The Influence Of Nature And Nurture On An Individual s...

INTRODUCTION The following research shows the influence of nature and nurture on an individual s intelligence. Intelligence can be defined as The aggregate or global capacity to act purposefully think rationally and deal effectively with the environment. Thus intelligence helps define ones action in a given situation. Intelligence can be influenced by many factors, mainly being the nature and environmental. The natural factor consists of the inborn tendencies and genetics that show that a part of intelligence is inherited. The nurture consists of environment and socio economic factors that contribute towards ones intelligence. The issue of nature versus nurture has been constantly debated over in terms of intelligence. Over the years, the pendulum of intelligence has been swinging from nature to nurture determining them to be an independent factor for one s intelligence. However this pendulum is seen to be coming to a standstill forming a theory which supports both the nature and nurture and thei r contributions towards one’s cognitive abilities and intelligence. NATURE AND INTELLIGENCE Over years of study it is has been observed how a part of intelligence is heritable in nature. Heritability being an estimate of the size of the genetic effect (Dunn and Plomin, 1990; Collier, 2008) In the field of Behavioral genetics, Studies on monozygotic and dizogotic twins have shown that monozygotic twins have a variance of 0.64 to 0.74, assuming that there is no environmentalShow MoreRelatedHuman Behavior: Nature vs. Nurture Essay1733 Words   |  7 Pageshave argued the Nature versus Nurture debate for decades. This debate is about the degree to which our environment and heredity, affects our behavior and developmental stages. According to this debate, nature can be described as, the behavior of a person is occurring because of their genetic makeup. Since the behavior of a person is due to their genetic makeup, then, it (nature) should also influence a person’s growth and development for the duration of their life. However, the nurture side of the debateRead MoreThe P sychoanalytic Theory Of Human Development Research1074 Words   |  5 Pagesview on development while regarding relative influence of nature and nurture. Psychoanalytic The Psychoanalytic theory suggests that people move through a series of stages while encountering conflicts between biological drives and social expectations. The person’s ability to learn, get along with others and to cope with anxiety is determined by how the person resolves those conflicts. Regarding nature and nurture, both seem to be a relative influence on the Psychoanalytic perspective based onRead MoreAdoption : Nature Vs Nurture1216 Words   |  5 PagesEric Fraley 4th hour English 3 Mrs. Laluzerne Jan, 12, 2016 Adoption Nature vs Nurture What makes someone an unique individual? Centuries of ancestors, genetics, evolution and heredity, or is what makes someone who they are based simply on how they were raised and what sort of environment they were raised in? The idea of Nature vs Nurture was created in 1869 in a book called Hereditary Genius by Francis Galton. In his book, he explains his findings on his exploration of the inheritance andRead MoreNature Vs Nurture : Is It Nature Working With Nurture?1550 Words   |  7 PagesIs the question really Nature versus Nurture or is it Nature working with Nurture? These two forces work together to form a person throughout his or her life. Some scientists believe that personality is based on genetic predispositions, which is known as nature. Other scientists believe the way a person acts is from life experiences, the way a person is taught, and the environment in which a person grew up is known as nurture. In all honesty, the two go hand in hand. One side may pull a bit ha rderRead MoreThe Nature Nurture Controversy : Biological Or Environmental Effects Of Iq, Personality And Behavioral Differences932 Words   |  4 PagesThe basic elements of the nature-nurture controversy, debates the genetic or environmental effects of IQ, personality and behavioral differences in humans. Nature describes an inherited trait, otherwise known as the genes, containing the genetic code for each individual born. These genes contribute the physical characteristics, for example: eye color, skin pigmentation, hair texture, blood type, longevity, etc. Genes impose certain diseases, such as Huntington s Chorea, Breast Cancer, Down SyndromeRead MoreHow Nature And Nurture Affect Human Development1203 Words   |  5 Pageslearning and many other things. Nature comes from biological factors, so this allows an individual to grow and develop through learning, although some factors do come under environmental. So nature and nurture does play similar roles within and against each other. Nature comes from birth and nurture at the same time does not come from birth as nurture does not inherit genes. Nurture is environmental factors. Despite everyone living in the same environment nurture does influence human development so thisRead MoreNature Vs. Nurture Debate1366 Words   |  6 PagesPSYS 150 Assessment Task 1 Nature-Nurture Debate Scientists and biologist have argued the Nature versus Nurture debate for decades. This debate argues the degree to which our genetics or environment, affects our behaviour and developmental stages. Nature is described as the genetic material that makes up an individual. Nurture can be described as the way in which the environment and experiences of an individual influence their behavior and development. The debate has centered on which is a greaterRead MoreNature Vs Nurture Centers On How Much Of A Person s Biological, Cognitive, And Social Development1541 Words   |  7 PagesINTRODUCTION Nature Vs Nurture centers on how much of a person’s biological, cognitive, personal and social development can be attributed to either the genetic (hereditary) determinism i.e. nature or the environmental determinism i.e. nurture. Charles Darwin (1809-1882) noted that â€Å"Physical characteristics that promote survival of the individual are more likely to be passed on to offspring because the individuals with these characteristics are likelyRead MoreNature Vs. Nurture : Nurture1405 Words   |  6 PagesDecember 2015 Nature vs. Nurture Very few people know that the nature vs. nurture debate actually began early on with famous Greek philosophers such as Plato and Descartes. These two theorized that certain things were inborn and occurred naturally regardless of environmental factors (Cherry 1). Most people began to witness this debate in 1896 when the phrase â€Å"Nature vs. Nurture† was coined by English polymath, Francis Galton (â€Å"Nature vs. Nurture†Origins 1). At this point the nature vs. nurture debate grewRead MoreEssay on Nature vs Nurture1052 Words   |  5 PagesNature vs. Nurture M. B. Liberty University Psychology 101 Nature vs. Nurture There has been extensive debate between scholars in the field of psychology surrounding the Nature vs. Nurture issue. Both nature and nurture determine who we are and neither is solely independent of the other. â€Å"As the area of a rectangle is determined by its length and its width, so do biology and experience together create us.†(Myers, 2008, p. 8) Carl Gustav Jung, and leading thinker and creator of analytical

Representations of Love in Much Ado About Nothing Free Essays

Explore representations of love in Much Ado About Nothing In Much Ado About Nothing, Shakespeare uses literary structures such as doubles and opposites in order to emphasise the plays main themes and ideas. McEachern claims â€Å"It is undoubtedly the most socially and psychologically realistic of his comedies, in it’s portrait of the foibles generosities of communal life. † (McEachern, 2006, 1) One main theme I want to explore is love and how Shakespeare represents this in Much Ado About Nothing. We will write a custom essay sample on Representations of Love in Much Ado About Nothing or any similar topic only for you Order Now The two main genres in Shakespeare’s dramas are tragedy and comedy. Tragedy always ends in death and comedy always ends in a marriage. Although Much Ado inevitably ends in marriage, it differs from some of Shakespeare’s other romantic comedies as his other comedies usually portray love in a much more unrealistic way. â€Å"Much Ado About Nothing is best known for the ‘merry war’ between one of it’s two couples, and an oxymoron could also describe this comedy’s identity as a whole. Shakespeare offers a play of light and dark, of romantic union wrested from fear and malice and of social harmony soothing the savagery of psychic violence† (McEachern, 2006, 1) In Act 1 Scene 1, Don Pedro, prince of Arragon arrives with his bastard brother Don John, and his two friends Claudio and Benedick. It is in this Act that Beatrice and Benedick first meet and the war of wits begin. Leonato states â€Å"There is a kind of merry war betwixt Signior Benedick and her [Beatrice]; they never meet but there is a skirmish of wit between them. † (Much Ado, Act 1 Scene 1, 520) Although their words seem quite hateful to one another, at the same time it may also come across as flirtatious. Before Beatrice even meets Benedick, she expresses her distaste for him, however, she talks about him in such great depth it is almost more like an obsession than hatred. Benedick teases Beatrice by saying â€Å"I am loved of all ladies, only you excepted: and I would I could find it in my heart that I had not a hard heart; for, truly, I love none. † (Act 1 scene 1, 521) to which Beatrice replies â€Å"A dear happiness to women: they would else have been troubled with a pernicious suitor. I thank God and my cold blood, I am of your humour for that: I had rather hear my dog bark at a crow than a man swear he loves me† (Act 1 Scene 1, 521) By using the characters of Beatrice and Benedick, Shakespeare mocks the conventional type of love, romantic love, which is expressed by Hero and Claudio. This is also an example of how Shakespeare uses doubles in his play, as he uses the two couples to express two types of love. One being more realistic, that of Beatrice and Benedick, and the other being the more unrealistic, over the top romantic love expressed by Hero and Claudio. Even though the plot is largely based on Hero and Claudio’s relationship, the witty banter and seemingly unromantic relationship between Beatrice and Benedick seems much more interesting to the reader and we are more interested in how their relationship will develop. It is this relationship that seems much more believable compared to Claudio and Hero’s fairytale love at first sight. It is through contrasting these two different types of love and through the different use of language that Shakespeare can mock the conventional romantic love. Claudio uses a totally different style of language to Benedick when they both speak of love. Benedick is highly cynical and negative about love where as Claudio is more pretentious and elaborate when he speaks about Hero, for example when he says â€Å"Can the world buy such a Jewel? † (Act 1 scene 1, 522). This language is completely different to the way that benedick speaks to Beatrice as the first thing he says to her is â€Å"My dear Lady disdain! Are you yet living? † (Act 1 scene 1, 521) Benedick also speaks of his frustration of Claudio’s eloquent language when speaking of love as he states â€Å"He was wont speak plain and to the purpose, like an honest man and a soldier†¦his words are a very fantastical banquet, just so many strange dishes. (Act 1 Scene 3, 529) This however is quite hypocritical of him as in Act 4 Scene 1, Benedick confesses his love for Beatrice and states â€Å"I do love nothing in the world so well as you: is that not strange? † (Act 4, Scene 1, 541) to which Beatrice responds â€Å"I love you with so much of my heart, that none is left to protest† (Act 4, scene 1, 541) This shows how dramatically their relationship has changed as the witty banter and insults have turned into confessions of love for one another. It is often difficult to understand and accept the love between Hero and Claudio as it is so unrealistic. They fall in love with each other before they even truly get to know one-another, which therefore makes their love and marriage seem quite false and shallow. The fact that Claudio does not question Don John when he professes that Hero has been unfaithful, yet instead believes his word to be true, questions whether the love he has for Hero is sincere. Surely Claudio would confront his future wife before coming to any sort of conclusion, however, even her own father believes this to be true and states â€Å"why she, oh she is fallen/ into a pit of ink, that the wide sea/ hath drops too few to wash her clean again,/ and salt too little, which may season give/ to her foul tainted flash† (Act 4 Scene 1, 540) Another aspect of the play that makes Hero and Claudio’s love very unrealistic is hero’s willingness to forgive Claudio after his bold accusations of her infidelity. If his love for her was as strong and powerful as he made out, he would be more trusting of Hero in the first place. However, she seems to disregard this and does not question his behaviour, but instead is willing to carry on with the marriage. Bibliography McEachern,  Claire. Much Ado About Nothing. 2006. the Arden Shakespeare Shakespeare, W. The Complete Works of William Shakespeare. 1996. Wordsworth Editions Limited How to cite Representations of Love in Much Ado About Nothing, Papers

Assisted Suicide Mercy Or Murder Essay Research free essay sample

Assisted Suicide: Mercy Or Murder? Essay, Research Paper Assisted Suicide: Mercy or Murder? It is good recognized that there are ethical, moral and legal differentiations between assisted self-destruction and mercy killing. Like abortion or racism, mercy killing is a hot issue that is long debated. Unfortunately, there is no easy solution. There are many factors driving the assisted self-destruction argument. Should people be free to make up ones mind for themselves if they wish to decease? Does the patient have the right to do that determination for himself? In Oregon, mercy killing has been accepted morally and lawfully. Western Torahs have by and large # 8220 ; considered the act of assisting person to decease a signifier of homicide topic to legal countenances. Medical moralss have been stuck in the center of this het argument, as physician assisted self-destruction is incompatible with the doctors function as a therapist. For physicians, # 8220 ; the lone option to allowing the patient to decease is to coerce intervention on them. # 8221 ; Euthanasia is non a simple or individual issue, but really involves four distinguishable state of affairss: voluntary active mercy killing, nonvoluntary active mercy killing, voluntary passive mercy killing, and nonvoluntary inactive mercy killing. This paper will concentrate on voluntary active mercy killing, peculiarly assisted self-destruction. I think the job with aided self-destruction is that many people are unnecessarily losing their lives, hence assisted self-destruction should be illegal.For the intent of treatment, it is critical to specify footings. Euthanasia # 8220 ; besides mercy killing # 8221 ; , is the # 8220 ; pattern of stoping life so as to let go of and single from incurable disease or unbearable suffering. # 8221 ; Assisted suicide # 8220 ; the proviso of aid ( medicine, kiping pills, deadly injection, etc ) with the purpose that the patient will utilize these agents to perpetrate suicide # 8221 ; , this can be done by a doctor, household member , or some other individual. Many terminally sick patients, who encourage assisted self-destruction, experience that the right to take aided self-destruction should be based on freedom of pick, such as the right to acquire married or have an abortion. Every individual does merit the right to do picks for themselves. # 8220 ; Peoples have an involvement in doing of import determinations about their lives in conformity with their ain construct of how they want their lives to go. # 8221 ; Possibly if the attention of these patients becomes more efficient, the patients would non experience like such a load to society. The patients could perchance hold less subjective believing about self-destruction. Some terminally ill besides feel that when they are faced with decease they want to be involved in the determination of how their decease will come approximately. The argument of this peculiar issue is will the patient be able to do a rational determination, will their province of head ( f or illustration, are they depressed ) let them to do a clear opinion. Is the deceasing individual able to warrant their petition for decease? It is hard to happen grounds to find if the patient is being rational or irrational. I do non believe that agony is good in itself. The terminally ailment should be spared hurting every bit far as possible. This includes the power of drugs. Much more can be done, and should be done to extinguish the hurting of those who are deceasing. Given these considerations it is urged that aided self-destruction is unneeded. At the nucleus of this issue, What does the Bible state? If slaying and self-destruction were incorrect, would help suicide be incorrect? The first commandment # 8220 ; Thou shalt non kill # 8221 ; is the most basic of God-orientated commandments. Before building a hierarchy of human value, we must see, what is God # 8217 ; s sentiment? In his eyes, are people # 8217 ; s lives, no affair how short or hard is life worth populating? Principles that are of import in this statement are value of human life , death, pain and pain relief, and compassion and mercy. Though we are not directly told God’s view of the whole issue, it is obvious that any form of euthanasia is condemned in the Bible. It comes down to the value of human life, and as a Creator and Sovereign, God alone has the ultimate prerogative of giving and taking human life. The worth of each human being is determined by its intrinsic God-given nature, the fact that it is created by him and in his image. Unfortunately today, we live in a somewhat secular society. Not everyone believes in God, therefore if you do not believe in God, this argument is irrelevant. With this in mind, remember that death is still a universal experience of mankind. To me every person is an image and likeness of God, entrusted by God with the gift of life, and sustained into being by the action of God. In view of these principles we have examined regarding God’s sovereignty over life and death, however, the relief of pain could never justify actively taking a human life. Assisted suicide is wrong because it infringes on clear biblical principles. Life is a valuable gift that has been bestowed on all living creatures we must respect it and be thankful. To think that we should be able to write the script of our whole life is to deny God’s commandment: â€Å"I am the Lord your God.† In birth and in death we follow the Lord. To follow the crucified Lord means give us trustfully into God’s hands. After all God freely accepted a death that he did not choose, and he showed us the path to life. It is important to recognize that if pain is controlled, as it can be in virtually all cases, very few terminally ill people ask to be put to death. The patients benefit by having a shorter pain-free life rather than a longer, even more painful life. â€Å"The greater good for the patient is relief of pain, and the lesser evil is loss of life† , â€Å"a person has worth in and of itself and is not mer ely a means to an overall balance of others goods over evils in the person’s life.† To me a request for assisted suicide is a cry for help, a call for assistance to positive alternatives as solutions for very real problems. Modern medicine has the ability to control pain, and should be used to help ease the pain of a dying patient. Helping a patient kill themselves is to claim that we are a law unto ourselves, and that every possible choice is good as long as we choose it. It is to consecrate â€Å"choice† and to make it God. There are some life decisions that are not ours to make. A wise man once told me, life is not always fair, and what appears to be fairer is not always right, therefore one should protect the soul. That includes living the life that God has chosen for us, and accepting our natural death. While it is not for me to judge, if it were my life I would feel obligated to with these factors, even if they were somewhat pragmatic, in my decision. We mu st not simply act on our subjective feelings of what seems to be merciful and what does not. It is important to be objective, after all we are dealing with people’s lives. References†Euthanasia† Microsoft ? Encarta ? 98 Encyclopedia. 1993-1997 Microsoft Corporation.†Euthanasia, Voluntary† Stanford Encyclopedia of Philosophy. 1996 Robert Young La Trobe University.†Voluntary Active Euthanasia† D. Brock. Hastings Center Report 22. No. 2(1993) pg.10-22.†A Right to Choose Death?† F. M. Kamm. Boston Review. 1993-1998.†Causing Death or allowing to die? Develops in the Law† Pamela R. Ferguson. University of Dundee Scotland. 1997 pg. 368-372.†A Rational Approach to Rational Suicide† Joseph Richman, Ph.D, Suicide and Life-Threatening Behavior, Vol 22, 1992. The American Association of Suicidology.†The Holy Bible†By Tanya L. Vissia

Peer Pressure Research Paper free essay sample

A Research Paper Good Friends and Not†¦ In Partial Fulfillment of the Course Requirements in COMM101 Expository Writing DEDICATION The researcher would like to dedicate this research to her family who had inspired her and supported her in making the research. She also dedicates this not only to her friends but also to all of the teenagers who are experiencing peer pressure. Good Friends and Not†¦ I. Peer Pressure A. Definition B. Types of Peer Pressure 1. Positive Peer Pressure 2. Negative Peer Pressure a. Spoken or Direct b. Unspoken or Indirect C. Where does Peer Pressure come from 1. Peers a. Definition b. Functions c. Statuses c. 1. Popular c. 2. Neglected c. 3. Rejected c. 4. Controversial 2. Adolescent Groups a. Functions and Formation a. 1. Norms a. 2. Roles b. Cliques and Crowds b. 1. Nerd b. 2. Beauty Queen b. 3. Sportsman b. 4. Hippies b. 5. Perfectionist b. 6. Addicts D. effects or Influence of Peer Pressure 1. Positive 2. Negative a. Alcohol another drug case EPIGRAPH â€Å"The only people who are worth being friends with are the people who like you as you are. We will write a custom essay sample on Peer Pressure Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † -Charlotte Levy INTRODUCTION In the stage of being a teenager there are times when they are trying to find their identity and the way to find out is by joining groups or clubs. It can be really lonely having no peer groups. The enjoyment of a group that can form a personality that they will might carry for a long time or even through their life. In some ways a teenager’s life can be influenced in the way his group behaves. It depends on how each one cooperates with each other. Although there’s a need to be accepted, it doesn’t mean that a teenager could just join a group just to say that he is accepted which can cause harm to his life. This is where peer pressure enters. It doesn’t really means that peer pressure goes along in a negative way. There are just some chances that teenager are pressured to do something that they don’t really want to do or sometimes they doesn’t even know that they are being pushed to do it. They can’t sometimes realize that they are already doing dumbest and senseless things for the only reason of being accepted. In different peer groups, they have different ways that they know that they will be recognize and this is called as their image. Because of this image hey will be forced in doing things that this certain group does that they really wouldn’t want to do. But for the sake of being in a group and being accepted they just follow the trend. It can really be hard to be in a group, most of all if they’ve join the wrong one. There they would feel like they are uncertain of themselves thinking if this is what they really are as they try to deal wi th different pressures and changes in the group. Having friends or peers of the same age and with the same interest can sometimes be really difficult and serious. What really is peer pressure? How can it affect you? Would be in a negative or positive way? Or maybe even both? Have you been doing things that you don’t like just because of it? Can it be because it had already influenced you? Is peer pressure a good thing or a bad thing? I. Peer Pressure A. Definition (Figure 1. 1) Peer Pressure The need to be accepted by others formulates the idea of â€Å"peer pressure†. Teenage friendships can be very strong, with this strong bond they remain unbroken for rest of their life. Teenagers also try seeking to find their self-identity and to do so they join groups and clubs. It would be an ever lonely world having no peer groups. The wonders and enjoyments of group identity can form personality that they might carry on through their life. Since friendships are about loyalty and trust, they will find it hard to break away from their friends. However, too much adherence to loyalty may or may not later ruin their life. It is all because their life is influenced by the way their group behaves. It really depends entirely on their friendship and how they would cooperate with one another and mix cultures, ways and attitudes until they form one unified core. All there is an understanding in being accepted, it wouldn’t mean you just have to join a group that later might harm you. It is because usually peer pressure goes along the negative. Peer pressure refers to the influence that a peer group exerted in encouraging a person to change his or her attitude, values or behavior in order to conform to group norm. It is considered one of the ironies of teenagers that in the urge on to separate and individuate from the family. It is also the feeling that someone your own age is pushing you toward making a choice which may be good or bad. B. Types of Peer Pressure . Good Peer Pressure Mostly people think that peer pressure is only negative what they do not know is it can also help in some ways. Teenagers are influenced in both negative and positive way. It is how they chose to react to peer pressure that defines who they are as an individual. When peer pressure is making a person act in generally appropriate way, to do the right thing whe n he or she may not otherwise, or to do more good than harm this is a positive peer pressure. Good peer pressure is being pushed into something that you didn’t have the courage to do or just didn’t cross your mind to do. However, as they think about it, it seems like a good thing to do. Some examples are encouraging a person to join sports team because they know that he or she is good at it. Good peer pressure can also be a situation when friends convince one not to do something because it wasn’t his or her interest. It is said that good pressure is when a person get pushed into something that he or she didn’t want to do and it turned our well. If one of them talks about getting good grades all the members of the group will be pressured to do their best to get good grades. Also if one of them likes doing volunteer work and joining clubs, they would influence each other and go with the flow. The good things friends can pressure each other to do is be honest, avoid alcohol, avoid drugs, not smoke, be nice, work hard and respect others. 2. Bad Peer Pressure Most people think of peer pressure as influence to do negative things. This is because peer pressure usually goes along the negative way like smoking, taking illicit drugs, drinking alcohol, having promiscuous sex, engaging in criminal behavior, involvement in violence, joining gangs, and so on. Bad peer pressure is being forced into doing something a person didn’t want to do because his or her friends said that you should. Friends have a tendency to think that they know what is best for you. Bad peer pressure is broken down into two: a. Spoken or Direct Negative Peer Pressure â€Å"We are going to have a party tonight. Come with us! Don’t just sit here studying. You never do anything fun! † Direct, spoken, negative peer pressure puts a teenager on the spot through direct confrontation. The teen’s peer wants to convince him to something that he shouldn’t do. When peers resort to a direct peer pressure, it’s quite difficult to find an excuse to do the right thing because he knows that it would be possible that his peers would mock him. For instance if one of his friends offered him a cigarette, he might say no, but being able to say no may not be the problem. The real problem arises when his friends ask him repeatedly to do something. This is where he has to be able to say himself that he had made his decision and he feels that it’s the correct one. Then be able to express that repeatedly to all of his friends and have enough respect for him to stand up and not give in. Though it might sound easy doing it needs tremendous amount of will power to be able to stand up to people that you know, trust and respect and that is your friends. b. Unspoken or Indirect Peer Pressure When a teenager feels out of place or not accepted whatever reason, they may give in into peer pressure to fit in and have friends. Teenagers worry about what others think, even if they say they don’t. They don’t want to be the joke of the school having others make fun of them, so they give in and skip school, or they will be mean to someone for no real good reason. When it seems like everyone is doing something like dressing a certain way or acting a certain way, teens feel pressure to go along with the crowd and be like everyone else. Most of teenagers don’t want to stand out as being different from others that is the reason that they want to fit in. There is no need for someone to tell them in doing this but just observing their peers and the people surrounding them will create pressure to be like them. They might try that cigarette or a sip of alcohol, just to have fits and fit in. C. Where does Peer Pressure come from? 1. Peers a. Definition (Figure 1. 2) Peers Everyone’s world is not confined only within family. In reaching teenage life, teenagers are bound to extend themselves to other people. In this way, most of people who have lots of friends are the teens. No man is an island, that’s what they say. It is true that you cannot be alone in this world and cannot work without even a single friend around. Youth is the time when teens want to make friends. All teenagers feel that their home life and their family don’t give them enough. This is a time when they will want to broaden their interests, meet people of different types and backgrounds, try out new. Peers are persons or group people who are about the same age group and also close to one another. Peers are powerful forces in the life of a teenager. Sometimes, teenagers feel that their friends understand them better than their parents and relatives do. More importantly, peers make you feel you belong. b. Functions of Peers Peers are very important in assisting with the process of separation and individuation. The reasons are because peers act as mirror. Teenagers’ peers provide reinforcement of their growing identity. Teenagers discover, through their peers, that their likes, interests and ideas are shared. Furthermore, this shows them that these things have value and by extension, that they themselves have values as people. Peers act as testing ground. Teenagers can test out ideas, jokes, and behaviors and so on with their peers that they wouldn’t feel comfortable doing with their parents – or indeed, that wouldn’t be appropriate to do with their parents. Just as a family develops its own ‘story’ that has morals, codes, things that are OK and things that aren’t, so too does the peers. Peers provide social support and safety. ‘First times’ are more fun celebrated with peers than being alone. It might be that first illicit cigarette, getting into the cinema underage, that first can of beer. Peers provide the opportunity for a teenager to celebrate new things and new experiences and sympathized first failures. Peers don’t live in the same house. Teenagers are starting to separate from their family and sometimes, even in the most harmonious of households, peers act as an escape from the stresses and strains of family life. Also, it is something separate and private from the family that the teenager has built up by him/herself. It is therefore precious and important and criticism of the peers can be a big mistake as it suggests that the teenager hasn’t got the ability to create things for themselves away from the family. c. Statuses Most teenagers have probably thought about popularity a lot. There are times that they have racism with others just because of their statuses. Teenagers commonly think how would others like them? How would they be popular on both boys and girls? Because of this there are different statuses of teenagers which are: c. 1. Popular Every teenager wanted to be one of the popular ones in school. Well who really doesn’t want to be known by others? Isn’t it that when a teenagers is popular they wouldn’t have a hard time making friends? The popular ones are frequently chosen as best friends. Even if they say that it really doesn’t matter who their friends are as long as they are accepted it can’t be denied that there’s still a moment that teenagers want to have friends who are popular. A teenager can be popular because of two reasons. These reasons are certain physical and cultural factors. Teenagers who are attractive are more popular than those who are not and, different from what others believe, brighter teenagers are more popular than less intelligent ones. It has been found out that teens who are popular give out reinforcement, listen carefully, maintain open lines of communication with peers, are happy, show enthusiasm, and concern for others and also self-confident. Because of these factors the popular ones are frequently chosen as a best friend and rarely dislike by their peers. c. 2 Neglected There are times that when teenagers are left by their peers just because they are neglected. Some of the reasons why they are neglected is their peers have found someone else to be friends with. The neglected ones though even left by their friends and infrequently chosen as a best friend because of some factors though when they have peers they are not disliked by them. c. 3 Rejected Teenagers can’t avoid being rejected even though how much they like to be friends with others. The status of a rejected teen may be because of some of the factors like physical features, cultural differences or may be because of himself. There are teens that just don’t have the skills to socialize with others and make friends with them which results to being rejected by others. The ones who are rejected are infrequently chosen as someone’s best friends and are actively disliked by their peers. They are dislike by their peers because of some of their attitudes. Rejected teenagers often have more serious adjustments in their later life than those who are neglected. Most teens that had been rejected in their early life were engage in delinquent behavior or rebelling or drop out of school. Not all rejected teens are aggressive. Although being aggressive is related to impulsiveness and disruptiveness, they are times that rejected teens are shy. c. 4 Controversial There is no really exact description on what controversial teenagers are. Their status of being controversial teenagers is quite confusing and has conflict because they are frequently chosen by someone as a best friend but as the same time being disliked. 2. Peer Groups A. Definition Youth is the time to try new activities and belong to a group whose members dress and act the same way and groupthink. In schools, there are usually sport centers and clubs where they can meet new friends. Being a teenager is like being a member of a club. They want to stick close to others who wear similar clothes, hairstyles, accessories. They also follow the latest trends, fad and craze and also share common values, ideas, and interests. In this way they feel accepted and secured. These groups can be formal and informal group which has the same age, status, ability, interest, etc. Some of the formal groups are basketball team, hockey team, Boy Scout or Girl Scout, student council and so on. A more nformal group could be group of peers, such as cliques. B. Functions and Formation A group satisfies a teenager needs, reward them, provides them information, raise their self-esteem, and give them identity. Teenagers might join a group because they that it is enjoyable and exciting and would satisfy their need for affiliation and companionship. They might join a group because will have the opportunity t o receive rewards. Groups are also important source of information. Any group has two things in common: b. 1. Norms Just like what had been said peer group share common values, ideas, and interests. In a group there are these rules that members should follow. It may not be formally said but still you still have to follow it in some way because this is what the group wants and these are norms. Norms are rules apply to all members of the group. b. 2. Roles Roles are the certain positions that you play in a group. These roles can also be act as a group. All of the members may also be like these. C. Cliques c. 1 Definition Cliques are small groups ranging from two to about twelve individuals and average about five to six individuals. The clique members are usually of the same gender and are similar in age. Cliques can form because teenagers are engage in similar activities like being in sports team. Some cliques are also form just by purely friendship. Several teenagers form a clique because have spent time with each other and enjoy each other’s company. What a clique does is share their ideas, hang out together, and often develop an in-group identity in which they believe their clique is better than the others. D. Crowd d. 1. Definition Crowds are a larger group than cliques. Teenagers are usually members of crowd based on their reputation and may or may not spend much time other crowd member. Good examples of crowds are what you see in teenage movies where there are different kinds of characters like the popular ones who always well almost get what they want, the nerds who are intelligent but are just ignored and so on. There are so many crowds that a teenager can chose for him to join. But it’s not always that way. There are times when others are the ones who choose for you. It is how they look at him or in what way they recognize him and then refer to him as a member of a crowd which he didn’t really choose. Just like if you are intelligent even though for you, you don’t consider yourself as a nerd others think that you are. . 2. Nerd (Figure 1. 3) Nerd So they are shy, wear unflattering clothes, and have a congestion problem, so what? They got the brains! Who cares what everyone thinks, they still have their friends, and their more successful future. They dream of dating Beauty Queen, but face it, its never going to happen. She might be scared off by their affinity for Star Wars. Not to fret, they have established a good group of friends you can do math problems with on the weekends. No moment is ever a dull moment! Teenagers, who are in this type of crowd, pretend to be someone who is genuinely moral and true. They do everything more than what is expected, as if everyone else goes wrong. They are someone who never misses any class, homework or project. They are always â€Å"up-to-date† of things. For other they consider a person as a nerd when he or she is smart and knows a lot about different things. They are really great when it comes to academics but they don’t really get into some activities besides that. They don’t know other words besides â€Å"study†. They are expected to get high grades and they are also the ones who always grab the awards and I mean by grabbing them it is like as if they have taken all of them. . 3. Beauty Queen (Figure 1. 4) Beauty Queen Teenagers who are members of this crowd is a total socialite. For them, life is full of contests. If they don’t join in, they are losers. In fact, being a socialite is already a loser because you are climbing a status that you are not and admit it, you can’t. They long for popularity beca use they believe that their beauty have won the hearts of many. Daddys favorite little girl! They are spoiled rotten, but hey, its okay, they get whatever they want, whenever they want! They are the most popular girl in school also known as feared by all. Everyone knows who they are because they are involved in almost everything. All their teachers love them, but all their friends secretly hate them. Their best skills are their interpersonal skills, especially when it comes to gossip, but it can definitely be applied in many other ways. They are outgoing and must always look like they love what they are doing. d. 4. Sportsman For these people, sports is always the name of the game, even inside the classroom. They spend their entire life doing their latest in sports and sports hobbies and outfits. They memorized every good athlete in the world duplicating such career to their own extent, forgetting that life has other tasks to do. (Figure 1. 5) Sportsman There would be no school spirit if it wasnt for these guys. They tend to be those star athletes that have that confidence that certainly boarders on cockiness. They have a high sense of self-esteem that gives them the right to be popular. They love what they do, but definitely feel a pressure to be extremely good at it, after all, the entire school is counting on them to get that title! But they feel lucky to be who they are because there are definitely perks to being an athlete. If youre good enough, your bad grades wont matter because they will be going to college on an athletic scholarship. d. 5. Braggart (Figure 1. 6) Braggart These people always complain that it is not their fault. They feel cheated and that the world was unfair to them. Braggarts are misled because they believe that the world has something to say sorry for their losing attitude. d. 6. Hippies These people do nothing in life but hang around and let loose. It shows to their dress that as if they are the coolest guys who are not responsible for anything. Homework? Oh, there’s no home and work. So what if they repeat? (Figure 1. 7) Hippies They are the epitome of laid back, but its something you have to try to be. Talk about the anti-trend. They are environmentally conscious and have a free spirited. They even love maps! The only music they listen to is underground, and the second it goes mainstream, they swear to never listen to it again. They dont have many friends, but the friends they do have are very close to them. d. 7. Perfectionist (Figure 1. 8) Perfectionist As what they are called they are more likely to think of them as, perfect. These are people who lived before the land of time. For them, everything must be organized. One little mistake, oops, you’re out of their system. If they ever commit mistake in a test, it’s a total protest because they can’t accept the fact that sometimes in life, a little rain must fall. They want things to go in the way they like it to turn out to. d. 8. Addicts Who are these? Yes, they are the drug addicts. All they know are to get high and drink beer all night. Have a good time for tomorrow he dies. Yes, he never grows old because he dies young. Their lives are too short to enjoy other great opportunities ahead. But as they feel addicted to party, there’s no tomorrow to enjoy it. (Figure 1. 9) Addict They are the cool friends that teach teenager where a person should belong. Teenagers are being forced to do acts, like smoking, drinking, wild dancing, drugs, premarital sex, loose conduct and carefree living which internally, teenagers would not want to do. d. 9. Conclusions about teenage crowds Crowds emerge to provide youth with provisional identities they can adopt, well at least temporarily, on their way to more integrated identity later in development. Crowds not only vary in terms of dress, grooming style, musical tastes, and hang outs in school but also in terms of more-consequential activities such as effort in school or deviant behavior. Thus, whether crowds are â€Å"friend† or â€Å"foe† depends largely on the particular crowd with which the teenager is associated. D. Importance of Peers 1. Companionship. Peers provide teenagers with a familiar partner, someone who is willing to spend time with them and join collaborative activities. In this way each of them will enjoy each other’s companionship. 2. Stimulation Teenagers don’t want to have just any peer who’ll just be there. They want to have peers who will provide them with interesting information, excitement, enthusiasm and amusement. 3. Physical support Teenagers want they peers to support them in a physically which is providing them resources and assistance. 4. Ego Support Teenagers have personalities or self-image. They have the need and also the expectation of support, encouragement, motivation and the feedback that helps teenagers to maintain impression o themselves as competent, attractive and worthwhile individual provided by their peers. . Social Comparison. Teenagers needs the information about where they stand face-to-face others and whether they are doing is okay. In this they will be inform socially by their peers from others that are surrounding them. 6. Intimacy/Affection Teenagers are not only about the companionship. They also need the warm, closeness, understanding, trusting with another individual, relation ship that involves self disclosure. This intimacy or affection is provided by peers. E. Effects of Peer Pressure 1. Positive Effects (Figure 1. 10) Peers studying together Peer pressure is not always a bad thing. It can help teenagers analyze their selves and reflect on their ways of life. Some of the practices that the masses follow may actually teach them in their ways of life. They may be able to change their selves for the better. Looking at what others do, can help them bring about a positive change in their way of thinking. If they pick selectively, peer pressure can actually result in a positive way which may change their way of life. Knowing what others follow exposes them to the world outside their home. They would be able to understand the things that are going around them. They are exposed to wide varieties in human behavior. Exposure or the experience of peer pressure gives them the chance to choose the best from what the others do. (Figure 1. 11) Peers socializing If only teenagers would be fortunate to get a good peer group, their peers can play a vital role in shaping their personality. Others’ way of looking at life may influence them to change for betterment. Some of their peers are their close friends, who do not pressurize them to do things that you wouldn’t want to but instead inspire them into changing their selves. Their peer group may actually persuade or influence them to bring about a constructive change in their personalities. Peer pressure can lead them to make the right choices in life but it would be their decision to make. Peer pressure may result in improvement in their academics. Like improving in their grades, this is the result of being pressured by their peers because they were determined to get good grades so they were all influence by it. It can also improve teenagers’ confidence. If teenagers have chosen a peer group that has all the confidence there is no way that they wouldn’t be influence by it. They would also be confident and be positive in doing a lot of things. Peer pressure may also result in to trying more things or getting involved at school. They would join their peers in getting involved with different activities in school. Peer pressure does not only have effects outside home. It can also help relationships, result in more time with the family and improve communication. In helping relationships, they may be thinking that their family might be the only one like that but as soon as they meet others who as well have families they would realize that they are not the only ones who have that kind of family and they would be understand the different situations about their family. If only people think for awhile they would realize that peer pressure has so many positive effects on them. They might just not notice it. The pressure to respect the property of others, being in a peer even though there is already the closeness of each other there are still limits to it. The pressure to join in a service group, if one joins then the others joins too. The pressure to get into college, of course there would be a time when a teenager would think that he would just want to take a break from studying and don’t go to college. But because of the pressure of others going to college and he would be left by them he would just follow them and enter college. Of course there are always rules in schools or in different groups and because of the fear of one in going against the rules would influence or pressure others and would result to following the rules. Being quiet during exams or not cheating, others might think that just because friends help one another. It doesn’t mean that it would also apply during their exams. There are still rules that should be followed and doing what is right. 2. Negative Effects (Figure 1. 12) Negative Effects of Peer pressure When teenagers do not like a particular idea or when they have no inclination towards a particular field, it is too obvious that they won’t like to go by it. For sure, they won’t like to go that way. But it is their peer group, which may force them on doing something that you do not like or hate. In such situations, there are chances that they won’t do well in those things. Things they do not enjoy doing cannot bring them success. They cannot appear successful in something that they have never liked doing. Maybe there would be a chance that the result would be good but how can it be good if they are not really willing to do it. Meaning they aren’t giving any efforts in doing it so how would it result well? So, it is important that they do not lose happiness of their life succumbing to peer pressure. Many a time, it so happens, those teenagers are forced to lead certain kind of lifestyle due to peer pressure. They may not like partying on every weekend, they may not like night outs with friends, and they may hate drinking and smoking. But peer pressure may make them do all that they had never wished to do or even experience. There are many teenagers who experience great pressure from their peer group that forces them to take to drinking. They may take to something as grave drug use, and that too, only because of peer pressure. In such cases, being overly pressurized by their peers can be detrimental to their living. Some teenagers literally spoil their lives by giving in to peer pressure. (Figure 1. 13) A teenager being force to try smoking by his peer. Peer pressure can lead to a loss of individuality, Extreme peer pressure may lead them to follow what their peers feel right. Peer pressure may compel them to go to by everything they think right. They tend to blindly imitate the masses. They adopt their taste of fashion, clothing, hair, music, craze, fad and general living. Peer pressure can actually lead them to lose their taste of life and force themselves to begin liking what they like. Peer pressure is the human tendency to join the bandwagon, in which, the person loses his/her original way of looking at life. Cool friends teach them where they should belong. They are being forced to do acts, like smoking, drinking, wild dancing, tattooing, drugs, premarital sex, loose conduct and carefree living, which internally, they would not want to do. But for the sake of the â€Å"group†, they follow the trend. They are just doing it because they want to belong. Be warned, these friends are fake. They just want to include them because they simple want to hang aound and shout to the world how cool they are. They let the need to belong overcome common sense and good judgment. And teenagers as devoted followers are vulnerable to the possible influences because they deny what may go wrong. They are fooling themselves into believing that they really want to do and act the way they do. In other words, they are abandoning their selves and putting down their own self-esteem. True, loyalty is a deep commitment when it comes to friends. But if they will let their loyalty get in their way it will ruin them for worse, they will fall entirely for nothing. F. How to deal with peer pressure Before dealing with peer pressure first try to recognize if it’s bad or good. In choosing what to do, they need to take charge here. First they need to stop and think. They should ask themselves these questions first: * Could this be trouble? Will it break the law? Will it break the school or home rules? * Will people in authority be angry with me or disappointed with me? * Will someone be hurt their body or their feelings? * Will I be safe? * Do I feel good about this? If it is determined that it is a bad peer pressure, one way of dealing with it is learning to say no. * Just say No! Keep on saying it. * Leave, so that you cant be persuaded. * Pretend you havent heard and walk away. * Make an excuse. Cant stop now, got to go.. * Talk about something else that they are interested in and dont let them change the subject. * Laugh. I thought you said†¦ Youve got to be joking! Then change the subject or leave still laughing. * Laugh. I thought you said†¦ Youve got to be joking! Then change the subject or leave still laughing. * Pretend to be shocked or amazed. Have a better idea. * Give friendly advice: That could be a dumb thing to do. Whose idea was it? Youre too smart to get into that. * Say, Im not doing this because Im your friend and I dont want to see you get into trouble. * Say, Thats a bit unkind. How would you feel if someone did [said] that to you? * Say, Everybodys different, even you. * Say, Youre entitled to your opinion , Im entitled to mine. SUMMARY Majority of teenagers experience peer pressure. Peer pressure is the feeling that someone your own age is pushing you toward making a choice which may be good or bad. Mostly people think that peer pressure is a bad thing but one thing that they don’t know is that peer pressure can also be a good thing. Peer pressure is good when it affects a person in a good way but when the result of peer pressure already harms the person it is already bad. There are two kinds of bad peer pressure and those are direct or spoken and indirect or unspoken. Peer pressure obviously is cause by peers or peer groups. Peers are persons or group people who are about the same age group and also close to one another. Peers are powerful forces in the life of a teenager. Peers also have different statuses. Peer groups are most likely the same with peers but the only difference is if peers have statuses peer groups have different kinds of cliques and crowds. Even though sometimes peers or peer groups can cause negative peer pressure they still have the importance in the life of teenagers. The companionship, stimulation, physical support, ego support, social comparison and intimacy or affection which are coming from peers or peer groups. If peer pressure can be good or bad of course its effect will also be negative or positive. It will just depend on how teenagers make their decision or how will they let peer pressure affect them. Peer pressure results into positive peer pressure when teenagers have chosen the right people that they want to experience their life while they are on their youth. When they have chosen the right people they would surely be pressured to do the right things but if in some cases if teenagers have chosen the wrong people they are just making their life turn worse and let their life fall. If they determined that the peer pressure that they are experiencing will result to something bad that will harm them, there’s a way in trying to avoid it. And that way is learning to say no to others. FINDINGS AND CONCLUSION A. Respondent’s Profile The researcher conducted a survey having 100 college students that have been in a peer group and might have experienced peer pressure. The total number of the respondents is 100. 22 out of the 100 respondents are males. 18 out of 22 are around the age of 16 to 17 years old, while 4 out of 22 are around the age of 18 to 19 years old. There are 78 out of the 100 female respondents. 72 out of 78 are around the age of 16 to 17 years old while 5 out of 78 are around the ahe of 18 to 19 years old and 1 out of 78 is at the age of 20 and above. B. Findings Q. 1 Have you ever been in a peer group? Gender| Yes| Percentage| No| Percentage| Total| Male| 22| 100| 0| 0| 22| Female| 78| 100| 0| 0| 78| Total| 100%| 100| 0| 0| 100| 100 % of both male and female respondents have been in a peer group. Q. 2 Have you ever experience peer pressure? Gender| Yes| Percentage| No| Percentage| Total| Male| 21| 95| 1| 5| 22| Female| 67| 86| 11| 14| 78| Total| 88| 88| 12| 12| 100| 21 out of the 22 male respondents answered that they have experienced peer pressure and only 1 out of 22 answered he hasn’t. 7 out of the female respondents answered they have experienced peer pressure and 11 out of 78 answered they haven’t. Q. 3 Have you ever been pressured to do something that you know is bad? Gender| Yes| Percentage| No| Percentage| Total| Male| 10| 45| 12| 55| 22| Female| 43| 55| 35| 45| 78| Total| 53| 53| 47| 47| 100| 45% of the male respondents answered that they have been pressured to do something bad while 55% answered they haven ’t. 55% of the female respondents answered they have been pressured to do something bad while 45% answered they haven’t. Q. Have you ever lied of liking something just because your friends like it? Gender| Yes| Percentage| No| Percentage| Total| Male| 13| 59| 9| 41| 22| Female| 41| 53| 37| 47| 78| Total| 54| 54| 46| 46| 100| 59 % of the male respondents and 53 % of the female respondents answered that they have lied in liking something just because their friends like it while 41 % of the male respondents and 47 % of the female respondents answered that they haven’t. Q. 5 Have you ever lied to your parents because your friends told you so? Gender| Yes| Percentage| No| Percentage| Total| Male| 7| 32| 15| 68| 22| Female| 31| 40| 47| 60| 78| Total| 38| 38| 62| 62| 100| 32 % of male respondents and 40 % of female respondents answered that they lied to their parents because their peers or friends told them so while 68 % and 60 % of the male and female respondents, respectively answered they haven’t. Q. 6 Do you think that you were influenced by peer pressure? Gender| Yes| Percentage| No| Percentage| Total| Male| 16| 73| 6| 27| 22| Female| 52| 67| 26| 33| 78| Total| 68| 68| 32| 32| 100| 73 % of the male respondents and 63 % of the female respondents said that they were influenced by peer pressure while 27 % of the male respondents and 3 % of the female respondents said they weren’t. Q. 7 If you answered Yes in Q. 6, How do you feel it affected you? Gender| In a positive way| Percen-tage| In a negative way| Percen-tage| Both, depends on the situation| Percen-tage| total| Male| 2| 13| 1| 6| 13| 81| 16| Female| 5| 9. 6| 2| 3. 9| 45| 86. 5| 52| Total| 7| 10. 3| 3| 4. 4| 58| 85. 3| 68| Among the respondents who ans wered yes in question no. 6, 13 % of the male respondents and 9. 6 % of the female respondents answered that they were influenced and affected in a positive way. 6 % of the male respondents and 3. % of the female respondents answered they were affected in a negative way while 81 % of the male and 86. 5 % of the female respondents answered that they were affected in both ways depending on the situation. Q. 8 Do you think peer pressure is a good thing? Gender| Yes| Percentage| No| Percentage| Both, good and bad| Percentage| Total| Male| 0| 0| 7| 32| 15| 68| 22| Female| 3| 4| 6| 8| 69| 88| 78| Total| 3| 3| 13| 13| 84| 84| 100| 0 out of 22 male respondents and 3 out of 78 female respondents answered that they think peer pressure is a good thing. out of 22 male and 6 out of 78 female respondents answered that peer pressure is not a good thing while 15 out of 22 male and 69 out of 78 female respondents answered that peer pressure can be sometimes good and bad. ng? Q. 9 Looking back, are t here choices you made that you don’t think you would have, if you weren’t pressured into them? Gender| Yes| Percentage| No| Percentage| Total| Male| 11| 30| 11| 30| 22| Female| 53| 68| 25| 32| 78| Total| 64| 64| 36| 36| 100| 50 % of the male and 68 % of the female respondents answered that they have been pressured in making some of their choices 50 % of the male and 32 % of he female respondents answered they weren’t. C. Conclusion 1. Basing on the findings all of the respondents both male and female have been in a peer group and majority of them have experience peer pressure that is 88 % of the respondents. 2. The male respondents have been pressure to do something that is bad less than the female respondents. They said that male respondents avoid doing everything that their peers tell them to do. 3. In pretending or lying about liking something just because their friends or peers said they like it. Majority of both male and female answered yes. They said that it is because they don’t want to upset their friends into not liking it and also pressured in liking it. 4. In lying to parent just because their friends told them so majority answered no. But even though majority of them answered no there are still others who answered yes and they reasoned that it’s because they were pressured into it and they just do it in a situation where they really need to. 5. In answering the question whether they were influenced by peer pressure majority of them answered yes. And after they answered yes they were questioned in what way they were affected. Again majority of them answered that they were affected in both negative and positive way depending on the situation. 6. 84 % of both male and female answered that peer pressure can be both good and bad while 13 % said that it is bad and only 3 percent that it is good. They said that peer pressure cannot be only bad or cannot only be good. There are times that it really depends on the situation they are in. 7. On the last question they were asked if some of their answers were pressured or influence to them. In male respondents the results were the same, it was 11 %. While in female 68 % of them answered yes. They said it because in some way they want to have the same answer as others. This reason may give the idea that it’s because of peer pressure. RECOMMENDATION The researcher has finished conducting and presenting the findings and conclusion. The researcher would like to share the following recommendations to teenagers: * Teenager should remember that in entering the adolescence they should be ready because this is the common point in time where they might experience excessive peer pressure. * Teenagers hould remember that in having peers they should choose the right ones. Because if there’s a case where they have chosen the wrong people as their peers the result might just harm them or would be bad for them. * Teenagers should be aware if their friends are putting peer pressures to them. But they should not be confident if they can determine if they are experiencing pressure. They should also be aware if the peer pressure that they are experiencing is a good one or a bad one. * Whether the peer pressure is good or bad, teenagers are the ones making the decision. If they want peer pressure to influence them it’s them who have decided to let it affect them. * If they don’t want to be influence by peer pressure there is a way to avoid them and that is by saying â€Å"NO†. GLOSSARY 1. Cliques. A group which is small and exclusive consisting people who share interests, views, purposes, patterns of behavior, or ethnicity. 2. Craze. A style or fashion which is popular for a brief period of time. 3. Crowd. A group of people according to their status. 4. Deviant. A person that differs from a norm, especially a person whose behavior and attitudes differ from accepted social standards. . Fad. A fashion that is taken up with great enthusiasm by a group. 6. Gang. A group of people who are band together, especially a group of delinquents. 7. Norm. A pattern for an organization especially in the way of behaving. 8. Groupthink. The act or practice of reasoning or decision making by a band or an organization. 9. Loner. A person who avoid s the company of others. 10. Outcast. A person that has been ejected or excluded from a society. 11. Peer. A member of a group of people of the same age, ability, etc. 12. Peer Group. A social organization consisting of people of the same age, status, ability, etc. 13. Pressure. An act to strongly persuade someone to do something they do not want to do. 14. Racism. A behavior that is discrimination or prejudice. 15. Rebel. An act to resist or to fight against something that they don’t like. 16. Roles. The characteristic and expected social behavior of an individual. 17. Self-identity. The awareness of and identification with oneself as a separate individual. 18. Socialite. A person who is or seeks to be prominent in fashionable society. 19. Trends. A style which is current or latest. 20. Values. Beliefs of a person or social group in which they have an emotional investment, either for or against something. BIBLIOGRAPHY Acero,Victorina O. , Javier, Evelyn S. , Castro, Herminia O. â€Å"Adolescence Stage†. Human Growth, Development and Learning. First Edition, Rex Book Store, Manila: Philippines, 2004. Brown, Bardford. â€Å"Adolescent Relationships with Peers†. Handbook of Adolescent Psychology. Second Edition, Skeinkopff, New York: United States of America, 2004. Fong, Dr. David. â€Å"Who’s Afraid of the Evil Dead? †. Surviving Teenagers. Geddes Grosset, New Lanark: Scotland, 2007. King, Jenny. â€Å"My Friends†. Teenager Life. Wordline Books, Manila: Philippines, 2002. Morris, Charles C. , Maisto, Albert A. â€Å"Relationship with Peers†. Understanding Psychology. Fourth Edition, Prentice Hall, Upper Saddle River: New Jersey, 1996. Nairne, James S. â€Å"Group Conformity†. Psychology: The Adaptive Mind. Second Edition, Wadsworth, California: United States of America, 2000. Santrock, John W. â€Å"Exploring Peer Relations†. Adolescence. Tenth Edition, McGraw-Hill, New York: United States of America, 2005. Sferra, Adam, Rice, Louis A. Wright, Mary Elizabeth. â€Å"Group Activities†. Personality and Human Relations. Second Edition, McGraw-Hill, New York: United States of America, 1961. http://en. wikipedia. org/wiki/peer_pressure http://www. buzzle. com/articles/negative-and-positive-effects-of-peer-pressure. html http://www. thecoolspot. gov/peer_pressure3. asp http://candymag. com/m agazine/features/how-to-deal-with-peer-pressure http://sitemaker. umich. edu/356. tran/true_clique APPENDICES Appendix â€Å"A† Sample Questionnaire Appendix â€Å"B† Sample of Answered Questionnaire Appendix â€Å"C† The Respondents

Neil killed himself......... essays

Neil killed himself......... essays When Mr. Keating stood upon his desk he said a quote that everyone took in except Neil. He said I stand up here to remind myself that we must constantly look at things in a different way. Neil never understood that his father only wanted what was best for him. Instead he saw a monster that didnt care about how he felt. He did think about this though to himself, others and Mr. Keating. However he was never able to express himself to his father. Really the only time where did stand up for himself was while he was doing the play and asking for forgiveness. He had many opportunities to sort out there problems but he never took them. This was shown in the movie when Mr. Perry tells Neil to drop some extra-curricular activities. Neil could have said Well I want to do this but instead said Well you know me Im always doing too much. This is where Neil went wrong. He at things in a different way but Neil never did. This is one reason why Mr. Keating is not responsible for Neils death. At the opening of each dead poet society meeting a quote was said. I went to the woods because I wanted to live deliberately, I wanted to live deep and suck all the marrow out of life. All the boys took this to heart and beyond. They seize every moment when it came. Mr. Keating showed the boys that in life you have boundaries, seize every moment but dont go too far. He showed what was right and encouraged them to do the same. Mr. Keating told Neil to talk to his father after his father said he was to quit the play. Words and ideas can change the world but Neil second-guessed his father words by saying that his father would never understand. Mr. Keating even went as far as saying to Neil that soon he would be out of school and that he could do whatever he wanted to do but Neil never took this advice. Words and ideas can change the world. This line in the movie o ...

Popular English Phrases and Idioms

Popular English Phrases and Idioms English phrases are part of everyday speech. They add the necessary zing to our communication. Here are some of the most popular English phrases and idioms. Use them to make an impact on your readers or listeners. A bird in the hand is worth two in the bush.Your guess is as good as mine.Rome was not built in a day.The ball is in your court.Let bygones be bygones.Hit the nail on the head.It takes two to tango.Hold your horses.Idle hands are the devils tools.Wear your heart on your sleeve.Dont put all your eggs in one basket.A fool and his money are easily parted.Dont look a gift horse in the mouth.Variety is the spice of life.Curiosity killed the cat.A leopard cant change his spots.Every cloud has a silver lining.Go down like a lead balloon.A picture paints a thousand words.Haste makes waste.Dont count your chickens before they hatch.A house divided against itself cannot stand.Go the extra mile.Blood is thicker than water.You cant take it with you.The bigger they are, the harder they fall.When it rains, it pours.A penny saved is a penny earned.He lost his head.Its a small world.Great minds think alike.If its not one thing, its another.Elvis has left the building.Actions speak louder than words. Its anyones call.Keep your chin up.Let sleeping dogs lie.Never bite the hand that feeds you.You cant judge a book by its cover.Drastic times call for drastic measures.Lend me your ear.Practice makes perfect.Rise and shine.You are what you eat.Let the cat out of the bag.Mums the word.

Terrorism and patriot act Coursework Example | Topics and Well Written Essays - 500 words

Terrorism and patriot act - Coursework Example Over 3000 people lost their lives. While America was still recovering from the shock of this barbaric act on its home soil, President George W. Bush lost no time in pursuit of the culprits. He ordered airstrikes on likely hideouts of Osama bin Laden in Afghanistan. At the administrative level, he promulgated the Patriot Act 2001 and established the Department of Homeland Security to help deal with all further threats and protect the borders of the USA and its people. Some sweeping powers were given to these personnel to track, apprehend and arrest possible suspects who wanted to harm America and its interests. The extent of these powers is a matter of debate, as many opine that it violates the rights of privacy and freedom as guaranteed under the U.S Constitution (Worrall, 2011). The Patriot Act was signed into Law by President Bush on October 26, 2001, just over a month and a half after the events of September 11. The Act has 10 separate sections, one each relating to enhancing domestic security against terrorism, surveillance procedures, anti-money-laundering, removing obstacles to investigations, information sharing, criminal law, terrorism intelligence and border security. Many sections were due to sunset after four years, but they were extended by President Obama in the larger public interest (CLDC, 2012). Among the most contentious of the powers under Section 213 is that of arresting someone on mere suspicion of being a terrorist, and that of searching his or her house without a warrant. Section 218 allows for wiretapping of such suspect’s every means of communication. Under Section 805, anybody even suspected of giving advice or assistance to a terrorist would be liable for arrest and prosecution. Granted that we have to nip terrorism in the bud, but such measures are a close call to violating the privacy and integrity of American citizens and go against the widely held precept of ‘innocent till proven

Consumer-brand relationships Essay Example | Topics and Well Written Essays - 5000 words

Consumer-brand relationships - Essay Example When the concept of branding is applied in the marketing strategies, there is a huge possibility that an effective consumer-brand relationship is created. The marketing experts have realised that the customers have become more informed and have easy access to a wide range of choices and the only way to get competitive advantage in the respective market is to strengthen the consumer-brand relationship which means getting the customers emotionally involved with the brand (Bengtsson, Bardhi & Venkatramann, 2010). It is stated by Frank et al. (2010) that the companies that will ensure that they create a highly gripping, pleasurable, consistent and compelling experience of brand for their customers which will enable it to get the top ranking in the market. However, the companies that strive to strengthen their brand just to obtain monetary benefits or don’t take account of the customer’s preferences are often unable to create a healthy relationship with their customers. ... Theoretical perspectives of Consumer-brand relationships Brand has been defined by many researchers in different ways as there is no concrete definition for this terminology. The most easiest and raw description of a brand is â€Å"awareness about a product or service offering† (Thomson, MacInnis & Park, 2005). According to Carlson, Donavan and Cumiskey (2009), a firm has to promote its brand which comprises of creating a name, broadcasting it to the target market and then implementing it on its corporate identity or the set of service or product offerings; the brand is the key element that highlights the presence of a company and its product or service in the market. Every organisation has to market its brand so that it can create a brand identity which is the set of associations that consumers develop about a certain brand (Bauer, Heinrich & Martin, 2007). For instance, Disney World is considered to be the best place for fun, adventure and enjoyment; it is the destination th at everyone wants to go to have the spectacular experience of their lives with family and friends. Disney World has further strengthened its brand image by making valuable additions in its service offerings so that it can meet the changing demands of its consumers. In order to create a good and effective consumer-brand relationship, the marketing managers of a company have to use the logos, taglines, product attributes and other aspects in the marketing activities to differentiate the brand from its competitors (Carroll & Ahuvia, 2006). The basic requirement of strengthening the brand-consumer relationship is to give the most sensational brand experience to the customers by using all available sources such as promotional events, advertising, Websites and Customer Relationship

Curriculum and Instruction Essay Example for Free

Curriculum and Instruction Essay Alvermann, D. E. Strickland, D. S. , (Eds. ); (2006): Bridging the literacy achievement gap, grades 4–12. New York: Teachers College Press. This focuses on literacy achievement gap in achievement of those who underperform especially adolescents. Literacy characteristics have been examined and the varied challenges groups of learners face. School wide and classroom practices have also been described in this book. Alvermann worked with instructors and hence was able to know the issues related to instruction. The shortcoming of this resource is that it uses very limited age bracket of adolescents and its main focus is the adolescents. It would be more resourceful for those below twelve years and not stretch too far to adolescents which it does not focus on. Anderson, T. H. Armbruster, B. B. , (1998): On selecting â€Å"considerate† content area Textbooks; Remedial and Special Education, 9(1), 47–52. The article discusses three features that relate to content-area textbooks which make them â€Å"considerate† for readers in terms of coherence, structure, and audience appropriateness. The authors discuss what the books those are in existence lack and offer suggestions to educators on how best they can improve the existing books to make them learner appropriate. The authors are seasoned educators thus giving what they advocate for credibility. Beers, K. (2005). When kids can’t read: A guide for teachers 6–12; Portsmouth, Heinemann Beers uses student oriented and classroom explanations in guiding teachers through the planning, assessing and implementing reading kinds of instructions for teachers and learners in middle and high schools. The components of an effective reading instruction which includes strategies and the resources that teachers may use in the classrooms to improve their reading. Beers himself is a knowledgeable author in issues relate with early childhood education and targets teachers of the young kids. The material is relevant to the kids only although some illustrations in it may be applicable to those who start reading late in life. Carlisle, F. J Rice, M. S. (2002): Improving reading comprehension. Baltimore: York Publishers. This text gives a comprehensive discussion on the theoretical basis of comprehension reading and how it is related to other components of reading. It aims at improving the reading comprehension through the author’s giving of the instructional principles that guide in selecting and using practices so as to teach reading comprehension and how it relates to other components of reading in depth. This book is vital for those learners who have problems in issues relating to comprehension. The book is an all-round one, drawing other components of reading into perspective. The learners will not therefore find in it a wholesome study of comprehension. Cibrowski, J. (1995): Using textbooks with students who cannot read them. Remedial and Special Education, 16(2), 90–100. Cibrowski summarizes the materials that have been written on effective instructions using textbooks. His article describes the strategies that a content-area or special teacher can use with his/ her students who have proved to be fast readers. The designed techniques help such learners widen their conceptual thinking. It further gives the levels of analysis, before instruction, during and after in addition to stating the criteria for effective strategies: a committed teacher, student belief and teacher’s ability to model strategic thinking. This material is superb for higher achievers. Coyne, M. D. et. al (2007): Effective teaching strategies that accommodate diverse learners. New York, Prentice Hall. This book outlines how learners with different physical cognitive, cultural and other diversities can be catered for in a classroom. The strategies expounded are vital for teachers in that in every classroom situation, there must be an element of diversity which they have to address for meaningful learning to take place. The material is thus gives a comprehensive to teaching-learning experience and therefore highly recommended. Davis, M. H. Guthrie, J. T. , (2005): Motivating struggling readers in middle school through an engagement model of classroom practice. Reading Writing Quarterly, 19, 60–85. The authors discuss six dimensions of change in disengagement and low motivation in elementary and middle school learners. The authors further suggest six classroom practices that can be used by middle school teachers in changing the learners’ attitudes resulting from changes in classroom. The authors, being educators themselves give ample information to other educators being challenged by low motivation and disengagement from their learners. Deshler, D. Swanson, H. L. , (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 125–135. The authors summarize the results obtained from meta-analysis of some educational interventions for disabled students. Some interventions were used in the instruction and it was found that a good deal of these components can be incorporated into the classroom instruction with impressive results. The authors are specialist in education of disabled persons. This material is important for those who wish to make instruction of disabled learners a success and a lot easier and interesting. Gersten, R et. al; (2001): Teaching reading Comprehension strategies to students with learning disabilities: A review of Research. Review of Educational Research, 71(2), 279–320. This review of research on effective instruction for reading comprehension for students with disabilities gives detailed study on the expository and narrative texts. The authors of this material give the summary of cumulative knowledge gained through research based knowledge. The authors work with a panel of analysts on educational matters. It is a good material if one wants to know the material in depth courtesy of the review provided. It can assist educators a great deal in their attempt to gain more knowledge in comprehension strategies that they can use on their learners. Hilden, K. Pressley, M. (2004): Toward more ambitious comprehension instruction . In E. R. Silliman L . C. Wilkinson (Eds. ), Language and literacy learning in schools (pp. 152-174). New York: Guilford. Pressley and Hilden, who are educators, bring forth in this resource the thinking of comprehensive instruction by critically analyzing sources which support ambitious comprehensive instruction. The resource thus reviews research history of comprehension and the evolution of knowledge base. The resource is a good one because it further discusses in its conclusion the relationship comprehension and other reading instruction elements. Jetton, J. T. Dole, A. J. (Eds. ); (2007): Adolescent literacy research and practice. New York: Guilford. This volume is a compilation of contributions from researchers in the important literacy areas of students in middle and high school. It centers on research and interventions for adolescents with problems in reading. Students, according to the researches, have issues that may affect their reading for instance motivation, assessment and cultural influence. The curriculum should be tailored to provide for the problems that these learners may have. The book states this in detail and thus a critical resource for Adolescent literacy. Meltzer, J. , et. al (2001): Adolescent literacy resources: Linking research and practice. Providence Education Alliance, Brown University Retrieved 20th March, 2006 from http://www. alliance. brown. edu/topics/literacy. shtml This is research for secondary school teachers who would wish to incorporate instruction across the content area. It is a review of literacy research materials from various fields and focuses them to the classroom situations. Important concepts that aid adolescent literacy have been discussed. This material is best for secondary school teachers and is vital for them since it gives the results of current researches and links them to classroom practice. The authors are practitioners in the education sector. McKeown, G. M. Beck L. I (2007): Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Scholastic In this book the authors explain why implementing the questioning technique is good and suggest its optimal implementation. It is aimed at supporting students to gain meaning from a given text. They have provided several classroom cases, of which they individually participated, which give realistic explanations and illustrations of the process. The book is good enough for teachers and learners in informing the use of Questioning of the author in order to guide the students’ comprehension reading. The authors have worked closely with educators meaning that their information is as they saw in the field. I highly recommend the book for both teachers and students who need to improve their/ their learners’ comprehension. Moje, E. B. (2006): Motivating texts, motivating contexts, motivating adolescents: An examination of the role of motivation in adolescent literacy practices and Development; Perspectives, 32(3), 10–14. This is a brief synopsis of research findings based on the role that different contexts and texts play in the motivation of adolescents to face the various challenges associated with literacy practices. It advocates for changes in texts used and the contexts in which they are used saying this is the essence of motivation since motivation is not static. Moje is a renowned educator who weaves a positive criticism on the existing instruction materials making his ideas worth putting in practice. National Association of Secondary School Principals ;( 2005): Creating a culture of Literacy: A guide for middle and high school principals. Reston, V. A This is a guide that provides Secondary School administrators with tools for creating Schoolwide literacy plans aimed at addressing the needs of learners whose reading is below the basic levels. It draws its premises from components that influence the ultimate achievement of the learners. The study gives a proposal on the reforms that can be done to minimize the problem for instance commitment of leaders in instruction, balancing assessment of formal and informal natures among others. The association encompasses head teachers from all schools in the country and who are administrators in their respective schools thus versed with many educational issues. The limitation of the resource is that it used the ideas from head teachers only and left out other stake holders who may have different views Nystrand, M. (2007): Research on the role of classroom discourse as it affects Reading comprehension; Research in the Teaching of English, 40(4), 392–412. Nystrand, in this article reviews 150 years of empirical research that target on classroom discourse. There are various research methodologies used and the research vouches for discussion within the classroom setting in improving reading and comprehension. The author is an English teacher of many years. The review is qualitative based on the number of varied reviews it has made and thus the reference to a variety of cases and researches thus highly recommended for all instructors; not just those teaching English. O’Brian, D. G et al. (1999): Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum pedagogy, and school culture. Reading Research Quarterly, 30, 440–460 The authors of this material discuss the inadequacy and of the traditional model of professional development in building the proficiency of students in the instruction of content literacy. It recommends a change in curriculum via looking at the social and cultural contexts in which the schools are set. The society, the resource says, has values, beliefs and practices embedded in it that the teachers, learners and the school community identify with. O’Brian is a sociologist thus understands the influence of the environment in learning. I find the book very important because it highlights the importance of the environment in the learning processes Pressley, M. and Block, D. (Eds. ): (2007). Comprehension Instruction: Research-based Best practices. New York: Guilford. This material resulted from contributions from thirty nine scholars who contributed their understanding in reading exercise related to comprehension. It has varied but harmonized experiences and thus can be used as the best resource for the understanding of the nature of comprehension instruction. The research also charts a way forward for researchers in consolidating research knowledge and further expounds on the nature of comprehension in different levels of schooling. The material targets all instructors in the field of comprehension learning. I recommend the material for instructors because of extensive research that brought it forth hence making it qualitative. Rosenshine, B. , et. al (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 182–220 This intervention studies review is aimed at teaching students on how they can generate questions so as to improve their reading comprehension using prompts. It analyzed 26 research studies which showed that the use of signal and generic question stems provided the best positive effects of comprehension standardization. The research cannot be qualified as having weaknesses because it gives the learner a center stage in learning how to comprehend better. The authors have teaching experiences in various schools and levels. Swanson, H. L. (2004): Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to higher-order processing. The Elementary School Journal, 101(3), 331–348. The analysis here was carried out on 58 studies related to problem solving interventions meant for those students with disabilities. Several factors that increase student performance were identified and categorized into short term. Swanson is a researcher and educator giving credibility to his work. The focus of this material is on adolescents with disability Sweet, A. P. , Snow, C. E. (Eds. ): (2003). Rethinking reading comprehension; New York: Guilford. The authors inform of effective teaching by building on comprehension reading research that was developed by a research group, RAND. Key issues in comprehension reading and research findings related to adolescents and the strategies used to address student needs are highlighted. The material is helpful especially due to it being tied to the researches conducted. It makes the issues real because they were stumbled on during the research. The author himself is a researcher in various fields. I highly recommend this material for teachers and learners targeted by the research (Adolescents) Tanner, D. , Tanner, L. (2007) Curriculum development: Theory into practice. Pearson. Tanner and Tanner purpose to highlight what a comprehensive curriculum should entail so as to bring forth an all rounded learner after instruction has taken place. It gives the principles to be followed in curriculum and how the theoretical perspectives advocated for in the texts are put into practice. Learners should be orientated so as to internalize that which they learn easily. Trabasso, T. , Bouchard, E. (2004): Teaching readers how to comprehend text strategically. (In C. Block and M. Pressley) (Eds. ), Comprehension instruction: Research-based best practices p. 170– 194. New York: Guilford. The authors explain the findings of 205 investigations on the impact that cognitive strategy of instruction on reading comprehension. The authors are researchers in psychologists and researchers in the field. Strategy instruction, the research postulated, was more effective than the traditional mode of instruction. Further, the authors discuss twelve types of comprehension strategies and two instructional strategies identified as effective in improving the comprehension of students. Teachers will find this book useful in improving comprehension in their students. Meyer, BF. Walker, CH. (1980): Integrating different types of information in Text; Journal of Verbal behavior and Learning, 19:263–275. This is a discussion on the knowledge integration theory which provides a contextual field for exploration on learners’ formation of relationships between background and new information. The authors give a summary of the research which investigates this theory. Walker and Meyer are regular contributors to psychology related journals. The material is a good one because it gives some practical examples for educators on how to integrate new and old information for learners so as to enable them participate in tasks which require sophisticated comprehension Washington, DC: Alliance for Excellent Education. Retrieved on 2nd April, 2009 available at http://www. all4ed. org/publications/AdolescentsAndLiteracy. pdf The discussion here centers on the crisis facing the literacy adolescents. It examines four reviews that deal with reading research and presents students with measures to improve their reading. There are factors that teachers should also consider for instance motivation, although this is also aimed at the learners themselves. Students will find this material very useful in improving their reading. Evaluative summary of the Bibliographies This selected bibliography of the items on adolescents’ literacy resources is a result of broad review of research carried out by professionals mostly in the educational sector. The students mostly addressed are those of 4-12 years of age. The contents of the various resources have been summarized and therefore whoever wants to have a quick overview of what there is to adolescents’ curriculum and instruction will surely get something worthwhile. The issues addressed in the bibliography can be summed up as follows: Some researches done for instance Nystrand’s, article which reviews 150 years of empirical research that target on classroom discourse show a great deal of traverse on time that the researchers have done to bring the best for Adolescents. There are various research methodologies used and the research vouches for discussion within the classroom setting in improving reading and comprehension. The review is qualitative based on the number of varied reviews it has made and thus the reference to a variety of cases and researches thus highly recommended for all instructors; not just those teaching English. Other reviews too give a lot of excellent information from educationists who give their own experiences. An example is Pressley’s whose material resulted from contributions from thirty nine scholars who contributed their understanding in reading exercise related to comprehension. It gives varied but harmonized experiences and thus can be used as the best resource for the understanding of the nature of comprehension instruction. The research also charts a way forward for researchers in consolidating research knowledge and further expounds on the nature of comprehension in different levels of schooling. The material targets all instructors in the field of comprehension learning thus highly recommended for them. Beers uses student oriented and classroom explanations in guiding teachers through the planning, assessing and implementing reading kinds of instructions for teachers and learners in middle and high schools. This is a critical material since it combines the basic factors that need to be considered in teaching: student oriented and classroom explanations. It makes the learner be the focus of the teaching- learning process. The components of an effective reading instruction which includes strategies and the resources that teachers may use in the classrooms to improve their reading. Beers himself is a knowledgeable author in issues relate with early childhood education and targets teachers of the young kids. The material is relevant to the kids only although some illustrations in it may be applicable to those who start reading late in life. The reviews in some of the researches focus on effective instruction for reading comprehension for students with disabilities, giving detailed study on the expository and narrative texts. The authors of these materials, for instance Gersten (2001) give the summary of cumulative knowledge gained through research- based knowledge. The material gives in depth information due to the detailed research conducted in writing it. Davies and Guthrie discuss six dimensions of change in disengagement and low motivation in elementary and middle school learners. They authors further suggest six classroom practices that can be used by middle school teachers in changing the learners’ attitudes resulting from classroom changes. The authors, who are educators, give vital information to other educators facing challenges from low motivation and disengagement from their learners. Cibrowski, in his work summarizes the materials that have been written on effective instructions using textbooks. His article describes the strategies that a content-area or special teacher can use with his/ her students who have proved to be fast readers. The designed techniques help such learners widen their conceptual thinking. It further gives the levels of analysis, before instruction, during and after in addition to stating the criteria for effective strategies: a committed teacher, student belief and teacher’s ability to model strategic thinking. Fast students therefore are also catered for in this bibliography in terms of how they can be taught without affecting their enthusiasm. This bibliography also has materials that show the impact of cognitive instruction strategy, which is shown as the most effective mode of instruction as opposed to the traditional mode. Authors in this issue also discuss types of comprehension strategies that educators can refer to in their teaching. In conclusion, the materials chosen in this bibliography will go a long way in assisting educators know how to manage better the issues related to instruction and at the same time give them an opportunity to expand their scope. The learners also have a reason to have a look at this bibliography. There are materials summarized whose focus is the learner. The influence of the environment on the learning process has also been given in one of the resource materials in this bibliography. It is, in short, a detailed bibliography but other sources can still be sought for the purposes expounding or adding to what has been given.