SELF_SP WEEK 3_1

 

SELF_SP WEEK 3_1

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Self_SP Week 3_1

My important characteristics include being assertive and neat. Being assertive is important because it helps me and others to have hope at all times and to be optimistic in pursuit of personal and group goals. Being neat is also important because it affirms my self-confidence and also makes me more acceptable by other people. I am good at public speaking. This is because I have always done public speaking in many circumstances and I do it without much effort. I also do it perfectly to the point of making others marvel at how I do it. My colleagues, friends and even strangers have always congratulated me after my public speaking sessions.

I perform poorly in mathematics and mathematical work. This is because I have always scored lowly in mathematics and other disciplines that involve arithmetical work. I also have a phobia for numbers. I prefer situations that I will have an opportunity to address many people. This is because I feel good when I speak in public and people applause it. I avoid situations where I can be faced with arithmetical problems whether oral or written. This is because they make me feel unequal with others since I am likely to score lowly in them.

Self-concept is the personal perception of their “self” with regard to various characteristics. These include academics (Bong & Clark, 1999 p.139), gender related roles (Hoffman et al., 2005 p.66), sexuality (Hoffman and Marie, 2004 p. 375), race (Aries et al., 1998 p.349) and many others.

Self-esteem is the overall personal evaluation of their worth. It comprises beliefs, emotions, fear, and embarrassment (Hewitt & John, 2009 p.217). Self-knowledge is the information that one has concerning who he/she is. It results from established self-awareness and also well-developed self-consciousness. Self-knowledge begins when an individual is still an infant (Finkwlstein & Ramey, 1977 p.48). 

References

Aries, Elizabeth, et al. (1998) “Race and gender as components of the working self-concept.” The Journal of Social Psychology 138.3: 277.

Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153

Finkelstein, N. W., & Ramey, C. T. (1977). Learning to control the environment in infancy. Child Development, 48,806-819.

Hewitt, John P. (2009). Oxford Handbook of Positive Psychology. Oxford University Press. pp. 217-224.

Hoffman, Rose Marie, John A. Hattie, and L. DiAnne Borders (2005). “Personal definitions of masculinity and femininity as an aspect of gender self-concept.” Journal of Humanistic Counseling, Education and Development.

Hoffman, Rose Marie. “Conceptualizing heterosexual identity development: issues and challenges.” Journal of Counseling and Development 82.3 (2004):

 

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How a DNA polymerase Clamp Loader Opens a Sliding Clamp

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How a DNA polymerase Clamp Loader Opens a Sliding Clamp

            Deoxyribonucleic acid commonly called DNA is the basis if human life since it is the material that literally runs our body. DNA forms every cell in the body through several processes such as replication and translation. These processes result in the formation of new cells in the body or the repair of some old or damaged ones. DNA is made up of protein in the body and thus the processes involved require protein, as well. Replication is one of the most important processes that take place in the body, and it refers to the copying of the DNA strands. Replication provided the basis of the element of biological inheritance of traits and even diseases termed as hereditary. The process of replication depends on substances called multi-protein replicases.

They enable the copying of DNA to proceed at a faster rate and processivity. Replicases are examples of enzymes that DNA utilizes in order to accelerate the processes of replication in the body. Other such enzymes include the likes of ligases, helicases and polymerases. Every enzyme is formulated specifically to their function, and they, therefore, depict enzyme specificity. DNA occurs in a double strand and for it to undergo replication it needs to unwind. This is to enable the copying of both strands to take place effectively. After it is unwound, it forms a replication fork where the process takes place on the individual strands. The replicase involved in the replication process has several sub-units, but the most functional one in the case of replication is the polymerase sub-unit.

This sub-unit is attached to a ring-like sliding clamp that facilitates the polymerase to engage and disengage from the DNA repeatedly without undergoing dissociation from the replication fork. The use of sliding clamps is a common phenomenon, and both the eukaryotic and prokaryotic organisms use it. Eukaryotes are organisms whose cells are enclosed by a cell membrane while prokaryotes have no covering for their cells. However, the sliding clamps cannot load the DNA on impulse since they are closed circles and have no opening for the clamps. In order to load the DNA strand for replication to take place, they use ATP dependent complexes to create an opening for them to load on the DNA. ATP refers to adenosine triphosphate that acts as a source of energy for most processes taking part in the body.

These complexes called clamp loaders have a lot of energy stored, and they can part the closed ring and enable the replication process to begin. During the loading of the polymerase, it has to be loaded in the correct orientation in order to facilitate the required process to also take place correctly. Clamp loaders belong to the AAA+ super family that comprises of the adenosine triphosphates (ATpases). The main function of this family includes the ability to disassemble, helicases activity and motor activity. As opposed to the other members of the family, the clamp loaders have five sub units rather than the ordinary six contained in the rest of the family members. The lack of this one subunit is fundamental in their function as it enables them to be recognized by the primer templates.

ATP’s major role in the functioning of the clamp loaders is to stimulate the formation of AAA+ molecules in a spiral orientation. This enables them to recognize the DNA in the central region of the twirl they have formed. Some research had also signified that the ATP makes it possible for the loader to bind and untie the sliding clamp thus facilitating the replication to take place. DNA binding causes the hydrolysis of the ATP, which results in the liberation of the closed clamp present on the DNA. From research, it was concluded that DNA and the clamp loader have similar structures in both the complexes obtained from the first crystal. However, its contact with the lattice results in detachment of the loader though it is partial from the clamp if it was in a closed clamp.

The process of untying the clamp usually entails a switch from a ring-like structure that is planar and close to another open lock that is right handed. Their continued interactions result in maintaining the released state of the clamp. The clamp unlocks just as DNA does; the DNA is double-stranded and helical. Inside the complex, the closed clamp then positions the DNA appropriately for the required process to take place. The clamp that is now closed makes restricted contact with the DNA. Their interactions will include ion pairings between the side chains and the phosphates of DNA only. The open clamp takes up a spiral conformation that is identical to that of DNA. The sub-units of the clamp are associated with the other one by rotations about the axis in line with the axis of the DNA strand.

The clamp’s sideway opening results in the closest domains retracting from the DNA strand. It is probable that the clamp opening extent may cause the closing of loader complex before the DNA binding is completed. This is another reason why ATP is required as it enhances the stability of this complex, therefore, enables the binding process to be completed as required. The duplex region of the clamp loader is located in the inner chamber, which makes it oriented to the central pore. The template strand is the closest contact that the loader and the DNA have. The loader causes the conversion of the template strand from the B-form to the A-form. This conversion leads to an enlargement of the groove in order to support the incoming modules.

The template is then converted back into the B-form whereby the hydrolysis of ATP takes place. It is proposed that the hydrolysis of ATP results in the change, in the orientation of the clamp ladder while maintaining minimal interference to the contact points of DNA and those of the clamp. The ATP is hydrolyzed into its constituent components, which leave the complex as phosphate ions in two stages as three different ions. This results in the emergence of a clamp that is loaded with the template DNA strand. The clamp then detaches from the clamp loader which is then recycled in the body where the process takes place again. The clamp contains the template strand, which has already undergone replication in the cell.

The process by which a DNA Polymerase Clamp Loader unlocks a sliding clamp is often considered complicated. This is attributed to the various elements involved in the process and the numerous steps that culminate in the completion of this process. However, without the intricacies of the details is a simple procedure. It includes several small steps such as the binding of ATP in order to result in the required spiral conformation. A template then moves through the formed complex through the gaps. After the binding takes place in the interior chamber, the hydrolysis of the ATP is activated. The continuation of the hydrolysis leads to the detachment of the clamp from the clamp loader. After the completion of their process, the formed template may be used in repair or the formation of new cells. This process has to take place in the specified conditions or it may result in the formation of defective DNA that may result in congenital anomalies. It is, therefore, critical that this process takes place, as it is required.

Reference

Kelch, A. Brian et al. (2011). How a DNA polymerase Clamp Loader Opens a Sliding Clamp Science, Volume 10, pages 1-7.

 

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VIOLENCE IN PUBLIC SCHOOLS

 

VIOLENCE IN PUBLIC SCHOOLS

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Introduction

School violence has become grave in the recent years in most countries. In most cases, public school violence has been associated with laxity on the side of administrators in being reactive rather than being proactive in their duties. Others fear reporting cases of violent assaults in their schools to the necessary authorities. Although most of students who involve themselves in school violence rarely intend the outcome of their actions, they finally suffer for the consequences of their actions. For example, they can be victimized or punished for being the aggressors. School violence has had severe consequences, especially, if it involves weapons like knives, guns and hand grenades. In most cases, school violence occurs among students or worse still students attack the school staff. This paper will discuss the prevalence, causes, impacts and ways of curbing violence in public schools.

Public school violence is an international phenomenon. It has touched schools from across the world. According to Chilcott and Odgers (2008), in Australia, 55,000 students were suspended from public schools for physical delinquency in 2008. The ABC news (June 26, 2009) also reported that in 2008 alone, 128 cases of students and teachers being attacked violently were reported in South Australia. According to Geland et al. (2007), most teachers cited school violence as the major reason for exiting the teaching profession in Belgium. According to Kostadinov reports (June 2009), teachers in Bulgaria were given powers to be able to punish any unruly student in schools. This was to include student who were drunk, inappropriately dressed or even having mobile phones in school.  Similarly, according to Linchfield (January 27, 2000), in France, the minister for education reported that 39 public schools out of the total 75,000 state schools could be regarded as being seriously violent, while 300 of them were violent. Reports by the Warsaw voice (December 20, 2008) said that any teacher who failed to report any act of violence in school would be imprisoned in Poland. In South Africa, the BBC news (March12, 2008) reported that 40% of students interviewed by the South Africa Human Right Commission had encountered violence in school. In the United Kingdom, reports by the department of education and science and the welsh office (1989) said that 2% of teachers in United Kingdom had faced violence at school.  In addition, according to the National center for education statistics and Bureau of Justice Statistics in United States (2007), in 2003, about 7% of teachers were subjected to threats by students.

Causes of public school violence are also diverse. They range from school related causes, environmental predisposition to poor parenting. First, according to Bandura (1983), students can learn to be violent from observing other people perform violent acts. This means that a student can become violent through external influence, for example when they observe others kick, pinch or even punch their colleagues. This behavior can be learned in school or even outside the schools. A student who joins a public school with high prevalence of violence is therefore likely to learn how to be violent and end up being violent.

Secondly, the individual character of that student also predisposes him/her to violence in school. For example, according to Petterson et al. (1998), students who become antisocial at a later stage are less aggressive than those who began being antisocial at an early stage of their lives. This means that if a child has an antisocial trait, they are likely to be violent at school. In addition, according to Hirschi (1977), students who have a lower level of IQ are more violent than their counterparts with a higher IQ. Therefore, a school which admits many students who score lowly in IQ is likely to experience many cases of violence. In addition, according to Moffitt (1990), boys who have an early problem in attention difficulties, motor skills and even reading difficulties are likely to be violent in future. Therefore, there is a likelihood of a higher rate of violence in the schools that enroll many students who shows these problems.

Thirdly, a student’s home environment can also predispose them to become violent at school. According to reports by the Constitutional Rights Foundation of the United States (1997), when students are persistently exposed to alcoholic parents who may have domestic violence, sexual abuse and physical abuse, they learn that violence is an acceptable vice. Such students are likely to get involved in violent activities like rape, arsons and assaults in school.

Fourthly, according to Sampson and Laub (1993), students exposed to harsh parents when disciplining them are also likely to be aggressive. This means that if the parent is violent when punishing their children, the children are likely to be violent event at school. Such students will react in a very violent manner when they are provoked by others at school: they can kick, and punch or worse still shoot. If children are exposed to too much viewing of television, they are also likely to be violent at school.

According to Bushman and Huesmann (2001), exposure to violence common in television programs increases violence, especially on children. This will lead to violence transferred to school. Moreover, students exposed to watching of violent games are also likely to be violent even at schools. According to Anderson and Bushman (2001), violent exposure of students to violent games on the video will make them violent.

In addition, if students are exposed to corporal form of punishment, they are likely to become violent. According to Straus (1991), corporal punishment will always increase the rate of children being aggressive. Using corporal punishment when disciplining students will therefore yield dismal results.

The neighborhood of student can also expose them to violence. According to Casteel et al (2007), students assaulting teachers was increasing in high crime areas. Students are also likely to learn violence from their neighbors, if the neighborhood has high crime rates and drug use (Johnson et al., 2011 p.331). In addition, exposure of students to violent peers will also make them violent. Exposure of students to deviant peers will make them violent, because of peer-pressure.

Finally, the school environment can also be a predisposing factor to student violence (Meyer & Conner, 2008 p.221). Teachers are also likely to face high level of assaults if their schools have more male students and higher number of students from poor backgrounds (Casteel et al., 2007 p.932). Therefore, schools that receive more students from more sponsors experience more violent occurrences. This is because these students care less about the cost of their education, since they do not experience the real struggle that others go through in raising school fees.

To prevent school violence, various ways of intervention can be applied. These include the school level prevention. These are deliberate moves by the school to prevent violence, for example, the school can use close monitoring of students, promote social learning among students, increase methods of class management and control, use second step curriculum that enhance impulse control or use the good behavior game that minimizes class disruptions.

In the use of societal level prevention methods, the society imposes rules that change cultural and social conditions of the student’s environment, for example, social norms, redefining education curriculum and reducing violence in the media. Use of family relationship methods, involve changes by the parents, for example, parents reducing their aggressiveness to their children, reducing corporal punishment on their children, reducing drunkenness and spouse battering at home. Use of individual-level methods is centered around an individual student, for example, counseling the student on conflict resolution, team playing and social skills. The student is involved in a rigorous counseling program on evils of violence, its causes and the way to shun violence. Instilling fear on the student concerning the consequence of violence can also have a positive impact on the violent student.

In conclusion, violence is prevailing in many public schools across the world. The major causes of violent are predisposition to violence at home, watching violent television programs and videogames, laxity of school administration, school environment, violent peers, corporal punishment, and individual predisposition like being anti-social or having a low IQ.

References

Bandura, A. (1983). Psychological mechanisms of aggression. In R. G. Geen & E. I. Donnerstein (Eds.), Aggression: Theoretical and empirical reviews. New York: Academic.

Bushman, B. J., & Huesmann, L. R. (2001). Effects of televised violence on aggression. In D. G. Singer & J. L. Singer (Eds.), Handbook of children and the media (pp. 223–254). Thousand Oaks, CA: Sage. ISBN 0-7619-1954-6

Casteel, C., Peek-Asa, C., & Limbos, M.A. (2007). “Predictors of nonfatal assault injury to public school teachers in Los Angeles City”. American Journal of Industrial Medicine 50 (12): 932–939.

Constitutional Rights Foundation. (1997). Causes of school violence. Retrieved on April 20, 2009.

Chilcott, T. & Odgers, R. (2009, July 9). Government can do more on school violence. The Courier-Mail, Brisbane.

Easton, A. (2006, November 3). Polish drug use and suicide sparks school plan. BBC News Online, London.

Galand, B., Lecocq, C., & Philipott, P.(2007).School violence and teacher professional            disengagement ” British Journal of Educational Psychology 77 (Pt 2): 465–477.

Hirschi, T. & Hindelang, M. J. (1977). “Intelligence and delinquency: A revisionist review”. American Sociological Review 42 (4): 571–587

Huesmann, L. R., Eron, L. D., & Yarmel, P. W. (1987). “Intellectual functioning and aggression”. Journal of Personality and Social Psychology 52 (1): 232–240.

Johnson, S.L., Burke, J. G. & Gielen, A.C. (2011). “Prioritizing the school environment in school violence prevention efforts”. Journal of School Health 81: 331–340.

Kostadinov, P. (2009, June 19). Little or nothing. Sofia Echo.

Lichfield, J. (2000, January 27). Violence in the lycees leaves France reeling. The Independent. London.

Loeber, R., Farrington, D. P., Stouthamer-Loeber, M., Moffitt, T. E., Caspi, A., & Lynam, D. (1998). The development of male offending: Key findings from the first decade of the Pittsburgh Youth Study”. Clinical Child and Family Psychology Review 7 (4): 273–297.

Meyer-Adams, N. & Conner, B.T. (2008). “School violence: Bullying behaviors and the psychosocial school environment in middle schools”. Children and Schools 30 (4): 211–221. http://findarticles.com/p/articles/mi_7200/is_200810/ai_n32297587/pg_9/.

Moffitt, T. E. (1990). “Juvenile delinquency and attention deficit disorder: Boys’ developmental trajectories from age 3 to age 15”. Child Development 61 (3): 893–910.

Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller, M. (1998). “Variables that initiate and maintain an early-onset trajectory for juvenile offending”. Developmental Psychopathology 10 (3): 531–547.

Sampson, R. & Laub, J. (1993). Crime in the making: Pathways and turning points through life. Cambridge, MA: Harvard University Press. ISBN 0-674-17604-9

School violence ‘dealt with’. (2009, June 26). ABC News Online.

Straus, M. A. (1991). “Discipline and deviance: Physical punishment of children and violence and other crime in adulthood”. Social Problems 38 (2): 133–154.

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Coke Zero. Do Real Men Drink Diet Coke?

 

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Coke Zero. Do Real Men Drink Diet Coke

1.         The Coca Cola Company has various products that it aims to reach certain categories of consumers. Diet Coke is meant to appeal to women who have major health concerns. Most women have become increasingly concerned with weight gain and soft drinks. Diet Coke Plus is equipped with a variety of minerals and vitamins. It was meant for a young and even more health conscious group of consumers. Other products by the company were meant to appeal to the male consumers such as Full Throttle Blue Demon and Coca Cola Black. Coca Cola Black has an essence of coffee. This feature is designed to appeal to the older, mature and more sophisticated users. They were also considered ready to pay out more for the drink. Full Throttle Blue Demon was designed to attract Hispanic men (Charles, Joseph & Carl, 2009). The demographics each product by the Coca Cola Company is aiming to reach include sex, either male or female, age, either younger or older and race, such as Hispanics.

2.         The Coca Cola products that are most likely to lose from the introduction of Coke Zero include Coca Cola Classic and Sprite. With the introduction of Coke Zero as a new product, the existing consumers of Coca Cola Classic will be attracted. This will lead to a massive migration of consumers from other drinks. The fact that Coke Zero is marketed as a younger improved version of Coke Classic will also attract more of the consumers. In addition, Coke Zero is considered a healthier option to Coca Cola Classic and Sprite. With the increasing health consciousness by consumers, more people will switch to drinking what they considered healthy. In addition, the increased spending on Coke Zero and resources used in its marketing will increase its sales at the expense of other products. Coca Cola is spending more on Coke Zero than any other brand (Charles, Joseph & Carl, 2009).

3.         The hidden cameras that were used as a tool to promote Coke Zero are an effective mode of reaching the set target market. This mode of marketing helps maintain previous customers and attracts new consumers. This is because it was used to show that Coke Zero was a younger and more appealing product. The perception created by the video that there was ‘taste infringement’ against Coca Cola Classic (Charles, Joseph & Carl, 2009) made Coke Zero distinct from Coca Cola Classic thus giving consumers the opportunity to discover its new taste. It also showed that Coke Zero was completely different in terms of taste and youth appeal from Coca Cola Classic. In addition, the advertisement distribution on the internet reached a wider audience. This created profound awareness on the product by incorporating entertainment and humor in the video. A similar method of marketing Diet Coke Plus will be highly effective. This strategy is especially valuable when marketing a product differentiating it from the rest. It will show a sharp contrast between Diet Coke and Diet Coke Plus, as many people are yet to understand the difference.

4.         The repositioning of Diet Coke to appeal to the male consumers was a step in the right direction to the male consumers. This was because men had mixed perceptions about Diet Coke a similar product. Therefore, there was needed to make the product more appealing to the men. This is because men either rejected Diet Coke because of its ’feminine stigma’ or, it has an aspartame-sweetened after taste. The introduction of the name Coke Zero was an efficient method of selling low calorie soda to the male consumers without using the word ‘Diet’ (Charles, Joseph & Carl, 2009). The drink is now more appealing to the male populace because of its re-brand name. It has also changed its image from that of a girly feminine drink to that which suits the man. As a result, more “real men” will now consume the product.

References

Charles, W, Joseph, F & Carl, M. (2009). Marketing. Southwestern: Cengage Learning.

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TOMS Shoe Company

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TOMS Shoe Company

The advertisement features the presence of a child with a pair of TOMS shoes. Essentially the advertisement could be described as featured in a low class environment. TOMS Shoe is a multinational entity with branches in major cities around the world. The entity deals in shoes for people of both genders as well as shoes for all ages. The ad target parents with young and the children themselves. The advertisement has the ability of the shoes to uplift the lives of people and especially the children in terms of enabling them to enjoy their childhood.

It is evident of the joy of the child from the pair of shoes she wears. Additionally the product advertisement communicates the aspect of comfort in terms of using the shoe in any form of terrain even in rough terrain as evidenced by the surroundings of the environment. Furthermore, the advertisement emphasizes on the issue of a pair of shoes to a child in need of shoes for a single pair of shoe purchased. Hence, the advertisement uses philanthropy as the main bargaining point in that, for each consumer that purchases a pair of shoes, an additional pair is given to a child in need and thus subsequently benefiting two people at the same time.

Modern day advertisements seek to appeal to the various consumer segments in terms of satisfaction of the needs and wants of the consumers of the products. Marketers or makers of the advertisement could assume various approaches used in the marketing of products in making an appeal for such products. Ethos is usually an approach used by marketers in their respective markets to appeal to the individual and societal values of the consumers, thus subsequently influencing them to make purchases of the products.

The advertisement is readable in terms of the visibility of the logo of the entity as well as the information about issue of an additional pair to the needy children. Readability is essential as it enables the organization through marketers to ensure that it is known and associated with such products by the consumers. However, some words are not visible from a distance because of their size, as well as the shade used to highlight such messages. It is also evident of the presences of the band name in the various products highlighted in the advertisement.

Ethos is usually an effective approach in that; it assumes that the consumer habits are influenced by the societal values and consumption patterns. In addition, individual values also determine the purchasing decisions of the consumers. The values of the community could also be a focus since people are driven by the need to help others who are unfortunate and in need of support in various ways. Hence supporting the cause of providing children with shoes is an act of philanthropy.

Pathos is also used in the advertisement. The advertisers or marketers use the aspect of the audiences’ emotions to appeal to purchases, which would subsequently lead to philanthropic acts. Pathos is defined as the use of emotional appeal of the product as a point of creating appeal for the products. The surrounding community as evidenced by the advertisement is one of the main features of the advertisement. The location is used to ensure that the potential consumers of the TOMS products are able to understand what the action of purchasing would lead to; provision of a needy child with new shoes.

Logos is also assumed in the development of the advertisement in that the brand name of the entity is highlighted in the advertisement to ensure that the consumers understand the kind of products sold by the brand with the simple sight of the logo of the entity. In addition, the alpargata shoes sold by the entity are its main brand of shoes. This is defined as the brand of the organization since the consumers are able to identify such products with the organization with ease.

The image of the advertisements gives specific focus on the child in the advertisement. This is the main element of advertisement is child in smiles. This is used as a form of appeal to the audience. In addition, the smile of the child in the photo complements the brightness of the day in the photo. Essentially the photo aims at evoking emotions of the consumer into joy and empathy for the child in the unfortunate situation for the child after receiving the shoes from the entity. The background of the image indicates the presence of poverty in the surrounding community. Hence, the child has been brought up in a poor household. Additionally she finds joy in the new pair of shoes, which could not be purchased by her guardians because of poverty.

The images in the advertisement and with reference to the images of the shoes are placed in an appropriate manner. This enables the potential clients or general audience targeted by the advertisement to ensure that they are able to know the available products or associated products of the organization. In addition, the child in the ad is excited, as she is able to avoid the pain of walking barefoot in a rocky area where shoe could be injured by the rocks or other objects.

The arrangement of the text is appropriate since it indicates that any shoe bought shall lead to a shoe for a needy child. However, the relevant text, which should be among the main message, has been put at the right hand lower side of the advertisement. This message should be highlighted, as it would enable the consumers to view the message. In addition, uninterested consumers of the products would also understand the implications of such purchases from reading the main message if it were visible and larger in comparison to other texts in the advertisement. Essentially the advertisement aims at appealing to the audience from a philanthropic perspective as a purchase could result in a pair of shoes for a needy child.

 

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Book Review over His Excellency, George Washington

 

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Book Review over His Excellency, George Washington

            Joseph J. Ellis looks at the life of one of America’s founding fathers George Washington. The conquests and failures in battle and his achievements as president have been brought out in a way no historian has been able to capture previously. It presents a biographical masterpiece that is succinct and refreshing from most historical readings and biographies. It is difficult for a biography to bring out the personal and intimate side of a subject yet this biography by Joseph J. Ellis has managed to do just that. The aim of the book is not just to present the political aspect of his life but also his personal life that motivated his political career and his dream for America. In essence, the book has managed to present both the private and public life of George Washington in an informative yet insightful way.

The book marks out the life of George Washington’s military career as an impulsive and youthful military commander and his late life as the President of a new and prosperous democracy, America. As a young man, George Washington wanted to establish himself as a military figure in Ohio Country. His ambitions in the military brought him to the brink of death on several occasions due to the tactical blunders, but his reputation as a military man always got better. He saw an opportunity in the victory by the British over the Indians and bought a track of land close to sixty thousand acres. The British at this time denied him a military commission he had needed. This made discover new ambitions that would propel him to become one of the leading planters in Virginia. George Washington despite his deep affection for Sally Fairfax, he decided to marry Martha Dandridge Custis. The dowry managed to push him to the upper carder of the Virginia planters.

Ellis describes the discovery made by George Washington about the conspiracy by the British to withhold their liberty and his ascension to being commander-in-chief of the revolutionary army. The war for independence was the longest in American History. Ellis does not give every single detail about the battles in the war; however, he uses this opportunity to reveal the character of the man. He did not win many wars, but he was skilled in power and politics. He always asked for the opinion of congress and maintained the allegiance of his men to the cause. Joseph J. Ellis reveals the impact of the war on George Washington. The war made him look at the country from a nationalistic disposition. His fear of the nation’s failure as a union made him break his promise to indulge in politics. He went on to become the president of the new union and promoted schemes that would enhance a sense of patriotism in America. People thought of him as betraying the goals of the Revolution by making it known that he wished for a central government with the same ideals the Revolution denounced. His view of America was bigger than the Revolution, and he knew it. He came to be known as a national symbol with whom the whole of America could identify.

The book has several strengths that can be draw. There are several biographies about George Washington, the founding father. Many will realize that Joseph Ellis does not offer new content about the man, but he writes in an engaging manner that appeals to everyone. He has the skill of simplifying a horde of complicated resources into few sensible sentences. He writes in a straightforward manner that is directed to the reader. He writes confidently using simple language, and at times, the writing is had a conversational tone. Another important strength of the book is in its length. While some historians who have used George Washington as a biographical subject, however, none have managed to achieve the insight and depth into the man despite their length. The book does not celebrate nor does it degrade the figure of George Washington, but serves to demystify this monumental figure and bring out his human nature. However, the greatness of the man is not lost in this process.

Ellis has portrayed George Washington in two paradigms that can be viewed as a weakness. For one, he describes George Washington as being driven by his passions, ambition, aggressiveness, egotistic and greedy. In the second, George Washington is a steadfast leader, a patriot, a wise man and presents his great achievement as the leader who unified the American nation. While it establishes the human character of George Washington, it also serves as a counter effect of the character Ellis tried to portray in the founding father.

An assessment of the books strengths and weaknesses do not just highlight the flaws in the book but determines the impact it has had on the character of George Washington. It is note worthy to recognize the style and approach of the Joseph J. Ellis. His book has a major strength. He has revealed no new details about the life of George Washington, but he offers his explanation of the man in a novel manner that is acceptable across all disciplines. He does not celebrate the figure of George Washington but instead offers the human disposition of the American icon. He presents the man both in his good nature and in flawed nature. However, it may have been a mistake to pit his passions against his principled nature. They cannot be looked at independent of each other. What Joseph J. Ellis should have done was to ensure the two sides appeared hand in hand in describing George Washington. It cannot be denied that George Washington was the most ambitious of the founding fathers, but it is also true that he was a most virtuous and selfless man. He did not seek military honor after winning the Revolution, he instead surrendered the general’s sword and sought no position of power. The effect of this was that he was considered the best man to lead America and he knew this. However, it does not portray him as being any less virtuous. Despite this, the book still manages to offer deep insight into the life of a great general, revolutionary, and American president.

 

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THE INTERNET AS SOCIAL MEDIA: CONNECTIVITY AND IMMEDIACY STUDENT’S

 

THE INTERNET AS SOCIAL MEDIA: CONNECTIVITY AND IMMEDIACY STUDENT’S

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Institutional Affiliation

Introduction

Social media refers to various internet-based platforms and tools which facilitate exchange of information between people. Social media is a new method of platform of communication that enables those who use the internet exchange text messages, audio messages, and video and photo messages. Today social medium is being used in both business and personal communication.

There are various forms of social media which include internet forums, magazines, social blogs, wikis, weblogs, social networks, micro-blogging, photographs, video and even social bookmarks. According to Kietzmann et al. (2001), a social media can be differentiated with regard in its use in its seven building blocks: for conversation, sharing, identity, presence, reputation, groups and relationships.

Social media can therefore be grouped into six groups: collaborative like the Wikipedia, microblogs and blogs like Twitter, content communities like You Tube, the social network sites like Face book, the virtual networks like war craft world, and the virtual worlds like second life.

Social media are used for sharing photographs, for wall posting, for sending and receiving emails, for sending instant messages, for sharing of music and for voice over internet protocol. There are various medial networks that have come up today for example the Twitter, Facebook, Myspace and the Bebo.

The social media has grown into popularity due to applications of mobile phones. When applied on mobile phones, they are referred to as mobile social media. According to (Kaplan, 2012) there are four types of mobile social media which include: space timers that account for the location of the user and the time of use for example Facebook and Foursquare, the space-locators that account for the location only for example Yelp and Qype, the quick timers that account for time only for example Twitter, and slow timers that do not account of location and time for example Wikipedia and You Tube.

Social media has been used by millions of people for information, news, education, and other information from both print and electronic media. Compared to traditional forms of media, the social media is cheaper and more accessible. People have therefore been able to use it to publish information. It is also easy for the masses to obtain information.

Many people have turned to social media due to various reasons. The social media has a wider reach as they can reach the global audience almost instantaneously. According to Anderson (2011), the social media played a great role in the increased publicity of the 2011 revolutions in North Africa and Middle East. They are also accessible both by individuals, organizations and governments and the tools for application can be easily obtained for example mobile phones. Social media also bridge time gaps and messages are almost exchanged immediately. Finally, the social media has less permanency in that information disseminated through it can be edited almost immediately through comments.

The Public relation practitioners have also turned to social media in exchange of corporate information, branding and marketing of products. The PR practitioners are therefore able to disseminate information on their companies and brand as they listen to the audience and respond to their comments immediately hence managing their image accordingly.

However, there is less control on social media and sometimes it can be damaging. Whoever uses the social media platform should be keen to avoid resistance in their bid to influence others. In the same way, since there is less control, information posted on the social network may not be reliable and sometimes may lead to imprisonment for defamation if one posts information that soils other peoples’ reputation.

In conclusion, the social media is a useful platform for exchange of both private and corporate information almost instantaneously. However, caution should be exercised since information is less filtered and may result to injuries of individuals and companies.

References

Anderson, N. (2011). “Tweeting Tyrants Out of Tunisia: Global Internet at Its Best”. Wired. Ars Technica. Retrieved from http://www.wired.com/threatlevel/2011/01/tunisia/.

Kaplan, A. M. (2012). “If you love something, let it go mobile: Mobile marketing and

mobile social media”, Business Horizons, 55(2), p. 129-139.

Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). “Social media? Get serious! Understanding the functional building blocks of social media” (PDF). Business Horizons 54 (3): 241-251. doi:10.1016/j.bushor.2011.01.005.  Retrieved from http://beedie.sfu.ca/files/PDF/research/McCarthy_Papers/2011_Social_Media_BH.pdf.

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The Future of Education

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The Future of Education

There have been tremendous milestones in education over the years. Education has been there since the beginning of time. Even when there were no formal institutions of learning, people found a way of passing on the knowledge that they had through oral narratives and images.

People learned orally before the establishment of formal institutions of learning

(Retrieved from http://upload.wikimedia.org/wikipedia/commons/thumb/7/75/Spangenberg_-_Schule_des_Aristoteles.jpg/260px-Spangenberg_-_Schule_des_Aristoteles.jpg)

As time passed on and people developed more interest in learning and research, they developed education that was more formal. However, only a privileged few could afford this, as they had tutors in their homes. Home schooling is therefore not a new concept. They would learn languages, art, and music, from the professionals who were already distinguished in their respective fields.

Traditional home schooling

(Retrieved from http://www.onlinecollegecourses.com/wp-content/uploads/homesch.jpg)

Political, social and economic changes, coupled with renewed interest in learning and religion made it possible for more people to get an education, irrespective of their backgrounds. This led to the establishment of formal institutions, which served majority of the population. The institutions made it possible for many people to become educated (Guisepi, n. d.). Education is one of the many sectors that continue to experience many changes and developments.

Technology has played an important role in ensuring the development of education. This has been the case since the development of printing services, which made it possible for people to print books. The development of computers and the consequent development of the internet made it possible for people to advance their knowledge in many different areas. The development of the internet is especially important, as it has led to continued interest in gaining knowledge. It has made it more possible for people in less developed areas, who can access the internet, have the same level of education as people in the developed areas. People use means such as distance education and online education to acquire education. Technology will continue playing a big role in education.

Advancement in technology has led to the development of gadgets and appliances that ease the way in which people learn. Technology has ensured that more people access learning materials and find easier methods of learning. People have advanced from using the big mainframe computers, which could only be accessed by a few people, to using personal computers, which were relatively cheaper and more accessible. Technology then ensured that people could learn on the go, as people could use laptops, tablets and other mobile devices. Currently, many people use such technologies to access online books. This has changed the traditional classrooms and libraries. Therefore, the future of education is bound to follow the same direction

Conflict might arise between technological advancement in the education sector, and the traditional mode of learning

 (Retrieved from http://dalishah.com/2012/06/12/the-future-of-learning-part-2-homeschooling-club/)

There is going to be more advancement in technology, which will influence education. Already, many parents are choosing to educate their children at home for different reasons. Some parents collaborate with different learning institutions, and this enables them to keep up with the rest of students in public and private schools. Online education is set to become more popular in future. In many schools across the country, educators have placed rules regarding the use of technology within the school setting. Most of them prohibit the use of smartphones, cell phones and other mobile devices. They also prohibit or limit the use of the internet, other than for schoolwork related purposes only. This is bound to change in future, as educators continue to see the role of digital technology in future. Teachers are more likely to encourage student to use digital technologies in the classroom, for the purposes of learning. this will enable the students to remain relevant in the technologically changing world (Zhao, 2009).

As much as people foresee great changes in learning technology, it is possible that these changes will not be that significant. Some people foresaw the changes and development in education from the beginning. They predicted the importance of technology in the changing role of development. They foresaw an era when students would only need to click on something, and they would have all the information they needed. While this has been made possible by the internet, most schools continue to use the traditional classroom methods of learning. Some schools are reluctant to adopt the latest technologies in learning. This is because they have to consider the capital investment and other logistics involved in adopting technology in schools (Keim, 2012)

Image of future education as depicted in 1958

 (Retrieved from http://churchm.ag/future-of-education-1958/)

There has been continued interest on the changing needs of children when developing the curriculum. Some people have hailed this as a step in the right direction. However, others are of a contrary opinion. They claim that some of the changes in the American education system have led to a detriment in learning. They see this as the cause why America is under threat of remaining the major world economic superpower. There is a need to examine the American education system. Recent international exams portray other countries leading America, especially in sciences and mathematics. The International Student Assessment shows the declining state of American education. In reading and mathematics scores, countries such as China, South Korea, Finland, Singapore and Japan rank higher than America (Koebler, 2011).

Lack of preparedness among American students is a major hindrance to their educational achievements

 

(Retrieved from http://dangerbrain.files.wordpress.com/2010/07/testtotestha6.png)

Countries in the Asian continent such as China and Japan and in European countries perform better than America in international exams. As America continues looking and researching on the comforts of the child, other countries continue to push their students towards working harder and achieving their goals. America has invested heavily in its education system, yet the results do not show this. Even with the advanced use of technology, America is bound to continue with its poor performance, if it does not learn from the best performing countries.

 

References:

Cobo, C. (2011). How we use technology in education is more important than which technology we use. Retrieved from https://edutechdebate.org/ict-in-schools/how-we-use-technology-in-education-is-more-important-than-which-technology-we-use/

Guisepi, R. (n. d.). The history of education. Retrieved from http://history-world.org/history_of_education.htm

Keim, B. (2012). iPad textbooks: Reality less revolutionary than hardware. Retrieved from http://agora-dialogue.com/?p=34966

Koebler, J. (2011). U.S. can learn from other countries’ education systems. Retrieved from http://www.usnews.com/education/blogs/high-school-notes/2011/05/25/us-can-learn-from-other-countries-education-systems

The Associated Press. (2010). In ranking, U.S. students trail global leaders. Retrieved from http://usatoday30.usatoday.com/news/education/2010-12-07-us-students-international-ranking_n.htm

Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD

 

 

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HUMAN NATURE AND WAR

 

HUMAN NATURE AND WAR

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Abstract 

There are two major perspectives in international relations concerning violence and human beings. The human nature theorists hold it that being violent is innate to all human beings. Therefore, human beings use the state as a vehicle for channeling violence. On the other hand, the cognitive theorists hold that human violence is a behavior that is learnt and is not innate therefore it can be unlearnt and even re-learnt. This paper seeks to discuss human violence in light of these two perspectives and weigh which one holds more truth and is clearly feasible. Nevertheless, it will dwell much in illuminating the view that, human violence is not innate but it is learned, therefore it can be unlearned in the same way.

People are not born violent, in fact a child is the most humble being in the world, and it will only become violent after being predisposed to factors that make it aggressive. In the same way, a violent person can learn to be peaceable, for example through psychological counseling and even through predisposition to a peaceful environment. In many instances when violence has been tried as a means to achieve peace in the world, it has ended up worsening the situation instead of being a solution. It is the environment that predisposes humans to be either violent or peaceful. Human beings are non-violent creatures by nature; they can only learn to be violent.

 

The human nature perspective

The human nature theorist explains that all human beings are violent in an innate nature. This theory purports that since time in history human beings have been violent. For example, the people of Paris had a celebration where they hang and burnt cats. The cruelty of this ceremony was demonstrated by the way kings and even queens celebrated and laughed as the cat dirge in pain when being roasted and carbonized.  Human theorists use this as prove that human violence is innate and began many years ago. However, since violence is learned and can be unlearned there is less such violence in the world today. Human violence has declined over the years and today people live with relative peace. The levels of cruelty has declined and there is no longer cruel sources of entertainment, there is no more human sacrifices like were offered in early Egypt, there is no more human slavery for labor, there has been decreased rates of genocides, there has also been reduced punishment inform of torture, death penalty especially for criminals has been on the decline and homicides in conflict resolutions in families has been reduced. This is contrary to the past time when such violent was appreciated as progress, barbarism, civilization and rise to power. On the same vein, conflict has been widely exposed today especially by the media than they were in the past. People have learned the ethos of peace and have demonized violence.

Human nature theorists also say that the there was much human violence in the past only that it was not as publicized as it is today. According to Pinker (2007), the human mind is not a blank slate, and if it were then it would even be more dangerous and ruthless. Pinker also says that if human mind was a blank slate that learns from the environment, then there would be mass killings and persecution of people that are rich as they would be thought to have got their wealth unfairly. He compares violence in the past with a tree that falls in a forest without anyone to hear it. This is because there is less statistics on violence. In addition, Pinker argues that it is more morally acceptable to have 50% of a 100 people killed in the past than to have 1% of one billion people killed in violence today (2007). However, since the onset of the seventeenth century, the world the magnitude of violence has been on the decline.  This is because the number of recorded war and warring nations has reduced. The time when some communities, for example the Maasai of Kenya relied on raiding and killing of their neighbors for livestock and wives, has completely faded away. Countries of the world have also formed organizations that will steer them into a peaceful world, for example, the African Union (AU) United Nations (UN) Organization. There is also an international way of resolving conflicts for example there are international peace mediators like Kofi Annan and there has been the establishment of International Criminal Court of Justice in Netherlands to help arbitrate cases of expansive human conflicts. The UN forces have also been working in restoring peace across the world. All these factors have contributed to a state of reduced conflict in the world today.

Human nature theorist also argues that there was more conflict in the past than today. Anthropologists have found remains of pre-historic people which had axe marks, arrowheads and men who died in the hands of others. This indicates that these people engaged in violence. According to Pinker (2007), raids and wars only resulted into the death of few people compared to those who die in wars today. He also adds that since there are a large number of people involved in modern warfare then there is increased number of deaths resulting from today’s acts of violence. For example, during tribal clashes and fights for resources many people lose their lives.

Human nature theorists also blame the misconception about early civilizations on the cognitive theorists. They say that their counterparts have not told the truth of the violent episodes depicted on the Bible. For instance, the Bible which is regarded as a spring of values is full of genocides where Hebrews killed many people through slaughtering them; they stoned others to death due to idolatry, adultery and even blasphemy. Other religions like the Muslims, Hindus, Chinese and Christians were also engaging in acts of human violence.

These theorists have refuted the claim that there has been an increase in the number of recorded warfare across the ages.  Pinker claims of increased recorded warfare are an indication of how the Associated Press has become a comprehensive cover for warfare information in the world than it does on other stories. According to Wilson (1978), human violence is played in the same way as other work like that of a judge, a waitress or even a teacher with little regard to who is behind it. This means that violence is innate and it requires less effort to accomplish, sometimes it happens unintentionally.

Human nature theorist also oppose the presupposition that violence has been on the decline since the time of world dictators like Joseph Stalin, Mao Tse Tung, Hitler, Iraq and Darfur war. They say that these are hallucinations and obscene wishful thinking. Human nature theorists are for the idea that human brutality and violence has been in existence across the world. For example, according to Wilson (1978) in the valley of Mexico about 15000 people were consumed before Cortez arrived. Wilson goes further to demonstrate how the priesthood and the nobles legalized human cannibalism in Mexico valley.

The human theorist also refutes blames on human aggression on perversion. They are for the idea that when a characteristic is innate it can develop better in some environments than in others. According to Wilson (1978), it is only when the words aggression and innate are redefined in uselessness that they can be used to refer to people as non-aggressive. This indicates that regardless of how we interpret the actions of human beings, they will remain to be aggressive. For example, when the British administrators recruited the Semai people in 1950, a group of people that were said not to know violence or killings, they proved wrong those who said they could not make good soldiers. According to Robert (1968), when Semai were given orders to kill they were blood drunk, and they killed and drunk the communist peoples’ blood. To the human theorist, this is a clear prove that violence is innate in human beings.

In addition, these theorists purport that warfare is the best tool for resolving human conflict. Wilson (1978) states that because warfare is an automatic catalyst it could bring to an end to most of the human conflicts since whoever would try to involve in it became a victim. War operates like natural method of selection hence bringing peace. It is also through war that people and societies would coexist with each other.

According to Stoessinger (2005), war cannot be equal with illness the same way as aggression it cannot be eradicated from human life. This means that human life is naturally aggressive. War is part of the human life. Therefore regardless of human efforts to fight the effects of war and its prevalence, there will be no time when the world will know total peace. In order for human beings to fight the impact of any serious aggressors then they must also be aggressive and involve themselves in warfare. Since human aggressors will always be there to challenge and threaten man’s life then man has to be inherently violent and aggressive.  Aggression just like any disease calls for a certain effort or fight. Human beings have to face the impact of any aggressors through being ready for the pain and exposure to dangerous scenarios, as this is the way to win battles.

Human nature theorist supports their claim for an aggressive human nature by claiming that it is paramount to saving their own lives. For example when the president of America Gorge Bush decided to attack Iraq and oust Saddam Hussein, he wanted to prevent the impact of the event of his nation being attacked first. Bush invaded Iraq through the application of the doctrine of preempting or striking first. Bush considered the act of waiting for the enemy to strike first as suicidal. This is the essence of war and aggression. Although such an act led to great criticism from opponents of aggression, majority of the people favored the move. A person like Saddam would kill his people could not have relented in striking the United States of America using a suicide bomber. The fact that many followers of these tyrants are always ready to die in suicide bombing is evidence enough to the natural violent nature of human beings. If a person is willing to die in order to kill or inflict pain on others is something more than just learned behavior. It is worth noting that even after capturing Saddam, war on terrorism continued. Osama bin laden continued the terror attacks in many parts of the world including Morroco and India. The same way after the murder of Osama bin Landen by the Obama government did not mean the end of terrorism. There have been a continued terror threats and attacks by members of Al-Qaida and Al-Shabaab across the world. According to Stoessinger (1968), forces like nationalism, alliances and militarism that have been seen as the reasons for war over the years. According to these theorists, none of these factors can be the sole cause of violence and aggression in the world today. For example, people blame the alliances for the world war I for instance when Kaiser Wilhelm formed an alliance teaming up with Austria that made Germany get into war with Allied powers. They assert that what Wilhem did save the world rather than made it a dangerous place for humankind. This is because he made the two alliances bring to an end the long lasting anxiety of war that tortured the populations.

Human theorist also asserts that the genocide that was witnessed in Rwanda where about eight hundred thousand people lost their lives would have been averted through earlier intervention. This is because at the onset of the genocide there were United Nation forces already deployed in Rwanda but they did not perceive directions on when to intervene in the conflict. As a result of late intervention the Hutus had managed to slaughter thousands of Tutsi using machetes. All this happened because the Germans and Belgians had placed the taller and lighter Tutsi in positions of power. This is why the Hutus had to chop off the Tutsi’s hands and also the legs in order to make them short like they were. This is an indication of the innate nature of human violence. Most of these people died while others fled their nation. Human aggression does not require sophisticated weapons but since it is inherent, they can use locally manufactured weapons and do a lot of damage.

On the same note, the former president of Uganda Idi Amin Dada ordered for the killing of thousands of Langi and Acholi people. According to Ghiglieri (2000), Amin was determined to completely wipe out his enemies; he believed that the only good enemy was a dead enemy. This is what drove him to order for the en masse killings of those that he perceived as his political enemies. Amin also ordered for the deportation of all the Americans from Uganda since they were perceived as helping his political enemy Milton Obote to get back to power. This indicates that violence is innate to humans since Amin did not retaliate or turn his anger onto the person that he believed was responsible for the political threats he experienced but on the other hand he turned hid range on innocent civilians. For example all the people of Langi tribe whose names began with an ‘o’ were supposed to be eliminate since Milton Obote belonged to their tribe. This aggression led to the killings of thousands of innocent Ugandans.

Similarly, according to Lorenz (1963), fighting has always been a continuous process and grows with the pressures facing different species. This means that like other species human beings do not always fight because of the existing resources but because of their relationships. This is why various animals were created with different defense mechanisms. For example some can camouflage, others have talons and others are very swift. Once the animals are attacked they pose a great opposition in defense. The same way human beings were created with an innate ability and instinct to fight. Whenever they perceive any interference with their comfort or a threat to their lives then they become violent in defense. The weapons they use for example machetes, pangas and even guns are just an addition to make them demonstrate what is coming from within them with ease. Their inner person is made with a certain degree of awareness that they can fight hence killing an enemy that is perceived as a potential killer can be done with ease. It is under the same notion that many people contemplate killing those that they perceive to be their enemies at one time in life.

Lorenz also purports that this inherent aggressive nature of species is the one that makes many of them perform ritualized fights, for instance a wrestling fight between brothers where they wrestle without hurting each other. This indicates that fighting is inherent in many species. The need to gratify it makes the animals fight in a mild way.

 Cognitive theorist perspective

On the other hand, the cognitive theorists look at human violence from the perspective of being learned and not instinctual hence it can be unlearned or re-learned.to this group of theorist there is no violence act that result from an inherent nature. People either learn to be violent through exposure or they intentionally prefer to be violent. For example exposure of children to violent movies and television programs makes them more aggressive. The mass media performs a cultivation effect I training the children to be violent.

According to Hermann (2005), people will respond to the same situation in different ways depending on the context. For example, the way a leader behaves during his campaigns may change when he get elected into the office. He further notes that leaders are likely to behave in accordance to the method they used to get into their positions. For example when presidents gets to their authority through coups, then they are likely to learn to become dictators. In the same way a president that experiences an attempt of being overthrown may become a dictator in a bid to crackdown on his opponent. This indicates that although one may not be a violent person in nature, there may come a time and situations that may make them learn to be very violent.

Human violence is a learned trait. A good evidence of this can be realized through live interviews of leaders on the media. According to Herman (2005), the response that leaders are likely to put forward during a one on one interviews may reveal who they are and what they are capable of doing. This is because in such interviews these leaders are not assisted by anyone apart from the simple preparations they go through before media appearances. These interviews are now common across the world for example the United States presidential candidates’ debate is a useful tool in learning what a candidate stands for.

Cognitive theorist believe that their counterparts who purport that human beings are violent and that it is inevitable for them to wage war, are either racist or sadists. For example, according to Fry (2007), the claims by Lorenz book that teaches that human aggression is inevitable and universal is an expression of his personality trait. Fry (2007) claims that Lorenz was one of the dangerous racists and propagandist in the Nazi regime in Germany. His appeal that no one should blame men when they become violent since they do so due to their biological composition does not hold any water. Lorenz could have learned to believe that human beings are inevitably violent through learning since he grew up in Germany at a time when Germany experienced many bloody fights. Violence can be learned.

Fry (2007) also gives a comparison correlation of studies of baboons being a close relative to man. He argues that although such studies portray humans as violent through examples of cannibalistic characteristics, group violence and genocides, human beings only learn to be violent.

Peace theorists claim that purporting that human race is violent by nature is a myth, human beings are cheated into engaging in violent acts and war. According to (Kelson, 2012) if people knew the truth about war then they could not fight. Kelson gives an example through the words of   president Thomas Jefferson that the greatest false ever employed was in persuading certain nations that they had to go to war for their own interest. Various studies of social lives and ecosystems that do not expose people to warfare shows that, human beings learn to be violent through predisposition. He therefore blames literature books that teach people that human beings are inevitably violent for predisposing people to violence. If people do not even read such books then there would be reduced violence in the world. The notion that human beings are violent could also have been unlearned.

Cognitive theorist blames violence on lack of a forceful way of implementing laws. They claim that if there is a way of reducing economic and social inequalities between people then there would be neither wars nor violence.  According to (Koehler, 2012 p.1) it is only social control that can control any institution, use of force and protectionism leads to crisis. Hostility, terrorism and violence are all created through nonfunctional institutions and procedures of resolving conflicts. Human beings will seek a peaceful way of resolving conflicts before they turn to be violent. They argue that in most cases violence comes in a way or retaliating or worse still as a means of revenging.  According to Fry (2007) people have the ability to create violence and in the same way they have greater capacity of solving conflicts even without becoming violent. Therefore human beings are not violent in nature.

In addition the peace theorists propose that people have got certain moral standards that influence their perception of violence. In most societies people are culturally oriented to a belief that there is no morality in violence and that violence is dangerous. According to Kahan et al (2006), people will only conform to their opinion of the extent to which an activity is dangerous with regard to their moral evaluation. It is this perception that influences how people interpret any form of aggression and in most cases; people would avoid violence no matter what. On the same note, belonging to a certain community affects the way people process information concerning every stimulus in their social world (Baumeister and Leary, 1995, p. 504). Therefore the cultural orientation on how to perceive and interpret stimuli is a learned behavior. People will interpret information with a group-mind-set and in most cases they will fear differing with the opinion of the rest of the group.  People can learn to be violent or even peaceable according to their cultural predisposition.

According to Kahan and Braman (2003), it is those that are egalitarian and even communitarian that worry about guns and violence since they fear strangers and their wellbeing. This means that most societies are peaceful from within and in many cases they would only fear that violence would only be provoked by those that don’t belong to their cultural world view. Meaning that human beings are peaceful by nature hence most cultures teach their people the dangers violent. This is the perception they grow up with.

Cognitive theorist also argue that scientists like Sigmund Freud who came up with a notion that human beings have death instinct , and Thomas Hobbes who devised the notion that war is natural to human beings, all have a cultural history. They argue that the believes and teachings of these scientist were to a large extent influenced by their culture since these scientists are also human beings coming from certain cultural orientation. Their environments taught them to have certain perspectives of world views. They learnt it hence it can also be unlearnt.

According to Zinn (1990), the argument posed by Sigmund Freud that violence and war result from man’s destructive instinct, did not have any poof for it in psychology. In fact Freud turns to the history than to his psychology field. This is enough evidence that there is not enough psychological proof that human beings have an instinct of being violent. On the other hand, Socio-biologists also turn to history than their field of study to prove that humans are violent by nature. According to Zinn (1990), Wilson who was a leading Socio-biologist argues that human beings are innately violent but ends up turning to historical evidences of war. This may indicate that there may be no enough evidence of the innate nature of human beings in Sociobiology. There is therefore no clear and sufficient evidence of the claimed human aggressiveness in nature both in biology and psychology. This means that whenever the Socio-biologists talks of the innate violent nature of humans, they do not refer to the inborn nature but to the nurturing environs of human beings. On the same note we can therefore argue that if human beings can become inherently violent through learning about it from the environment, then they can also learn to be peaceful if the environment teaches them so. Hence violence is not innate but it is either learned or unlearned.

Peace theorists also argue that in many studies of anthropology for example studies of Bushmen, early Indians and Tasaday people of Philippines have indicated that there is no similarity in being warlike or peaceful. Some societies were peaceful for example the Cherokee people of Georgia while others were warlike for example the Indians.  According to Grossman (2009), human beings are naturally resistant in killing their fellow humans being. This means that there naturally people do not take any pleasure in murdering others; in fact killing traumatizes even the combatant soldiers. He says that a man could only kill if he is faced by another one who tries to kill him instead. This implies that killing is a traumatizing act to all human beings including soldiers. It is with the same reason that soldiers avoided killing their enemies and preferred taking them captive even after they had killed their counterparts.

Grossman (2009) also argues that soldiers are motivated to kill and even to die by the sense of accountability that they enjoin themselves with to their comrades; sometimes this bond becomes stronger than their bonds with their wives. This explains why soldiers commit suicide when they perceive defeat or when their comrades are shot dead and they are left alone. They feel indebted that they could have protected their comrades. This indicates that they do not enjoy killing, they do it to fulfill their obligations.

Cognitive theorists also refute the claim that soldiers are trained to be aggressive at all times during drills and even combats. On the contrary they argue that there is no soldier that is trained to be aggressive without being obedient. The sergeant who teaches them is portrayed as a winner, aggressive and yet obedient hence a soldier who raises a blow without instruction or even gives a wrong shot with no instruction is punished. This shows that violence is not innate, it is learned. In addition it also indicate that human beings including soldiers at war do not like to be aggressive, they do it in a certain order and when authorized to do so. Violence is applied for a certain course.

According to Floyd (2010), the effects of war are far reaching and they corrosively affect generations compared to victory through war.  When a nation involves in war it is likely to be inherently enshrined into wars as the only solution to its problem. The effects destroy its long earned ethos. Floyd (2010) also argues that it is not natural to appreciate war and its effects on human life. This indicates that human beings do not like being aggressive or even violent. Furthermore, Floyd (2010) adds that human beings have the ability to always resist being dominated by primitive obedience and can look for ways of living in communion with others. Humans are therefore not violent in an innate manner.

Cognitive theorists are also for the idea that people can become violent depending on the way certain information is presented to them. Since violence is a learned trait, then the way information is packaged has an impact on the receiver. According to (Cohen, 2000) when information threatens peoples way of life or worse still threatens their lives, and then they can react violently about it.  According to (Fahey, 1992) if people are presented with information that affirms their way of life and values, they react in a peaceful manner. This shows that people are not inherently aggressive but they turn aggressive when resisting certain force that seems to disrupt lives. Peaceful means of solving conflicts yield better and long lasting results.

According to Fahey (1992), when America glorifies the military, it distorts its citizen’s view of domestic and foreign policy barring future democracy and stability of its production. This means that America has been on the verge of justifying the pursuit of its foreign policy regardless of whether its policies are offensive to others or not. The increased spending of its national revenue in military and preparation for war has denied its citizens the right to have a say in the distribution of their national resources. Fahey (1992) argues that it is dangerous to use force in order to achieve national goals. We can therefore deduce that violence is not natural, and it is learned since the American government instills a military mindset to its people through training, toy sales, spending and glorification of its military. Mankind will only involve himself in war as the last resort or in self-defense. Fahey (1992) therefore urges the young people to follow their conscience and weigh the morality of war. Since war is seen as immoral in the society then the implication is that people should endeavor to use peaceful means of conflict negotiation.

The Soldiers of Conscience Film

The film Soldiers of conscience (2008) also reveals that when combatant soldiers are given an opportunity to shoot their enemies, about 75%of them will normally opt not to. This is an indication that every human being both military and civilian has a conscience that is always against violence and aggression.  From the studies of this film we realize that regardless of being trained on how to eliminate their enemies, propaganda and even how to apply social means of sanctions, every soldier has a restraining force in eliminating a way of life from their fellow mankind.

This film indicates that every soldier in war or combatant mission has his own conscience that regulates how they pull the trigger. The impact of wars will also haunt the soldiers and their families even after they win wars. This is a proof that human beings are not violent by nature and that they only learn to be aggressive from training and learning.

Conclusion

Based on the above discussion, the cognitive or peace studies theory presents a more logical and compelling explanation for the human conflicts which lead to war. This is evident from works of various theorists. The human nature theorist argues that man is inherently violent hence war is innate. They cite past cases of human aggression like the Jewish genocides, the Rwandan genocide and even the Somai people that were not trained on how to kill but ended up being brutal murderers in war. Others cite the traditional human sacrifice, the cat burning cerebrations in Egypt, the intercommunity wars of the medieval ages, the current tribal crashes and the recent wars in Darfur and Iraq.

However, most of the human nature theorists like Sigmund Freud in Psychology and Wilson in Sociobiology failed to give enough proof from their areas on how mankind is violent in nature. Instead, both of these scientists turned to history. On the other hand the Cognitive theorists have been able to proof beyond doubt that human beings will become violent through predisposition. They either learn to be violent from their environment or through training. Surprisingly, even after soldiers are trained on how to be brutal, violent and aggressive, they still find their conscience restraining them from killing.  Therefore, we can conclude that human beings are not violent by nature; they can only learn to be violent or to be non-violent. Man is peaceful by nature and he will not kill with an open conscience unless he perceives his life being endangered by the same enemy.

References

Baumeister, R. F., & Leary, M. R. (1995). The Need to Belong: Desire for Interpersonal

Attachments as a Fundamental Human Motivation. Psych. Bull., 117, 497-529.

Cohen, G. L., Aronson, J. & Steele, C. M. Pers. Soc. (2000). Psychol. Bull. 26, 1151– 1164

Fahey, J. (1992). Conscience and war. In J. Fahey and R. Armstrong, A peace reader: Essential    readings on war, justice, non-violence, and world order, 1st ed. Mahwah, NJ: Paulist

Press.

Fahey,J. (1992) A Peace Reader. New York: Paulist Press

Fry, D. P. (2007). Beyond war: The human potential for peace. New York: Oxford University Press

Floyd, C. (March 8, 2010). Unnatural acts: Breaking the fever of militarism. Counterpunch. http://www.counterpunch.org/floyd03082010.html

Ghiglieri, M. (2000). The dark side of man: Tracing the origins of male violence. New York:

Basic Books.

Grossman, D. (2009). On killing: The psychological costs of learning to kill in war and society.

New York: Back Bay Books

Hermann, M. G. (2005). Assessing leadership style: Trait analysis. In J.M. Post, ed., The psychological assessment of political leaders: With profiles of Saddam Hussein and Bill Clinton. Dearborn, MI: University of Michigan Press.

Kahan, D. M., & Braman, D. (2003). More statistics, less persuasion: A cultural theory of gun-

risk perceptions. University of Pennsylvania Law Review, 151(4), 1291-1328..

Kahan, D. M., Slovic, P., Braman, D., & Gastil, J. (2006). Fear of Democracy: A Cultural

Critique of Sunstein on Risk. Harvard Law Review, 119, 1071-1109.

Kelson, S. (2012). The Racket of War. In Counterpunch, Counterpunch Press, Pretoria

Koehler, J. (2012). Empire and Its Consequences. Blackwell Press

Lorenz, K. (1963). On aggression. New York: Harcourt Brace & Company

Pinker, S.  (2007). The Blank Slate: The Modern Denial Of Human Nature. Edge, Harvard

University Press.

Robert K. Dentan. (1968). The Semai: A Nonviolent People of Malaya. Holt, Rinehart and Winston, New York.

Stoessinger, J. G. (2005). Why nations go to war. 9th ed. Canada: Thomson Wadsworth

Wilson, E. O. (1978). On human nature. Cambridge, MA: Harvard University Press

Zinn, H. (1990). Declarations of independence: Cross-examining American ideology. New York: Harper Collins.

 

 

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Sporting Relating With Religion

 

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Sporting Relating With Religion

Federer as Religious Experience

Jean-Jacques Rousseau

Religion and sport have an interconnected relationship between them, with Christianity and sport specifically offering a good illustration of this relationship. Traditional sport and religion had an interconnected and interesting relationship. Numerous participants to sporting activities have proclaimed sacred affiliation between the two. Athletes have come forward in proclamation of their religious conversions, crowds vest their faith to God prior to match kick offs.

Jean-Jacques Rousseau came up with the concept of civil religion that could be used to describe public religion and football. He was an 18th century philosopher, writer and composer whose ideas had a great impact in the world. Rousseau proposes a theory on civil religion where the religion of the citizen establishes a religion with a people identifying his or her own Gods and a set of religious beliefs that befit them. The article, Federer as Religious Experience, is an example of the citizenry having their own form of religious practices. The writer, David Foster describes the religious significance of tennis as a sport that establishes Federer as a tennis god with the rare talent and exempt form certain laws of physics.

In the current society for example, the relationship connecting tennis and religion is regarded as a civil religion expression. The modern concept defining religion draws its reference from Jean Jacques Rousseau’s philosophy. He maintained that civil religion is divided into two. One division is referred to as the religion the man involves a simple and pure religion of the Gospel. On the hand is the religion of the citizen that grants a nation its high deity. The national law normally lays down the rituals, dogmas and external worship forms of this particular religion. Everything contrary to this religion is considered barbarous or aliened.

Robert Bellah

Robert Bellah, an American sociologist and former professor at the University of California, Berkeley, is a known proponent of the American civil religion. He suggests the inspirations of sport as a religious fete as being drawn from existing religious significance from different religions. The writer in the article, Federer as Religious Experience at some point equates the Wimbledon stadium as being the Mecca of the game. The relevance of this statement is not lost to us. Mecca is the Muslim pilgrimage destination and is an important part of the Muslim faith. Attendance of annual Wimbledon games has been assigned a religious connotation of a religious pilgrimage.

Just like religion, sport is difficult to describe since it is has multi facet characteristics. Religion is subjected to constant description and definition by theologians, scholars, and individuals; some who have forwarded theories that attempt to describe the aspect of religion. Based on religion, the findings of these theories can be easily applied to sport. Even though sports and religion express a number of relationship similarities, it is prudent to understand that controversies as well surround them.

Augustine

Augustine, the 4th century philosopher, describes how evil is a cause of chaos in our lives and distorts priorities. The cause of disordered priorities is the love of immaterial objects that do not add value to human beings. The writer, David Wallace describes the feeling he gets from a tennis game. He describes a game between Roger Federer and Andre Agassi that brought him to his knees awestruck without recognizing the his wife’s presence. Augustine believes such love is disordered and a vice. In conclusion, Even though an overlap of various degrees may exist when considering the values and morals of these groups, their way of celebration and expressing their convictions is unique. One religious group for example might have pilgrimage value to a given place while the other supports confessions of one’s wrongdoings in a private chamber. Among the scenarios where religions express their values and morals is through sports. Sports and religion manifest several similarities based on institutional and social dimensions.

 

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