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.

Zechariah Essay -- essays research papers fc

Zechariah Zechariah is one of the Minor Prophets of the Old Testament. His book is located between the books of Haggai and Malachi. Zechariah is thought to have preached from about 520-518 B.C. The book of Zechariah deals with the restoration of Jerusalem, the Temple, and God‘s people. Chapter 11 verses 4-17, which is a story of two shepherds, is one of the most difficult passages in the Old Testament to understand. From the New Living Translation, the passage reads as follows: 4 This is what the LORD my God says: "Go and care for a flock that is intended for slaughter. 5 The buyers will slaughter their sheep without remorse. The sellers will say, 'Praise the LORD, I am now rich!' Even the shepherds have no compassion for them. 6 And likewise, I will no longer have pity on the inhabitants of the land," says the LORD. "I will let them fall into each other's clutches, as well as into the clutches of their king. They will turn the land into a wilderness, and I will not protec t them." 7 So I cared for the flock intended for slaughter – the flock that was oppressed. Then I took two shepherd's staffs and named one Favor and the other Union. 8 I got rid of their three evil shepherds in a single month. But I became impatient with these sheep – this nation – and they hated me, too. 9 So I told them, "I won't be your shepherd any longer. If you die, you die. If you are killed, you are killed. And those who remain will devour each other!" 10 Then I took my staff called Favor and snapped it in two, showing that I had revoked the covenant I had made with all the nations. 11 That was the end of my covenant with them. Those who bought and sold sheep were watching me, and they knew that the LORD was speaking to them through my actions. 12 And I said to them, "If you like, give me my wages, whatever I am worth; but only if you want to." So they counted out for my wages thirty pieces of silver. 13 And the LORD said to me, "Throw it to the potters" – this magnificent sum at which they valued me! So I took the thirty coins and threw them to the potters in the Temple of the LORD. 14 Then I broke my other staff, Union, to show that the bond of unity between Judah and Israel was broken. 15 Then the LORD said to me, "Go again and play the part of a worthless shepherd. 16 This will illustrate how I will give this nation a... ...ill leave them to be destroyed in the hands of the false prophets and corrupt leaders of the land. God tells them that he really does not want it to come to this, because the passage ends with a prophecy about what will become of the worthless shepherd. I think this is a message to false prophets that eventually no one will believe them, and also to the leaders or kings that they will lose all of their power and military strength. God reminds them that he really is helping protect them from the full effect of their sins even if they don’t realize it. In other words, things could be a lot worse, but God loves humans so much that he won’t let it get worse. The general message is for the people to clean up their act and repent so these bad things won’t happen. Bibliography Works Cited Chisholm, Robert B., Jr. Interpreting The Minor Prophets. Michigan: Zondervan Publishing House, 1990. Brown, William P. Westminster Bible Companion: Obadiah Through Malachi. Kentucky: Westminster John Knox Press, 1996. Holy Bible New Living Translation. Illinois: Tyndale House Publishers, Inc. 1996. Meyers, Carol L., and Eric M. Meyers. The Anchor Bible: Zechariah 9-14.New York: Doubleday. 1993.

Online Ordering System Essay

Nowadays, Information Technology is continuously evolving and it’s getting more advanced. Technological evolution and advancement makes the world become more highly modernized as different creations, innovations and inventions are made. Adapting these technological advances, contributes a lot of benefits in different fields and one of those fields is the business particularly the hospitals. Hospital is an institution which provides care to people who has illnesses. It plays a vital role in the community where people run to it whenever they have health problems. Hospitals promote improvement of community health service by providing high quality health care services and help those people who need good and effective service. Different hospitals in the world aims at giving the best medical services that they need to satisfy their clientele and through the use of technology they are able to make it possible. In Tanzania, the Health Management Information System was set up in 2006 to be use in hospitals of the Evangelica Lutheran Church Tanzania (ELCT). By using the Health Management Information System software, hospitals can easily collect, store and analyze the data of patients. (IICD. (2010, June 29). Development of Management System for Health facility – Tanzania. Retrieved February 8, 2011, from http://www.iicd.org/projects/tanzania-health-management-system) In Cotabato, the provincial health officer Dr. Edgardo R. Sandig introduced a computerized Hospital Operation Management Information System, to monitor the outbreak of disease in a certain area in the province and those people who are admitted in the hospital will be given immediate attention and solution. (dela Cruz, E, B. ( 2006, October 6). South Cotabato IPHO intensifies campaign on dengue. Philippine Information Agency. LOCAL STUDY Online Ordering System Abstract/Complied Abstracts The influx of an online ordering system greatly affected what tends to be done in a matter of the blink of an eye. An online ordering system permits a customer to submit online orders for items and/or services from a store that serves both walk-in customers and online customers. The online shopping system presents an online display of an order cutoff time and an associated delivery window for items selected by the customer. The system accepts the customer’s submission of a purchase order for the item. This section deals with the summary of the thesis. This thesis is about Online Ordering for Blue Magic its include the item name, price and design. In this thesis also include how to order it. 2012, 12). Local Related Literature Online Ordering System. LOCAL STUDY Ordering Online System Technology is the making, usage and knowledge of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose. Nowadays, people introduce new technologies that facilitate them in every aspect in life, making life easier. Compared to technologies we had before, it is really convenient to utilize new ones for they have endless features. Like the way of teaching before and nowadays, teachers use manila papers, cartolina, etc. The even use chalks or board markers for teachings but when the experts discovered that both of the said tools for teaching are hazardous because of the chemical content, the experts warned people to find alternative ways of teaching. Since we are in the age of new technologies, they found the best way of teaching by accompanying computers in education.

Economic Effects of Immigration in the Philippines

Ten Economic Facts about Immigration INTRODUCTION The Hamilton Project believes it is important to ground the current immigration debate in an objective economic framework based on the best available evidence. In this policy memo, we explore some of the questions frequently raised around immigration in the United States and provide facts drawn from publicly available data sets and the academic literature. Most Americans agree that the current U. S. immigration system is flawed.Less clear, however, are the economic facts about immigration—the real effects that new immigrants have on wages, jobs, budgets, and the U. S. economy—facts that are essential to a constructive national debate. These facts paint a more nuanced portrait of American immigration than is portrayed in today’s debate. Recent immigrants hail from many more countries than prior immigrants; they carry with them a wide range of skills from new PhDs graduating from American universities to laborers wi thout a high school degree.Most recent immigrants have entered the United States legally, but around 11 million unauthorized immigrants currently live and work in America; the majority of these unauthorized workers settled here more than a decade ago. Each of these immigrant groups affects the U. S. economy in varied ways that should be considered in the current debate around immigration reform. Immigrants now comprise more than 12 percent of the American population, according to recent estimates, approaching levels not seen since the early 20th century.Today’s controversies over immigration echo arguments made a century ago during the last immigration peak. While the demographics of U. S. immigrants have shifted dramatically, the concerns voiced about the social and economic impacts of immigration strike a familiar chord. A major economic concern is how immigrants influence the wages and employment prospects of U. S. workers. The economic impacts of immigration vary tremendo usly, depending on whether immigrants are unskilled agricultural laborers, for example, or highly skilled PhD computer scientists.Although their consequences are often conflated, it is constructive to examine the impacts of low-skilled and high-skilled immigrants independently. Another point of controversy in today’s debate involves the impact of unauthorized immigrants on our economic wellbeing. The best estimates suggest that 28 percent of the total foreign-born population could be unauthorized. According to the Pew Hispanic Center, roughly 60 percent of these unauthorized immigrants are from Mexico. (However, unauthorized immigrants make up only about 21 percent of U. S. residents of Mexican heritage. When possible, we try to differentiate the figures to more closely understand the different effects—positive or negative—that unauthorized workers may have on the economy. Of course, there are many factors at play and the economic evidence is only one piece of t he puzzle. These facts are designed to provide a common ground that all participants in the policy debate can agree on. In the months and years ahead, The Hamilton Project will return to the issue of immigration as we offer policy recommendations on the economic issues facing the United States.

Multiple Burden Essay Example

Multiple Burden Essay Example Multiple Burden Essay Multiple Burden Essay Apart from the social stigma, perhaps the most difficult aspect of being a single mother is the stress of carrying the host of domestic and work-related responsibilities as well as sorting out relationship issues with the father/s of their children. These women often have to mind household chores and at the same time come up with the money to pay the rent and take care of the bills. Some of them also face difficulties from irresponsible ex-partners, as revealed by Melody’s account from the yahoogroup AfAmersinglemoms or African American single moms: â€Å"It’s hard doing it by myself, but you know what the good Lord doesnt give us more than we can handle. Right now I am working independently from home in the area of entertainment, so that keeps me going. I love my kids to death, and it pisses me off that there dad only wants interaction with them when it is convenient for him. Like you alot of people are after him for money, but somehow they havent caught up with him. You know every other state takes child support seriously, the men get behind they get lock up. But here in Illinois its like they protect them and that is a bunch of crap. I am looking to connect with other african american moms and talk about our trials and tribulations. Also to get to know one another and form possible friendships. It wouldnt hurt to get together and have a girls night ocassionally. † (http://groups. yahoo. com/group/AfAmersinglemoms/message/7) African American single mothers thus faced tremendous pressure from solely shouldering child raising responsibilities, accomplishing duties at home, solving problematic relationships, and having to juggle work at the same time, as shown by Melody’s experience. Other women, however, could be considered not to be as lucky in terms of opportunities; these women often do not have enough resources and access to send their children to school or put food on the table. Nevertheless, the strength and resilience of African American women can be surprising. In the face of such problems as dual discrimination and the multiple burdens that come with single motherhood, some of them do not feel regret over their decisions and in a way even feel justified and empowered in it: â€Å"I am the same way I dont harbor bad feelings or ill will but it just upsets me when our brothas dont take care of there responsibilities. I find it to be sad, but nevertheless I have to keep it moving and continue to be both mother and father. You are so right about Karma, what comes around goes around. Yes, there are alot of us out there struggling to do for our children on are own. † ( http://groups. yahoo. com/group/AfAmersinglemoms/message/20) Alternative Action While there is a tendency for many African American women to feel a sense of empowerment from proving to society that they are able to support their children, Davis (1998) notes that an increasing number of African American women are experiencing depression. (Davis 494) Fortunately, most of these women often receive strong social support networks from their families, especially other women, and from the African American community, which gives them a sense of connectedness and value. The growth of the internet has also given these women the chance to build virtual communities with which they can meet and interact with women whose situation and issues are in some way similar to their own. It cannot be denied, however, that something has to be done to alleviate the already difficult situation of African American single mothers- and the situation of mothers of different racial identity- since racial and gender-based inequalities often hinder them from actively participating in their own development and holistic growth. The National Organization for Women (NOW), for instance, challenges women to get involved in the commitment to â€Å"continue to fight for equal opportunities for women of color in all areas including employment, education and reproductive rights. † ( now.org) In seeing the realities of African American women, I find that many of their issues resound with my own, that indeed, I am as much a victim of dual discrimination as they are. Although many of our experiences and encounters with the forms of oppression may be different due to the fact that we come from diverse cultures, our realities as women struggling to gain control over our bodies, our thoughts, and our destinies are what binds us, and I think that nobody else will work towards our freedom from racial and gender discrimination except for women themselves. : Boyd, Julia A. In the company of my sisters. New York: Dutton, 1993. Davis, Ruth E. â€Å"Discovering Creative Essences in African American Women: The Construction of Meaning around Inner Resources. † Women’s Studies International Forum, 21, 5: 1998 Dickerson, Bette J. African American Single Mothers: Understanding Their Lives Families. Sage Publications, 1995. Reid, Lori L. â€Å"Occupational Segregation, Human Capital, and Motherhood: Black Women’s Higher Exit Rates from Full-time Employment. † Gender Society, 16: 2002. Roberts, Dorothy. â€Å"Race, Gender, and the Value of Mother’s Work. † Social Politics: 1995. https://groups.yahoo.com/neo/groups/AfAmersinglemoms/conversations/topics/20.

UPenns Acceptance Rate: What Does It Take to Get In?

Only 8.4% of students get into UPenn. How can you stand out in the college admissions process? The University of Pennsylvania is one of the oldest and most prestigious universities in the nation. A member of the Ivy League, UPenn was founded by none other than Benjamin Franklin, who wanted to create a culture that â€Å"well-done is better than well-said.† Located in Philadelphia, UPenn provides numerous opportunities for its students to put into practice what they are learning and become leaders in their fields. Here’s what you need to know to get in. When you apply to UPenn, you will apply to one of the following—the College of Arts and Sciences, the School of Engineering and Applied Science (Penn Engineering), the School of Nursing, or the Wharton School. It’s not easier or harder to get into one school over the other; just choose the one that matches your academic and professional interests. There are some important dates and deadlines to keep in mind: Early Decision applicants should submit all the requisite materials by November 1. For Regular Decision, the deadline is January 5. If you’re unsure about whether or not you should apply early, check out our post that explains the difference between early action, early decision, and regular decision . Be sure to submit all of the following components by the date required: For students with significant financial need, they may substitute the QuestBridge Application instead of the Common or Coalition Application. Last year, UPenn received a total of 44,491 applications. Of those, only 3,740 students were admitted, meaning they have an 8.4% acceptance rate. Out of the admitted students, 2,518 enrolled this year. That means that UPenn has a yield of 67%, meaning that most students who are accepted into UPenn choose to attend. 8.4% may sound daunting or nearly impossible to get in, but it is important to remember that your chances of acceptance depend on the strength of your application profile. There are a few things you can do to increase your chances of being admitted, including talking to people who have been through the UPenn admissions process, whether an alumni in your community, or a third-party college admissions consulting team like . Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. UPenn looks for students who embody Benjamin Franklin’s ideal of people who want to be in service to society. As one of the â€Å"elites†, UPenn factors every part of your application, from your essays to your test scores into their admissions decision, so you’ll want to showcase how your passion and talents serve or impact your community. In terms of academics, UPenn requires that students consistently take classes in core subject areas (English, Social Studies, Math, Science, and foreign language). You should aim to take at least one course in each of those subjects every year you are in high school, or as close to every year possible, and excel in each. In the class of 2022, 96% of applicants were in the top 10% of their high school. When taking the SAT or ACT, aim for a score in the range of the middle 50% of applicants to increase your chances of being admitted: UPenn is similar to Brown and Columbia in that it heavily values academics, but with more of an explicit focus on intellectual diversity and service to society. UPenn wants to admit scholarly students with a clear passion to impact community backed by quantifiable action and leadership. When you apply to one of UPenn’s four schools, you need to demonstrate how you would fit the type of student that school is looking for in each component of the application. Showcase your intellectual diversity. It’s not enough to just get good grades in your classes. If you want to receive an acceptance letter from UPenn, you need to make sure you are taking (and excelling in) the most rigorous high school curriculum. Additionally, your course load should reflect diversity. So, if STEM courses dominate your transcript, you should make sure you are balancing it out with humanities classes (or vice versa). Tell your story. UPenn approaches applications holistically and with great care. All students are required to tell the university how they will explore their intellectual and academic interests and there are additional essays specific to the program you choose. Use these opportunities to tell UPenn what you’re like as a student, friend, family member, innovator, and future world-changer – all the intangible qualities that make you unique.

Ethics Essay Example | Topics and Well Written Essays - 750 words - 8

Ethics - Essay Example At the same time, he did the very best he could and is confident that he well documented Jamie’s case and that, unfortunately, the final decision is left to the SAT board. As a professional, he feels that his time should be compensated as agreed upon and he should respectfully ask him to reconsider his decision not to pay. What legal and ethical actions can you take to collect your fees? It is implied from the case study that no written contract was signed stating that there was not a guarantee that the written documentation provided would convince the SAT committee to allow Jamie additional time on the exam. A verbal contract in this case would not be binding because both parties would likely disagree on what was agreed upon. Legally, it does not appear that anything can be done. Can you send the account to a collection agency? Why or why not? FERPA rules guarantee a student’s right to educational privacy. In this case, sending the issue to a collection agency would re quire a statement of the case, which would most certainly involve the child’s name, or a variation thereof. As such, this would be considered a breach of confidentiality and could actually land the psychologist in trouble. Are the parents or Jamie responsible for the fees? Explain. In this case, the parents would be responsible for the fees. ... Chapter 11: The Case of Ludwig Do you agree with Ludwig’s clinical decision? Do you agree with his rationale? I do not agree with Ludwig’s clinical decision primarily because it does not appear that he explored all viable options. For one, we do not see where he has discussed the issue with Ella at all. If they have a strong working relationship, as mentioned in the case study, then she would likely be open to hearing his suggestion. At that time, if she completely rejected the idea, then they could formulate other more viable treatment options. One suggestion is that he could advise Ella to go with her family and attend family therapy sessions, while he continued to see her in individual sessions. In this manner, they could continue their strong counseling relationship together. Oddly enough, I do agree with Ludwig’s rationale simply because it makes sense in the context of the decision he made. In his mind, he was watching out for Ella’s best interest, b ut in doing so, he lost sight of his responsibility to the patient. From your perspective, would it have made a difference if he had consulted with Ella? Would it have made a difference if he had consulted with or obtained supervision from a colleague? In my opinion, it would have made a difference if he had consulted with Ella. It has been established that they have a good counselor-patent relationship already established. As such, it would be likely that Ella would seriously consider his opinion. At the very least, they would have had an open dialogue where Ella could decide to reject or accept Ludwig’s opinion. Had Ludwig consulted with a colleague, he would surely have been counseled that he had an ethical responsibility to refer Ella for family therapy. This would