Analytical Psychology of Carl Jung Essay Example for Free

Analytical Psychology of Carl Jung Essay Psychological Therapeutic System, more commonly known as, Analytical Psychology, was developed and founded by a Swiss psychiatrist, Carl Gustav Jung. Carl’s family was very involved with the Christian faith, when Carl had his â€Å"initiation† he didn’t have any moving feelings and that was said to be a main reason to why he chose to go on with his later work, he was trying to replace the faith that was missing from his life (Mitchell). Jung and Freud met up and began a six year long journey of research and work together until they split right before World War I in May 1914. Jung soon started his own research which became Analytical Psychology in response to Freud’s psychoanalysis. (Mitchell). â€Å"Jung taught that the psyche consists of various systems including the personal unconscious with its complexes and a collective unconscious with its archetypes,† (PsychoHeresy Awareness Ministries). Analytic psychology is the analysis of the human mind, psyche and the unconscious, as well as the conscious components of the mind. It is thought that mans behavior and his conscious states can be explained only by unconscious sources of what motivates him. Jung believed that the mind could be divided into unconscious and conscious parts. The unconscious mind was made up of layers; the personal unconscious is the part of the unconscious mind where each persons unique own experiences and that may not be consciously remembered are stored. Jung believed that the contents of each persons personal unconscious are organized in terms of complexes, clusters of emotional unconscious thoughts. One may have a complex towards their mother or towards their partner. Jung referred to the second layer of unconsciousness as the collective unconscious. This level contains memories and behavioral predispositions that all people have inherited from common ancestors in the distant human past, providing us with essentially shared memories and tendencies. People across space and time tend to interpret and use experience in similar ways because of archetypes, inherited human tendencies to perceive and act in certain ways. During Analytic Therapy, Jung may use certain archetypes to explain a person’s unconscious thought that even affect their behavior. Jung believed that there are certain archetypes that are important in peoples lives. These archetypes are as follows. The persona archetype is the part of our personality that we show the world, the part that we are willing to share with others. The shadow archetype is the darker part of a person, the part that embraces what we view as frightening, hateful and even evil about ourselves the part of us that we hide not only from others but also from ourselves. The anima is the feminine side of a males personality, which shows tenderness, caring, compassion and warmth to others, yet which is more irrational and based on emotions. The animus is the masculine side of a womans personality, the more rational and logical side of the woman. Jung posited that men often try to hide their anima both from others and from themselves because it goes against their idealized image of what men should be. According to Jung, these archetypes play a role in our interpersonal relationships. For example, the relationship between a man and a woman calls into play the archetypes in each individuals collective unconscious. The anima helps the man to understand his female companion, just as the animus helps the woman to understand her male partners (PsychologyCampus. com, 2004). Jung distinguishes two differing attitudes to life, two ways of reacting to circumstances, which he finds so widespread that he could describe them as typical. The extraverted attitude, characterized by an outward personality, an interest in events, in people and things, a relationship with them, and a dependence on them. This type is motivated by outside factors and greatly influenced by the environment. The extraverted type is sociable and confident in unfamiliar surroundings. The introverted attitude, in contrast, is one of withdrawal of the personality and is concentrated upon personal factors, and their main influence is inner needs. When this attitude is habitual Jung speaks of an introverted type. This type lacks confidence in relation to people and things, tends to be unsociable, and prefers reflection to activity. This approach is especially helpful to clients that can remember their dreams and are either interested or troubled in them. They are often asked to keep a journal of their dreams and other impressions that they feel. When working with analytical psychology clients are expected to be as open, spontaneous, and self-observant as they can. Jungians will generally not use any formal assessment procedures while in therapy, and are not likely to diagnose problems. They take dreams very seriously and consider them central to establishing dialect between consciousness and unconsciousness. In a clinical setting, the helper will listen carefully to the client’s dreams and thoughts and intervene and identify important aspects that are noticed (Sommers-Flanagan, 2004). References Mitchell, G. (n. d. ). Carl jung jungian analytical psychology. Retrieved from http://www. trans4mind. com/mind-development/jung. html PsychoHeresy Awareness Ministries, Initials. (n. d. ). Psychoheresy: c. g. jungs legacy to the church. Retrieved from http://www. psychoheresy-aware. org/jungleg. html PsychologyCampus. com, Initials. (2004). Analytical psychology. Retrieved from http://www. psychologycampus. com/analytical-psychology. html Sommers-Flanagan, J R. (2004). Counseling and psychotherapy theories in context and practice. Retrieved from http://books. google. ca/books? id=BpzrBuSe0ikCpg=PA128lpg=PA128dq=case+example+analytical+psychologysource=blots=ANhhYx5RISsig=NdjE_dCewzWNnrxc3dL0sB28ZUohl=enei=VNG0TITqJYGCsQPzkKjsCAsa=Xoi=book_resultct=resultresnum=5ved=0CCUQ6AEwBA#v=onepageqf=falseÃ'Ž

How Has Social Networking Affected Society Media Essay

How Has Social Networking Affected Society Media Essay The internet has revolutionized the way in which people communicate. The proliferation of this medium of communication and data transfer has made it difficult to believe that only a few decades back, people had to wait for days and sometimes weeks for a letter to reach them. Today communication is a very quick process and it is the internet that has made it possible. The latest byproduct of the internet is what is called social networking. There are numerous websites like Orkut, Facebook and MySpace that are used by individuals to find their friends and stay in contact with them. It is impossible to ignore the impact that social networking has had on human society. This paper will study the different ways by which social networking sites have influenced society. The positive and negative effects of this cyber phenomenon will also be delved upon. The popularity of the internet among the masses was made possible mainly due to email. People could send emails to any part of the world and could receive emails instantaneously. Subsequently there were websites that integrated audio and visual elements to make internet browsing a user friendly experience. Today, handheld devices utilize the internet for various purposes. This means that the internet and related applications can be made available to any person who knows how to use a compatible handheld device. For many people the internet has become an absolute necessity that they cannot do without in their daily lives. Even though in the beginning internet services were utilized by commercial establishments to further their business interests, technologically inclined entrepreneurs brought together Voice Over Internet Protocol (VOIP), photo sharing, instant messaging, ecommerce, multiplayer gaming and so on and created websites that were aimed at bringing people together (Ishak, n.d ). This initiative led to the growth of the social networking revolution. People found out that they could use the internet to connect with other people. It was also possible to rekindle old relationships and stay in touch with long lost relatives or those who were living in other countries. Social networking sites today are the most highly valued internet companies. This is because almost anyone who uses the internet is a member on at least one of these sites. Some may also have memberships in various social networking sites like Orkut, Facebook and MySpace. This widespread adoption of social networking sites has definitely impacted the way human beings socialize. There are hundreds of social networking sites today that connect people across the world. Some target people who have common interests and some do not have any such criteria and are open to all (Ishak, n.d). Online social networks focus on building and reflecting social relationships among people who share interests and/or activities (Ishak, n.d). Social networks enable a person to have a profile where he/she is able to include information about him/her and also include friends. Personal experiences are shared by way of messages, photos, videos and other media. A few of the most popular social networking sites that have millions of members are Facebook, Twitter, MySpace, Orkut etc. Socializing on the internet was not pioneered by these websites. Email and messengers like ICQ have always enabled people to do so nearly a decade ago. But these websites have made it possible to include a large number of people in groups and stay in touch with them effortlessly (Ishak, n.d). The social web and mobile technologies have accelerated the rate at which relationships develop, information is shared and influence takes hold (Benioff, 2012). Social technology is used to shape the events of the world. Websites like Facebook have given a new way to communicate and reach out with the help of groups and friends. Portable devices like tablets and smartphones have applications that help people access their friends regardless of their location. The impact of social media has been seen in peoples movements like the Arab Spring and the Occupy movement. People who are connected to each other with these means have managed to rally crowds and gather an audience that helped them in toppling political regimes (Benioff, 2012). Social networking has made it easier for people to meet other people. Not all people are outgoing enough to take the initiative and meet others. Conventional opportunities to make friends were during social gatherings when people had an opportunity to meet other people. Since some people are introverts they find it difficult to muster enough courage to meet someone and strike up a conversation. Social networking ensures that everybody has a level playing field. Even people who do not have an impressive personality per se can have hundreds of friends on their profile and also interacts with each other on a daily basis. Not all friends on a social networking profile need to be close friends. Some may be brief acquaintances but in due course of time a relationship could be developed (Parrack, 2012). People often spend a very long time on social networking sites. This is because of the sharing of experiences that takes place between people. People on a friends list tend to listen and respond to messages and even dispel any concerns that are voiced by other friends. Since modern lifestyle does not give people enough time to communicate, communication systems need to be extremely fast. Social networks are very fast and it is possible to send a message and get a reply to that within a matter of seconds. There is also a sense of equality despite the locations that people may be in and hence social networking sites have made the world a much smaller place. It is also possible for people with similar interests to interact. By sharing likes, dislikes, interests, hobbies etc, people tend to move closer to each other despite the physical distance between them (Parrack, 2012). Every individual will feel the need to maintain certain weak ties. These could be with people whom one meets during the course of the day. Asking for a phone number may not be possible due to the nature of the relationship. Potential benefits of keeping in touch with certain people might be for arranging play dates or discussing a hobby. These are interactions that do not require a very close relationship. Social networking is a very useful tool for such people. Interaction will be possible during that particular time and also in the future when it is necessary. Bonding with friends and family is different from associating oneself with the weak ties. Social networking sites allow individuals to manage a wider network of weak ties and thus increase bridging social capital (Ellison, Lampe, Steinfield, 2009). When a persons social network is improved it will help them to increase the information that is available to them and also to improve the opportunities that they have. In a study that was conducted among undergraduates it was found that merely using the internet did not increase the social capital. Only intensive use of websites like Facebook led to higher levels of social capital. Before the advent of these sites people used communication strategies like newsletters and gossip to discuss about their past and present acquaintances. Social networking sites have enabled status messages and regular updates that enable people to engage in lightweight social surveillance. It is true that most of the status messages are about seemingly trivial matters. A friend may have got a new dog, an old colleague may have changed his job and knowing about these may not make any change in ones life but it is the awareness of ones social network that provides a continuous link to the acquaintances (Elli son, Lampe, Steinfield, 2009). Social networking sites can assist in coordinating and mobilizing social action (Ellison, Lampe, Steinfield, 2009). There are several organizations that have managed to mobilize the society and influenced it. Political figures, organizations and advocacy groups can find supporters very easily with the help of such websites. For any network to have value it needs support from as many numbers of people as possible. Focused networking sites like for instance MyChurch.com unites Christian churches and the website Care2.com unites environmental activists. There is also a social networking site that unites activists called Change.org. This site has been used in the past to organize protests and boycotts in an efficient manner. This has only been made possible due to the number of members who follow such websites and the messages that are posted regularly (Ellison, Lampe, Steinfield, 2009). Social networking has also had several adverse effects on the society. According to Sherry Turkle, a clinical psychologist, a social network not only changes what an individual does but also changes the person that he/she is. People tend to befriend people on Facebook but tend to keep people in their lives at a distance. Today it is possible for a person to tweet a message to a thousand followers at the same time but the same person fails to pick up a telephone which is a much more efficient mode of communication and talk to someone. According to Turkle, the relationships that are forged in this way offer the illusion of companionship without the demands of friendship (Strachan, 2012). In other words we are only getting used to a way of being alone together (Strachan, 2012). Social networking sites have also had an impact on the communication styles that are adopted by people. Writing has become more concise due to micro blogging sites like Twitter. Several abbreviations like LOL for laughing out loud, BRB for be right back, ROTLR for rolling on the floor laughing are being used. This is not considered to be a very good trend by people because it corrupts the English language. Apart from abbreviations words are also shortened as the necessity may be. Before becomes b4, to becomes 2and so on. The main problem with this is that it is the younger generation that is using this kind of communication before even becoming proficient with the language. Even if it is assumed that this is only a trend that will pass then those who use this kind of language will face problems when they grow up are expected to use formal English language (Sherman, 2010). While it is true that social networking sites enable us to organize our real world relationships it also adversely affects a persons ability to socialize. People nowadays are obsessed about composing a perfect tweet or a good Facebook status update that they forget to enjoy the important events in their lives. For instance in a survey that was conducted about this subject it was revealed that 24% of the respondents missed out on enjoying special moments because they were busy trying to document the occasion for their friends on social networking sites (Laird, 2012). People who are not mature about their real world relationships tend to vent out their relationship woes on social networking sites. This could have a disastrous consequence on their relationship itself (Kaiser, 2012). Americans in particular have become less participant-oriented. They prefer to remain only as audience members. In the past there used to be a propensity to join sports teams, and civic groups. Today people tend to live an isolated life. Such an existence will only lead to lesser empathy and fewer social skills. People are so used to dealing with people online that they cannot bring themselves to talk with their neighbors. It is the real life social networks that are being destroyed by virtual social networks. In the United States, suburban streets have started to look deserted. People no longer gather to communicate or just have a good time. Children are addicted to their computer screens and video games. Neighbors who might be burning up the social media pages inside their homes barely know each other outside (Robinson, 2011). According to a recent study, social networking sites like Facebook and Twitter are supposedly more addictive than cigarettes or alcohol. This addiction is due to the fact that checking updates on these sites is neither expensive nor does it have any adverse effects on ones health. Desires for media may be comparatively harder to resist because of their high availability and also because it feels like it does not cost much to engage in these activities, even though one wants to resist (Epstein, 2012). However there is a psychological explanation to this addiction. Receiving or answering a notification results in a hit of Dopamine which is a chemical neurotransmitter that is associated with reward responses in the human brain. Dopamine is also released while consuming drugs or indulging in sexual activity. This is why social networking can be addictive (Franceschi-Bicchierai, 2012). In an online poll that was conducted among a thousand teenagers, it was revealed that four out of five experienced negative side effects when they were not allowed to access their social networking accounts. Sites like Twitter and Facebook made them have negative feelings like depression, insecurity, panic and dependence (Dungan, 2012). Yet another problem that is seen on social networking site is bullying. The internet seems to give people a sense of anonymity that brings out the mean streak in them. According to a research study by the Pew Research Center, where 800 teenagers were surveyed, it was seen that incidents of mean and cruel behavior transcended all ages and backgrounds on social networks. (Kang, 2011). Bullying in schools and colleges is common but the ease of communication on the internet makes it possible for peers to join forces and gang up on an individual. Of those who had seen such cruelty online 21% joined in the harassment. Out of ten girls aged twelve to thirteen, three admitted to having experienced unkind treatment. Teenagers assumed a different personality online that was markedly different from that of their real personality. Some of them approached their online friends with more bravado than they had in real life conversations. Facebook is a website that requires its members to use real names to prevent anonymous bullying. But it has not stopped bullying altogether. The online peer groups become meaner when the child is of a younger age (Kang, 2011). Social networking encourages people to be more public about their lives. Intimate details of a persons personal life may be available to other people in the form of posts, status updates, photos and videos. These will stay in the public domain even after the accounts are deleted by the user. It is also possible that someone might have downloaded them to their computers. These can then be altered to malign the reputation of a person. For instance a picture of a person doing shots at a party may look absolutely fine to their friends. But when a prospective employer is doing a background check, the very same photo may land the person in trouble (Jung, 2012). This loss of privacy is a very serious issue that can affect people in a society. Social networking is a very influential mode of communication. Social networking sites like Facebook and MySpace make it possible for member to communicate with ease with their friends and family. It has become easier to enter into relationships with such websites. Hand held devices like tablets and smartphones have applications that enable users to log in to the social network from their devices and stay in touch with their friends. However social networking also has its adverse effects on the society. People have started to get addicted to networking sites. This addiction to updating ones status on a networking site has made people incapable to engage in real life interactions with people. People are also developing a different identity online that makes then indulge in bullying. Social networking therefore has profound influences on human society that are both beneficial as well as detrimental.

Investigate the impact of video gaming on society to determine whether it leads to aggressive, violent, anti-social behaviour

Investigate the impact of video gaming on society to determine whether it leads to aggressive, violent, anti-social behaviour Abstract Video games have become one of the favorite activities of adolescents worldwide. A growing body of research is linking video game play to violent, aggressive and anti-social behavior. The purpose of this study was to Investigate the impact of video gaming on society to determine whether it leads to aggressive, violent, anti-social behavior. The first aim of this study was to document the different type of video games and how they work through electronic devices and also to examine associations among video game exposure and the impact it has on school grades and obesity levels. The second aim was to indentify factors which lead to violent, aggressive and anti-social behavior and the extreme lengths in which advertisers and players reach to enjoy the benefits of video games. In addition this study also presents brief outline of the current ratings and censorship on video games in Australia. The overall result of the study revealed that adolescents who expose themselves to greater amounts of video game violence were more were more likely to perform more poorly in school and increase obesity levels. The research also suggested that exposure to violent video games may increase angry and hostile feelings while interacting with peers, teachers and adults. Other results include that the encouragement of violence and the use of weapons like guns, knives, pipes and bombs in video games can ultimately lead to real life situations of violence. The study also goes to length by examining some video games which have been banned due the violent and inappropriate content. The study altogether reveals that modern technology for example video games have an association with many current issues in society like violence, obesity and the extreme addict adolescent have to video games. Section One: Introduction The impact of video games has become a controversial issue in modern times. The gaming industry has grown enormously through the evolution of modern consoles, games and accessories. The hype that surrounds new technology and technology gadgets is unprecedented even in the world of gamers. Video games now play a huge role in society affecting many people around the globe. According to many studies, Video games can increase aggressive behavior and emotional outbursts and decrease inhibitions in many people. (Kardaras 2008). Teenagers are mostly affected by video games because nowadays in many of the richer countries it is perceived as a necessity in their lives, rather than a privilege. This paper provides an investigation into the impact of video gaming on society to determine whether it leads to aggressive, violent, anti-social behaviour. For the purpose of this examination the information has been broken up into six sections. The first section examines what video games are and the different types of games found in the gaming industry. Next I look at how video games have an impact on society and then the possible factors which lead to aggression, violence and anti-social behaviour. Section five explores how video games have been used to form a second life. The final section will discuss how effectively game ratings restrict anti-social and adult content The information presented in the first three sections is instrumental for the factors which lead to aggression, violence and anti-social behavior. There is no question that video games have an impact on society and it has become a huge problem in recent years. One thing that is certain is that the gaming industry is growing rapidly which increases the impact of video games on the society. Section Two: What are video games and the different type of video games? A video game is an electronic game that involves interaction with a user interface to generate visual feedback on a video device. The electronic systems used to play video games are known as platforms .There are many different platforms which video games can be played on. These are personal computers and video game consoles. These platforms range from large computers to small handheld devices (Video Game 2009) Video game platforms have become very common in households around the world. The Australian Bureau of Statistics completed an extensive investigation into the Australian Gaming industry and the results clearly show that gaming is widespread in society and that it continues to grow. Some of their findings include: The Australian games industry is worth an estimated $140 million per year Australians spend over A$2 million per day on interactive computer games Annual compound growth of the industry is 12.3% 12.5 million games were sold in 2006 6.1million video game consoles have been sold since 2000 3.6million Australian households have a video game console 4.8million Australian households have an internet enabled PC which is capable of playing games (Booker 2008) The platforms continue to evolve and become more and more sophisticated with time. Some platforms have been designed so that a gamer can access their video games at any time; for example with the PSP (play station portable) a gamer is able to carry his console around with him/her anywhere. The Wii console set a new precedent for the gaming world, trying to create a physical gaming experience. When it was released in December 2006 it was the fastest selling gaming console in Australian history, In the first four days of its launch in December 2006, 32,901 Wii units were sold nationwide (Moses 2006). It bought a new dimension to the industry; its main selling point was that it had games that allowed gamers to exercise reducing the need for outside activity and trying to curb obesity. Due to the revolution of new game consoles there are many different types of games which are being played these days. These games range from action to puzzle to driving games. According to Caruana, Caruana and Bruner 2009 the seven different types of game that can be identified are action, adventure and role playing, arcade, strategy, simulation, driving and puzzle games. Action games usually have a large amount of violence due to their fast-paced nature. Many of these games fall under the category of mature rated games which are inappropriate for children. Some games are milder but may contain suggestive themes. Action games may allow the user to play person against person or person against animal/alien. Some examples of such problematic games include Halo, Star Wars, Jedi Knight and Enter the Matrix (Caruana, Caruana Bruner 2009) Adventure and role playing games are usually less graphic than action games and typically have an element of surrealism and fantasy. Many times these games are combined with a role playing element and allow the character to initiate dialogue. These adventure and role playing games are designed to be less intense than action games; they often do include violence. These games tend to be among the most addictive due to the narrative fantasy themes. Examples of this genre are Starfox Adventures and Billy Hatcher. (Caruana, Caruana Bruner 2009) Arcade games can be almost anything from the violent Street Fighter to the classic Pacman. This category includes games that cover the entire spectrum of ratings. Many older arcade games have been updated and turned into 3-D. Some examples are Pacman and Soul Caliber 2. (Caruana, Caruana Bruner 2009) Strategy games most often involve tactical movement of troops and/or players. These games may be warfare based or may be as simple as chess. The content of many of these games can be appropriate for children but they tend to be difficult to play. Combat is often slower paced and allows time for strategic thinking. Some examples are Advanced Wars I II and Chessmaster 2000 (Caruana, Caruana Bruner 2009) Simulation games are often aircraft simulations. You get to fly a jet or a helicopter. Most have nothing more to them than the destruction of enemies; rarely do they use excessive language. Some games in this category include Secret Weapons Over Normandy and SimCity. (Caruana, Caruana Bruner 2009) Driving games are most often racing, but some are also crash derby or mission-based. Players usually get a choice of car and get better and better cars over time. Some of these games are Project Gotham Racing, ATV Offroad Fury, and the highly offensive Grand Theft Auto. (Caruana, Caruana Bruner 2009) Puzzle games are rated for everyone. They all involve thinking and logic skills. A common puzzle game is Tetris. Many others are Tetris-like or involve color matching skills. Many games incorporate puzzle aspects but are not true puzzles. Some of the puzzle-incorporating games fall under Action or Role-Playing games. (Caruana, Caruana Bruner 2009) Section Three: How do video games have an impact on society? Adolescents and children are the groups most exposed to video games. They are at such crucial stages in their development and highly influenced by their environment which is why they are deliberately targeted time and time again by the gaming industry and advertisers. It is a common belief in society that they are becoming increasingly exposed to games that cause some to become violent, aggressive and antisocial. According to Gentile, Lynch, Linder and Walsh (2004) the average child in the USA aged 2-17 years old plays video games for seven hours a week. This average masks wide differences between boys and girls and children of different ages. There is a gender difference in the number of hours spent playing games. In modern studies it has been shown that adolescent girls played video games for an average of five hours a week whereas boys averaged thirteen hours a week. The two aspects of video game use that are of interest are the amount of time involved and the content. With respect to content, researchers have been most interested in violent games compared with non-violent games. Although not all studies have differentiated between violent and non-violent content this is an important distinction as it is likely that the effects of amount of play and the content of games may be independent of each other. For example most evidence suggests that amount of play affects school performance whereas violent content affects aggressive outcomes (Gentile, Lynch, Linder Walsh 2004). Although Greg Thom reports that The games which have the most positive impact on users are educational games which help users with the enhancement of visual and communication skills (Thom 2009). A good indicator of the negative effects of video games is its impact on school and grades. School performance is very essential for many adolescents and their families all around the world. Performance at school will offer more opportunities for the students in the future. While students are provided with these opportunities for the future many adolescents around the world choose to spend hours on video games rather than focusing on studies. Video games can have some positive aspects but studies have shown a negative association between the amount of video game playing and school performance for children, adolescents and college students. Games can be played in moderation but for many who are avid gamers it becomes more important than other things that they should be focusing on. Studies show a fairly consistent negative connection between leisure video game play and grades. For example, high-school students who report spending more time playing video games or who report spending more money on video games had poorer grades in English classes. This indicates the huge impact it has on students because students are addicted to the enjoyment of different games. The content of the games being played certainly could affect the relationship between amounts of play and school performance (Gentile, Lynch, Linder Walsh 2004) However, regardless of content the amount of play could affect grades negatively by displacing time spent in other educational and social activities. This suggests that electronic media can influence learning and social behavior by taking the place of activities such as reading, family interaction and social play with peers. If the average child plays video games for seven hours week, those are seven hours that the child is not engaged in reading, homework or participating in creative activities. The content of the games being played certainly could affect the relationship between amounts of play and school performance The overall impact that video games has on students affects them both mentally (addiction of the game) and physically (lack of movement and exercise). Video games become a necessity in their lives leading them to forget other responsibilities like school and social interaction. As shown before with the impact of video games on school performance affecting adolescents, it can be said that adolescents are also affected by video games through the increasing obesity levels. Numerous studies have shown that sedentary behaviours like watching television and playing computer games are associated with increased prevalence of obesity(Dehghan, Akhtar-Danesh Merchan 2005) The cause of teenage obesity is generally because of lack of physical activity combined with unhealthy eating habits. Society has become very inactive especially adolescents because they have become addicted to video games which becomes part of their daily routine rather than their regular exercise. Adolescents spend hours sitting in front of computers, video games or televisions. One survey showed 43% of adolescents play video games for more than two hours games per day (Teen Obesity Statistics 2009). Obese teenagers may also suffer from depression which can lead to a viscous circle of staying at home watching TV, snacking and gaining more weight feeling worse about themselves (Teen Obesity Statistics 2009). This cycle attracts people to play video games because it can be played at home and they are able to snack during their games. It harms a video gamer both mentally and physically which further increase obesity levels. Obesity is one of the biggest unsolved issues around the world with USA having the highest obesity levels in their population. According to research, 14% of adolescents in the United States are overweight. This figure has nearly tripled in the last 20 years (Teen Obesity Statistics 2009). This clearly indicates that obesity is an enormous problem for adolescents in the USA and countries with advanced technologies such as video games consoles like the PS3, PSP and Xbox 360. Section Four: Factors which lead to aggression, violence and anti-social behavior. Violent video games have been a high discussion issue for many years now. Many violent video games have been linked back to aggressive, violent and anti social behavior, for many the line between reality and fantasy is lost through their addiction. For many gamers they are able to live out their fantasies for example in the game Second Life in this game players are able to live their fantasies to the point where they can no longer make the distinction between whats real and whats not. Even though the games on their own dont make a person aggressive violent or anti-social they are still a contributing factor. In modern times games are designed to be entertaining, challenging and sometimes educational. Many companies and advertisers want to push the boundaries, so games are released where it is better to kill people, attack police and drive dangerously, all illegal acts in real life. Recent content analyses of video games show that as many as 89% of games contain some violent content and that about half of the games include serious violent content towards other game characters. Therefore among the games being purchased and played by youth, a majority contain violence. The popularity of video game violence has driven much research on the possible harmful effects on children and adolescents. (Gentile, Lynch, Linder Walsh 2004). Although violent video game exposure is related to negative social outcomes, some experimental work suggests that video game exposure independent of content is related to improvements in certain types of cognition and learning. (Barlett, Anderson and Swing, 2008) With some research for positive outcomes of video games, the negative outcomes are clearly more evidence of negative outcomes through surveys and analysis. For example a meta-analysis by Anderson and Bushman (2001) found that across 54 independent tests of the relation between video game violence and aggression, involving 4262 participants, there appear to be five consistent results of playing games with violent content. Playing violent games increases aggressive behaviors, increases aggressive awareness, increases aggressive emotions, increases physiological arousal and decreases pro-social behaviors. These effects are strong and have been found in children and adults, in males and females and in experimental and non-experimental studies. These modern games due to consumer demands are made to have violent and disturbing scenes in them. Research by Anderson has suggested that exposure to violent video games may increase angry and hostile feelings while interacting with peers, teachers and adults which leads users to violent behavior. (Anderson et. al. 2004) Perhaps the best example of violent video games influence over adolescents is the case of Dylan Klebold and Eric Harris. They opened fire in their Colorado high school in 1999, killing 13 people. Experts made a link back to the continuous playing of video games by these two young men. Reports revealed that Harris and Klebold played a lot of violent video games including Wolfenstein 3D, Doom and Mortal Kombat. Eric Harris and Dylan Klebold enjoyed playing violent video games and these games played a role in their violent acts at Columbine High School. Eric Harris had actually modified a version of the game Doom and placed it on his Website. In his version there were two shooters, extra weapons, and the other people in the game couldnt shoot back. Eric and Klebold essentially acted-out their version of Doom on innocent classmates (Holmes 2005). The dramatic rise in violent shootings by teenagers many of whom have been like to be play violent video games is fueling the argument that video game violence translates into real-world situations (Layton 2007). In many violent video games players are encouraged to actively participate as a character by choosing how they will interact with other characters including which weapons will be used while fighting or attacking other characters. Weapons often include guns, knives, pipes and bombs. (Anderson et. al. 2004) In cases of extreme violence like the case of Dylan Klebold and Eric Harris as described above encouragement of violence in video games can ultimately lead to real life situations of violence. The addictive nature of video games can cause anti- social behavior. Often gamers can connect with people around the world without even meeting them or knowing who they really are. From the comfort of your own home, one can communicate via countless chatrooms, twitter, msn, facebook, email and my space; the list goes on and on. The easy access of the internet and the speed which one can do it eliminate the need to go out and socialise in order to meet people. Time spent on video games results in time lost socializing and interacting. Although reports by Greg Thom suggests fun games which encourages teamwork and friendship, can lay the groundwork for positive interaction between children, leading to better behavior and academic results show some positive connection with video games (Thom 2009). The negative linkage with video games is shown more with players spending hours alone on a video game which isolates them from the rest of the world physically, which weakens their social skills. Basic social functions are forgotten. The video game player does not know how to handle social behavior. One cause of the anti-social disorder is even more time spent in front of video games. Another cause is isolation, aggressiveness, and disregard for rules and regulations. An initial addiction of video games can easily turn into a psychological anti-social personality disorder (The Dark Side of the Internet). Section Five: Second Life: Escape from reality. The gaming world has developed enormously in the last ten years. Today there are virtual reality games invented for users to interact with other users online in a whole new world. Second Life is a program that has taken the world by storm. The second life offers similar worldly commitments like business, leisure and friendship. When there is a place to turn and virtually become anything you want to be, why would any user want to leave that fantasy life. This virtual world promotes itself as an escape from reality. Second Life is a 3D virtual world created by its residents thats bursting with entertainment, experiences and opportunity. The Second Life Grid provides the platform where the Second Life world resides and offers the tools for business, educators, nonprofits, and entrepreneurs to develop a virtual presence (Holmes 2005). The main in-world activity is the building of interactive objects using a scripting language that is theoretically designed to be simple enough for those with no previous programming experience. This fits in with Second Lifes stated goal of encouraging widespread group participation and creativity. Objects can be either donated to the world or can be brought for Linden Dollars the Second Life currency. Once you have been through the Second Life orientation a user will be able to explore the world of Second Life. There are so many things to do in Second Life. Just about anything you can do in real life you can do in Second Life. Some of these things which you can do in Second Life are shopping, partying, attending events and having sexual relationships. These types of activities make Second Life such a popular game because it allows users to live a life of fantasy and glamour. Although with all the fantasy of Second Life there has been cases were inappropriate actions have taken place. While Second Life has taken technology to new heights the platform also has been severely criticized for interesting many visitors and turning them into Internet addicts (Linden Lab 2009). The attraction of second life is that users can enter a world that would allow them to be whatever they want and have a life different to their real one. When one can turn into a millionaire with mansions and cars at their disposal, why would they want to go out into the real world. Section Six: Overview of ratings and censorship in Australia. The intention of a rating system is to restrict people from playing certain games. It is designed to provide users with adequate information to make informed decisions. However the current system is open to manipulation quite easily whether that be by corrupt retailers or careless parents. Games that are rated MA15+ or AO are at risk of falling into childrens hands. With pirated media rampant in society a game that is banned in your country could be located and downloaded from a destination where is has been released. Two of the main reasons that games are banned are because they promote anti-social behaviours and expose users to high violence and adult content. For example Marc Ecko Getting Up: Contents Under Pressure was banned, for amongst other things, its glorification of graffiti (List of banned games 2009). While one could argue that it is harmless, the fact remains that graffiti costs approximately 300 million each year in Australia, which families end up paying for with higher cost for services, rates and insurance premiums. Of the thirty three games that have been banned in Australia fourteen of them contained images that were deemed inappropriate for users and considering that the average age of a video gamer in Australia is 30 years old that is indicative of just how explicit the content is (List of banned games 2009). There are already issues in todays society with children being exposed to images/cultures which are not appropriate. The game, Phantasmagoria goes so far as to have a rape scene in it. Without censorship games like these that are highly inappropriate could easily make their way in to children hands. Ratings are vital because they are a tool by which companies must abide to produce a game that can be made available to the masses. However while it is possible to control the content of what hits the shelf, it is what happens once they have been bought that remains the issue. Section Seven: Conclusion The impact of video games is enormous and is increasingly affecting people around the world daily. From street fighter to FIFA 09 these games are impacting society through mental and physical conditions. People are becoming addicted to games and they are impacting some people in a way that they act like the characters they play in the games. In one case, a murder, as explained in the essay, was linked back to the playing of violent video games. Young people in society are mostly attracted to video games. Games with contain violent content and lead aggressive and anti-social behavior are reaching our childrens hands. One question which we should ask Are we to blame the video game companies for producing very harmful games, the parents for buying inappropriate games for their young children or the young people who play the games?. The impact of video games on society is evident with the gaming industry estimated to be worth millions and the development in technology over the years. The research revealed that an estimated 6.1million video game consoles have been sold since 2000.Video games impact society in many ways like school performance, obesity levels and violent behavior. Many games have been banned for there violent and inappropriate contain for example in Australia the game Phantasmagoria was because of its caused huge controversy with rape scenes in it. The issue of video games and there negative effects is evident as shown in the essay. The gaming world had has become so dominant that people are playing games more and more every day because of the releasing of different games daily. The adventure and role playing games were found to be among the most addictive due to the narrative fantasy themes. With new technology like PS3 players allowing the users to use the internet for daily purposes like online banking and shopping. The gaming world has come part of many peoples life and it has either affected them positively or negatively. In many cases gamers have been affected negatively with outcomes like violent, aggressive and antisocial behavior from the exposure to video games and there inappropriate contain in some cases. There is no definitive solution to the issue of gaming and the effect that it has one the user. There needs to be more regulation and parents should become more aware of what they are allowing their children to play. Ultimately, people need to be more conscious of separating the gaming world from the real world and try and maintain a reasonable balance between reality and fantasy. For many the line between reality and fantasy is lost through their addiction of gaming. Reference list: Anderson, C.A. Bushman, B.J 2001. Effects of violent games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12 , pp. 353-359. Anderson, C. A., Carnagey, N. ., Flanagan, M., Benjamin, A.J., Eubanks, J., Valentine, J. C. (2004). Violent Video Games: Specific Effects of Violent Content on Aggressive Thoughts and Behavior. Advances in Experimental Social Psychology, 36, p. 199-249. Barlett, C. P, Anderson C.A, Swing, E.L (2008) Video Game Effects- Confirmed, Suspected, and Speculative: A Review of the evidence, Simulation Gaming, vol. 40, pp. 337. Booker, L 2008, Australian Bureau of Statistics Releases Data On Local Games Industry, viewed 4 September 2009, http://www.kotaku.com.au/2008/04/australian_bureau_of_statistics_releases_data_on_local_games_industry/#. Caruana, V, Caruana, C Bruner O (2009), Types of Video Games, Focus on the Family, viewed 28 June 2009, http://www.focusonthefamily.com/entertainment/mediawise/parents_guide_to_video_games/types_of_video_games.aspx. Dehghan, M, Akhtar-Danesh, N Merchant, A. T (2005) Childhood obesity, prevalence and prevention, Nutrition Journal, vol. 4, pp.24 Familari, P 2009, Virtual games, real pain, Herald Sun, 3 October, p. 15. Gentile, D.A, Lynch, P.J, Linder, R.H Walsh, D.A 2004, The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance, Journal of Adolescence, vol. 27, pp. 5-22. Holmes, L 2005, Violent Video Games Produce ViolentBehavior, viewed 6 September 2009, http://mentalhealth.about.com/cs/familyresources/a/vidgameviolence.htm. Kardaras, E 2008, The Effect of Video Games on the Brain, Serendip, viewed 2 September 2009, http://serendip.brynmawr.edu/exchange/node/1742 Layton, J 2007, Do violent video games lead to real violence? , viewed 25 June 2009, http://electronics.howstuffworks.com/video-game-violence.htm. List of banned video games 2009, Wikipedia, viewed 28 July 2009, http://en.wikipedia.org/wiki/List_of_banned_video_games#Australia Linden Lab 2009, Linden Lab Research, viewed 2 September 2009, http://lindenlab.com/. MacDonald, A 2009, Violent video rating under scrutiny again, Hearld Sun, 28 September, p.20. Moses, A 2006, Wii breaks Xbox sales record, The Sydney Morning Herald, December 14. Teen Obesity Statistics 2009, Troubled Teen 101, viewed 4 September 2009, http://www.troubledteen101.com/articles42.html. The Dark Side of the Internet, A social, psychological and economic study of the positive and negative impact the internet has on children and families, viewed 27 June 2009, http://people.hamilton.edu/bhouse/DoWeEncourage/DoWeEncourage5.html. Thom, G 2009, Videos part of game plan for happy kids, Hearld Sun, December 10. Video Games 2009, Wikipedia, viewed 1 July 2009, http://en.wikipedia.org/wiki/Video_games#cite_note-0. Weinstein,B 2009, Second Lifes founder responds to criticism, MetaVerse Journal, viewed 4 September 2009, http://www.troymedia.com/NewsBeats/Technology_News_Beat/2009/06/TMC062609.htm.

Education of Boys in Victorian England :: Victorian Era

Education of Boys in Victorian England The Upper and Middle Classes * The Elementary School Act of 1870 made school compulsory up to the age of 12. * The most famous group of public schools was referred to as â€Å"the Nine Great Public Schools.† * The famous schools were Eton, Harrow, Rugby, Winchester, Shrewsbury, Charterhouse, Westminster, St. Paul's, and Merchant Taylors. * These schools were originally opened up to everyone and sustained through the donations of wealthy donors. Initially taught boys Latin and Greek grammar but in 1861 the administration was changed and more of the sciences were included. As a result, the schools became public in name only and were attended pretty much by upper class and middle class boys only. * Children of the upper and middle classes were taught at home by governesses or tutors until they were old enough to attend public schools. * Public schools were important for sons of well-off or aspiring families because schools gave them the opportunity to establish connections which could later help them out in their careers. * Most of the boys that attended these schools went off to Cambridge and Oxford and then later on to Parliament. * George Osborne was not of the upper classes but he interacted a lot with them and it was a possibility for a gain in status. * A lot of emphasize was placed on athletic games. They oftentimes even took precedence over the learning of Greek and Latin. Being a sportsman reaffirmed a man's leadership. The Lower Classes * Boys of the lower classes were excluded from attending the â€Å"public† schools of England because they did not fit into what was expected of the boys that attended those schools. * The boys attending the public schools were most often than not of well to do families, which meant they would be well-dressed, well-mannered boys. * Boys from the lower classes did not have the same upbringing and as a result did not fit into the public schools instead they attended what were often referred to as Ragged Schools. Purposes of Education * For the upper classes, the purpose of an education was to raise gentlemen and prepare them for prestigious appointments in Parliament or government.

Computers and Girlfriends :: Essays Papers

Computers and Girlfriends What is it about leading your troops to a bone crushing victory in Blizzard's latest real time strategy computer game, Starcraft, that gives you such a sense of accomplishment? How does playing a video game cause you to let the phone ring and be late for dinner with your significant other... How many fights have ensued when you claimed you were tired and are found lying, playing Starcraft into the wee hours of the night and not waking up till 4pm in the afternoon. Computers and games like Starcraft have taken the place of desperate ho's as the homewreakers of our time. In the past few years, the undeniable bond between males and their non-breathing companions, personal computers has strengthened 10 fold. With the booming popularity of the internet and increasing quality of games and entertainment offerings. Many guys are spending much more time on their computers... time that used to be quality time for the girlfriend. In fact, I bet if computers had nice bodies and breasts, we would n't even bother with girlfriends. The computer is the perfect companion... the computer is never mad at you, it always says what it means and it doesn't matter if they are in the mood or not... porn is available at the click of a mouse. What computers don't provide us with, is the ability to carry offspring, maybe somewhere down the line this will happen... but till then, I guess guys are stuck. :) So, how do we balance between girls and computers? How do we avoid getting in *censored* for getting that one last game of Starcraft in? Teach her how to play! Once she sees how fun it is, she'll be the one calling you on to battle.net for a quick 2v2 hunters game! Give her the inside scoop on how to play (except for your deepest secret strategies, or she might end up beating you one day and she'll dump you to find a better boyfriend that is better at Starcraft) and she'll be kicking newbie ass in no time. Another word of advice, is never let your girlfriend win. Or at least in an obvious manner, they hate this more than anything. Make it close. If you end up trying and getting massacred, simply play it off like you let them win. They will be pissed but it will save you some face and give you some time to improve your skillz.

Caste Discrimination Essay

Caste systems are a form of social and economic governance that is based on principles and customary rules: Caste systems involve the division of people into social groups (castes) where assignments of rights aredetermined by birth, are fixed and hereditary. The assignment of basic rights among various castes is both unequal and hierarchical, with those at the top enjoying most rights coupled with least duties and those at the bottom performing most duties coupled with no rights. The system is maintained through the rigid enforcement of social ostracism (a system of social and economic penalties) in case of any deviations. Inequality is at the core of the caste system.  Those who fall outside the caste system are considered â€Å"lesser human beings†, â€Å"impure† and thus â€Å"polluting† to other caste groups. They are known to be â€Å"untouchable† and subjected to so-called â€Å"untouchability practices† in both public and private spheres. â€Å"Untouchables† are often forcibly assigned the most dirty, menial and hazardous jobs, such as cleaning human waste. The work they do adds to the stigmatisation they face from the surrounding society. The exclusion of ‘caste-affected communities’ by other groups in society and the inherent structural inequality in these social relationships lead to high levels of poverty among affected population groups and exclusion from, or reduced benefits from developmen t processes, and generally precludes their involvement in decision making and meaningful participation in public and civil life. The division of a society into castes is a global phenomenon not exclusively practised within any particular religion or belief system. In South Asia, caste discrimination is traditionally rooted in the Hindu caste system. Supported by philosophical elements, the caste system constructs the moral, social and legal foundations of Hindu society. Dalits are ‘outcastes’ or people who fall outside the four-fold caste system consisting of theBrahmin, Kshatriya, Vysya and Sudra. Dalits are also referred to as Panchamas or people of the fifth order. However caste systems and the ensuing caste discrimination have spread into Christian, Buddhist, Muslim and Sikh communities. Caste systems  are also found in Africa, other parts of Asia, the Middle East, the Pacific and in Diaspora communities around the world. In Japan association is made with Shinto beliefs concerning purity and impurity, and in marginalized African groups the justification is based on myths. Caste discrimination affects approximately 260 million people worldwide, the vast majority living in South Asia. Caste discrimination involves massive violations of civil, political, economic, social and cultural rights. It is often outlawed in countries affected by it, but a lack of implementation of legislation and caste-bias within the justice systems largely leave Dalits without protection. Videos – Cases of Caste Discrimination Click here to see a Playlist from IDSNs YouTube Channel with a selection of videos dealing with cases of caste discrimination and the consequences of this. Understanding ‘Untouchability’  A comprehensive Study of practices and conditions in 1589 Villages Caste-based discrimination is the most complex human rights issue facing India today. To date, the tools used to assess its status have been divided by discipline—human rights, legal and social science. Although significant contributions toward understanding untouchability have been made in each of these areas, it is difficult to comprehend the scope and pervasiveness of the problem without combining the tools of all three. We have spent the last four years compiling quantitative, comprehensive and reliable data exposing the current state of untouchability (caste-based discrimination) against Dalitsi (â€Å"untouchables†) in Gujarat, India. This report presents data on untouchability practices in 1,589 villages from 5,462 respondents in Gujarat on the issue of untouchability. In 2000, Martin Macwan of Navsarjan received the Robert F. Kennedy Human Rights Award, initiating a long-term partnership between Navsarjan and the Robert F. Kennedy Center for Justice & Human Rights. In response to Navsarjan’s identified need for an extensive study on caste discrimination, members of the RFK Global Advocacy Team from the University of Maryland/Kroc Institute at the University of Notre Dame, and Dartmouth College/University of Michigan joined the team. The objective was to contribute to a more comprehensive understanding of the topic in order to better drive Navsarjan’s advocacy and intervention work. In its efforts across Gujarat and India, Navsarjan has experienced first-hand that a deeper  understanding gained by intensive data collection leads to the development of more effective strategies to address the contin ued practice of untouchability. Indeed, interactions with individuals across age, caste, gender and social sectors during the implementation of this study reveal that the potential for ending untouchability may exist within two large groups of people that can be seen as sources of hope. First, a large segment of Indian society, primarily of younger generation Indians, though largely ignorant about its scope and practice, appears ready and willing to learn about untouchability and work towards its true abolition. Second, another group of people across caste, nationality and religious affiliations have become deeply concerned about the prevalence of untouchability practices viewed from the perspective of human rights. This group of activists, advocates, donors, lawyers, students, academics, politicians and ordinary citizens has developed an awareness of untouchability as an issue of civil and human rights law. The report presents both a general and multi-disciplinary view of current untouchability practices across rural areas in Gujarat (bringing together political science, sociology, law, public policy and community organizing) and provides evidence to refute the belief that untouchability is limited to remote and economically underdeveloped corners of India. The broad picture of untouchability can be used to educate Indian society about these practices and to initiate an informed national and international debate on how to address the problem. Equally important, this report presents a picture of untouchability that promotes global visibility on the continued human rights violations suffered by Dalits and provides an example to other countries on methods for identifying, understanding and eliminating discriminatory activity. We believe that a systematic approach to understanding untouchability shatters the myth that the problem is intractable. Instead, we hope that the data presented here and the understanding it generates will spark new energy and commitment to the movement to end the injustice and indignity of untouchability. (to view the full report hit the link below) Caste-based discrimination is a form of discrimination prohibited by  international human rights law. Although it may not be equated with racism, it is quite clear from several references made by several UN treaty and charter-bodies that this issue warrants due recognition as an example of gross human rights violation that needs to be taken into consideration by all human rights mechanisms available in the UN system. ICERD definintions and CERD practice on descent-based discrimination The ‘descent’ limb of the definition of ‘racial discrimination’ Article 1(1) of ICERD defines ‘racial discrimination’ as follows: Any distinction, exclusion, restriction or preference based on race, colour, descent, national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (emphasis added) The term ‘descent’ as a prohibited ground of discrimination springs unheralded and unexplained into the basic framework of ICERD. It is one of only two terms in this list that isn’t borrowed directly from the UDHR formulation (the other being ‘ethnic origin’, in lieu of ‘social origin’). It does not appear in any of the key pre-ICERD texts on racial discrimination. It is also noteworthy that, although included in the definition in article 1(1), the term ‘descent’ was omitted from the list of prohibited grounds of discrimination in article 5 of ICERD. CERD General Recommendation No. 29 on descent CERD has confirmed its interpretation of ‘descent’, in the form of its General Recommendation No. 29 on ‘descent-based discrimination’, adopted on 22 August 2002. This General Recommendation: Confirms â€Å"the consistent view of the Committee that the term ‘descent’ in Article 1, paragraph 1 of the Convention does not solely refer to ‘race’ and has a meaning and application which complements the other prohibited grounds of discrimination†; and Reaffirms that â€Å"discrimination based on ‘descent’ includes discrimination against members of communities based on forms of social stratification such as caste and analogous systems of inherited status which nullify or impair their equal enjoyment of human rights†. From this review of CERD’s practice, it is apparent that the Committee has consciously and consistently adopted an interpretation of the ‘descent’ limb of article 1 of ICERD that e ncompasses situations of caste-based discrimination and analogous forms of  inherited social exclusion. Read CERD General Recommendation No. 29 on descent CERD General Recommendation No. 32 on special measures This CERD General Recommendation on the meaning and scope of special measures in the ICERD, adopted at its 75th session in August 2009, affirms General Recommendation 29 on Article 1, paragraph 1, of the Convention (Descent), which makes specific reference to special measures. The Committee also states that special measures should be ‘carried out on the basis of accurate data, disaggregated by race, colour, descent and ethnic or national origin and incorporating a gender perspective, on the socio-economic and cultural status and conditions of the various groups in the population and their participation in the social and economic development of the country.’ Subsequent CERD practice Any â€Å"subsequent practice in the application of the treaty which establishes the agreement of the parties regarding its interpretation† may also, in such circumstances, be taken into account. In the course of reviewing state party reports, CERD has expressed explicit reliance on the ‘descent’ limb of article 1 in order to address the situation of Dalits in India, Nepal, Bangladesh, Pakistan, the UK, as well as the analogous situations of the Burakumin in Japan. CERD has also addressed situation of ‘descent-based discrimination’ in a number of other instances, even though in some of these additional cases the reliance upon the ‘descent’ limb of the article 1 of the Convention has been implicit. Concluding observations have been made by the Committee in respect of Yemen, Nigeria, Chad, Mali, Senegal, Madagascar, Mauritania, Burkina Faso, and Mauritius. Conflicts in Somalia had also been viewed by CERD as being based on descent, thus bringing them within the purview of ICERD. As CERD expert member Patrick Thornberry has argued, â€Å"whatever the argument on the relation between the specific reference to ‘race’ in Article 1 and the caste issue, there is a suggestion here that in the context of the Convention as a whole, and in particular in the context of special measures, the redress of caste disabilities finds a place.† Response by affected countries In early August 1996, CERD considered India’s consolidated tenth to fourteenth periodic reports. In this context, India sought to establish that discrimination related to caste did not fall within the scope of ICERD or within the jurisdiction of the Committee. â€Å"The term ‘caste’†, the Indian report declared, â€Å"denotes a ‘social’ and ‘class’ distinction and is not based on race.†The report expressly acknowledges that â€Å"Article 1 of the Convention includes in the definition of racial discrimination the term ‘descent’†, and that â€Å"oth castes and tribes are systems based on ‘descent’†. However, the Indian position concerning the interpretation of this term was that: †¦ the use of the term ‘descent’ in the Convention clearly refers to ‘race’. Communities which fall under the definition of Scheduled Castes and Scheduled Tribes are unique to Indian society and its historical process. †¦ it is, therefore, submitted that the policies of the Indian Government relating to Scheduled Castes and Scheduled Tribes do not come under the purview of Article 1 of the Convention. In the course of discussion of the report in the Committee, the Indian delegation said that India’s report â€Å"had focused on matters relating to race as distinct from other categorizations referred to in the Constitution. †¦ Constitutionally, the concept of race was distinct from caste. †¦ To confer a racial character on the caste system would create considerable political problems which could not be the Committee’s intention. In the spirit of dialogue, however, India was prepared to provide more information on matters other than race, without prejudice to its understanding of the term ‘race’ in the Convention.† A number of CERD members challenged the Indian Government’s interpretation of the term ‘descent’, and in its concluding observations CERD insisted that â€Å"the term ‘descent’ mentioned in article 1 of the Convention does not solely refer to ‘race’†. Moreover, the Committee affirmed that â€Å"the situation of the scheduled castes and scheduled tribes falls within the scope of the Convention†, and went on to specifically recommend that â€Å"special measures be taken by the authorities to prevent acts of discrimination towards persons belonging to the scheduled castes and sc heduled tribes, and, in cases where such acts have been committed, to conduct thorough investigations, to punish those found to be responsible and to provide just and adequate reparation to the victims.† The Committee specifically stressed â€Å"the importance of the equal enjoyment by members of these groups of the rights to access health  care, education, work and public places and services, including wells, cafà ©s or restaurants.† CERD also recommended a public education campaign on human rights, â€Å"aimed at eliminating the institutionalized thinking of the high-caste and low-caste mentality.† Nepal has also appears to have acquiesced to CERD’s interpretation and practice in this regard. CERD has now taken up the issue of caste-based discrimination in Nepal on three successive occasions without demur from the Nepalese Government. Indeed, Nepal has volunteered substantial amounts of information concerning caste-based discrimination in its periodic reports. When Pakistan was examined by CERD in February 2009, the Government took a principled decision by engaging constructively in a dialogue with the Committee on how to tackle the challenges faced by the Government in addressing the issue of caste-based discrimination in contemporary Pakistan. CESCR General Comment No. 20 on non-discrimination General Comment No. 20 on Non-Discrimination in Economic, Social and Cultural Rights was adopted by the UN Committee on Economic, Social and Cultural Rights (CESCR) at its 42nd session in May 2009. In this General Comment, the Committee reaffirms CERD GR No. 29 that â€Å"the prohibited ground of birth also includes descent, especially on the basis of caste and analogous systems of inherited status.† The Committee recommends States parties to â€Å"take steps, for instance, to prevent, prohibit and eliminate discriminatory practices directed against members of descent-based communities and act against dissemination of ideas of superiority and inferiority on the basis of descent.† Caste in the Universal Declaration on Human Rights In none of the human rights instruments does the term ‘caste’ appear. Nevertheless, an examination of the travaux preparatoires of the Universal Declaration on Human Rights shows that caste was explicitly contemplated by the drafters as being encompassed in some of the more general terminology in the UDHR’s foundational non-discrimination provision. In 1948, the Third Committee of the UN General Assembly was in debate over the inclusion of the word ‘birth’ in the list of prohibited grounds of distinction in what was to become article 2 of the Declaration. Mr Habib, representing India, said that he ‘favoured the use of the word ‘caste’ rather than ‘birth’, as the latter  was already implied in the article.’ Mrs Roosevelt for the United States of America, and a member of the informal drafting group, demurred to both this intervention. In her opinion, ‘the words â€Å"property or other status† took in to consideration the various new suggestions that had been made.’ Mr Appadorai of the Indian delegation in effect accepted the US and Chinese caste-inclusive interpretations of some of the more general language in the draft article. He said ‘his delegation had only proposed the word â€Å"caste† because it objected to the word â€Å"birth†. The words â€Å"other status† and â€Å"social origin† were sufficiently broad to cover the whole field; the delegation of India would not, therefore, insist on its proposal.’ It is apparent therefore that caste was acknowledged in the drafting process as being encompassed in the terms ‘other status’ and/or ‘social origin’, if not also in ‘birth’ (the specific grounds of the Indian objection to this term not being entirely clear from the travaux). To that extent, a special meaning may be regarded as having been attributed to those terms. As well as appearing in the non-discrimination provisions of most subsequent international human rights instruments, the terms ‘social origin’ and/or ‘other status’ (either or both of them) have been incorporated in the non-discrimination provisions of the significant number of national constitutions that have borrowed these formulations from the UDHR. At the same time, it is noteworthy that a number of national constitutions have put the matter beyond question so far as their domestic legal regimes are concerned by explicitly referring to caste in their non-discrimination provisions. This applies to the constitutions of India, Nepal, Pakistan, Bangladesh, Sri Lanka and Burkina Faso. Caste discrimination: More than 165 million people in India continue to be subject to discrimination, exploitation and violence simply because of their caste. In India’s â€Å"hidden apartheid,† untouchability relegates Dalits throughout the country to a lifetime of segregation and abuse. Caste-based divisions continue to dominate in housing, marriage, employment and general social interaction—divisions that are reinforced through economic boycotts and physical violence. Working in partnership with the International Dalit  Solidarity Network, India’s National Campaign on Dalit Human Rights, and the Gujarat-based Dalit grassroots organizationNavsarjan, IHRC works to hold the Indian government accountable for its systematic failure to respect, protect, and ensure Dalits’ fundamental human rights. In 2007, for instance, the IHRC issued a series of statements and a report based on its analysis of India’s failure to uphold its international legal obligations to ensure Dalit rights, despite the existence of laws and policies against caste discrimination. The report Hidden Apartheid—which was produced in collaboration with Human Rights Watch—was released as a â€Å"shadow report† in response to India’s submission to the United Nations Committee on the Elimination of Racial Discrimination, which monitors implementation of the International Convention on the Elimination of All Forms of Racial Discrimination. IHRC also participated in proceedings related to the Committee’s review of India’s compliance with the Convention and presented the report’s findings.

Personal Responsibility and College Success

College Success: How Personal Responsibility Plays a Role College Success: How Personal Responsibility Plays a Role Little Johnny walks into a classroom and sits down with the rest of the class. As the bell rings the teacher asks all students to turn in their homework. The teacher notices that Johnny does not turn in anything and asks him â€Å"Where’s your homework? † His response, â€Å"The dog ate it! † In today’s society it is much easier to blame others for your actions instead of taking full responsibility for your own.Handling certain situations in your life, whether it be school, work, or social events requires some type of personal responsibility. Personal responsibility is showing accountability for the obligations that a person has control over. This means that you have to be accountable for your actions in the situations that you are involved in whether they are in your control or not. Being responsible will help to reach your goals in life whe n it comes to your school, career and family. In order in to succeed in college you have to be a responsible student. Love being a student.When people get married they take on the role of being a spouse. With this role comes responsibility. Nurturing the relationship, children to raise, bills to pay, cleaning, and cooking are just some of the responsibilities that married couples have. However, they love the role of the spouse (otherwise they would not have gotten married) and with loving the role they easily take on the responsibilities. As a student, you have to use the same approach. When we love being a student, responsibilities will not seem like dreadful tasks, but will be something we love to do.Not only much you love your new role you have to own it. Steven goes to Carmax and buys a new car. Being the owner of a new car, he has responsibilities of taking care of it. Regular oil changes, inspections, new tires, and rotation are just of the tasks that come along with regular m aintenance. Same as being a student, owing your role will help you succeed in college. Regular reading, attending class, studying for examations is just the regular maintenance that you have to do to be successful. Once you love and own your role of being a student, living the student life comes into play.Mothers have the life of taking care of the children, cleaning, cooking, and running errands. Fathers have the life of going to work and providing for his family. Teachers have the life of teaching their students information, grading papers, and helping students who have fallen behind. Everyone has a life and many have different lives. Being a student you have to live the student life. Doing homework, not staying out late, plan your assignments and projects ahead are all a part of the student life. By incorporating personal responsibility into my education will also help me succeed and eventually help me graduate.Developing an action plan and incorporating it in your life will also help you succeed in college. Time management and planning will be the biggest responsibility. If you have a busy life already and have added school into your life, it would be beneficial to map and plan out your day ahead of time. Your time may be tight but being responsible and sticking to your to-do list will help you get everything done and be prepared for the next day. Also not procrastinating will also help you become a responsible student.Everyone has his or her days where they do not want to do anything and just be lazy. However, this will not help you succeed in where you want to be. Continuing to remind yourself to complete your tasks will help you in getting things done. Finally, another action plan is money management. School is expensive and being responsible for money now and in the future will help. Only borrowing what you need and making planning financially while in school will benefit you in college. Personal responsibility plays a major role in everyone’s l ife.Whether it is school, personal, or work, being responsible will help you accomplish so much out of life. Love, owing, and living the life of a student are tools to help you get a handle on being responsible in school. Planning ahead and time and money management will also help you in college and help you succeed. Plan on being responsible for all you actions in the situations that you have placed yourself in and whatever life may throw in your way. Going back to school was probably a big decision for you and so plan on making the most out of it.