John dillinger Research Paper Example | Topics and Well Written Essays - 500 words

John dillinger - Research Paper Example His mother died when he was barely three and his father, an industrious grocer, brought him up in an environment of disciplinary extremes, at times harsh and repressive, but permissive and generous at other times. When Dillinger‘s father married another wife six years later, he became devoted to his step-mother who took care of him as if he were her own son. He went to Public school No. 38 but he became tired of school and quit before finishing grade eight and got a job in a veener mill (Kekionga Press, 6). Dillinger quickly lost interest with the job and he stayed out all night most of the times. Bothered that city temptations would corrupt his son, Dillinger‘s father, moved his family to a farm near Mooresville, Indiana, but this did not change him – he started running wild within no time. He later joined the navy, following trouble with the law (theft) and a break with his father. However, he soon got himself into problems and left his ship after docking in Bost on.

Academic Integrity Essay Example for Free

Academic Integrity Essay Andre Gide once said: â€Å"Be faithful to that which exists within yourself.† That is, even if cheating does not hurt others, it hurts the one who cheats. This is the meaning of integrity. It means acting in a way of which one can be proud. This concept can easily be applied to academics. Specifically, it is important to generate your own ideas and information rather than using the internet to do all of the thinking for you. This is the problem with modern students: rather than actually going to the library to do some traditional research using books (the publication of which requires heavy scrutiny), the average student prefers to â€Å"Google† the information (the publication of which requires nothing more than internet access). Thus, students often find themselves in a position where their academic integrity is called into question; it is far too easy to copy and paste information when one feels a great deal of stress to complete an assignment. When it comes to academics, modern students should strive to have more integrity. See more: Unemployment problems and solutions essay More often than not, the average student seeks an immediate answer by going into Google and asking it a question. This passes for â€Å"research† today. The trouble with this method is that, once an obstacle is encountered, the average student declares, â€Å"I could not find any research on my subject.† Beyond the fact that the research skills are poor, the next issue is the fact that, once the student finds research, he or she does not know what to do with the information. That is, there appears to be no attempt at explaining the significance of the research, or asking substantial questions in response to it. Rather, students will copy the information into their own assignments as if to say, â€Å"There! I’ve written a research paper because I did research and I inserted it into my paper.† This is where academic integrity comes in. Having academic integrity means that one does research properly. It means that one actively seeks out answers to questions, and goes beyond the surface of what one found. One does not simply collect information and ideas like a child collects rocks for display; one makes an honest attempt to â€Å"get to the bottom† of an issue, so to speak. Furthermore, academic integrity means that, when submitting one’s work, one always ensures that proper credit is given for all ideas and information that were not generated by the writer himself or herself. I implore you to consider the academic value of the research you are doing. Are you doing it to better yourself and demonstrate your learning? Are you being â€Å"faithful to that which exists within yourself† as Gide asks? Or are you simply taking a shortcut and shortchanging yourself?

Freudian Division Of Mind Applied To Characters Of Lord Of The Flies :: essays research papers

â€Å"Freud described the Ego as being like a rider on a horse (the Id), trying to hold the horse in check. It mediates between the Id and the outside world, in the sense of being aware both of the Id's energies and of what the outside world will allow. The Super Ego is a sort of conscience, the place where injunctions to behave properly, learned or inherited from people like parents, teachers and priests, reside. Freud says the person is the focal point of a struggle between our desires (Id), what is realistic (Ego), and the views of others (Super Ego).† David B. Stevenson of Brown University is responsible for this quote that gives a simplistic idea of the Freudian Division of the Human Mind. The description is fairly self-explanatory, but a better understanding of the three concepts can be made by thinking of Satan as the Id, Jesus as the Super Ego, and humans as the ego, caught between the two forces. In William Golding’s novel, Lord of the Flies, these Freudian co ncepts can be applied to the characters of Jack, Piggy, Simon, and Ralph. Jack fits into the concept of the Id overpowering the Ego and Super Ego, as is seen in his violent urges and carrying out of killing things and the negative steps he takes in getting there. Piggy and Simon fit into the concept of the Super Ego, in the sense that Piggy is logical and proper in his actions, and Simon cares about other people and is empathetic and good-willed in his ways. Ralph fits into the concept of the Ego, as he is caught between the Super Ego (Piggy and Simon) and the Id (Jack). Ralph knows what is right and what is wrong, but at times he can be mean or not feel sorry for people. An in-depth analysis of how each character exemplifies each Freudian division is well deserved. To begin with, the Id is what provides the most primal urges and instinctual drives that want to fulfill desires, even if those desires are not allowed or are looked down upon by society. Jack well embodies the Id, as his main goal on the island is to â€Å"Kill the pig! Cut her throat! Bash her in† (page 75)! This is obviously very violent and primal, not too useful, and is meant as a source of joy or pleasure.

Cognitive-Behavioral Therapy Essay

Abstract Human behavior can be explained by a variety of biological, psychosocial, and environmental factors interacting on a person over time. The values, beliefs, and goals that determine the behaviors one engages in are developed through cognitive processes unique to each individual as a result of the interplay between previous learning and the aforementioned factors. When considered together, the Model of Human Occupation and Cognitive Behavioral Therapy give an explanation for this view of human behavior. These frames of reference are reviewed in regards to their conceptions of behavior, dysfunction, treatment approach, and their relevance to occupational therapy. Cognitive-Behavioral Therapy and the Model of Human Occupation Man is an open system that can change and develop through interaction with the environment. Behavior is an expression of psychosocial, biological, and environmental factors interacting within the system. Biological factors may predispose someone to a certain disease or dysfunction which may be expressed in the presence of stress. Factors such as family structure, work environment, and culture can contribute to positive or negative experiences from which an individual learns. There is an innate drive within humans for self-efficacy; the ultimate goal is to master one’s environment. A person’s values, beliefs, and goals determine the behaviors one engages in to accomplish the ultimate goal of environmental mastery. These values, beliefs, and goals are developed through cognitive processes unique to each individual and are a result of the interplay between previous learning and psychosocial, biological, and environmental factors throughout life. Because each person’s cognitive processes are unique, experiences are subjectively interpreted in different ways. People react in context with their desire for environmental mastery and their personal beliefs and values learned throughout life. When considered together, the Model of Human Occupation and Cognitive-Behavioral Therapy frame of reference give an explanation of behavior that includes psychosocial, biological and environmental factors  while maintaining the importance of cognition. The purpose of this paper is to review how Cognitive-Behavioral Therapy and the Model of Human Occupation explain behavior, dysfunction, treatment approach, and their relevance to occupational therapy. Theory Kielhofner and Burke’s Model of Human Occupation (MOHO) (1980) believes that humans have an innate drive for exploration and mastery of their respective environments. Man interacts with the environment though engagement in occupation. Occupations are the means through which an individual pursues their goals. Within this model, occupations are defined as complex, organized groups of goal-oriented behaviors (Bruce & Borg, 1993). One’s chosen actions and occupations are a meaningful reflection of personal beliefs and goals for environmental mastery. Mastery is the extent to which an individual perceives the result of their behavior as effective, efficient, and satisfying (Stein & Cutler, 1998). MOHO postulates an open systems theory in regards to human behavior. â€Å"An open system is an organized complex of subsystems that are in dynamic interaction. The system is, in turn, in dynamic interaction with its environment. All parts are maintained and transformed through this dynamic interaction† (Kielhofner & Burke, 1980, p. 573). The open system interacts with the environment through a process of input, throughput, output, and feedback. Input is information from the environment; throughput is the processing of input by the internal cognitive structures of a human; output is the mental, physical, and social aspects of behavior; and feedback is information from the environment about the consequences of a behavior (1980). The open system can be divided into a hierarchical arrangement of three subsystems that are responsible for behavior. The highest level governing over behavior is volition. This is the underlying, energizing component behind behavior responsible for which one will be chosen and initiated. Volition is determined by one’s innate drive to master his/her environment, as well as his/her beliefs surrounding a behavior (Bruce & Borg, 1993).  Personal causation, values, and interests comprise volition. Personal causation is the motivation and expectations surrounding a behavior. It incorporates past successes and failures to form images of self-efficacy. Values represent the importance of certain behaviors to an individual. Interests are determined by the pleasure one derives from engaging in a specific occupation (Kielhofner & Burke, 1980). Volition is believed to govern over the lower subsystems of the hierarchy (Kielhofner & Burke, 1980). The middle subsystem is defined as habituation. Habituation is responsible for organizing behavior into roles, patterns, and routines. Roles reflect a group of behaviors with which an individual may have certain expectations of performance. The individual’s beliefs and society influence these expectations. Roles contribute to self-identity and influence behavior. This organization allows for certain behaviors to be performed automatically and adapted to various environments. Performance, the lowest subsystem within the hierarchy, consists of the skills necessary for producing behavior. These include perceptual-motor processing skills, cognition, and communication. The function of the performance subsystem is to produce behaviors called upon by volition and habituation, which are located higher in the hierarchy of the human system (Bruce & Borg, 1993). MOHO’s governing subsystem, volition, can be compared to the concept of cognition described by the Cognitive-Behavioral Therapy frame of reference. Through this comparison, Cognitive-Behavioral Therapy (CBT) provides an explanation for the acquisition and structure of volitional system. The major theorists under CBT believe that cognitive structures such as beliefs, thinking styles, problem-solving styles, and coping styles as well as the environment are the determinants of behavior (Johnston, 1987). The above structures are represented by a schema, which is developed through reactions to social, environmental, and genetic influences over time. A schema is defined as the global cognitive processes associated with past experience (Bootzin, 1988). Schema can be influenced by positive and negative experiences, such as culture, family structure, and social roles. Another assumption of CBT is that people are capable of guiding the course of their lives via their thoughts. Ellis, as cited in Barris, Kielhofner, and Watts (1988), believes that â€Å"humans are responsible for their emotions and behavior, as having the potential to create personal meaning, and as behaving in ways influenced by thought processes rather than determined by unconscious forces† (p. 92). The concept of personal responsibility for behavior is also incorporated into MOHO through the volitional system. This subsystem is responsible for choices regarding behavior. According to CBT theorists, the cognitive events responsible for behavior are learned. Albert Bandura’s theory of social learning explains how learning impacts cognition and behavior. Learning is seen as an outcome of the interaction between behavior, person, and environment. People choose behaviors based on expectancy, or what they anticipate will happen if a behavior is performed. Therefore, individuals are more likely to perform a specific behavior if they believe the results will lead to something they want (Bruce & Borg, 1993). Personal causation, a component of volition, is responsible for expectancy and links Bandura’s theory to MOHO. Reinforcement influences whether behaviors are performed. These can be external, vicarious or self-produced. External reinforcement comes from the environment in many forms, including social praise/acceptance, rewards, privileges or penalties. Vicarious reinforcement is the individual’s values and previously learned images of success or failure associated with a particular behavior. Self-produced reinforcement involves the interpretation of a behavior as satisfying or unsatisfying. Personal satisfaction is seen as the best reinforcement for behavior (1993). Thus, behavior is driven by the goal of self-efficacy, an idea shared by MOHO. This feeling of satisfaction after occupational performance develops into a sense of effectiveness. Satisfaction alters CBT’s cognition and MOHO’s volitional subsystem, making it more likely for a behavior to occur again. Bandura explains that personal experience, modeling, and observational learning are ways behaviors are acquired. Cognition plays a major role in the selection of behaviors because people will repeat behaviors they believe will have positive outcomes (Cole, 1998). Cognitive appraisal is the internal processing, which occurs between the stimulus and response. Behaviors are elicited after this cognitive appraisal  occurs. One’s beliefs and values are derived from the cognitive appraisal of events over time (Bootzin, 1988). The process of cognitive appraisal is synonomous with MOHO’s concept of throughput, a process that also elicits behaviors. Some behaviors performed daily over time do not require extensive cognitive appraisal. Aaron Beck describes these behaviors as automatic thoughts (Bruce & Borg, 1993). People do not recognize the problem-solving and internal cognition associated with these automatic thoughts. Automatic thoughts are closely related to the habituation subsystem in MOHO. Behavior Change Within the human system, each subsystem and the environment are interdependent. A disturbance in functioning in one of the subsystems will affect all the subsystems requiring the person to adapt to the resultant changes. The system changes throughout a lifetime to respond to the changing demands and expectations of the environment (Kielhofner & Burke, 1980). Restructuring or restoration of any of the internal subsystems as well as the environment can mediate behavior change. The process of feedback informs the system of the consequences of behavior. During feedback, actual performance is compared to the expected outcome, which helps the system adjust its performance and restructure the internal hierarchy. Feedback also shapes self-images created by the personal causation component (1980). Treatment can target behavior change directly at the volitional level by changing the cognitive structures associated with personal causation, values, and interests thereby affecting the lower level s of the system. Other levels may be impacted through environmental modification or increasing occupational performance by strengthening performance components or improving habits. Improving performance will alter one’s perception of the effectiveness of a behavior, thereby changing volition (Bruce & Borg, 1993). In the healthy, well functioning individual, the volitional level governs behavior. Comparisons could be made between MOHO and CBT over the role volition and cognition play in the acquisition and determination of behavior. CBT’s central tenet states that behavior change occurs only when  the beliefs surrounding the behavior are altered. Similarly, MOHO’s construct of personal causation represents the beliefs surrounding a behavior. Cognition allows man to regulate his behavior. Behaviors are determined by one’s expectations of the outcome and efficacy of a behavior, therefore the thoughts behind expectations must change for behavior to change. According to Bandura, self-produced reinforcement is the most effective way to change expectancy. This requires observational learning or participation in an activity, in which the consequences of behavior are perceived to be successful, thus changing one’s expectations about the effectiveness of that behavior. Oth er CBT theorists, such as Beck and Ellis believe people can be taught to view the world in a more accurate way, which alters behavior. This approach targets changes in behavior through the alteration of irrational thinking patterns. This involves evaluation of the validity of thoughts; formulation of new, more rational thoughts; and practice of the new thinking styles (Bruce & Borg, 1993). Depression According to MOHO, when considering a dysfunction such as depression, the individual must be viewed holistically to determine where in the open system a breakdown has occurred. Because the subsystems are interdependent, the depressed feelings may be caused by a disturbance in any of the subsystems or the environment. This disturbance will subsequently affect engagement in occupation. Disruptions of occupational performance due to biological dysfunction, harsh environmental circumstances, or a negative schema are possible explanations for depression according to this frame of reference. Unrealistic expectations or imbalance of roles within the habituation system may also lead to dysfunction (Kielhofner & Burke, 1980). The factors mentioned above lead to disturbance in occupational behavior causing the feelings of depression and incompetence. For example, a physical disability may alter a client’s performance of important occupations, thereby affecting their expectations, belief s, habits, and roles surrounding the behavior. If the client perceives the performance as negative, motivation regarding the behavior will decrease, interests will change and a negative self-image may occur within the volitional system. An eclectic approach to treatment is required due to the many factors influencing behavior (Miller, et al, 1988). It may be appropriate to concentrate on negative beliefs within the volitional system, or on a lower subsystem that is disrupted, causing the negative feelings to occur. Environmental modification or improvement in the performance or habituation subsystems may help bring forth changes in volition by improving expectancy. It is necessary to consider occupational performance because engagement in occupation is meaningful to the individual and the means through which one pursues his/her goals. Occupational analysis, an evaluation technique, identifies where the disturbance in an occupation occurs. The steps include â€Å"observation of the environment, evaluation of how an occupation can promote a sense of purpose and identify one’s values and interests, anticipation of how occupation contributes to goal fulfillment, consideration for the performance skills required to engage in the occupation, and evaluation of the balance of work, play and daily living tasks† (Bruce & Borg, 1993). The application of CBT to treatment for a depressed individual may help restructure volition. According to CBT theorists, faulty, irrational thinking and inaccurate self-perception cause dysfunction. It is assumed that people can control their cognition; therefore, self-regulation of behavior, thoughts, and feelings through the use of logic and deductive reasoning is possible (Cole, 1998). Consequently, it would be necessary to aim treatment of a depressed individual at cognitive restructuring. Beck hypothesizes that dysfunction is caused by â€Å"automatic thoughts, which reflect habitual errors in thinking† (Cole, 1998, p. 131). Depression is thought to be the result of the â€Å"cognitive triad†: self-devaluation, negative view of life experiences and a pessimistic view of the future (Bootzin, 1988). The rationale of Beck’s cognitive therapy is that behavior change comes from cognitive change. Therapy focuses on alteration of negative schema including identification of negative thoughts, evaluation of their validity, formulation of more realistic, positive responses and modification of the dysfunctional attitudes that underlie the negative thoughts. The Socratic method is utilized to allow the individual to discover the irrational beliefs for themselves (Bruce and Borg, 1993).  Specific techniques include development of assertive beliefs, identification of personal rights, thought-stopping, role reversal, and symbolic modeling. By improving one’s performance and thoughts behind behavior, self-produced reinforcement can occur, thus changing beliefs about that behavior (1993). In a longitudinal study of newly injured persons with spinal cord injury (Craig, Hancock, Dickson, & Chang, 1997), levels of depression were compared between groups receiving CBT services in addition to traditional rehabilitation services to those who received no CBT during hospitalization. A psychologist and occupational therapist provided CBT to small groups over a ten-week period. Topics addressed during CBT included anxiety, depression, self-esteem, assertion, sexuality, and family relations. The therapists utilized cognitive restructuring techniques, relaxation, deep-breathing exercises, and visualization. From the follow-up measures of the patients one year post-treatment, the researchers found that the treatment group had greater levels of improvement in depression scores over time in comparison to the controls. It was also found that those with the highest levels of depression before treatment were significantly less depressed one year after treatment. The authors concluded t hat while not every person with spinal cord injury needs CBT, those with high levels of depression may benefit the most from CBT. Application to Occupational Therapy According to MOHO, a person interacts with the environment through engagement in occupation. MOHO and the professions of occupational therapy believe that engagement in occupation mediates change in capacities, beliefs, and occupational roles (Stein & Cutler, 1998). Assessment should include the subsystems, the feedback loop, organization of occupations in life, and the environment. Thorough assessment will assist the OT in developing a picture of occupational function and dysfunction as well as treatment goals (Miller, et al., 1988). MOHO provides a framework for an occupational therapist to find an explanation for occupational function and dysfunction. The OT should apply whichever theories, modalities, and facilitative activities that best meet the treatment goals of the individual, however goals should reflect the  client’s values. A case study by Pizzi (1990) examined the clinical application of MOHO to treatment of an adult with AIDS. The physical, psychosocial, and environmental dysfunctions encountered by persons with HIV and AIDS affect all aspects of a person’s occupational functioning. Therefore, a comprehensive assessment of the subsystems within the human system as well as the environment was required. This assessment allowed for the formulation of a treatment plan that met the complex needs of the client with AIDS. This case study shows how MOHO acts as a framework for a therapist to picture a client holistically when determining function and dysfunction, but does not necessarily prescribe a specific treatment technique. CBT fills the gaps left by MOHO in outlining specific treatment approaches in regards to disturbances in cognition. Mahoney, as cited in Barris, Kielhofner, and Watts (1998), states that when following the CBT frame of reference, â€Å"the resultant task of the therapist is that of a diagnostician-educator who assesses maladaptive cognitive processes and subsequently arranges learning experiences that will alter cognitions and the behavior and affect patterns with which they correlate† (p. 90). An occupational therapist coming from CBT frame of reference should evaluate person-environment match; self-image, goals, and self-acceptance; the client’s view of the environment; learning style and appropriate reinforcements; and environmental expectations and demands to help in the development of treatment goals (Cole, 1998). The goals set in treatment can serve as guidelines for clients to monitor their self-regulation and measure progress (1998). CBT relates to the practice of occupational therapy in that  Ã¢â‚¬Å"cognitive behavioral skills may not be the traditional skills associated with occupational therapy, but they involve basic interpersonal skills, problem-solving skills, and self-management skills. As such, they are often prerequisites to the ability to perform effectively in the roles of player, student or worker† (Johnston, 1987). Johnston outlined how an occupational therapist might use a CBT approach.  Acting as an educator/facilitator, the OT would target skills such as problem solving, communication, and assertiveness. Techniques for treatment include the breakdown of skills into simpler steps, client examination of thoughts and assumptions regarding the skills, teaching of new skills, and practice of the skills (1987). Social learning theory provides a treatment model for occupational therapy. Bandura’s philosophy agrees with the logic of occupational therapy, â€Å"doing facilitates change† (Bruce & Borg, 1993, p. 211). According to Bandura, reinforcement is what motivates learning. OT’s must determine the level of reinforcement and motivation required by each client for effective learning to occur (Cole, 1998). Engagement in activities allows clients to change thoughts of themselves from incapable to capable. By grading these activities, mastery of simple tasks occurs before difficult tasks are attempted. This grading allows the client to develop feelings of competence. These feelings of competence are self-reinforcing, which is in concordance with the highest level of reinforcement identified by Bandura (1998). Yakobina, Yakobina, and Tallant (1997) discussed how an occupational therapist might apply the CBT frame of reference to the treatment process of women with dysthymic disorder. The OT would act as an educator and emphasize the therapeutic use of pleasurable activities during treatment. The therapist would attempt to change negative thought patterns and facilitate the development of problem solving skills necessary to cope with daily activities by engaging in role-playing, group discussions, and homework assignments. In addition to traditional CBT techniques, engagement in occupation would allow the depressed person to test the validity of her negative assumptions. Conclusion As reviewed in this paper, the MOHO and CBT frames of reference both view behavior as the result of the interaction between a person and their  environment. The complex interplay between biological, psychosocial, and environmental factors influences the way people view themselves and the world. Those cognitive processes determine what behaviors a person will engage in, as well as how the consequences are interpreted. Lazarus, as cited in Johnston (1987), explains the interaction between cognition and the environment, â€Å"the way a person moves or behaves can be adversely influenced by emotions, sensations, and the way people behave toward them. Conversely, if a person changes some aspect of his behavior, this change will alter his cognitions, emotions, sensations, and self-image† (p. 73). Together, MOHO and CBT provide a way to understand behavior and how change occurs. MOHO acts as a framework for understanding the interdependent nature of humans and their environment. CBT provides an explanation for the cognitive processes seen by both frames as the commanding structures over behavior, as well as several treatment approaches to induce change in behavior. Applying the two frames of reference when formulating a treatment approach allows the therapist to individualize treatment while considering the multi-faceted nature of humans. Additionally, both frames see the engagement in occupation as an important mediator of change in the treatment process. References Barris, R., Kielhofner, G., & Watts, J. H. (1988). Cognitive approaches to therapy. In G. Kielhofner (Ed.), Bodies of knowledge in psychosocial practice (pp. 89-100). Thorofare, NJ: Slack. Bootzin, R. R., & Acocella, J. R. (1988). Abnormal psychology: Current perspectives (5thed.). New York: Random House. Bruce, M. A. & Borg, B. (1993). Psychosocial occupational therapy: Frames of reference for intervention. Thorofare, NJ: Slack. Craig, A. R., Hancock, K., Dickson, H., & Chang, E. (1997). Long-term psychological outcomes in spinal cord injured person: Results of a controlled trial using cognitive behavior therapy. Archives of Physical Medicine and Rehabilitation, 78, 33-38. Cole, M. B. (1998). Group dynamics in occupational therapy: The theoretical basis and practice application of group treatment (2nd ed.). Thorofare, NJ: Slack. Johnston, M. T. (1987). Occupational therapists and the teaching of cognitive-behavioral skills. American Journal of Occupational Therapy, 7 (3), 69-81. Miller, R. J., Sieg, K. W., Ludwig, F. M., Shortridge, S. D., & Van Deusen, J. (1988). Gary Kielhofner. In Six perspectives on theory for the practice of occupational therapy (pp. 169-204). Gaithersburg, MD: Aspen Publishers. Pizzi, M. (1990). The model of human occupation and adults with HIV infection and AIDS. American Journal of Occupational Therapy, 44, 257-263. Stein, F. & Culter, S. K. (1998). Theoretical models underlying the clinical practice of psychosocial occupational therapy. In Psychosocial occupational therapy: A holistic approach. San Diego, CA: Singular Publishing Group. Yakobina, S., Yakobina, S. & Tallant, B. K. (1997). I came, I thought, I conquered: cognitive behavior approach applied in occupational therapy for the treatment of depressed females. Occupational Therapy in Mental Health, 13 (4), 59-73.

City Life Essay

City life has got to be one of the most exciting places to live. Many people seem to think city life is too fast paced or too fake for them to enjoy a city life. Living in the city for me seems to be one of the most exciting places to be. Hearing all of the hustle and bustle going on outside of my house, seems to give me a since, that I am not alone in this world. There are many reasons I love the city life, but there are three main reasons and they are entertainment, transporation and cost, and being able to experiences ethnic diversity. To begin with, there are many reasons I like the city life. Entertainment is the most exciting part about city life. For instance, being able to go out and have a good time at any bar within walking distance from my house is one of the greatest pluses to living in the city. There are also a lot of theaters to go and see shows. Besides this, cities also provide many fine opportunities for amusement and recreation. In every city there are a number of cinema houses and theatres, where we can enjoy the best pictures and dramatic performance. There are also a number of restaurants and hotels where we can get food, tea, etc, of the finest quality. There are also many parks and gardens where we can enjoy natural beauty at is best. The markets of the city, specially when brilliantly lighted at night, are better than many exhibitions and fairs. Futhermore, transportation is very accessible in the city. Transportation and costs is a factor that many people think about when moving; cities tend to have public transportation because of traffic congestion. The city life offers many means of public transportation; which includes taxis, buses, subways, and airports. When you live the city, there is always public transportation for people to get around. You can easily catch or call a taxi, ride the local bus, the subway, and others. So, if a person in the city doesn’t have the money to buy a car, they can still find a way to make it to work or get around to do daily errands. The public transportation system also gives teenagers a way to hangout with friends, and find things to do in or around town. Without available public transportation, people must always have a reliable car to get around. Finally, Experiencing cultural diversity is the quality of diverse or variety cultures. The concept of ethic cultural diversity has a very wide scope and is being practiced by people and organizations all over the world. Experiencing a new ethic or creed can open you up to many new things, which includes language, different foods, etc. Discussing different cultures with people of another country can help give you an idea of how different America is from other places. Sometimes Americans only think about America and not how other countries do things. Talking to someone of another country gives more respect for them and there countries. You learn how different they live and it makes you appreciate their way of living. In Conclusion, there are many advantages and disadvantages of living in the city compared to living in the country. Living in the city can be a very exciting place to live and work. Entertainment, Transportation and costs, and experiences ethnic diversity are a few reasons why living in the city is beneficial than the country.

agriculture Essays

Food/agriculture Essays Food/agriculture Essay Food/agriculture Essay Name: Tutor: Course: Date: Food and Agriculture Agriculture is an economic activity that was practiced in the past in order to get food. The growth of plants relied purely on natural conditions to provide for a meal. This was a common culture among most traditional societies. Over the years, technology has developed, and improvements on the field of agriculture have been made. These changes are more efficient as compared to shifting agriculture, which was practiced before. Shifting agriculture is a traditional method of growing plants. The method involves cutting and burning down trees to expose soil nutrients. After burning the trees, crops are grown to utilize the exposed nutrients before they wear out from the soil. This takes roughly three years. Various changes have been made to the shifting method of agriculture. One of the changes is by using a polyculture system, which involves the growth of different species of plants in a small area. The use of polyculture instead of the shifting method has some advantages. Planting of different crops in one area provides ample shade for shorter crops and prevents them from dying due to excess exposure from the sun. It is also useful in providing nitrogen to plants that lack enough nutrients. Planting crops close to each other facilitates easy transfer of nitrogen through nitrogen-adding legumes. Polyculture also reduces the risks of pests attacking crops. Some crops have insect repellent properties and planting them close to others without this characteristic protects them from being damaged. Other changes made include the use of machinery that helps in planting and harvesting crops. Traditionally, people employed the use of manual labor to conduct these activities. The method was efficient in small pieces of land that did not require heavy equipment for planting and harvesting. However, manual labor had the disadvantage of consuming time. As a result, only a small area was covered meaning production levels were low. Labor-intensive mining was also inefficient because it depended purely on human effort. Human labor was not fully reliable because people get exhausted. However, it was a cheap and simple method of farming that exposed people to minimal risks as compared to the use of machinery. The method to use depended largely on the type of crop to be planted. The changes made were good because they relieved humans from exhausting their energy, through the introduction of fuel-powered machines. The machines have also improved the efficiency quality and quantity of output due to their computerized nature. Although they advantageous, they have some demerits. The method is expensive to purchase, maintain and repair. The equipment also comes with added expenses such as fuel costs and possibly, human labor to operate the machine. These expenses do not facilitate the growth of a variety of crops. Growth of a single species of crops over time reduces soil nutrients and makes farmers rely heavily on fertilizers. The continued use of fertilizers leads to poor soil profile. This week, food has been obtained mostly from the supermarket and included processed meat and grains. Most foods from supermarkets are processed by companies by using technology and small portions of organic products. Most of the synthetic foods are made to alter the nutrients of the product while maintaining the taste. Before acquiring the knowledge on synthetic foods, their origin was unknown. After doing extensive research on them, knowledge was gained on their origin. It is evident that synthetic foods like sausages come from original meat, from animals. The original meat passes through a series of stages that alters the nutrients and shape of the product. This is done to increase the protein content in most cases. Chemicals are also added to the meat in to change the nutrient orientation and contents of the product. In most cases, the chemicals make food tastier and allow easy digestion. Genetically modified foods are created to enhance the resistance of products to pests, insects and adverse weather conditions. Further research on synthetic foods showed that they are genetically modified organic products (GMO). All animals and plants have genetic properties like humans. Altering the genetics nature of any plant or animal generates a GMO product. Conventional agricultural methods have brought about negative implications on the environment. The use of monoculture, pesticides and fertilizers increases environmental pollution. This is because of the exhaust gases emitted from machinery used in planting and harvesting crops. Air pollution poses a major hazard to the environment in that, it interferes with the people’s health, causing lung and heart problems. It also leads to acid rain, caused by excessive oxides of sulfur released in the air. The acid rain is known to damage crops. GMO products also contribute to environmental pollution. Processing of these GMO products is done in companies that dump waste material directly in the environment. These wastes pollute the soil through construction of pits and hinder plantations. The use of GMO products and conventional agricultural methods has an impact on the environment in modern day society. The continued use of pesticides has led to the development of various industries that produce plant treatment medicine. This has led to an increase in the economy because of huge amounts of harvest. The use of GMO products has also had an impact on humans. It affects the diets of people due to the chemical composition of products. Some of the chemicals in GMO products also cause cancer, and this has damaged people’s health. Many choices could be made to improve the environment. They should educate each other on the importance of keeping the environment clean. This will make them exercise personal cleanliness and conserve the environment. Conducting small cleaning programs is also crucial because it creates awareness of the pollution problem in the environment. There should also be significant areas designated for dumping and controlling air pollution. This prevents the whole environment from pollution, for example, the creation of litter bins. These actions are similar to what is being practiced in the current society. Litter bins have been put in specific places to reduce pollution. The government has also developed strict policies on environmental pollution by companies. It is also crucial to educate people on the use of GMO products and their effects. This creates awareness and protects people from cancer.

Cross-cultural Marriages Contribute to Racial Tolerance

Cross-cultural Marriages Contribute to Racial Tolerance CROSS-CULTURAL MARRIAGES CONTRIBUTE TO RACIAL TOLERANCE According to the Pew Research Center, 15 percent of U.S. newlyweds in 2010 were in marriages to people of another race or ethnic group and eight percent of all married people were in these cross-cultural marriages. This is up significantly from four percent in 1986. The growth in the number of these marriages contributes to racial tolerance. Intermarriage strengthens tolerance for reasons related to family, age, and mass media and social platforms. Familial Ties Influence Tolerance of Interracial Marriage One reason cross-cultural marriages contribute to tolerance is because of family bonds. Thirty-five percent of Americans report that someone in their family married outside their race, according to a 2010 Pew Research Center study. Sixty-three percent of the respondents said they would be comfortable if someone in their family married someone from another race or ethnic group.Some people who have a hard-hearted attitude about cross-cultural marriage softened their views when they realize acceptance is the only way to maintain a good relationship with their child, sibling, relative or friend who has entered into one of these marriages. And even though people over 65 are less accepting of these marriages than younger people, not too many are willing to cut off a good relationship with their child because he or she entered into such a marriage. Certainly, most grandparents will want to stay connected with grandchildren who are th e offspring of these relationships. Young People Are More Likely To Accept Cross-Cultural Marriages Age is a factor in who is more tolerant and accepting of intermarriage. While a Pew Research Center study about Millennials- defined by Pew as people ages 18 to 29- found that people over 65 were less accepting of cross-cultural marriages, it reported that large numbers of African-American, white and Hispanic Millennials would accept someone in their family marrying a person of another race or ethnic group. The study, Almost All Millennials Accept Interracial Dating and Marriage, also reported that 93 percent of the respondents said they would be okay with a family member marrying an Asian-American, 92 percent with a white American, 91 percent with a Hispanic-American and 88 percent with an African-American. Eighty-five percent said they would be okay with a marriage to any other group. Millennials are now the largest population by age in the U.S. At 75.4 million, they outnumber Baby Boomers (people ages 51 to 59) whose number is 74.9 million. For these reasons, more cross-cultural relationships can be expected. Talk in Communication Outlets Influences Tolerance The medias focus on celebrity couples is another reason tolerance moves forward. In bombarding people with images of famous people and their marriages, some of which are cross-cultural, mass media and chatter on social platforms foster acceptance. This coverage of celebrity couples is akin to advertising these marriages. The more people see celebrities in cross-cultural relationships, the more likely they are to accept them. In additional to some professional athletes, other famous people who have intermarried include Robert De Niro and Grace Hightower, George Lucas and Mellody Hobson, Audra McDonald and Will Swenson and Mark Zuckerberg and Priscilla Chan. In conclusion, tolerance is fostered by intermarriage. Since the 1980s, the percentage of cross-cultural marriages has risen. Many younger people and people who have family and friends in these marriages accept them. Discussion about intermarriage in all forms of communication also contributes to the acceptance of these relationships. Within 30 years, nonwhites will outnumber whites, according to the U.S. Census Bureau. To avoid debilitating conflict within this country and to get along better with other nations, it is good for U.S. residents to look to successful cross-cultural marriages for inspiration about harmony and facing and overcoming the challenges of peoples differences.