Is it good to be an only child Sample Essay

Is it good to be an only child Sample Essay A single child can get all the parents’ attention. A single child can be happy or unhappy because of that. There are many myths regarding the effects of being an only child that need to be proved or refuted. Taking a look at the world from the point of view of one kid in a family can make some aspects of upbringing clear and precise. About one quarter of Americans have one kid. They are supposed to give all their attention to one kid and spend most of the time with him or her. No one interrupts playing, watching cartoons and no one screams next to you in the stroller. If you are the single kid, you will receive all the gifts for all the holidays in your family. Being an only child: pros and cons More and more people ask themselves what are the pros and cons of being an only child, essay writers say there’s nothing to worry about while others are afraid of the consequences. You cannot make any parents have more babies than they want. We can only think how not to turn into monsters if there’s a chance to become the one. If we take a look at the life of a young person from outside, it may seem that this very child is not obedient and its spoilt. One of the most popular disadvantages of being an only child (psychology aspect) is feeling lonely. However, the latest researches have proved that the number of kids doesnt influence the behavior of the children directly. It mostly depends on how parents show their love and let their children be independent in some situations. If we all look around at people that surround us, we will never define for sure who has brothers or sisters. Its impossible to define by the appearance or behavior of a person. As a kid cannot regulate the number of people in his or her family, he or she will have to learn how to adapt his or her lifestyle to coexist with someone else in one apartment or house. It can be good for developing communicative skills and bad for defining personal space. There are no firm lists of so-called pros or cons of being alone or having siblings. We can only talk about some general cases that happen in most families. The pros of being an only child can be discussed for many hours in a row. We’ll give you facts about being an only child. Here are the major ones: You don’t share your mom and dad with anyone else; You don’t share your room and things with anyone else; You can play with any toy in your room yourself; No one bothers you when you want to have rest. The reasons why being an only child is bad usually come out when the kid is growing and becoming older. Here are the cons: There are no people to share your little secrets; There are no people to talk to when you feel sad; There are no people to make friends when you are away; There are no people to take care of your elderly parents except you. Of course, the list of advantages of single child could be much bigger, but researchers define these issues to be the most important for kids and teenagers. All kids are different, so one and the same thing can be both a pro and a con for several persons. Judging all the kids and their behavior only because they’re the only one is a bad idea. An example of being an only child: essay I can imagine myself having siblings. Somebody is watching me most of the time. I cannot stay alone when I need it very much. I hate sharing all my toys and my personal space with someone else. I can’t leave home and make sure nobody will know about it. I cannot have private meetings in my room or private calls. I cannot have a private life anymore. Is it depressing? Is it fun? I can imagine myself being a single kid. I’m all alone and nobody’s here to hug me. I don’t have anyone to share my toys with. I can’t go somewhere far away and leave my parents all alone. I’m always guilty for everything that I’ve done wrong as I don’t have anyone to blame. I don’t have anyone to celebrate my birthday at home or when we’re somewhere out of the home city. I can love a life of a single child. I can hate it. I choose the role and I choose the position in my life. I’m responsible for my life path and my views. My state of mood doesn’t really depend on someone or something else. I can do anything. Someone loves winter and snow while someone else hates it all. The same works with being an only child, advantages and disadvantages mean nothing if you don’t love your family or you cannot live without a close person near you. Advantages and disadvantages of being an only child: essay conclusion The world is so diverse and full of people that you cannot exist alone. Psychologists dont see the difference between the problems that people face when they have siblings and when they dont have them. Having a sister or a brother cannot be good or bad for 100%. Everything depends on the likes and preferences of a single person. Good loving parents can help overcome any hard situation in life of any kid, so thinking that single kids suffer from loneliness is not correct. Parents need to take care of every child they give birth to no matter whether they have only one or five kids.

Essay about Prometheus - 1431 Words

Prometheus Prometheus, the Titan of Greek mythology, was considered to be the most important Titan ever in all the myths. He helped the human race tremendously in his efforts to sustain an easier lifestyle. Mankind had great respect for him because of his advantages and gifts or abilities he gave them. Also, his battle against Zeus as a result of his love for man was very much appreciated. Prometheus was one of the most interesting Greek mythology figures in his time. He was a very kind, loving, generous, and courteous god to mankind. This can be seen through many events in his life including a particular myth that the reader will acknowledge in this research paper. Prometheus birth has two sides of stories behind the†¦show more content†¦Later, Prometheus took it back or stole it from Zeus and brought it to Earth for man again. In this, Zeus sent a Pandora to Epimetheus as a punishment for fire and Prometheus siding with mankind. Epimetheus later married her, even though Prometheus had told him not to do so or warned him. After that, mankind never again had been as privileged as before again (Britannica 1). In Prometheus many accomplishments, Prometheus was said to have created man. During the war of the Titans and Olympians, Prometheus and Epimetheus had not fought, so their lives were saved from imprisonment in Tatarus. The duty given to Prometheus by Zeus was to make or create man. With this, he carved and structured man from mud and earth, and the goddess, Athena, breathed life into it. Epimetheus was given the duty by Prometheus to provide the creatures of the Earth certain intelligence, strength, fur, hair, specific body parts, sharpness, swiftness, and other characteristics or traits. Since Epimetheus had already provided all the other creatures of the earth the better characteristics, there were none let for man. Because of this, Prometheus made a decision to give man advantages like the ability to stand upright, similar to the gods, and to provide them fire (Hunt 1). Man hadShow MoreRelatedThe Modern Prometheus Essays1585 Words   |  7 PagesThe Modern Prometheus Did Mary Shelley initially title her work about Victor Frankenstein and his creation The Modern Prometheus solely because of the glaring similarities between their stories? That is a question that is often discussed, but a conclusion rarely arrives. One of the possible reasons for this could be because there are many different interpretations of the Promethean myth, which are mainly based on the ambiguous nature of the story. The parallels between the Promethean myth andRead MoreComparing The Prometheus And Genesis1530 Words   |  7 PagesAnalyzing texts is one of the most fundamental and key parts to drawing conclusions about them. 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Nutrition And Weight Status On The City Of Miami Gardens,...

McDonalds, Burger king, Checkers, Kentucky Fried Chicken (KFC), Popeyes Louisiana Chicken; Just to name a few, are the most leading fast food that contribute to a lot of health problems in the United States of America. For example, a double quarter pounder with cheese that only cost $4.79 from McDonalds contains 740 in calories, 42g of fat, 43g carbohydrates, 47g protein and 1300mg in sodium. Obesity contributes to a lot of health problems and is growing rapidly. This is the main reason why I would like to focus my study in Nutrition and Weight Status in the city of Miami Gardens, Florida, Dade County. It is the city where I reside and can witness first hand the concern for our future generation. Body weight and diet are highlights of†¦show more content†¦The funding of the program will be through donations from local hospitals, clinics, schools and parents. The program is schedule for the summer for the duration of two months. We will start on June 21st through August 24th of 2015. The community would get together twice a week at a local park to share ideas and participate in activities such as sports and walkathons. We would also educate kids on how important it is to drop the video game controls and go outside breathe fresh air, get some sunlight and get more involved in physical activities. Our weekly schedule consists of meeting up every Mondays and Tuesdays for an educational session about the food pyramid and vitamins. On Fridays we will have activities, such as sports and games. Saturdays will be reserved for walkathons and getting the word out. There are several ways that we are going to educate the young generations of ways to not only help them maintain a normal weight but also to educate them on the nutritious facts. For example, the amount of nutrition that are good to consume and how much is healthy for the body on a daily basis. First and foremost, a way to better assist the people in the community is to implement a program that could help them choose to eat healthy, exercise regularly and overall take better care of them selves. Moreover, getting the targeted audience involved such as the children

To Kill or Not to Kill Free Essays

CAPITAL PUNISHMENT: TO KILL OR NOT TO KILL Student: Dave Cameron Professor: Robert Ashley Class: CAN271FA Law The Citizen The first record of capital punishment in Canada is that of Peter Cartcel, a sailor who murdered Abraham Goodsides, a sailor from another ship, in 1749. Peter Cartcel was found guilty of murder and sentenced to death by hanging. Capital punishment was first implemented in Canada in 1749 when it was under British rule as a British colony. We will write a custom essay sample on To Kill or Not to Kill or any similar topic only for you Order Now The death penalty was not abolished in Canada until 1976. The last instance of Capital punishment was an execution that took place at Toronto’s Don Jail on December 11, 1962. Arthur Lucas, a man convicted of killing an FBI informant and Ronald Turpin, a petty thief who shot a policeman while fleeing a restaurant robbery, were the last two individuals to be hung in Canada. Over the course of the two centuries that Capital punishment was in use in Canada, 710 individuals were executed. Canada should not re-instate the death penalty for any offences due to the fact that the legal system is still not an exact science and many innocent individuals continue to be wrongfully accused of crimes. There are many disadvantages to Capital punishment and reinstating it would be an egregious error on our nation’s part and we would be taking a step backwards in terms of our civility and humanity. If Canada reinstates the death penalty, there is a possibility that many individuals will be executed for crimes they did not commit. While there are no known cases of wrongful executions in Canada, between the years of 1879 and 1960, 438 death sentences were commuted as a result of newfound evidence etc. Had those 438 death sentences not been commuted, it is possible that 438 innocent Canadian citizens would have been put to death. Despite the fact that there is no evidence of wrongful executions in Canada, there have been many cases of individuals who have been exonerated of their crimes years after they were executed in other nations. One infamous case of wrongful execution occurred in the United States. Claude Jones, a United States citizen, was executed in the year 2000 for murdering liquor storeowner Allen Hilzendager in 1989. In 2007, a DNA test revealed that the strand of hair that was used by the prosecution to convict Claude Jones was actually a strand of hair belonging to the victim, proving Claude Jones’ innocence. Similar to Claude Jones’ proven innocence years after his execution, there have been many wrongful executions in other nations throughout the world. In the United Kingdom, Timothy Evans was found guilty of murdering his wife and daughter in 1950. The serial killer John Christie in fact committed the murders. The police coerced Timothy Evans into a false confession. The police also did not do a proper search of John Christie’s property and failed to find other human remains. Timothy Evans was granted a royal pardon in 1966, however an innocent life had been needlessly taken. Capital punishment was abolished in the United Kingdom partly because of Timothy Evans wrongful execution. If Capital punishment did not exist in these nations, the lives of many innocent men and women would have been spared. Therefore, Capital punishment should not be reinstated in Canada because it is not worth the possibility that innocent Canadians will be put to death for crimes they did not commit. If an individual is wrongfully accused for a crime, incarcerated for life and are exonerated, they can be released and resume their former life. However, a wrongful execution cannot be undone or taken back, it is permanent. It has been proven throughout the history of modern of law, particularly throughout the history of English common law, which is the basis of the Canadian legal system in every province in Canada except for Quebec, a province where they practice Civil law, that 50% of eyewitness testimony is false. Eyewitness testimony is the most influential deciding factor for a Jury during trial and 95-100% of crimes that carry Capital punishment are trails with a Jury. Therefore, there is a very high risk that innocent individuals will be put in jail and sentenced to Capital punishment based on a Jury swayed by false eyewitness testimony. Capital punishment has been used by nearly all nations throughout the world at one point in history. The use of Capital punishment as part of the justice system began with recorded history and it has made many changes and advances over the millennia that it has been in use. To its credit, there have been many movements towards more humane forms of execution, especially throughout the last century. Prisoners are no longer being boiled to death, crucified or impaled, however execution as a form of punishment is still seen as a gruesome act by many countries, including Canada. The more humane forms of execution that have been invented and implemented in modern jails include the electric chair, the gas chamber and lethal injection. These forms of â€Å"humane† execution are used in the United States where Capital punishment is legal. Many societies with Capital punishment ascribe to the Biblical Old Testament form of law, the idea of an eye for an eye and a tooth for a tooth, where a person who has harmed another should be similarly harmed in retribution. However, if you take an eye for an eye every time someone is wronged, the whole world will go blind. Another disadvantage to Capital punishment is that one of the purposes of jails in modern society is to rehabilitate inmates. Jails do not only exist to protect society from criminals that can harm the innocent, they also have the intention of rehabilitating inmates so that they can rejoin society as healthy, functioning members who can contribute in a meaningful way. There are many different types of rehabilitation programs established in Canadian prisons. One important rehabilitation program gives inmates access to educational services that they did not receive prior to their incarceration for various socio-economic reasons. These educational services allow inmates, who are often lacking basic education, to become literate, receive their General Education Development diploma, participate in vocational education programs, earn College diplomas and earn University degrees. One of the leading causes of crime is poverty, which is often caused by a cycle of illiteracy and a lack of education. Inmates should be given a chance to be educated while serving their sentence so that they can be rehabilitated into society, rather than being executed. When Capital punishment is in place in a nation, no societal progress can be made. Thousands of lives are taken and no change is made, the cycle of crime continues. Another leading cause of crime is drug and alcohol abuse. Many individuals resort to crime to support their expensive drug and alcohol habits and the majority have not received drug treatment prior to their incarceration. Another important rehabilitation program in Canadian prisons is the drug treatment program. Studies have shown that inmates who are required to participate in drug rehabilitation programs combined with therapy show positive results. The purpose of jails is to not only punish criminals, but to rehabilitate them into society. Inmates need to be given a chance to receive the rehabilitation they need, such as drug and alcohol treatment and an education before their lives are taken away. The solution to crime in our society is not Capital punishment. It is finding the source and the root of the crime, such as poverty, lack of education and drug and alcohol abuse and solving these problems and rehabilitating these individuals. Once inmates are successfully rehabilitated the level of crime will greatly diminish and no lives need to be taken in the form of Capital punishment. There are numerous disadvantages to reinstating Capital punishment in Canada, however one of the advantages to Capital punishment is it costs less money to execute a prisoner than to house them for life. In Canada, rather than receiving the death penalty for crimes such as murder, individuals receive 25 years in prison without the possibility of parole for the duration of those 25 years. It is possible that these individuals will remain in prison for the rest of their lives. If the crime is particularly heinous, the prisoner is designated a dangerous offender. This makes the possibility of parole much more difficult to obtain. Prisoners can also be designated long-term offenders. This is less serious than being designated a dangerous offender, however it is still difficult to receive parole. The designation of dangerous offender and long-term offender are made after individuals are convicted. The prisoners only given these designations once they have received a fair trail. Prisoners such as long-term offenders and dangerous offenders who remain in jail for 25 or more years cost Canadian tax payers and the Government an enormous amount of money. One advantage to Capital punishment is it’s financial benefit to the nations that implement it. The annual cost of housing an inmate in Canada can range between $52,000 to $250,000 a year depending on level of security of the facility in which the inmate is being held. Multiply that figure by the 25 years an inmate serves when sentenced to life in prison instead of receiving Capital punishment and the housing of an inmate for life in Canada ranges from $1,300,000 to $6,250,000. It is Canadian taxpayers who pay for the housing of inmates through the Government. However, the financial benefit of killing individuals instead of housing them for life is not worth potentially killing the innocent. There are many advantages and disadvantages to Capital punishment, however it should not be reinstated in Canada. The disadvantages far outweigh the advantages and it is simply not worth the possibility of potentially killing innocent individuals just to save the taxpayers and the Government money. Works Cited List Jobb, Dean. Bluenose Justice: True Tales of Mischief, Mayhem and Murder. â€Å"First Blood. † (Hantsport, N. S. : Lancelot Press, 1996), pages: 135-40. Napolitano, Angelina. Dictionary of Canadian Biography Online. University of Toronto. 2011. http://www. biographi. ca/index-e. html. Web. 9 Jul. 2012. American Psychological Association. â€Å"Inmate Drug Abuse Treatment Slows Prison’s Revolving Door. † American Psychological Association. 2004. http://www. apa. org/research/action/aftercare. aspx. Web. 10 Jul. 2012. Canadian Broadcasting Corporation. â€Å"Doing The Crime And Doing The Time. † Canadian Broadcasting Corporation. 2012. http://www. cbc. ca/canadavotes 2006/realitycheck/crimetime. html. Web. 10 Jul. 2012. Center on Wrongful Convictions. Claude Jones. † Northwestern University School of Law. 2006. http://www. law. northwestern. edu/cwc/issues/wrongfulexecutions/ txjonescsummary. html. Web. 9 Jul. 2012. Correctional Service Canada. â€Å"Staff Development and the Formation of Curriculum in Prison Education. † Correctional Service Canada. 2012. http://www. csc-scc. gc. ca/text/pblct/forum/e 031/e031l-eng. shtml. Web. 10 Jul. 2012. Crime Museum. â€Å"Wrongful Execution. † National Museum of Crime and Punishment. 2008. http://www. crimemuseum. org/library/execution/wrongfulExecution. html. Web. 9 Jul. 2012. Michael Bromby. Glasgow Caledonian University. â€Å"An Examination of Criminal Jury Directions in Relation to Eyewitness Identification in Commonwealth Jurisdictions. † Glasgow Caledonian University. http://gcal. academia. edu/Michael Bromby/Papers/9952/An_Examination_of_Criminal_Jury_Directions_in_Relation_to_Eyewitness_Identification_in_Commonwealth_Jurisdictions. Web. 10 Jul. 2012. Steven Duke. Yale Law School. â€Å"Eyewitness Testimony Doesn’t Make It True. † Yale Law School. 2006. http://www. law. yale. edu/news/2727. htm. Web. 10 Jul. 2012. ——————————————– [ 1 ]. Dean Jobb, â€Å"First Blood,† in Bluenose Justice: True Tales of Mischief, Mayhem and Murder (Hantsport, N. S. : Lancelot Press, 1996), pages: 135-40. [ 2 ]. Dean Jobb, â€Å"First Blood,† in Bluenose Justice: True Tales of Mischief, Mayhem and Murder (Hantsport, N. S. : Lancelot Press, 1996), pages: 135-40. [ 3 ]. Angelina Napolitano. Dictionary of Canadian Biography Online. http://www. biographi. ca/index-e. html. Date of access, July 9, 2012. [ 4 ]. Angelina Napolitano. Dictionary of Canadian Biography Online: http://www. biographi. ca/index-e. html. Date of access, July 9, 2012. [ 5 ]. Angelina Napolitano. Dictionary of Canadian Biography Online: http://www. biographi. ca/index-e. html. Date of access, July 9, 2012. [ 6 ]. Angelina Napolitano. Dictionary of Canadian Biography Online: http://www. biographi. ca/index-e. html. Date of access, July 9, 2012. [ 7 ]. Angelina Napolitano. Dictionary of Canadian Biography Online: http://www. biographi. ca/index-e. html. Date of access, July 9, 2012. [ 8 ]. Claude Jones, Center on Wrongful Convictions. http://www. law. northwestern. edu/cwc/issues/wrongfulexecutions/txjonescsummary. html. Date of access, July 9, 2012. 9 ]. Claude Jones, Center on Wrongful Convictions. http://www. law. northwestern. edu/cwc/issues/wrongfulexecutions/txjonescsummary. html. Date of access, July 9, 2012. [ 10 ]. Crime Museum. http://www. crimemuseum. org/library/execution/wrongfulExecution. html. Date of access, July 9, 2012. [ 11 ]. Crime Museum. http://www. crimemuseum. org/library/execution/wrongfulExecution. html. Date of access, July 9, 201 2. [ 12 ]. Crime Museum. http://www. crimemuseum. org/library/execution/wrongfulExecution. html. Date of access, July 9, 2012. [ 13 ]. Crime Museum. How to cite To Kill or Not to Kill, Essay examples

Red Tacton Essay Example

Red Tacton Essay Chapter 3: The Shooting Modes U ntil now I have discussed the basics of setting up the camera for quick shots, relying heavily on features such as AUTO mode to take pictures whose settings are controlled mostly by the camera’s automation. As with other sophisticated digital cameras, though, with the PowerShot S100 there is a large range of options available for setting the camera, particularly for taking still images. One of the main goals of this book is to explain the broad range of features available.To do this, we need to turn our attention to two subjects—shooting modes and the Shooting menu options. First, I’ll discuss the shooting modes. Whenever you set out to record still images, you need to select one of the available shooting modes: AUTO, Program, Shutter Priority, Aperture Priority, Manual, Scene, Creative Filters, or Custom. (The only other mode available is for movies. ) So far, we have worked with the AUTO and Program modes. Now we will look at the others, after some review of the first two.AUTO Mode I’ve already discussed this shooting mode. This is the one you probably want to select if you just need to have the camera ready for a quick shot, maybe in an environment with fast-paced events when you won’t have much time to fuss with settings of things such as ISO, white balance, aperture, or shutter speed. To set this mode, turn the mode dial, on top of the camera 47 PHOTOGRAPHER’S GUIDE TO THE CANON POWERSHOT S100 to the right of the shutter button, to the green label with the word â€Å"AUTO† in it.When you select this mode, the camera makes quite a few decisions for you and limits your options in several ways. For example, you can’t set ISO or white balance to any value other than Auto, and you can’t choose the metering method or use exposure bracketing. You can, however, use Tracking AF, which is discussed in Chapter 4. To turn on that feature in AUTO mode, just press the exposure compensation button (top direction button) once. The inability to set white balance in AUTO mode can present a problem for certain types of shooting.In my experience, the PowerShot S100’s Auto White Balance setting does not do well with tungsten lighting. When I shoot with tungsten light bulbs illuminating a subject indoors, I have found that the Auto White Balance setting is considerably different than the Tungsten setting, which is available only if I switch to a shooting mode such as Program or Aperture Priority. So, if you need to shoot indoors under artificial light of this sort, you may want to avoid using AUTO mode. If you use flash or another daylight-balanced light source, there should not be a problem, because the Auto White Balance setting does well with flash and daylight. ) Perhaps most important, in AUTO mode you cannot select RAW for the image quality setting, which is set automatically to JPEG. I’ll discuss RAW later, in Chapter 4, but if you want to h ave the highest possible quality of images or intend to process them using one of the more sophisticated photo editing programs, like Adobe Photoshop, you won’t like having to do without the RAW quality setting.One interesting aspect of AUTO mode is that, in this mode, the camera uses its built-in programming to attempt to figure out what sort of subject or scene you are shooting. (See the chart of icons displayed and what they mean at page 206 of the Canon user’s manual. ) So, if you see different icons, or the AUTO icon with different-colored backgrounds, that means 48 CHAPTER 3: THE SHOOTING MODES that the camera is evaluating the scene for factors such as brightness, backlighting, the presence of human subjects, and the like, so it can use the best possible settings for the situation.For the image on the left above, the camera used its generic AUTO setting, while, for the one on the right, where the subject was closer to the lens, the camera interpreted the scene a s a macro, or closeup shot, and switched automatically into Macro mode, indicated by the flower icon. At other times, the camera may decide that the subject is a backlit human, a human in a spotlight, or a sunset. (It’s interesting to note that the camera does not have a dedicated â€Å"sunset† setting as a Scene type that you can select; but, f you want the camera to use good settings for a sunset scene, you can try using AUTO mode, and the camera presumably will attempt to set itself so as to optimize the scene, by emphasizing reddish hues, for example. ) Program Mode Choose this mode by turning the mode dial to the P setting. Program mode lets you control many of the settings available with the camera, apart from shutter speed and aperture. (You still can override the camera’s automatic exposure to a fair extent, by using exposure compensation, as discussed in Chapter 2, as well as exposure bracketing, discussed in Chapter 4, and Program Shift, discussed in C hapter 5. You don’t have to make a lot of decisions if you don’t want to, though, because the camera will make reasonable choices for you as defaults. However, you 49 PHOTOGRAPHER’S GUIDE TO THE CANON POWERSHOT S100 should note that, even though shutter speeds as slow as 15 seconds are available in Shutter Priority and Manual exposure mode, the camera will never choose a shutter speed longer than one second in Program mode. One way to look at Program mode is that it greatly expands the choices available through the Shooting menu and the Function menu.You will be able to make choices involving picture quality, image stabilization, ISO sensitivity, metering method, and others. I won’t discuss all of those choices here; if you want to explore that topic, go to the discussions of the Function menu and the Shooting menu in Chapter 4 and check out all of the different selections that are available. It is worth mentioning here that Program mode has the great adv antage of letting you choose RAW quality for your still images. To do that, activate the Function menu by pressing the Func. /Set button in the center of the control dial.Using the up and down direction buttons, navigate down to the third-tobottom item on the list of icons on the left side of the screen. Then use the right button or the control dial to select RAW from the list on the bottom of the screen, as opposed to JPEG. (JPEG stands for Joint Photographic Experts Group, an industry group that sets standards for photographic file formats. ) Or, if you prefer, select RAW+JPEG. With that setting, the camera actually records two images as noted, so you will have both the RAW and the non-RAW (JPEG) image available.This choice can be useful if you won’t have immediate access to software for editing the RAW images, and want to be able to use the lesser-quality images quickly. Aperture Priority Mode You set the camera to the Aperture Priority shooting mode by turning the mode di al to the Av setting; the Av stands for Aperture value. Before discussing the nuts and bolts of the settings for this mode, let’s talk about 50 CHAPTER 3: THE SHOOTING MODES what aperture is and why you would want to control it. The camera’s aperture is a measure of the width of its opening that lets in light.The aperture’s width is measured numerically in f-stops. For the PowerShot S100, the range of f-stops is from f/2. 0 (wide open) to f/8. 0 (most narrow). The amount of light that is let into the camera to create an image on the camera’s sensor is controlled by the combination of aperture (how wide open the lens is) and shutter speed (how long the shutter remains open to let in the light). For some purposes, you may want to control the width of the aperture but still let the camera choose the corresponding shutter speed. Here are a couple of examples involving depth of field.Depth of field is a measure of how well a camera is able to keep multiple obj ects or subjects in focus at different distances (focal lengths). For example, say you have three of your friends lined up so you can see all of them, but they are standing at different distances—five, seven, and nine feet (1. 5, 2. 1, and 2. 7 meters) from the camera. If the camera’s depth of field is quite shallow at a particular focal length, such as five feet (1. 5 meters), then, in this case, if you focus on the friend at that distance, the other two will be out of focus and blurry.But if the camera’s depth of field when focused at five feet is broad, then it may be possible for all three friends to be in sharp focus in your photograph, even if the focus is set for the friend at five feet. What does all of that have to do with aperture? One of the rules of photographic optics is that the wider open the camera’s aperture is, the smaller its depth of field is at a given focal length. So in our example above, if you have the camera’s aperture set to its widest opening, f/2. 0, the depth of field will be relatively small, and it will be possible to keep fewer items in focus at varying distances from the camera.If the aperture is set to the narrowest opening, f/8. 0, the depth of field will be greater, and it will be possible to have more items in focus at varying distances. 51 PHOTOGRAPHER’S GUIDE TO THE CANON POWERSHOT S100 With a camera like the PowerShot S100, with its relatively small sensor and wide-angle lens, the effects of aperture on depth of field are not as pronounced as with some other cameras. However, the following images generally illustrate the effects of aperture settings on depth of field, using a model car, model truck, and automotive sign as subjects. 52 CHAPTER 3: THE SHOOTING MODESIn these photos, the car was about 16 inches (35. 5 cm) from the S100’s lens, with the truck at 4 feet 4 inches (132 cm) and the sign at 10 feet 10 inches (3. 3 m). In all three cases, focus was set on the car. F or the first image, at the top, the aperture of the S100 was f/2. 0, the widest possible. With this setting, much of the image is out of focus, because the depth of field at this aperture was quite narrow, and the truck and sign were outside of the range of sharp focus. The second image was taken with the aperture set to f/2. 8, resulting in a broader depth of field, and consequently more of the image is in focus.The final image was taken with the aperture set to f/5. 6. These photos should illustrate fairly clearly the advantage of â€Å"stopping down† to a narrow aperture such as f/5. 6 or even f/8. 0 when you want to enjoy a broad depth of field and keep as many subjects as possible in sharp focus. In practical terms, if you want to have the sharpest picture possible, especially when you have subjects at varying distances from the lens and you want them to be in focus to the greatest extent possible, then you may want to control the aperture, and make sure it is set to the highest number (narrowest opening) possible.On the other hand, there are occasions when photographers prize a narrow depth of field. This situation arises often in the case of outdoor portraits. For example, you may want to take a photo of a subject outdoors with a background of trees and bushes, and possibly some other, more distracting objects, such as a swing set or a tool shed. If you can achieve a narrow depth of field, you can keep your subject in sharp focus, but leave the background quite blurry and indistinct.This effect is sometimes called â€Å"bokeh,† a Japanese term describing an aesthetically pleasing blurriness of the background. You have undoubtedly seen images using this effect. In this situation, the blurriness of the background can be a great asset, reducing the distraction from unwanted objects and highlighting the sharply focused portrait of your subject. In the next example I 53

How Societ Influences Gender Identity Essays

How Societ Influences Gender Identity Essays How Societ Influences Gender Identity Essay How Societ Influences Gender Identity Essay The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children view themselves. A conflict between the external societal role assigned to an adolescent based on biological gender and the internal gender identity formed by the adolescent can have negative consequences for psychological health. Gender identity involves the fundamental sense of belonging to a gender as defined by societal norms, which may be different from the biological sex of the individual (Vasey Bartlett, 2007). While most adolescents have a gender identity based on their biological sex, many have a strong psychological identification with the opposite biological sex and may desire to become a member of the opposite sex. If the identification with the opposite sex and the desire to become a member of the opposite sex causes significant psychological distress, it is considered a gender identity disorder (GID) based on the criteria in the DSM-IV. In this construct, the identification with the opposite sex is not in itself a disorder, and must be the source of significant distress sufficient to interfere with life activities. Various factors can influence the development of gender identity among children and adolescents, including parental behaviors and norms, peer norms, and the depiction of the gender roles traditional in the society in various types of media. The cognitive perspective of the development of gender identity suggests that information received from external sources contributes to the formation of gender identity. The amount and quality of the information influences the gender schema of the individual, which is the internal cognitive network that organizes and guides individual perceptions about the attributes associated with masculinity and femininity. The schema is influenced by socialization processes and the feedback received from role models in the dolescents environment. In this context, the cognitive processing of information leads adolescents to choose as an organizing principle for their behavior and to interpret the behavior of others. Based on the cognitive perspective of development of gender identity among adolescents, the following research will test three hypotheses. The first hypothesis stated in its alternate form is: Some variations about the conception of sexuality and gender identity are culturally specific . This hypothesis is based on the assumption that some standards of the concept of masculinity and femininity may correlate in all societies, but each society makes adaptations to the standards that are culturally specific. The second hypothesis of the study stated in its alternative form is: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. This hypothesis is based on the assumption that parents transmit information to children about socially accepted gender roles, with the adolescent influenced by the information acquired during earlier stages of development. The third hypothesis of the study is: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The hypothesis is based on the assumption that adolescents are significant consumers of media in various forms. Evidence from research indicates that adolescents draw from popular culture to construct their identities, which includes gender identity (Wright, 2007). As a result, the information embedded in media about gender norms and stereotypes can have a significant influence on the development of gender identity during adolescence by communicating societal values and norms with respect to behavior expected from males and females. Case Study (Person Whom I Know) Samantha, who uses the nickname Sam, is a female aged 14 who is considered a tomboy by her parents and peers. She tends to dress in male clothing and engage in activities that are stereotypically male such as contact sports and playing action video games. She also watches television for two to three hours a day and frequently attends movies, usually alone. While she wears a stereotypically female hair style, it is cut relatively short. She is academically bright and intends to enter college after she completes high school. She is sexually attracted to boys her age, but conceals her feelings because she is concerned about rejection. She is socially ostracized by the females in her peer group and is often the object of negative comments about her behavior and sexuality. As a result, she has engaged in physical fights with some of her female peers. At the same time, she is not fully accepted by males in her age group as a peer because of their awareness that she is a female. Her parents encourage her to dress in more traditionally female clothing, which she resists. They also attempted to ensure that she had only the toys they deemed appropriate for a girl when she was a child. Although they continuously encourage her to be more feminine, they assume that she will eventually outgrow the behaviors they consider inappropriate for an adolescent girl. As a result, Sam does not discuss her problems with her parents because she believes it will inevitably lead to criticism of her behaviors. Literature Review Behm-Morawitz and Mastro (2008) investigated the influence of teen movies on the development of gender-based beliefs about friendships, social aggression and the roles of women in society. The research was based on Banduras social cognitive theory, which postulates that the media is a significant source for the acquisition of gender-linked knowledge. The social cognitive theory functionally uses a constructivism paradigm by suggesting that individuals cognitively create a self-identity construct based on information obtained from other social actors. In effect, a medium such as film contains information about societal expectations concerning roles and conduct for the genders and standards that individuals use for self-evaluation and the evaluation of others. The study focused on the depiction of the mean girl in teenage film, which involves a teenage female social circle dominated by a girl who is tyrannical and bullying. The social circle emphasizes a caste system, with outsiders the target of the bullying. The research examined the content of 20 teenage films using university students as coders. The findings of Behm-Morawitz and Mastro (2008) determined that female characters in the films were more likely to engage in socially aggressive behavior than male characters. In addition, females were more likely than males to be rewarded for engaging in socially aggressive behaviors. When the films depicted socially cooperative behaviors, however, no differences between the genders existed, with both genders equally rewarded for engaging in these types of behaviors. The findings supported the conclusion that exposure to these messages embedded in the film media could encourage the development of negative beliefs about the value of female friendships and poor attitudes towards women in general. The films also convey the message to adolescents that aggressive behavior is an acceptable method for achieving higher social status and other rewards. Because the article uses the social cognitive theory, it assumes that gender identity is a social construct with adolescents adopting the behaviors they perceive to be the norm based on their gender identity. It does not, however, discuss the implications for the media message for adolescents who do not accept the gender norms. The Behm-Morawitz and Mastro (2008) article has the highest priority in terms of relevance for Sam. Because Sam frequently watches movies and television, she is likely to have encountered the media construct of the mean girl. Sam may find the construct unpleasant because it depicts adolescent females as tyrannical and bullying. To some degree, this may account for her reluctance to engage in the stereotypical behaviors expected of a adolescent girl. To fully adopt the gender identity of a female would require that she participate in the social activities that involve dominance by a mean girl and bullying of other girls not within the social circle. As a result, she pursues male friendships, although these friendships may not meet her full range of needs for peer interactions. She may expect a reward from socially cooperative behavior with males in the form of peer friendships. Another aspect of Sams behavior that may be influenced by the media is physical fighting with other girls when they behave in a derogatory or demeaning manner towards her. Although she does not fully formed a stereotypical female gender identity, she is aware that she is biologically female. In the teen movies, females are rewarded for socially aggressive behavior, which sometimes includes fighting with other females. As a result, she may believe that it the use of aggression toward other females will bring a reward while the use of cooperation with males will bring a reward. Wright (2007) investigated whether adolescents with gender identity uncertainty are attracted to media depictions of individuals who do not conform to traditional gender stereotypes. This research was based on both the essentialism and constructivism paradigms. The research assumed that male-to-female transgendered individuals were biologically influenced to adopt a female gender identity. At the same time, these individuals had to develop a social construct derived from the norms and values of a subculture in which transgendered individuals were accepted. The research relied on interviews with adult transgendered individuals that had been adolescents in the 1960s. The focus of the research was the influence of a female television character in the television show The Avengers on male adolescents of the period that subsequently became trans-women. The female character in this show exhibited qualities that were considered masculine at the time by using physical strength and intelligence as well as rescuing her male partner from danger. The author noted that the role was originally intended for a man, with a woman subsequently cast in the show. Wrights (2007) findings indicated that the subjects used the female character as a role model to construct a gender identity that blended some aspects of male and female stereotypes during adolescence. The subjects of the study were biologically male and had some of the physical strength and intelligence associated with the male stereotypes of the period. The character in the television show demonstrated these male attributes, but also exhibited the stereotypically feminine attributes of attractiveness and sexuality. The findings also indicated that the video tapes of the old television show are used among modern adolescents who are male-to-female transgendered to provide a female role model that has some male attributes. This finding suggests that the attributes of the media character remain relevant for adolescents experiencing difficulty developing a gender identity. The findings also noted that the individual subjects were rejected by their parents for failing to conform to gender norms in the society, which led them to rely on media representations to develop an understanding of their position in society. The research findings imply that adolescents with gender identity conflicts search popular media to find role models that allow them to construct a gender identity that feels appropriate. It also implies that the media sometimes provides social constructs concerning gender roles and attributes that differ substantially from the stereotypical norms. The research conducted by Wright (2007) has the second highest priority of relevance for Sam because it indicates that the media contextualizes the experiences of adolescents. Sam watches an extensive amount of television and attends movies, and presumably has favorite characters or stories that she perceives as relevant for her situation. Many of the modern female media characters outside of teen movies may display non-stereotypical attributes that Sam may find relevant. By seeking out media characters or stories with female characters with blended male and female attributes, she may be validating her gender identity that is neither stereotypically male or female. From this perspective, the media has an influence on her gender identity by confirming that she need not adopt the stereotypical role and attributes of a female to obtain rewards or to be successful. Miller and Sommers (2007) investigated depiction of males and females in video games targeted to the adolescent market. The research was based on the environmentalism paradigm in which the media functions as a social influence by depicting the norms and standards expected by society. The theoretical premise was that the media representation informed adolescents about the attributes that are socially desirable for each gender, with adolescents failing to conform to the representation feeling inadequate. The research method used content analysis of video game magazines to determine the way in which the games portray male and female characters. Video games may have a more significant influence on adolescents than other types of media because of the high degree of engagement when playing the game and the repetitive nature of the activity. In effect, the adolescent player is more susceptible to influences form the embedded messages in the game content such as the appropriate behaviors of males and females. Miller and Sommers (2007) found that male figures are heroic and physically powerful in video games while females are secondary characters that are sexualized through their appearance and attire. In some games with more mature themes, the females are sex objects whose sole function is to provide an objective for the male hero to achieve. Male characters also have a wider range of skills and abilities than female characters in the games, including games in which female characters can behave as leaders or heroes. Although both adolescent males and adolescent females play video games, the industry primarily targets the male market, which may account for the general weakness of the female characters in the games. In the games analyzed in the study, male characters were five times more likely to be included in a game than female characters. The video games appear to endorse the gender stereotypes by creating an unrealistic image of masculinity and femininity, which can influence gender identity if individual adolescents do not believe they conform to the image. The research conducted by Miller and Sommers (2007) has the third priority in relevance to Sams situation. Sam plays video games, primarily with her male companions. At the same time, her parents are not fully aware of her preferences in video games and assume that she only plays games they would consider appropriate for young girls. As a result, she is likely to play games intended for male adolescents in which the male characters are heroic and skillful while the female characters are passive and sexualized. During the process of play, she receives the embedded information about the stereotypical behavior of males and females, and considers the male role as more attractive than the female role. The play of the video game may influence her to adopt a male role in the game, which reinforces her gender identity ambivalence. Vasey and Bartlett (2007) conducted research among Samoans to determine whether the criteria for GID was valid in non-Western societies. Samoan culture has a high degree of social tolerance for feminine males known as faafafine. The purpose of the research was to determine whether the identification with the opposite biological sex and engaging in behaviors associated with the opposite sex inherently cause psychological distress. The research was based on an environmentalism perspective in which social influences contribute to the formation of gender identity by either encouraging or discouraging the behaviors that the society deems appropriate or inappropriate for the gender of the individual. The methodology used by Vasey and Bartlett (2007)involved interviewing adult faafafine to determine if they experienced cross-gender identification in childhood and adolescence, and if they experienced distress because of their gender identification. The findings indicated that the subjects did not experience distress concerning their gender identity because their more feminine attributes were considered acceptable in Samoan society. The findings also determined that parents did not discourage the subjects from adopting the gender identity of the faafafine, and therefore were not a source of psychological distress because of the failure of the individual to meet parental expectations of appropriate behavior based on biological sex. The findings also suggested that the Samoan culture considered females more nurturing and males more protective, which may be cross-cultural gender attributes. The conclusions reached by the authors was that the GID diagnosis should be removed from the DSM-IV because the psychological distress related to gender identity is created by the societal norms and expectations in Western culture and is not inherent to gender identity. While the article examined social influences leading to psychological distress, it did not explore the reasons why the faafafine males identified with the female gender. The Vasey and Bartlett (2007) article has the third highest priority for Sams situation. The findings and conclusion of the article suggest that the individual selects a gender identity with the degree of distress resulting from the selection dependent on the gender norms and stereotypes of the society. Sam is experiencing some psychological distress because of her gender identity that has attributes associated with both males and females in Western society. She has difficulty forming friendships with males and females in her peer group. Although the distress does not appear to be affecting her academic achievement, it appears to be interfering with her social development. Her parents express disapproval of her behavior and attire based on their concepts of behavior and attire appropriate for the female gender. The parents, however, have not been effective in influencing Sam to adopt the stereotypical behavior associated with a young female. This suggests that factors other parental role modeling and influences affect the development of gender identity among adolescents. Conclusion The research provides support for accepting the first hypothesis of the study in its alternative form: Some variations about the conception of sexuality and gender identity are culturally specific. Vesey and Bartlett (2007) determined that the concept of the feminine male is more socially acceptable in Samoan culture than in Western cultures. In addition, psychological distress created by gender identity that differs from norms is not considered a disorder in Samoan culture. This suggests that aspects of the concepts about sexuality and gender are culturally specific constructs that can vary significant in different societies. The research provides some support for accepting the second hypothesis of the study in its alternative form: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. The research conducted by Behm-Morawitz and Mastro (2008) as well as Miller and Sommers (2007) suggests that parents cannot fully control the media selection choices of their children. The inability to control play is particularly apparent in adolescence when the child has greater autonomy in the selection of media and video games, which are analogous to toys. The findings provide support for accepting the third hypothesis of the study in its alternative form: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The findings of Behm-Morawitz and Mastro (2008), Miller and Sommers (2007), and Wright (2007) indicate that media has a significant influence on the formation of gender identity among adolescents. Media conveys information about gender stereotypes and the norm expectation of society, which adolescents compare to their actual experience. Media also has a significant influence on adolescents because they are significant consumers of media products and have not yet developed the ability to discriminate among different types of media messages. As a result, media plays a substantial role in the development of gender identity in adolescence. Bibliography Behm-Morawitz, E. Mastro, D. E. (2008). Mean girls? The influence of gender portrayals in teen movies on emerging adults gender-based attitudes and beliefs. Journalism and Mass Communications Quarterly, 85(1), 131-146. The research discussed in this article used a social cognitive theory framework to examine the effect of gender portrayals in teen movies on beliefs among adolescents about friendships, aggression, and the role of women in society. The findings of the study indicated that the content of the films has a significant influence on the beliefs of adolescents about the societal norms associated with gender. The findings also indicated that the films depicted women as achieving success in the female social world only through the use of duplicitous methods. If female adolescents form their social constructs about feminine behavior from teen movies, they are more likely to engage in aggressive social behavior. Miller, M. Sommers, A. (2007). Gender differences in video game characters roles, appearances and attire as portrayed in video game magazines. Sex Roles, 57, 733-742. This article describes research by the authors investigating the portrayal of male and female roles in video game magazines, which are a significant social influence on adolescents. The research adopted an environmentalism perspective by assuming that media is a significant influence on adolescents in developmental processes by communicating the societal expectations of gender roles. In the video game context, males were heroes, physically powerful and capable of using weapons. In contrast, females were secondary characters that were sexual yet innocent, and were portrayed as wearing more revealing clothing. Wright, R. (2007). Learning empowerment, resistance and female identity development from popular television: Trans-women tell stories of trans-formation. In Servage, L. Fenwick, T. (Eds. ) Learning in community: Proceedings of the joint international conference of the Adult Education Research Conference. Halifax: Mount Saint Vincent University. This article adopts a constructivist perspective for research examining the use of a female character in a television show as a role model by male-to-female transgendered individuals. The television show aired when the individuals were adolescents, with the female character blending stereotypical male and female attributes. Although the television show was aired forty years ago, it continues to be viewed by male adolescents with gender identity issues. Vasey, P. L. Bartlett, N. H. (2007). What can the Samoan Faafafine teach us about the Western concept of gender identity disorder in childhood? Perspectives in biology and Medicine, 50(4), 481-490. This article adopted a constructivism perspective for an investigation of whether the DSM-IV gender identity disorder in childhood constitutes a mental disorder when the criteria are applied to individuals in non-Western cultures. The research investigated the high degree of social tolerance towards feminine males in Samoan culture known as faafafine. The findings of the research indicated that gender-atypical identity and behavior do not inherently lead to distress when controlling for societal intolerance toward these individuals. The findings also indicated that parental discouragement of gender atypical behaviors increases the distress of the individual because of the conflict it creates between the individuals inclinations and the expectations of parents.

APA Thesis

APA Thesis APA Thesis APA ThesisIf you have an assignment to write an APA thesis, you should start with conducting a sufficient research. APA thesis writing is not easy, especially if you have no research skills while the assignment deadline is approaching very quickly. This article is written with the purpose to give you several tips on APA thesis formatting. APA Thesis TipsAPA thesis must be composed in Standard American English, and papers set up as 8 x 11 documents, double-spaced, in 12-point type legible font (such as Times New Roman, Arial, or Georgia), or in 10- or 11-point legible font (such as Verdana) with 1-inch margins. Thesis should to be formatted in APA style (see A Writers Reference, APA/CMS tab) and apastyle.org/ (This site is devoted to APA Style and includes free style tips and excerpts from the 5th edition of the APA Publication Manual). Some other helpful links are: APA Formatting and Style Guide (http://owl.english.purdue.edu/owl/resource/560/01/) and APA Overview and Works hop (http://owl.english.purdue.edu/owl/resource/664/01/) Sources are to be noted and documented in APA style only, using parenthetical references, and verified in an accurate Reference page. Do not use MLA or End Note style! Final thesis that is not correctly documented with an accurate Reference page, and with parenthetical references within the paper that connect to sources on the Reference page will receive a failing grade. Use only the third person (he/she/it and they) in all writing assignments for this class. Follow the specific Resource for all other class writing assignments. First voice (I/we) and second voice (you) is not used in academic writing. Exceptions are when first or second voice is part of a quote or necessary dialogue. This link may provide more information on the subject: Using Appropriate Language Use an appropriate formal style and voice for academic writing. Contractions (cant, isnt, wont, etc.) may work in less formal non-academic pieces, but are not acceptable in academic writing. This link may prove helpful: Using Appropriate Language (http://owl.english.purdue.edu/owl/resource/608/01/) Thesis writer should avoid most errors in grammar and mechanics (spelling, punctuation, etc.). It is suggested that writers review any grammar/correction/mechanics weaknesses in the text A Writers Reference and the accompanying exercise book before and during the proof-reading/editing of a thesis. A final essay with more than three errors on a page will be limited to a grade of C or less. Writers should proofread all writing carefully before turning in an assignment of any kind. Writers are encouraged to review all stages of the writing with computer spelling and grammar check. APA Thesis: Final NotesResearch and note-taking are integral absolutes of academic writing. No matter how knowledgeable you think you are about a subject, your thesis will benefit from your reading and applying information from other credible sources . This is a very important pre-writing/planning part of the Writing Process. Research and responsible documentation crediting the research in your thesis are essential to academic writing. You should not turn in a Final Copy of an Essay for any class unless you have applied research to the subject matter/contents, cited the research correctly (APA Style) in your thesis, and included a Reference page (APA Style) that lists all sources that were used (and cited) in the thesis.