Write Brilliant Results for Your Project

Write Brilliant Results for Your Project How to Write an Exclusive Results Section for Your Dissertation Depending on your dissertation requirements, you will have to write a separate results section or combine it with your discussion. To avoid any confusions, it is better if you contact your supervisor and clarify what is expected from you. In most cases, the section with results precedes the section with a discussion. However, it is still possible that you will have the same section devoted both to the analysis of results and their discussion. So, begin your section with a brief introduction. In this paragraph, you will need to tell your readers how you are going to discuss your findings with them. If your study is quantitative, it is better to begin with statistics. Make sure that your statistical data are grouped around your research questions or hypotheses. You should be systematic and structured in your report. This way your readers will develop a better understanding of your topic and question. If you have too many tables or calculations, you can include them as an appendix to the body of your work. No matter whether your statistical results are positive or negative, you must include them in your paper. Your task is to be objective. Your task is to be truthful and transparent with your readers. Just imagine that you want to create the most objective picture of your study for your readers. You will have to make them realistic about your research. Therefore, do not be too positive. Just share your results the way they are. Begin each paragraph with a topic sentence. Each topic sentence must contain a new result. Thus, each paragraph of your dissertation section will be devoted to a new portion of your results. This is not the right time to discuss their significance. The results section of your dissertation is for reporting, not discussing your findings. You should give your reader enough opportunity to develop his or her own opinions about your subject. You may think that you do not have enough results to report in your dissertation. However, this is not a problem at all. You can include some additional information to make this section look more comprehensive. However, do not try to discuss your results here – it is just too early for that. This section should be well structured and systematized to help the reader follow your logic. Do not try to invent anything. Your task is to report rather than imagine. It is quite possible that this will be the easiest section of your paper. Be ready to discuss it with your supervisor if you have problems.

Critical Essay Writing

Critical Essay Writing Critical Essay Writing In modern education, critical thinking is important assignment. The aim of all educators is to teach their student how to think critically. The critical thinking is an important skill and it is developed with the help of critical essay writing. Critical thinking is about valuation of what people say or what the author describes in his or her work. The purpose of teaching critical thinking is to improve the thinking skills of students and, thus, to prepare them better to writing a critical essay: Critical Essay Writing: How to Write You should show you ability to synthesize criticism with your own analysis which should be well-organized and well supported in your critical essay. You should think about thesis statement that controls and unifies the development of supporting evidence. Thesis sentence should help the reader to understand the sequence of your ideas along with the textual evidence supporting your thesis. As in any research essay, you should pay attention to organization of your notes. Select a topic that is of interest to you, the topic which you would like to research. Reading the original text, try to understand the problems that author is trying to solve. Find the important words in the book and determine the author's usage of these terms. Identify the most important sentences in the book, the ones that express the judgments. These are the foundational affirmations and denials of the author. They must be either premises or conclusions. State them in your own words. While writing English essay construct the arguments, begin with assumptions and self-evident propositions. An argument is your line of reasoning aimed at demonstrating the truth or falsehood of the author's work. You should present reasons, statements, and facts that support your point of view in the essay. Determine the author's solutions to the problem or question that he or she posed. After these steps are completed, you may start research on criticisms related to your topic. At this stage of essay writing process, you have a chance to argue with the author and express yourself. However, do not say that you agree or disagree with the author until you do not understand why your opinion is different. Do not start criticizing if you are not able to say that you really understand the book. Critical literary essay require a good critical judgments. Critical Essay Outline Critical essay outline should be well constructed. Critical essay outline has a definite format: introduction, body paragraph and conclusion. Before writing an essay make a plan, think about thesis statement, ideas, arguments and examples. Academic essay writing demands from you the expression of your ideas, not copy/paste of others. Ordering custom critical essay writing service at you get 100% plagiarism free essay written in accordance to your instructions. We do not miss deadlines and we put your interests and needs on the first place. We guarantee authenticity of every essay we deliver and provide free plagiarism report. Read also: College Essay Essay Writing Thesis Writing Tips Thesis Topics Thesis Papers in Education

Global transportation issues and challenges Thesis

Global transportation issues and challenges - Thesis Example nges and issues in the transportation industry that require consideration and concentration to build a better transportation industry throughout the world. The study utilized a quantitative methodology, distributing a survey to real-world sector professionals which was underpinned by the various challenges and problems uncovered in an exploration of industry reports and existing empirical research. In total, responses from 28 professionals in the trucking sector were collected. Based on all secondary and primary findings, the study found that the most dominant and extreme challenges in the transportation industry include gas tax burdens, technology resistance, infrastructure quality and integrity, driver shortages in the trucking sector, environmental regulation non-compliance and congestion. Significant challenges identified through research included maritime sector return on investment and market volatility, and problems with multilateral agency cooperation to achieve effective sus tainable transportation. The study further proposes a series of recommendations to potentially mitigate the most significant and extreme challenges for the industry. Transport is one of the most crucial activities in society, which is a necessity for establishing a developed and thriving civilization. Regardless of whether transport occurs by sea, land or air, there is an excess of complicated challenges that must be considered and overcome in order to ensure that citizens maintain opportunities for mobility, to reduce costs within this sector, and ensure the establishment of positive and thriving trade. In today’s developed economies, customers demand products and services that have been produced in countries throughout the world, such as wine from South Africa or even inexpensive computing systems from Korea (De Nazareth, 2011); to name only a few demands. This makes the establishment of a quality transportation infrastructure substantially critical to meet the complex and

Race to the Top Research Paper Example | Topics and Well Written Essays - 1000 words

Race to the Top - Research Paper Example The assessment was supposed to be common for everyone throughout the state for purposes of uniformity. Disabled students were considered so they could also participate in the program. Those with the language barrier especially in English were given special accommodations. The program was meant to measure certain standards that previous programs could not. The main aim was to make scoring uniform so that colleges could use the same results for placement purposes. The discussions of the pros and cons of that program are meant to help us decide on whether the program was effective or not. Cons The first issue is that the program applies the use of multiple-choice questions in their assessment. In as much as such kind of questions reduce subjectivity when marking and scoring, they have been shown to narrow the curriculum. In addition to this, scanty reading and guesswork is highly used when answering such questions leading to untrue scores. It is impossible to tell what a student knows a nd what concepts were never understood. There was the introduction of performance tests in the 1990’s to help improve on the programs. These kinds of assessment included doing practical work, science experiments and extended essays, which enabled the student to apply theory into practice. This was to be seen as a success, but a problem arose in reliability of the scores; score results in some places could not be used to make any important inference. The tests were made of fewer questions and this meant that the area covered was not as extensive as any test should. The seriousness of the validity of performance tests was so vast that by 2002, only a few such kind of tests were given. Seeing all these disadvantages, the federal funding decided increase the number of tests and instead use a range different types of assessments. Nevertheless, this would increase the total cost of developing the tests and even scoring. It was also seen that teachers are forced to pull out of schoo l to score the tests and the inability of such teachers to engage in other activities that foster professional development. Teachers are bound to learn more during their first scoring exercise but this would change over time because of the teacher’s knowledge that scores are compared. In as much as there is professional improvement in instructions given to class, it is very hard for a teacher to change instructions that will cater for the unique needs of each student. In cases where a student was required to express what they know like in performance tests, language and inability to write essays was a hindrance to the accomplishment of many students. Apparently, only valid test scores can be used to make inferences, valid tests are those that give the same result if issued to the same group for a second time. However, such scores cannot be used to test teacher and principal quality because they do not directly do so. This may seem like very small areas but in terms of test re liability and validity, a problem in a small area is bound to make the whole test insignificant. Pros In order to know if an assessment system works, it is important to subject it to rigorous effectiveness exercises. Also for validity, it is important to make tests uniform and to standardize the conditions under which every test is given (Dietel 4). This kind of system enabled educators to perform the two exercises

Big Drive Auto Essay Example for Free

Big Drive Auto Essay With the current hard economic times, there is a need to implement the new alternatives that are there for Big Drive. The main aim of all these is to increase sales while at the same time they decrease the expenses that will be incurred. Some steps needs consideration while implementing these new alternatives. It is clear that the company will be involved with production of completely new product owing to the fact that the customers now need electric car. The company should first comply with the government requirement of production of electric car. They should then renovate the factories so that they can be in a position to produce the new breed of cars. Later on when the company is stable in the market, it can try to produce cars according to customer’s specification. (Arthur, S. Sheffrin, M. , 2003) It is also clear that the labor or the job market has reduced by thirty percent. This means that there is no longer available labor and for the company to survive, it must adopt to new labor methods. Fortunately, for the company, the line of production allows mechanized type of labor. The company should therefore modify the plan so that it can adapt to the use of the new technology. It can use machines in places where it previously used human labor and this will be able to cover up on the labor shortage. It is also clear that the number of dealership as seriously decreased. This means that the company must be prepared to have a good relationship with the current dealerships that are in the market. The company may also decide to look for new alliances with new dealers especially the ones who are entering the market, as they are more likely to accept such alliances. (Arthur, S. Sheffrin, M. , 2003) These three options happen to be serious non-pricing barriers to entry in this market. For the company to survive, it must be prepared to try to adapt to the new technology as much as possible. It would be recommendable for the company to set aside more resources so as to modernize the plant to produce the type of cars the customer wants and at the same time be able to penetrate the market as much as possible using the available dealers and the new and upcoming ones. ? References Arthur, S. Sheffrin, M. . (2003). Economics: Principles in Action. New Jersey: Upper Saddle River.

Hiding From The Truth :: essays research papers

Hiding From The Truth! In the reading, "The Story of an Hour," many things weren’t as they seemed. This is called symbolism. Where one write something and it symbolizes another thing. For example, someone’s blood gets warmer. That wouldn’t symbolize them getting hot, it symbolizes them having a warm and happy feeling about something. This shows that things aren’t thought of as they are supposed to be. Symbolism also leads to hidden truths. Things that also don’t mean what they seem. Just as symbolism, hidden truths need to be thought out, and thoroughly processed in one’s head. In the reading, "The Story of an Hour," many things aren’t as they seem, leading to hidden truths, symbolism, and an unusual ending. There were many things that could be considered to be hidden truths in the reading. There were just a few that stuck out with ease. One of the hidden truths would be when the wife Louise Mallard is thinking about the news she was just told, she is sitting in a "comfortable roomy chair," comfort and roominess are relaxing and fun. The reason the writer uses comfortable and roomy is to show that the wife, Louise, was happy and relaxed when she heard the news and thought about it. She was pretty much happy with the result. Another easy hidden truth was when Louise was saying, "free, free, free" and "free, body and soul free." These phrases would, in reality, show that she was happy and felt like her own self now. She wasn’t restricted by her husband, he was gone and she was her own woman. She was finally "free" as she would say. And finally, Louise’s pulse beats harder. That is just like the blood warming. Her pulse beatin g hides that she is full of joy. She is happy of what happened, and that she is "free." There are many truths that are hidden in this story, that just leads to making the readers get into the story. Not only were there hidden truths, but a lot of symbolism came up in the reading. The symbolism starts with an open window. That is what Louise was staring at and looking through when she was told about the death of her husband Brently. The open window symbolizes freedom. Louise was now free of her husbands rein. She was unhappy with the marriage and liked finally being free and her own person.

Family Identity Essay

David and Bar-Tal’s look at collective identity by incorporating a micro and macro level of research. The first level tells us the individual process of identification; which is important with the surrounding society for molding of one. There are many aspects of identification such as cognitive, motivational, and emotional. Macro is the second level it defines collective identity in a diverse way such as, a situation in which people in society identify themselves as collective and they also know there are other people that do this as well. In David and Bar-Tal’s article they claim that â€Å"collective identity† is an important implication for a group of people and its members as individuals and also as a whole; it can construct the sense of the group and how they are united together. They talk about how there is an emotional aspect of how we identify ourselves; people in a group feel attached with each other as love and care is expressed amongst them all and is shown. A family Identity I believe is â€Å"unique† and they show us that cultural beliefs, values, norms and such things make up uniqueness; a family usually is a â€Å"we† which makes it distinctive with unique characteristics. In my research paper I am going to address how â€Å"family identity† is seen as a â€Å"collective identity† and also I want to look at how a family becomes who they are, how they are not the same as each other. I first would like to explain what a â€Å"family† is. The main aspects that my paper is based on is going to be how change and family rituals can shape that identity, how a family theorizes themselves, not based on an actually theories that people assume about how they live. Lastly I will be talking about the togetherness of family- how families move and shift into different places and how families willingly spend time with each other even when there are many other better things to do in the outside world. What is a family actually? Have you ever wondered? A family is shaped by how we live our everyday lives with the members of our family; families constitute and manage their identities themselves (Epp, A & Price, L, 2008). We do not know what one is as a family, each family containes different everyday experience and consists of uniqueness within everyone. A  family is usually seen as a â€Å"we†; there may be a way to tell how a family sustains their identity and how they engage in consumption activities to manage those identities. Families build collective identity as they see it in media and what they inherit; their identity is the sense of it owns continuity over time, and the present situation and its characters. The authors Epp, A and Price, L (2008) go into figuring out exactly how family identity works; I believe that family identity builds from the day it has started and their identity does not just appear it has to be created. Change is a huge aspect of life, it can shape how we live; family rituals and traditions are abounded within change throughout lives. The value of assessing family ritual life is an aid to understanding how a family gets organized and the process of becoming an actual family. According to Giblin’s (1995) research that there if there was not any family rituals, the families were not satisfied in their marriage which would affect the kids as well. A relationship between family ritual meaning and marital satisfaction was demonstrated with good results. Families, like individuals, have identities; the family may have certain beliefs about themselves which are generally recognized and seen by others. Such beliefs may relate to the family’s achievement, career aspirations, wealth, poverty, physical appearance, communication styles or coping mechanisms. Each of these qualities or characteristics reflects the family identity (Friesen, J, 1990). Rituals are one of those things that make a family different from all the other families in the world; every family has a certain ritual or belief that they hang onto which also gets carried on throughout their generations of the family. A ritual does not have to be something that is based on one’s culture, a ritual can be something like having movie night every Friday of the month and everyone just sitting together and relaxing as family; a ritual can be as simple as that. Change can also how a families identity is, because in the place where they are known, they have a reputation that they have to live up to kind of and in a new place they have to build that again, which is an example of change like moving to a different place. Change can also be something like a divorce which is huge in a family; it can change many things throughout all the relationships that had been made already. Does one make a family based on what they have read about what a family should actually be? Specialist has their own theories about what a family should act like, but a family has their own theories about how they should work together as. Our own family and our everyday lives are by the complex intersections of many forces such as things like material health, moral and spiritual, temporal, spatial and relationship concerns (Daly, K, 2003). These concerns are both ordinary and persistent; they are not often apparent in our formal theories of families. The theories created by specialist have referred as the â€Å"elusiveness of family life†; everyday concerns such as the ones listed above are pervasive, however they are not often apparent in the formal theories created about families. There is a difference between theories that scholars create and what a family actually lives by. The author uses negative spaces to foreground the implicit theories created by scholars; negative spaces are the recessive areas that we are unaccustomed to seeing but that are every but important for the representation of the reality at hand (Daly, K, 2003). The three main negative spaces in a family include things such as the realm of belief and intuition which consists of emotions, religious and spiritual matter, the world of material things and the coordinate of time and space as means of everyday family experiences (Daly, K, 2003). Scholars theorize families differently than they actually are; on television we see examples of families that some scholars may have theorized to be the correct way of living as a family. These examples from the television can lead many of us wanting to have that kind of perfect family, and sometimes make us try too hard to create that picture-perfect family; but all we have to do is make our families the way we want them to be, not what we have seen. Families are created by people, they do not just occur. People begin a family with people they care about and also sometimes a certain place can make it easier to make a family happen. Miller, L (1995) explains that there is decline of intact families in the suburbs; once a promising place for a family to flourish, Family is not only a domestic alliance, it is a group of people that enjoy each other’s company. There doubts in many ways that the social and spatial structure of suburbia does promote family togetherness. Family was beginning to be redefined as a source of companionship and  emotional sustenance and the suburbs were a great place to begin according to Miller, L (1995). Family I believe is an alliance that creates a household to take care of its members’ basic necessities; but they are also a group of people who enjoy each other’s company. This is a vision of family togetherness, meaning that husband, wife and children choose to spend the time not c laimed by wage labor or school with one another, they prefer each other’s company instead of the things in the outside world that could be attractive. In conclusion the value of assessing family ritual life is an aid to understanding how a family gets organized and the process of becoming an actual family .A relationship between family ritual meaning and marital satisfaction was demonstrated with good results. Families, like individuals, have identities; the family may have certain beliefs about themselves which are generally recognized and seen by others. There is a difference between theories that scholars create and what a family actually lives by. Families are created with the thought that each and every one takes care of its members’ basic necessities; but they are also a group of people who enjoy each other’s company. This is a vision of family togetherness, meaning that husband, wife and children choose to spend. Families can have multiple identities that can be caused by divorce as well, also not having a ritual in a family actually affect their identity greatly. Everyone wants to create a family that works out with no problem and that everyone enjoys each other’s company when together no matter how busy their personal life may be or how much work they have to do at their jobs, giving time to their family should not be something they are forced to give, it should something they want to do. Bibliography David,O & Bar-Tal,D. (2009). A Socialpsychological conception of collective identity: The case of national identity as an example. Personality and Social Psychology Review, 13(4), 354-379. doi: 10.1177/1088868309344412 Daly,K. (2003). Family theory versus the theories families live by. Journal of Marriage and Family,65(4),771-784. Retrieved from http://www.jstor.org.proxy.ufv.ca: 2048/stable/3599889 Epp,A & Price,L. (2008). Family identity: A framework of identity interplay in consumption practices. Journal of Consumer Research, 35(n/a), 50-65. doi: 10.1086/529535 Friesen, J. (1990). Rituals and Family Strength. Direction Journal. (19(1), 39-48. Retrieved from http://www.directionjournal.org/article/?654 Giblin,P. (1995). Identity, change, and family rituals. The Family Journal: Counselling and Therapy for Couples and Families, 3(1), 37-41.doi: 10.1177/1066480795031006 Miller,L. (1995). Family togetherness and the suburban ideal. Sociological Forum, 10(3), 393-418. Retrieved from http://www.jstor.org/stable/684782

Moral Panic Thesis Essay

How convincing is the moral panic thesis in explaining media reporting of, and public responses to, youth crime? Moral panic is a concept that examines inconsistent reaction to an event or person. Crimes concerning youths have occurred over the years which have provoked a strong reaction from the public. This essay will mainly focus on how the media reported two events, the Clacton riots in the 1960’s and the murder of toddler James Bulger in the 1990’s and how the public responded to them. It will examine the role of the media, in particular newspapers and will try to determine if moral panic is devised through media reporting. Stanley Cohen was the first Sociologist to use the concept of â€Å"moral panic† in the early 1970s to describe political, social or media influence (Jewkes, 2011). Cohen (1972, p. 9) defines moral panic as â€Å"A condition, episode, person or group of persons that emerges to become defined as a threat to societal values and interests† (Cohen, 1972). Although it was Jock Young in 1971 who first explored the role of the mass media in labelling non conformists groups and manufacturing crime waves (Jewkes, 2011). As well as moral panic is the theory of a â€Å"folk devil†, a name used by Stanley Cohen (1972) to describe a specific body that exists which is often created to understand societal anger. A folk devil ‘is typically identified with the evil doings of an individual or group of people (Ungar: 292). The folk devil in moral panic theory is seen to represent a threat to society and is viewed as â€Å"evil† and why action is required to remove or counteract this threat. The threat over exaggerates the consequence (Goode and Ben-Yehuda, 1996). However, it is this corresponding reaction that results in real fear. Though the reasons for this anxiety may be untrue or exaggerated, the fear remains (Goode and Ben-Yehuda, 1996). Cohen looked at the way in which the mass media moulds events, elaborates the facts and accordingly turn them into a national issue (Cohen, 1972). Cohen’s interest was in youth culture and its perceived potential threat to social order. The Mods and Rockers, Skinheads and Hells Angels all became associated with certain types of violence, which provokes a reaction from the public (Cohen, 1972). Cohen’s study was primarily about the conflict of the Mods and the Rockers, and the treatment they received in the public eye (Cohen, 2002). In Clacton on Easter Sunday 1964, the two groups fought, with some beach huts being vandalised and windows were broken. Ninety seven people were arrested. The story became a headline in every national newspaper with such titles as â€Å"Day of Terror by Scooter Groups† and â€Å"Wild Ones Invade Seaside – 97 Arrests† (Cohen, 2002). Cohen looked at the reaction of society, and his main criticism was that the media’s coverage of the incident was exaggerated, a distortion of the facts and stereotyping (Cohen, 2002). ‘Riot’, ‘siege’, and ‘screaming mob’ were phases that were included in the main story, creating an impression of a town under attack from which innocent holiday makers fled from a rampaging, unruly mob of youths (Jewkes, 2011). With the exaggeration of the numbers involved, consequently gave the perception the event was to a great extent a more violent affair than the true facts support. The press coverage seemed to follow a stereotypical pattern’ of unruly, out of control youths rather than what actually happened (Cohen, 2002). The general public reacted with hysteria, to the published stories and a media campaign was built, creating moral panic (Goode and Ben-Yehuda 1994). Words such as ‘riot’ or ‘youth’ became a symbolic status as deviant and items such as a particular form of clothing or hairstyle signifies that status. Negative emotions become attached to it, disassociating any previous neutral connotations acquiring altogether negative meanings (Jewkes, 2011). Moral panic often occurs when the media take a relatively ordinary event and report it selectively according to ‘news values’, as an extraordinary occurrence. To keep the story alive and to compete with other media sources, exaggeration, distortion, and stereotyping may be reported to keep the public interested. The youths revel in their new reported status as ‘folk devils’ and behave like the unruly youngsters that the media has created and the public now expect of them (Jewkes, 2011). The overblown reporting created unnecessary moral panic within society. The level of fear had been raised and the public call for protection and crackdown on these deviant youths. To heighten public fears, the police and politicians voice their concerns and to appear to be tough on crime and to deal with the problem, they usually seek to introduce new laws to strengthen existing ones and enforce law and order through zero tolerance policies (Jewkes, 2011). However, moral panic is not a new occurrence and the actions of youths are often been seen as immoral and threatening to the accepted norms and patterns expected within our society (Jewkes, 2011). In producing news for mass consumption, media economists would argue that the media is responding to the pressure of supply and demand by creating sensational accounts of real life incidents to the wishes of the consumer (Schissel, 1997). Nonetheless, the media has epistemological influence and by creating a world of ‘them’ and ‘us’ the media embed stereotypical images of deviants and menaces in our collective psyches that inform us as we form opinions about youths and crime (Schissel, 1997). The panics and the hatred that modern society has formed regarding young people could in some way be the result of constructed, controlled and de-contextualized images of youths (Schissel, 1997). Photographs and headlines are what the reader sees and is likely to remember the most (Schissel, 1997). This could be the case in 1993 when two 10 year old boys led away two year old James Bulger from a shopping centre in Liverpool, and brutally assaulted him, leaving him unconscious on a railway track (Morrison, 1998). The images of the two young boys leading Jamie away were captured on the CCTV cameras was widely used by the press and this last image of Jamie is an image that is still widely remembered. Reporting restrictions of child offenders in Britain prevented the two boys being named until the trial was over, however this did not stop the media publishing, unsupported wild stories about them and their families (Morrison, 1998). The CCTV images of the abduction, the age of the accused, the angry public and the details of the horrific death, all guaranteed massive news coverage on a land mark case (Morrison, 1998). The story triggered an immediate unruly moral panic (Cohen, 2002). Public outrage was fuelled by sensational and vindictive press reporting which described the 10 year olds as monsters, animals, the spawn of Satan (Jewkes, 2011), a pair of evil psychopaths (Morrison, 1998). Children are seen to represent the future and engaging in deviant behaviour is often observed as an indication that the youths of society are declining into moral chaos. The media target youths as wrong doers as a source of moral decline to explain the increase levels of crime and unscrupulous behaviour in society (Jewkes, 2011). The message of the Bulger case was that we were living in a violent world, where children were not safe with anyone, not even other children (Morrison, 1998). The story became a symbol for what had gone wrong in society, violent children, absent fathers, dysfunctional underclass families and the exploitation of children by television violence and video nasties (Cohen, 2002), and that acce ss to certain violent films could create child murderers (Furedi, 1997). These concerns were highlighted in the murder of Jamie Bulger. The case was related to the violent film ‘Child’s Play 3’, which the two 10 year old offenders had apparently previously watched. The case and the implications made against the film resulted in further regulations of videos via the British Board of Film Classification being enacted in 1994. However, there was no supported evidence that suggested a causal link between the film violence and the crime or that the two boys had actually watched the film, only that the film was at one of the boys homes (Morrison, 1998). This illustrates another instance of moral panic, highlighting that they are often based on insubstantial evidence. There is great difficulty in establishing connections between television violence and violent behaviour (Lusted, 1991). The question of television violence reflects the broader concerns of the nature of society. The fundamental causes of many moral panics have little, or nothing to do with the subject or event with which they focus their concern (Lusted, 1991). The dangers posed by moral panics are continuously exaggerated and distorted by the media with the result that public concern is heightened. They often present reasons and scapegoats for the occurrence of certain events in order to divert attention from more real and greater problems found within society. Such as the 38 adult witnesses who claimed to see two boys kicking and beating a smaller boy but who did not intervene (Morrison, 1998). Children who kill children are rare and go back as far as 1748 when William York, a 10 year old boy who murdered a 5 year old girl (Loach, 2009). The last notorious child-killer before the Bulger 1993 case was Mary Bell, in 1968 (Loach, 2009). Although there are other recorded cases of murder by children the UK, statistics suggest that juvenile crimes such as homicide are a crime that happens compar atively rarely (Morrison, 1998). The moral panic thesis has been criticised for its inability to determine a link between the extent of disaster and the level of response to it. Failing to accurately determine public levels of concern and as to whether people are motivated by the media to the exclusion of all other influences, makes it impossible to gauge whether the problem is real or not (Jewkes, 2011). Goode and Ben-Yehuda (1994) believe problems only become the subject of moral panic when they are familiar, and directly impinge on the individual’s lives. Threats such as a shrinking ozone layer maybe a future problem, but is unlikely to become the subject of moral panic (Goode and Ben-Yehuda, 1994). What is the length of time that public outrage has to be expressed to qualify as moral panic? Cohen’s formulation of the concept concludes that moral panics are short term, infrequent episodes which play on the conscious mind, quickly dying out and is forgotten when the story is no longer headline news, or it has more serious and lasting implications, such as changes in policy or legislation for the good of society (Cohen, 1972). Conversely, McRobbie and Thornton (1995) argue that moral panics are no longer events that happen every now and then, but have become a standard way of reporting news, designed to capture the consumer’s attention (McRobbie and Thornton, 1995). On the other hand, Furedi (1997) argues that we live in a culture of fear. The beliefs that society can be changed for the better have been lost to a sense of vulnerability. Whereas, Carrabine (2008) stresses we are now living in times of high anxiety and the media provide us with daily stories of adversity to constantly remind us that we live in a world of crisis, danger and uncertainty (Carrabine, 2008). Furedi, (1997), McRobbie and Thornton, (1995), Carrabine, (2008), Goode and Ben-Yehuda (1994) and Cohen’s concept of the moral panic thesis are all valid points. The public respond to incidents that impose on their lives, once the story is no longer headline news it disappears into the back of the conscious mind to be replaced with another article. However, moral panics does not occur on a daily basis, the general public see the occurrence of youth crime depicted in the media as an increasing and out of control epidemic but this does not necessarily mean moral panic will be created. The media may play an enormous part in the spreading of fear, and provoke anxiety, but they do not necessarily, create these fears in the first place (Lea and Young, 1993). For a media campaign to be built the public needs to react to the problem. The public may be outraged by particular reported issues, but if this does not generate public concern then there is no moral panic (Goode and Ben-Yehuda 1994). O’Connell (2002, p245) states: â€Å"The media do not directly set out to distort public opinion, but by entertaining people with crime, rather than informing the public about it, certain consequences follow†¦ a steady stream of salacious and lurid crime stories sell newspapers but ultimately distort the public understanding of crime as a serious social problem (O’Connell, 2002). O’Connell puts forward a journalist’s belief that, regarding crime news, in order for a newspaper to be successful, they are unable to reflect the everyday reality about crime, the consumer would basically not be interested (O’Connell, 2002). The news media shapes the way we think about things that are fear-provoking and unfamiliar to us. Despite the fact youth crime is a statistical rarity, the general population perceives youths as increasingly violent and dangerous. Media efforts to draw attention to certain types of news is based on the hypothesis that if the public fears it, it will read about it (Schissel, 1997). The threat of youth crime does exist and is a legitimate concern. But the media and politicians exaggerate youth crime to the extent that creates moral panic within society, to the extent that the fear of youths by the public is more of an issue, than the actual crimes itself. Therefore it could be viewed that both the media and political construction is more of a threat to society than the youths themselves. As a result it could be established that the media reporting of youth crime creates moral outrage and fear, generating concerns within the public, which does in turn creates moral panic within society about youth crime. References. Carrabine, E. (2008) Crime, Culture and the Media. Cambridge, Polity. Cohen, S. (2002) Folk Devils and Moral Panics. 3rd Edition. London, Routledge Cohen, S. (1972). Folk Devils and Moral Panics London, Routedge. Goode, Erich & Nachman Ben-Yehuda (1994) Moral panics: The Social Construction of Deviance. Oxford, Blackwell Fuerdi, F. (1997) Culture of Fear, Risk Taking and the Morality of Low Expectation. London, Cassell. Jewkes, Y. (2011), Media and crime, 2nd Edition, London, Sage. Lea, J. Young, J., (1993). What is to be done about Law and Order? Crisis in the Nineties, London, Pluto Press. Loach, L. (2009) The Devils Children. A History of Childhood and Murder. London, Icon books Ltd. Lusted, D. (1991) The Media Studies Book. London, Routledge McRobbie, A. Thornton, S., (1995), ‘Rethinking â€Å"moral panic† for multi-mediated social worlds’. British Journal of Sociology, 46 (4): pp 559-574. Morrison, B. (1998) As if London Granta books O’Connell, M. (2002) ‘The Portrayal of Crime in the Media – Does it matter?’ in O’Mahony, P. (Ed) Criminal Justice in Ireland, Institute of Public Administration, Dublin. pp 245 Ungar, S. (2006) ‘Moral panic versus the risk society: the implications of the changing sites of social anxiety’ in Critcher, C. (Ed) Moral Panics and the Media, Open University Press; Berkshire. pp: 292.

Facing the giants reaction paper Essays

Facing the giants reaction paper Essays Facing the giants reaction paper Paper Facing the giants reaction paper Paper Facing the Giants This movie at first is your typical sports movie. As it progresses you will know that it is an uplifting story of hope against all odds set on a high school football field. It teaches us different lessons that we may apply and use in our most difficult times. Never give up. It is what we always hear from our friends and family when we have something that we want to accomplish and we feel that we cannot do it anymore. It was portrayed in the movie very excellently that you will almost feel the achievement of the character in the movie. The coach put a blindfold to his player then ordered to do the training that he did not finish at first but when he was blindfolded, he even surpassed the given expectation. This is a simple trick we may use. If we are locked on to our goals and we feel we cannot reach it, I think not thinking of the goal but focusing on the process will be more effective. Never back down. It is quite related to the saying, An opportunity lost today is an opportunity lost forever. We will never know when the windows of opportunity will open for us so we must grab every single bit of it. If we are in a situation then we should be full throttle in giving our best instead of backing down Just because the thing you want to accomplish is almost impossible. Never lose faith. This is the best lesson the movie wants to say to the viewers. Whatever we do, we are not alone, and we have our God guiding us through it all. There are times that there is doubt so the movie is telling us that even though there is, we should not abandon our faith to Him. Humans are fragile creatures. Problems push us into our limits but God is there keeping us from falling. We may have big problems but our God is bigger we Just have to give all our trust to Him because He is in control; always have, always will.

How to Study in Graduate School vs College

How to Study in Graduate School vs College As a graduate student, youre probably aware that applying to graduate school is very different than applying to college. Graduate programs dont care about how well rounded you are. Likewise, participation in many extracurricular activities is a boon for your college application but graduate programs prefer applicants who are focused on their work. Appreciating these differences between college and graduate school is what helped you gain admittance to graduate school. Remember and act on these differences in order to succeed as a new graduate student. Memorization skills, late night cram sessions, and last minute papers may have gotten you through college, but these habits wont help you in graduate school and instead will likely harm your success. Most students agree that graduate-level education is very different from their undergraduate experiences. Here are some of the differences.   Breadth vs. Depth Undergraduate education emphasizes general education. About one-half or more of the credits that you complete as an undergraduate fall under the heading of General Education or Liberal Arts. These courses are not in your major. Instead, they are designed to broaden your mind and provide you with a rich knowledge base of general information in literature, science, mathematics, history, and so on. Your college major, on the other hand, is your specialization. However, an undergraduate major usually provides only a broad overview of the field. Each class in your major is a discipline unto itself. For example, psychology majors may take one course each in several areas such as clinical, social, experimental, and developmental psychology. Each of these courses is a separate discipline in psychology. Although you learn a lot about your major field, in reality, your undergraduate education emphasizes breadth over depth. Graduate study entails specializing and becoming an expert in your very narrow field of study. This switch from learning a little bit about everything to becoming a professional in one area requires a different approach. Memorization vs. Analysis College students spend a great deal of time memorizing facts, definitions, lists, and formulas. In graduate school, your emphasis will change from simply recalling information to using it. Instead, youll be asked to apply what you know and analyze problems. Youll take fewer exams in graduate school and they will emphasize your ability to synthesize what you read and learn in class and critically analyze it in light of your own experience and perspective. Writing and research are the major tools of learning in graduate school. Its no longer as important to remember a specific fact as it is to know how to find it. Reporting vs Analyzing and Arguing College students often moan and groan about writing papers. Guess what? Youll write many, many papers in graduate school. Moreover, the days of simple book reports and 5 to 7 page papers on a general topic are gone. The purpose of papers in graduate school is not simply to show the professor that youve read or paid attention. Rather than simply reporting a bunch of facts, graduate school papers require you to analyze problems by applying the literature and constructing arguments that are supported by the literature. Youll move from regurgitating information to integrating it into an original argument. You will have a great deal of freedom in what you study but you will also have the difficult job of constructing clear, well-supported arguments. Make your papers work double duty by taking advantage of class paper assignments to consider dissertation ideas. Reading It All vs. Copious Skimming and Selective Reading Any student will tell you that graduate school entails a lot of reading- more than they ever imagined. Professors add lots of required readings and usually add recommended readings. Recommended readings lists can run for pages. Must you read it all? Even required reading can be overwhelming with hundreds of pages each week in some programs. Make no mistake: You will read more in graduate school than you have in your life. But you dont have to read everything, or at least not carefully. As a rule, you should carefully skim all assigned required readings at minimum and then decide which parts are the best use of your time. Read as much as you can, but read smartly. Get an idea of the overall theme of a reading assignment and then use targeted reading and note-taking to fill in your knowledge. All of these differences between undergraduate and graduate study are radical. Students who dont quickly catch on to the new expectations will find themselves at a loss in graduate school.

Financial analysis report Essay Example | Topics and Well Written Essays - 750 words - 1

Financial analysis report - Essay Example This can add to strength of Microsoft, showing that the company has a track record of rapid growth. Price/Sales Ratio: Microsoft’s price to sales ratio is above the industry average that shows that the company has better investment prospects than its peer companies or the market itself. Price/Book Value Ratio: This ratio should be lower for better value but Microsoft’s price/book ratio is greater than the industry. Therefore, market places less value to the book value of the company. Receivable Turnover: The receivable turnover shows that Microsoft can quickly convert its accounts receivable into cash than the other companies in the market. Current Ratio: The Microsoft’s current ratio is quite strong, following the trends. It is better than the industry showing that creditors have much security in investing in Microsoft. Quick Ratio: Microsoft’s quick ratio again reveals a favorable trend and a strong position. Inventory Turnover: The inventory turnover of Microsoft shows the marketability of its inventory and reasonableness of quantity on hand. It is lower than the industry average showing Microsoft’s weakness. Book Value/Share: Microsoft’s book value per share is greater than the other companies in the industry, indicating a high book value of net assets behind each share.