km Competition for females is intense. Females breed about once every three years; therefore, there are about three adult males to every breeding female. Before mating, a female polar bear may be accompanied by several males. The males fight fiercely among themselves until the strongest or largest male succeeds in chasing the others away. Dominant males may succeed in mating with several females in a season. Females have babies in the den while hibernating. Polar bears life span is about 15-18 years. Prey: The Polar bear’s main prey is the Arctic seal which is a rich source of high-fat blubber. They have a very interesting way of catching their prey. A Polar bear would make a breathing hole somewhere in the middle of a vast ice expanse. Seals would often come out of these holes to breath. The Polar bear would patiently lie on its stomach with its mouth near the hole, waiting for any unfortunate seal to appear. This wait could sometimes last for several hours before a Polar bear could have his meal. Polar bears also prey on bearded seals and harp seals. When this prey is difficult to find, Polar bears would attack young walrus, narwhal, fish, seabirds and eggs. Species status: Polar bears were added to the list of threatened species because polar bears are vulnerable to this loss of habitat. Hunting of polar bears as a food source by certain native people and trade in native handicrafts made from polar bears will also continue. However, importing polar bear products from Canada (where trophy hunting is legal) will be banned. Pollution from man-made kills polar bears also Use for humans past and present- pas was they were hunted for food and fur. Present still hunted but also hunted for trophies but that has been banned Interesting facts: Polar bear cubs learn to freeze and remain still while their mother hunts. If they move, the mother disciples them, with a whack to the head. A polar bears fur is not white!! It is hollow. The fur reflects light. The hollow fur also traps the suns heat to help keep the polar bear warm. Known as the king of the artic.

Human Genetics :: essays research papers fc

Human Genome Project A genome is defined as the complete collection of an organisms genetic material. The human genome is composed of about 50,000 to 100,000 genes located on 23 pairs of chromosomes in a human cell. It is said that a single human chromosome may contain more than 250 million DNA base pairs, and it is estimated that the entire human genome consists of about 3 billion base pairs. The DNA is gathered through blood samples taken from many different people. Though each person has a unique set of DNA the difference in a given pair of samples is less than 1 percent making the differences pale in comparison to the similarities. The Human Genome Project is an international collaboration of scientists who’s goal is to gain a basic understanding of the genetic blueprint of a human being. This information is found in each cell of the body, encoded in the DNA. The intent of this project is to identify all genes in the nucleus of a human cell, to map where those genes are on the chromosomes of the nucleus, and to determine the seqeuncing or the order of these chemical subunits of the DNA. The idea to undertake such a project was came about through a series of scientific conferences held between 1985 and 1987. The actual project ,however, did not begin until 1990 with the expansion of funding from the NIH and DOE. There are many nations involved with this project as part of an informal pact including France, Germany, Japan, the United Kingdom, and many other european nations. Also in an effort to speed up the mapping and sequencing process several private companies have been enlisted to help such as Celera Genomics. Today there is a lot of research being done under the umbrella of the Human Genome Project. For instince gene therapy is being developed as a very real cure for such hereditary diseases as Cystic Fibrosis and Parkinsons where somewhere in the genetic make up of the body there is a glich tht alows the nervous tissue of the brain to deteriorat e at a slow but steady rate. With gene therapy we will be able to replace the tissue in the brain with correctly funtioning tissue from an animal such as a pig. As of early 1999 the Human Genome Project was ahead of schedule. There is said to be nearly 10 percent of the genome sequenced already or about 7,600 genes have been mapped to particular chromosomes.

“Offenders Are Heterogeneous in Nature” Discuss.

â€Å"Offenders are Heterogeneous in nature, discuss† Offenders are a heterogeneous population of individuals, which range from shop lifters to murderers. There are clear intergroup differences based on characteristics of the offender, victim and the crime. Therefore it is very difficult to discuss the possible heterogeneity of all offenders as one group, thus this paper will focus on one particular type of offender. Sex offenders are frequently viewed as a homogeneous class of individuals, the public do not tend to distinguish the difference between indecent exposure and rape merely considering these offenders as ‘deranged or evil’ (Bartol & Bartol 2008). On the other hand research conducted by Knight, Rosenberg and Schneider (1985) shows that sex offenders differ extensively in terms of the frequency and type of sexual activity they engage in. They also differ in personal traits such as ‘age, background, personality, race, religion, beliefs, attitudes, and interpersonal skills’. Furthermore there are fundamental differences in the Modus Operandi (M. O) of sex offenders, for instance gender and age of the victim, the degree of planning before the offence and the amount of violence used or intended. Therefore preliminary research shows clear disparity regarding the heterogeneity of sex offenders, thus the homogeneity of this group will also be considered. A person is labelled a sex offender when they are convicted of a sex crime; this may include, rape, sexual assault, child sexual abuse, paedophilia, frotteurism, exhibitionism, incest, necrophilia and so on. The majority of studies used in this essay will be centred on sex offenders who have committed rape, sexual assault, child sexual abuse and paedophilia. Thus it is necessary to define some of these terms, the most common definition of rape is ‘the penetration of the anus or vagina by a penis, finger or object or the penetration of the mouth by a penis. ’ (Polaschek, Ward & Hudson, 1997). Sexual abuse is defined by the Sexual and Domestic Violence Services (SDVS) as ‘when a sexual act is intentional and is committed either by physical force, threat or intimidation and by ignoring the objections of another person. . The major difference between sex offenders is the age of their victim, rapists and offenders who commit sexual abuse prey on persons of 16 years of age or over, whereas child molester and paedophile victims are under 16 years of age. Firstly we need to consider when discussing the heterogeneity of sex offenders is the various typologies involved. Research has shown that offenders sexual aggression can be divided into two distinct groups; instrumental and expressive. Instrumental sexual aggression occurs when the sex offenders only use enough coercion so that the victim complies and expressive sexual aggression this is when the offender’s fundamental motive is to physically and psychologically harm the victim (Bartol & Bartol, 2008). On the other hand the assumption that sexual offenders always exhibit aggression is not always congruent; according to Revitch and Schlesinger (1988) many sex offenders are not prone to violence but rather are timid, shy and socially inhibited. Intra-group typologies should also be considered when looking at the differences between sex offenders. For example Groth et al. 1979) categorised Rapists into four main sub groups; power-assurance, power-assertive, anger-retaliatory and anger-excitement. This first sub group is the most common type of rapist, who rapes due to insecurities about their masculinity. The power-assertive rapist is socially skilled, displays a high level of violence and is sexually confident . The third sub group has high levels of anger towards women, commits blitz attacks and also degrading activities are often involved. Finally the anger-excitement rapist is rare and gains pleasure and sexual excitement from seeing the distress of the victim (Bartol Bartol, 2008). Groth and Birnbaum (1978) created the regressed-fixated dichotomy of child molesters. Regressed offenders are men who have matured sexually but have returned to an earlier level of psychosexual development. Fixated offenders are said to be ‘developmentally fixated on†¦ basis such that their sexual interest is in children’ (Howitt, 2002). These typologies give an insight into the major differences in basic characteristics and motives of sex offenders, which illustrate the point that they diverge in terms of their ‘nature’. The demographics of sex offenders also shed light on the similarities and differences of sex offenders. First gender will be considered, unsurprisingly the majority of sex offenders are male, and 95. 5% of sex offenders in the Federal Probation and Pre-trial Services System in the U. S are male. On the other hand, Kaplan and Green (1995) reported data which indicated that between 4 and 25 percent of victims of child sexual abuse stated their abusers were female. Therefore it indicates that the population of female sex offenders is underestimated. However it can be said with conviction that the majority of sex offenders are male, this fact contradicts that they are heterogeneous in nature. Surprisingly research shows that sex offenders are often adolescent males (Bartol & Bartol, 2008), Becker and Johnson (2001) found that 20-30 percent of all rapes and 30-50 percent of child molestations are committed by this group. However the issue of average age of a sex offender has been found to be more complex, as Hanson (2001) reported that child molesters tend to be older. This conclusion was supported as Henn, Herjanic, and Vanderpearl (1976) found that 75 percent of convicted rapists were under the age of 30 and 75 percent of child molesters were over. This indicates that the average age of the sex offender is in dispute. Knight, Rosenberg, and Schneider 1985 conducted a study which demonstrated a number of notable commonalities between aggressive paedophiles and rapists. The first is that sex offenders have problems with alcohol. Another similarity is that they have a high rate of high school failure and dropout; this is supported by a recent case study of 437 sex offenders conducted by Black and Pettway (2001). They discovered that 60 percent of child molesters and 70 percent of rapists did not graduate high school. The third commonality found was that sex offenders tend to have unstable work histories in unskilled occupations, Black and Pettway (2001) study supported this; however it was found that child molesters had a higher history of stable work. The final commonality noted was the sex offender’s tendency to come from a low socioeconomic class. However, the case study previously discussed also enlightened several differences between sex offenders; it found that the majority of rapists had never been married (65%) whereas two thirds of child molesters were married (66%). Another characteristic that showed disparity between sex offenders was race, it found that a larger proportion of child molesters were white (72%) and a greater proportion of rapists were black (60%). This shows that as a whole sex offending occurs across races, although it illustrates that specific sex crimes have a specific racial majority. Research has shown homogeneity in the level of intelligence of sex offenders. Cantor et al. (2005) found that male sex offenders score significantly lower in IQ measures than male who commit non-sexual offences. Nevertheless, this difference is not displayed uniformly across sex offender sub-types; it was found that those offenders that commit rape against adults have the same IQ as non-sexual offenders. It was found that a significant decline in the level of the IQ of the sex offender came hand in hand with a decline in the age of the victim. Cantor et al. (2005) concluded that these results do not indicate that low IQ scores cause sex offending, merely that something may have happened during early childhood to inhibit their cognitive functioning. Studies have supported the conviction that someone who has experienced sexual abuse as a child is more likely to later engage in sex offences. For example Seto and Lalumiere (2008)conducted a meta-analysis and found that sex offenders were much more likely to have been sexually abused than non-offenders. Therefore, groups of adult sex offenders contain a disproportionate number of individuals who have experienced sexual abuse. This provides evidence that sex offenders are homogeneous and a high number of them suffered sexual abuse as a child. Personality research into sex offenders has shown a homogenous trend among sex offenders. Aromaki, Lindman and Eriksson (2002) conducted a study into the levels of antisocial personality traits among a group of Finnish sex offenders and found that 50% had an anti-social personality disorder according to DSM-IV specifics. Furthermore sex offenders reliably demonstrate high levels of psychopathology (Stinson, Becker & Tromp, 2005). In a study of adult sex offenders it was found that 63% of these offenders exhibited a significant level of psychopathic traits ranging from mild to severe. Another homogeneous trait which male sex offenders share is cognitive distortions; cognitive distortions are attitudes and beliefs which offenders use to deny, minimise and rationalise their behaviour (Murphy, 1990). Most rapists tend to conform to attitudes that support men to be ‘dominant, controlling and powerful’ whereas women are expected to be ‘submissive permissive, and compliant’ (Bartol & Bartol, 2008). Furthermore Malamuth and Brown (1994) studied the perceptions of women in sexually aggressive men and found that suspicion was associated with attitudes which supported sexual aggression. These men generally believed that women do not tell the truth when it comes to sex (Milner & Webster, 2005). Also Polsheck and Gannon (2004) found that male rapists view women as hostile and they ‘are dangerous’. The combination of these attitudes and schemas has a strong disinhibitory effect on sex offenders, they encourages them to interpret ambiguous behaviour of their victims as ‘come-ons’ and believe that sexual behaviours that are intended to coerce women are not offensive. They also believe their rape victims derive satisfaction from being assaulted. Lipton, McDonel, & McFall, 1987). Cognitive distortions are also common among child molesters and paedophiles. For example Abel, Becker, and Cunningham-Rathner (1984) outlined seven common cognitive distortions among child molesters these included ‘if children fail to resist advances, they must want sex’, ‘sexual activity with children is an appropriate means to increase the sexual know ledge of the children’ and so on. Several researchers confirm that child molesters do report similar sexual attitudes and beliefs about children. Hayashino et al. 1995) found in a comparison between the level of cognitive distortions of child molesters and non-offenders, that child molesters had more. This shows there is a theme of cognitive distortions among sex offenders. An imbalance of sex hormones has been shown to be a homogeneous factor throughout sex offenders, although the type and levels of hormones do vary between sex offender sub groups. A recent study conducted by Dabbs et al. (1995) high testosterone was found to be linked to crimes of sex and violence, so that the highest risk ratios for high testosterone men were observed for rape, child molestation and homicide, respectively. The Giotakos et al. (2003) study in rapists provides a more complex account of the hormone imbalance noting that, rapists were found to have higher levels of plasma testosterone, dihydrotestosterone and free androgen index than controls but lower levels of a major metabolite of serotonin. In paedophiles several serotonergic disturbances and increased epinephrine levels have been found (Maes et al. , 2001). Thus hormonal imbalances are a congruent theme in various sub-groups of sex offenders, indicating homogeneity. Another homogeneous aspect of the nature sex offenders is there general increase in sexual arousal due to ‘abnormal sexual material’. Many studies have used phallometric measurements in order to measure the sexual arousal of a participant to a specific sexual stimulus. Abel et al. (1997) used this technique to create the rape index which measured responses to erotic material including force and coercion. The men with the highest response have the greater rape potential. A similar index was created for dangerous child molesters (Avery-Clark & Laws, 1984). The validity of this index was confirmed by Wormith (1986) who found that the majority of the classifications based on circumference phallometric measurements of sex offenders were accurate. The final feature of the sex offender which should be discussed is their likelihood to commit recidivism. Some statistics show homogeneity in this area too, Hanson (2001) discovered a 19 percent sexual recidivism rate for child molesters and a 17 percent recidivism rate for rapists during five years follow-up time after release. This points towards rates of recidivism being just under 20 percent for sex offenders. Although other studies show disparity in recidivism rates, one study found a 39 percent recidivism rate in child molesters after a three year follow up (Langan, Schmitt & Durose, 2003). In conclusion, although research indicates significant fundamental homogeneous themes of sex offenders such as alcoholism, low IQ, high school drop-out, history of sexual abuse, unskilled occupations, hormone imbalance, cognitive distortions and personality disorders. However these were shown to vary depending on the sub-group of sex offenders being discussed. Research has shown that sub-groups of rapists and child molesters vary on levels on the themes previously discussed. Demonstrating sex offenders can be divided into clear heterogeneous sub-groups based on their nature. This paper has highlighted the complexities of researching the heterogeneity of the offender as a whole group and has clearly supported the idea that sex offenders have inter-group heterogeneous characteristics. References Aromaki, A. S. , Lindman, R. E. and Eriksson, C. J. P. (2002) Testosterone, sexuality and antisocial personality in rapists and child molesters: a pilot study. Psychiatry research110 (3), 239-247. Bartol, C. R. , & Bartol, A. M. (2008). Criminal behaviour: a psychosocial approach, 8th Ed. Pearson Education. Chapter 12 & 13. Blumenthal, S. , Gudjonsson, G. and Burns, J. (1999) Cognitive distortions and blame attribution in sex offenders against adults and children. Child abuse & neglect23 (2), 129-143. Giotakos, O. , Markianos, M. , Vaidakis, N. and Christodoulou, G. N. (2004) Sex hormones and biogenic amine turnover of sex offenders in relation to their temperament and character dimensions. Psychiatry research127 (3), 185-193. Howitt, D. (2002). Forensic and criminal psychology. Prentice Hall: Pearson. Chapter 9 & 10 Jespersen, A. F. , Lalumiere, M. L. and Seto, M. C. (2009) Sexual abuse history among adult sex offenders and non-sex offenders: A meta-analysis. Child abuse & neglect33 (3), 179-192. Johnson, J. L (2006), Sex offenders on federal community supervision: Factors that influence revocation. Federal probation a journal of correctional philosophy and practice 70 (1). Milner, R. J. , & Webster, S. D. (2005). Identifying Schemas in Child Molesters, Rapists and Violent Offenders. Sexual Abuse: A Journal of Research and Treatment, 17, 425 – 439. Robertiello, G. and Terry, K. J. (2007) Can we profile sex offenders? A review of sex offender typologies. Aggression and Violent Behavior12 (5), 508-518. Stinson, J. D. , Becker, J. V. and Tromp, S. (2005) A preliminary study on findings of psychopathy and affective disorders in adult sex offenders. International journal of law and psychiatry28 (6), 637-649. Taft, B. , Wilkinson, R. A. , Stickrath, T. J. (2001) Profile of ODRC sex offenders assessed at sex offender risk reduction center. Journal of rehabilitation and correction (1) www. womenscenter. virginia. edu/sdvs/assault/definition

Brainstorm of the places where we use computers Essay

The main uses of ICT in Coopers is to educate pupils that attend also to help teachers keep track of their daily teachings. The uses of ICT like interactive boards and projectors have played an important part in the way education is being taught in ST Edward’s. These functions allows teachers to browse the Internet in front of the class and go on educational websites. Also to use the interactive board with a interactive pen to draw straight lines easier than a whiteboard. Systems like SIMS are very useful for teachers every day routine as it allows them to do features like see students timetables, personal details like address and home telephone number also their face identity. This is useful because this can be arranged so that a whole classes pictures are printed of in alphabetical order in order for a teacher to know there class pupils quicker by face by arranging the class in alphabetical order. The public school Coopers is allocated in Romford, Essex was formed over 300 years ago. It contains around 1200 pupils with six formers and over 100 teachers, which the school had to accommodate by building a new building alongside the old one. The head teacher of Coopers is Mr Drew. The school is very multicultural as it accepts students from the local borough as well as outside the borough, which makes the school very unique in its area of Havering. Also recently Coopers was one of the 19 schools in the whole of London to been given the top grade from OFSTED inspectors. The school dress code of Coopers’s pupils is to blue blazers with a badge showing a cross and doves also charcoal grey trousers. The tie has diagonal stripes of yellow, navy and light blue. Microsoft office plays a very important role in the education system at Coopers through programs like Microsoft Word, Excel, and PowerPoint. Some of the uses that these programs enable are: Spreadsheet > Microsoft Excel: Use are being able to mail merge, spread sheet formulas Word Processing > Microsoft Word: This programs enables you to Do Fax template documents, Invoices and basics such as Letters Presentation Software > Microsoft PowerPoint: PowerPoint presentations allow students to present class to their class on an interactive board. Database > Microsoft Access: Mainly used throughout Cooper’s school for tracking student’s behaviour and for teaching throughout the schooling industry. Also by teachers into allowing them to organise their timetables and see where they have free periods or when a class needs a supply teacher as a teacher is away from school. Desktop Publishing (DTP) > MS Publisher, Photoshop, and Corel Draw: Generally used in school to edit and draw pictures. List of Hardware: (computer Specification) How ICT is used in subjects that are taught and used in school. CDT: This subject has specialised software on the ICT program like 2D Design, which enables students to draw different shapes and letters then have specially designed into a 2D key chain using a high tech machine. MFL: the subject MFL has software installed on the schools computer system, which allows teachers to access it through the interactive boards and teach students on their speech thought the board’s speakers. Also through the interactive pen, the teachers can ask students to come to the front and moves individual words to the right sentences. Security software: an administrator through logging on a computer can access The CCTV cameras. This allows the admin to control the movement of the cameras. Most classrooms in Coopers are locked with a specialized security system with only opens by inserting a card with a special chip build into it. The door will only open if it recognises the chip. Systems on different doors can be programmed to accept the chip. This will allow the user to open a number of doors throughout the school. The school technicians would install anti – virus software’s like Northern Art: The use of digital cameras and software allows users to edit photos and images. Also it can be used to evaluate pieces of work and how to make improvements. The benefits of using ICT in Art are that students can do animations and add special effects to pictures, which cannot be done by hand. Library: The heritage used to the check if the book you want hasn’t been taken out. Also the library uses ICT to controls what is borrowed and taken out in the library also students who have books that are overdue. I also found my school is using networking in 10 computer rooms; each room has a local network. All local networks are connected together with router and Gateway. After accessing to the network manager I found that the school network is using the star network. Preferably Maths: ICT is used in maths to do accurate pie chart and bar chart diagrams. Also spreadsheets and calculations in programs like MS excel. Finance Dept: This department uses ICT to deal with problems such as calculating staff salary and tax using spreadsheets and SAGE line 50 or Payroll software. Why the organisation uses ICT? Coopers Comprehensive uses ICT as it is very effective in helping to manage and organise the work of the school. Examples; The organisation uses word processing software such as Microsoft Word to design templates which they will use every time they want to send a letter to pupil’s homes. This is effective as this system will enable the organisation to save time not writing by hand the information that would be stored as a template. E.g. school address and logo Locations where ICT is used 1. Reception a. Photocopier b. Computer c. Lights d. Fax 2. Classrooms a. Lights system b. Computer c. Fan d. Projector e. 3. Staff room a. Computers b. Lighting system 4. Science Lab a. Computers b. Interactive board 5. Interactive board a. Sound system b. Internet browser c. Interactive board d. Video e. Projector 6. Library a. Heritage i. Resource library ii. Computer iii. Database 7. Six form sweet 8. D.T a. Computers 9. Technicians office a. Laptops b. Computers 10. Art room a. Computers 11. Music room a. Keyboards b. Interactive board c. Lights d. Sound system 12. Food room a. Digital camera (for taking pictures of food) b. Computer c. Pocket computer (keeps track of his daily routines) Roles 1. Teaching a. Worksheets b. Timetables c. Teachers planners d. Room changes e. On call system 2. French a. Interactive whiteboards 3. History a. Computer b. Interactive 4. Security a. CCTV (24 hours in motion a day.) b. School alarm c. Fire alarm 5. Internet a. School website b. Revision sites for learning 6. Mr Chapmen’s Office a. Letters home b. Reachout 7. Mr Drew’s office a. Photocopier 8. Homework 9. Maths a. Calculators b. Projectors c. Interactive board 10. SEN Dept 11. S.T.E.D.S a. Calculators 12. Mr Browns Office a. Timetables 13. SIMS (schools information management system) a. NOVA b. Timetables for students and teachers c. Cover d. Administration e. Pupil profiles f. Students behaviour Now I am going to highlight more details how the organisation is using ICT to meet the specific needs. Making lessons interactive: the school uses a smart interactive white board and computer system in every classroom to make lessons interactive. When the teacher is teaching he can write down everything on the whiteboard and using the special software SMART, writing can be saved and played back whenever necessary. Teachers can use many tools to make lessons interactive for example, drawing tools, setting the background colour, selecting font, importing diagrams, showing animation and effects and so on. To make the interactive board work the following hardware and software I identified > Projector > Computer with necessary software e.g. operating system Windows XP and applications software e.g. MS Word and hardware e.g. keyboard, mouse and > Driver program comes with interactive whiteboard > USB memory to transfer and save lessons. > Digital pen or stylus – using this device teachers can use software interactively without coming to the computer > Cable connection between whiteboard and computer The objective of the organisation is to educate students interactively within a short time. Using such interactive system the teacher can teach many things to each student e.g. printing handouts of what he taught at the end of the lesson, without writing he can show it again and again if the student doesn’t understand. Students don’t need to take all notes and can take soft copy of the lessons. When a student is absent he or she can take the soft copy to catch up. registering and maintaining student database creating school brochure templates designing writing letter to parents mail merge save time don’t make mistakes Issuing and receiving books in the school library Searching for books in the library: the school uses ICT in libraries so that books can be found easily and can also to record pupils taking books out and returning them easily without making mistakes and losing books. The benefits are: > Saves time just scanning books instead of writing it down manually every time a pupil wants to take a book out. > Pupils can easily search for books on a database instead of finding it on shelves > Overdue books can be worked out by the computer whereas you may forget when the pupil was due to bring back the book.

Red Means Stop! Professor Ramos Blog

Red Means Stop! From the time I was a little kid, I wanted to drive. Growing up I remember wanting to drive my Barbie dolls car, and later I would dream of driving a Lamborghini. I even went through a phase where I wanted to drive a Volkswagon Beetle. Now that I am driving, I really enjoy it, and my usual vehicle is a great big, blue, 2001 Ford Excursion that my family has dubbed â€Å"Bubbie.† I should probably add that Bubbie, with her giant size and blue color, is a whale of a car, so we named her after a whale from the cartoon, The Marvelous Misadventures of  Flapjack. The day I decided that driving was an achievable goal occurred when I was six years old. My little brother was just born, and in between visiting times with my mom, my dad would let my older brother and I take turns steering our car around the hospital parking lot. At the time I thought I was actually driving; I hadn’t yet realized that steering is a very small part of being a driver. By the end of that day I had made up my mind, I was going to learn to drive one day. As I got older, I became more eager to start driving. I was about fourteen when I started to practice driving my parents’ green 2006 Dodge Grand Caravan. We live on a Native American Reservation and the rules aren’t the same as a regular neighborhood, so I could drive without a license quite legally. While the reservation allowed me to practice to a certain extent, I was still not prepared to even have a driver’s permit. I had to wait because I was too young to have one. When I was old enough, I had to consider the fact that to get the driver’s permit, not only would I have to reach the age requirement of fifteen and a half, but I also had to take the test. In order to qualify for the test, I had to study the driver’s manual as if it were a sacred manuscript. For a few weeks, I read that tiny book over and over. Then, when I had practically memorized the entire book, I was finally ready to take that test and get that permit. The test was a piece of cake, and by the end of the day, I had earned my driving permit. I had taken my first step toward getting my driver’s license. I was now allowed to drive outside of the reservation, which was a scary thought for me and for my parents as well. In all honesty, I was an awful driver. I often practiced driving with my parents, but it took me a long time to progress. This was the most difficult time of my training as a driver. Every time I made a mistake, I felt terrible. I felt I was putting whoever I was driving with in danger. I would drive too slow and hesitate when it wasn’t necessary, or I would make a decision hastily and end up doing something reckless. I was simply a beginner, and I’m sure now that it is normal to make mistakes while just starting to drive. At the time, though, I was discouraged. Every time I drove, I would make a mistake. This made me want to give up. I told my parents, â€Å"Maybe I will just be someone who doesn’t drive.† They wouldn’t let me give up though, so I learned to make less mistakes. There was a whole other area that I had to cover as well to get my driver’s license, driver’s training classes. â€Å"You just ran a red light, remember red means stop,† I recall my driving teacher, a blonde woman who liked to talk about The Walking Dead, telling me after I carelessly drove across an intersection. It was early in my driver’s training, and I had never run a red light in my life. I was surprised at myself and disappointed that I had done that simply because I was nervous.   This basically sums up my driver’s training, being nervous while driving with a new person and making really stupid mistakes. My teacher wasn’t angry when I ran the red light, only flustered. She told me this, â€Å"If you were taking the driving test, that dangerous maneuver would have been an automatic fail.† As aforementioned my main obstacle in learning to drive was my annoying tendency to either be too cautious or to be just downright careless. On this occasion, I was guilty of doing both. I looked both ways while crossing the intersection, but I didn’t care to check whether the light was green or not. Something else happened on this occasion though; I decided that day that I would never be so careless while driving again, and that I would work harder to become a safe driver. I can’t go around saying that getting my driver’s license was my doing only. Had it not been for my parents, I would have given up on driving shortly after I got my permit. I don’t like doing things wrong, and every mistake I made was like a punch to the face. My parents went about this in different ways, of course. My mom, who looks like an Irish princess but curses like an Irish sailor, is the positive reinforcement type and would say, â€Å"You are just a beginner,† and that my older brother was â€Å"just as bad† when he first started driving. My dad, a long haired Native American man who is always wearing 49ers football shirts, had a more honest approach. I recall an occasion in which I didn’t move out of the way in time when there were debris on the freeway. He told me, â€Å"That is just bad driving.† He was right, I had run over a part of a bicycle on the freeway. When he told me that, I felt bad, but it also made me want to co nduct myself better behind the wheel so that I wouldn’t feel so sheepish while driving. I eventually finished my driver’s training and was able to take my driving test. I remember the anticipation of the week before the test, I was so scared. I was too close to give up now though, and the worst that could have happened was failing and just trying again another day. I did not want to fail though, so I did what I do best; study. I read the driver’s manual again and I drove around the reservation a lot by myself, being sure to stop at every stop sign and to use my turn signals. I memorized where every little button was in the Excursion (Bubbie) in case I was asked to point them out at the beginning of the test. I practiced pulling up to the curb with my tires perfectly aligned with the sidewalk. I practiced, and when I was done practicing one thing, I practiced doing a completely different thing. I wasn’t going to fail that test, I was going to try to pass it with the best score a person could get driving an Excursion. After taking the test, I found ou t that the only checks the test giver had to make on his sheet were that I turned too wide and too narrow at times. I was fine with that because I passed the test and I was officially a licensed driver. Though I finally have my driver’s license, my driving still isn’t perfect, and my parents continue to help me try harder to become a good driver. I wouldn’t be the driver I am today without them.   My parents taught me the real lesson in learning to drive which is that it isn’t easy, and that you can’t just give up when it gets frustrating. I started my journey to becoming a driver thinking it was going to be piece of cake, but it was one of the most difficult things that I have ever learned to do. As I mentioned before, I often felt like giving up while learning to drive, but I kept practicing, and now I get to enjoy being a licensed driver.

Contemporary Retail Environments Essay Example | Topics and Well Written Essays - 3500 words

Contemporary Retail Environments - Essay Example Shopping is no more a simple act based on the human need, exchange of the currency and the goods but much more. The perception of shopping and its experience differs as few people perceive it to be a part of entertainment, act of expression, path for happiness and stress therapy (Tuttle, 2010). The experience of the shopping is judged by the accomplishment of the individual perception in the retail environment. Shopping can be deciphered as a contradiction that yields both pleasures and anxieties among the people based on their experience. The concept of shopping experience has changed to a greater degree for the modern shoppers based on their psychology, lifestyle and requirements. Consequently, the shopping experience is the point at which the tension, promises of modernity and postmodernity are apparent. The experience of shopping can be evaluated by the people on the basis of the information gathered, product variety and wide range of products. The easy accessibility of the servi ces and goods through the use of online sources and mobiles has made the shopping experience convenient, economical and exciting (Falk & Campbell, 1997). Shopping experience can be a recreational aspect depending on the consumer behaviour and their considerations. Shopping experience is cherished by meeting the emotional value and affect behaviour of the individual. As illustrated by Levy, â€Å"People buy products not only for what they can do, but also for what they mean† (Hirschman, 1986). The objective of the essay is to emphasise the shopping behaviour and experience of the individuals in the retail environment. It evaluates the component, motivational factors, role of environment and the models to explain the shopping experience. Explanation of Shopping Experience The shopping process is initiated by the need recognition of the individuals. It the behaviour by which the unwanted needs of the individuals are realised and are being fulfilled in the retail shop. The needs of the people differ and so the choice of buying, some prefer design over brand, some look for uniqueness and some consider budget. It is observed that before buying a product customers tend to gather information by searching for the same products in various shops. This process of gathering information and taking advices are part of the holistic shopping experience. Information gathering through various sources to get the knowledge about the price of the product, availability and features influence the shopping decision of the individuals. Moreover, the evaluation of the alternatives is a part of shopping wherein the personal views and opinions along with advices from the friends influence the decision process of the individual. The huge displays of the products in the retail environments affect the process of evaluation of the individuals and make their shopping process easier or at times complex. Individuals tend to shop based on their need but at times due to the influence of ret ail environment they tend to buy products which are not desired by them before coming to the retail shop. The impulsive shopping makes the experience of shopping great as it signifies the fulfilment of the undesired

Orgnistionl context of PEPSI INC Assignment Example | Topics and Well Written Essays - 1750 words

Orgnistionl context of PEPSI INC - Assignment Example Stakeholders are generally defined as any individuals or organizations who have the ability to directly or indirectly affect or are affected by the operations of a program. (Wnous, Reichers, Mlik, 2004) In Pepsi Inc there are two main distinctions concerning the type of stakeholder: internal and external. Internal stakeholders are typically all employees, and might include specific groups such as agency managers; program managers; front-line supervisors; direct-service employees; subject matter experts or occupational specialists; and evaluation, planning, and budgeting staff. External stakeholders are individuals or groups outside the organization that regularly exercise actions that can promote, inhibit, or change the operations of the organization. Types of external stakeholders who might participate include: elected officials, interest groups, union representatives, the media, customers, and citizens. Powerful externl stkeholders re cpble of dominting n orgnistion's strtegy. It i s importnt to scertin ech stkeholder's level of interest concerning the orgnistionl purposes nd strtegic choices, nd the level of power they yield. Implementing stkeholder mpping mtrix provides n insight into this, which in turn fcilittes the understnding of Pepsi Inc's politicl priorities. 4. Corporte strtegy Pepsi Inc brnd nmes re mong the best-known nd most respected in the world. Some of the Pepsi Inc brnd nmes re 100 yers old, but the corportion is reltively young. Pepsi Inc. ws founded in 1965 through the merger of Pepsi-Col nd Frito-Ly. Tropicn ws cquired in 1998. In 2001, Pepsi Inc merged with the Quker Ots Compny, creting the world's fifth-lrgest food nd beverge compny, with 15 brnds - ech generting more thn $1 billion in nnul retil sles. The success of PepsiCo is the result of superior products, high stndrds of performnce, distinctive competitive strtegies nd the high level of integrity of our people. Compny's overriding objective is to increse the vlue of our shreholders' investment through integrted operting, investing nd finncing ctivities. Pepsi's strtegy is to concentrte our resources on growing our businesses, both through internl growth nd crefully selected cquisitions. Corporte strtegy is continully fine-tuned to ddress the opportunities nd risks of the globl mrketplce. T he corportion's success reflects our continuing commitment to growth nd focus on those businesses where we cn drive our own growth nd crete opportunities. Pepsi's Keys of Corporte Governnce nd Business Ethics: strong record of community support nd corporte citizenship, contributing through The PepsiCo Foundtion, which includes grnts to orgniztions, support of employee volunteerism nd mtching gifts. Commitment to culture of inclusion, providing equl opportunity nd workplce where ll employees hve the opportunity to rech their potentil. Commitment to helping employees blnce their work nd home lives. Cultivtion diverse supplier bse, purchsing growing percentge of our products from minority- nd women-owned firms. Striving to develop