The Fall of Rome Essay Example for Free

The Fall of Rome Essay The fall of the Roman Empire was caused by many things. There were political, social, and economic issues all involved in the fall of Rome. Some issues were bigger than others, but I believe there are some major factors that led to the fall of Rome. I believe that the major factors that led to the fall of Rome were that barbarians knew how to attack the Roman Empire, the economy was going very bad, and Christianity was changing the way people were thinking. The first reason for the fall of Rome was that the barbarians knew how to attack the Roman Empire. Since Rome was running short on men to serve in the army, they needed to pay barbarians to fight in wars. It says on http://www.roman-colosseum.info/roman-empire/causes-for-the-fall-of-the-roman-empire that â€Å"One of the main causes for the Fall of the Roman Empire was the Barbarian Knowledge of Roman Military Tactics. The knowledge that the Barbarians gained of Roman style of warfare and military tactics by serving in the Roman army were eventually turned against the Empire and led to the sack of Rome by the Visigoths led by an ex-army soldier, Alaric.† This tells me that since the barbarians were in the Roman army for a while, they got to understand the way they fought and all their strategies. So when the barbarians attacked Rome, they already knew what Rome was going to do. The reason why they had to hire barbarians for the army was that people didn’t want to fight for their home. They would only do it for the money. The second reason why the Roman Empire fell was that the economy was going very bad. Document 3 says â€Å"First the economic factor†¦ While the empire was expanding, its prosperity was fed by plundered wealth and by new markets in the semi-barbaric provinces. When the empire ceased to expand, however, economic progress soon ceased.† What this tells me is that Rome would always conquer different places all the time. When they would do that, they plundered the cities they conquered and the Empire’s wealth source was made up of all the plunder. So when there was no more land to conquer, then there would be no more plundering. If there was no more plundering, then Rome’s economy would go down and they would have to find another source to get that money they always got from plundering. Unfortunately, they couldn’t find another source of money like that which led to the fall of Rome. The last reason why the Roman Empire fell was because of Christianity. Christianity had to do with the way people saw things in Rome. Christianity affected the people’s outlook on the Empire. According to Document 2, it says â€Å"The introduction . . . of Christianity had some influence on the decline and fall of the Roman empire. The clergy successfully preached the doctrine of patience; the active virtues of society were discouraged; and the last remains of military spirit were buried in the cloister; a large portion of public and private wealth was consecrated to the . . . demands of charity and devotion.† What this tells me is that Christianity helped people not follow the way of society of Rome. This made people not want to fight for their home and resulting of hiring barbarians. Also instead of people putting money toward Rome, they put money for charities and devotions. The Christian way was against the way Rome was heading for which really made a difference. So in conclusion, the reason why the Roman Empire fell was because the barbarians knew how to attack the Roman Empire because they fought in the Roman army, the economy was going down because they couldn’t find a way to make up the money they were getting from plundering cities, and Christianity changed the way people thought of the Roman Empire making them go against the Roman way.

Bilingual Education Argumentive Essay Essay Example for Free

Bilingual Education Argumentive Essay Essay The United States is a diverse country of many different races and languages. Even though many languages are spoken in the United States, English is the preferred language in the United States. Speaking English in America is the key to success. Without English, acquiring employment is almost impossible. More and more immigrants are attracted to the U.S every year, and the populations of immigrants, which do not know the American culture, continue to rise. This population must be assimilated into the United States in order for the population to find employment and function in the United States. Assimilation is the process by which an outsider becomes part of a new community by adopting its language and customs. Public schools are a vital place where the country’s customs, language, and culture, in general, can be taught. According to Ginsburg, ever since the 1960’s young immigrants and U.S born children, of immigrant parents, were sent to public schools with little to no understanding of the English language. These students were forced to â€Å"sink or swim.† The public school offered no help to LEP students. LEP (limited English proficiency) is term used to describe students whose level English language is low. As a result, many of these students began to drop out, but finally in 1968, the federal government passed the Bilingual Act which paid special attention to students whose native language was not English. This provided special funding to create and maintain bilingual education programs. The goal bilingual education is to teach English more efficiently to students, with low English proficiency, protect students’ self-esteem, increase their academic performance, and lowering dropout rates. In bilingual education, LEP students are taught subjects such as math, history, and science in their native tongue, while the LEP students take classes to learn English, and once a student shows increasing proficiency in English they are put into main-stream â€Å"English-only† (â€Å"Bilingual Education†). There have been many controversies whether or not the bilingual education programs are achieving their goal. Bilingual education programs should not be allowed as a way to teach English to students with low English proficiency because the programs segregate students based on their native language, are too costly, and are poorly  maintained. Bilingual Education programs segregate students based on their native language. These students are isolated away from other cultures and different perspectives for many years. This assimilates students slowly into mainstream English classes. While bilingual classes segregate students by their primary language, English immersion brings them all together to learn a common language, with the common goal of quickly entering mainstream classes. Speaking English is vital for communication and success in the U.S. The sooner a student understands and communicates in English the sooner they will transition into mainstream English, and the more successful the student will become, which will increase their self-esteem According to Ginsburg many students stay up to six years in these programs and still are low in English proficiency once they complete the program (Ginsburg). Bilingual education programs are too costly to maintain. Students are taking too long to learn English in bilingual education programs. According to â€Å"Bilingual Education,† A scientist named Christine Roswell found that there is little evidence that bilingual education is working, and he determined, from 78% of his studies, that student in bilingual education programs only do as well, or even worse, than LEP students in English immersion type programs or no programs at all. Also Roswell determined that English Immersion programs are a more affordabl e way to teach English. Some teachers are delaying the student’s education in order to receive more money. Most bilingual education programs persist because teachers and school districts receive more federal and state money if they maintain those programs and keep high numbers of students enrolled. Spanish speaking teaches can receive up to $5,000 in bonuses a year (â€Å"Bilingual Education†). In bilingual education, students are taking longer to transition to mainstream â€Å"English-only† classes. Bilingual education programs are poorly maintained. English immersion is a better solution to teaching English than bilingual education. Many LEP students often feel stressed out and frustrated in mainstream classes, which causes them to dropout. According to Clouthier, dropout rates among Hispanics, who speak Spanish, have not improved in the past 25 years that bilingual education programs started. Clearly bilingual education has not help students with frustration and stress or decreased dropout rates. Students learn English with less proficiency and more slowly in bilingual ed ucation  programs. Proponents claim that proficiently teaching a students’ native language first and then teaching English as a second language helps students in the long run, but according to Clouthier, The National Academy of Sciences reviewed 30 years of bilingual research and found no negative effects from teaching reading and writing in English, without first teaching proficiency in a students’ primary language. In bilingual education students take five to seven years to assimilate students; because the program believes that teaching the students, whose native language is not English, their culture values, languages, and customs, when the students’ parents should teach them their heritage (Clouthier). On the other hand, supporters of bilingual education believe that effective bilingual education helps students, for whom English is not their native language, to assimilate into main stream America. Supports say that the controversy is actually rooted in the misunderstanding and misapplication of how language is learned and taught. According to Stokely, students must first learn proficiently their first native language and then learn English as their second language. Supporters say that bilingual education programs enable non-English speaking students to learn English without losing learning time in other academic subjects. Supporters say that the reason some bilingual education programs are ineffective is because they are poorly maintained by the federal government and finding a bilingual teacher is very rare (Stokely). To conclude, bilingual education should not be allowed as a way to teach English students, which have a low proficiency in English, because bilingual education programs segregate students, are too costly, and are poorly maintained. Bilingual education segregates students from other peers based on their native language which cause slower assimilation. Since students are learning English at a slower pace which more funding is needed for these programs to run, and some teachers intentionally keep students longer these programs for the money, which makes these programs too costly. Most bilingual education programs are poorly maintained because these programs have not decreased the student dropout rate. English immersion is a better solution to bilingual education because it’s more affordable and joins students to learn one language. Works Cited Bilingual Education. Issues Controversies On File: n. pag. Issues Controversies. Facts On File News Services, 15 Feb. 2005. Web. 16 Oct. 2013. . Clouthier, Kris. Point: English Immersion: Creating Equal Opportunity For Immigrant Students. Points Of View: Bilingual Education (2013): 5. Points of View Reference Center. Web. 16 Oct. 2013. Ginsburg, Jill. Bilingual Education: An Overview. Points Of View: Bilingual Education (2013): 1. Points of View Reference Center. Web. 16 Oct. 2013. Stokely, Anne. Counterpoint: The Benefits Of Bilingual Education. Points Of View: Bilingual Education (2013): 6. Points of View Reference Center. Web. 16 Oct. 2013.

The Us Humanitarian Intervention Politics Essay

The Us Humanitarian Intervention Politics Essay Should the U.S. enter into military intervention in foreign countries for humanitarian reasons. In my opinion, the U.S. government made right decision about intervening with the countries in around the Mediterranean like Libya. Intervention was considered as ancient and well-established instruments of foreign policy as were diplomatic pressure, negotiations and war. From the ancient times, most countries find it advantageous to intervene in the affairs of other countries. Without any intervention to foreign countries, they would have gone through hard times in everything. The U.S. Humanitarian Intervention on Libya was carried out by international institutions and individual sovereign states and had often been related to the usage of military force. Therefore, it was perceived that it was a mean of ways to stop sovereign states from committing human rights abuse to its people. The major purpose of the U.S. Humanitarian Intervention was to provide protection and support to people in Libya. The U.S. was the most powerful nation in the world and had so many resources like army and aids, which made it to have the rights to intervene Libya (Peterson 443). The U.S. Military played roles of peacekeeper, and protector for this humanitarian intervention. The most outstanding way for this conflict was using military intervention because it immediately stopped hostility and ceased the conflict within the nation. Also, there were the issues of economics and structural problem that needed to be fixed in Libya. The U.S. Humanitarian Intervention provided the necessities for the country and helped to rebuild the corrupted buildings that were affected by the conflict. Additionally, the U.S. humanitarian intervention could deal with natural disasters and situations other than the specific conflict with the leader of country. Since the U.S. government putted the priority on human rights, the U.S. citizens thought that every human being should have freedom and should not be abused by the leader of country. The U.S. foreign policy reflected that human rights should not be violated in any of the country and should focus on preventing abuses after the Cold War (Haass). As the strongest country in the world, the U.S. used its foreign policy to promote its values of freedom and expanded the democracy throughout the world. The U.S. foreign policy reflected this ideal. However, the U.S. did not attempt to intervene militarily in every country, especially a country with limited sources. The U.S. government had to take careful consideration for making a decision about intervening on Libya because the failure of humanitarian intervention would cause so much loss financially for nothing. When the U.S. government decided about humanitarian intervention on Libya, they considered if the conflicts in Libya would lead to the big war or would harm other countries in negative way. Also, the U.S foreign policymakers had debated the use of the military on each global conflict by considering those factors. The Libya leader Qaddafi never seemed to make a clear decision on where he stood as a leader of the country. He had supported the terrorist group like Al-Queda that worked against Western countries. Also, he used many of illegal weapons that he planned to turn those to the UN after the Iraq War in 2003. Whatever his actual reasons for this, Qaddafi probably made this decision in order to preserve his power. Qaddafi established somewhat democratic programs in his government for the economics, but he made huge mistake in 2011. When a peaceful protest against his rule had begun in Benghazi (Western Libya), Qaddafi chose to respond with violence instead of peaceful negotiation. As soon as he used the violence against his own civilians, President Obama said We cannot stand idly when a tyrant tells his people there will be no mercy (Libya). As a result of the way he handled the situation, the protests got bigger and the number of dead protestors increased. As this became the big issue for the world, the Qaddafi became the issue of the world. The United States military started the NATO mission operation on March 19, 2011 ( Simon). It was the beginning phase of the U.S. Humanitarian Intervention on Libya. This was the beginning stage of U.S. involvement in support of rebels working to overthrow the dictator Moammar al-Qaddafi. It was the most recent use of American military forces for humanitarian purposes on other nation. The leader Gaddafi lost a lot of Libyas main powers to get rid of fighters who were against him. Then, his forces started to fight back and ended up killing so many civilians. Also, it looked it would not end easily because neither Qaddafis force nor the rebels did not have enough power to win the fight. But in August 2011 the rebels took over the capital Tripoli and a temporary government called the National Transitional Council took charge of the country. (Simon) After this event, Quaddafi went into hiding. He committed himself that he would rather die than giving up to the rebels. Many of the innocent people were dying from this event. So, the U.S. government decided to intervene with Libya and destroyed Libyas air defense system in 3 days. The U.S. military supported Libyan rebels fighting the ground campaign in the attempt to overthrow Qaddafi, who had been in hiding March 31, 2011 until October 31, 2011. During the intervention, the U.S. used over two hundred twenty Tomahawk mi ssiles in order to support the rebel advance on Tripoli, Libyas capital and seat of government. As a result, the Libyan National Transitional Council was able to control of Libyas government and soon Qaddafi was killed in an attack on October 31 (CNN). The death of Qaddafi officially ended the U.S. Humanitarian Intervention on Libya. Even though the U.S. intervention brought problems, it saved Libyans lives and averted a humanitarian disaster. Libyans welcomed to the U.S. Humanitarian Intervention because they had no choice except dying under Qaddafis tanks. Since other countries around Libya did not have enough power to intervene Libya, the U.S. had to take that role. Libyans should now care about the future in order to make people safe. In Libya, I thought some kind of intervention should have been done in the earlier stages. One person could not make decisions for an entire country. The U.S. government tried to prevent these types of government. Therefore, the U.S. Humanitarian I ntervention on Libya saved tens of thousands of lives. The U.S. intervention in Libya was a wise decision and a successful action. It prevented a humanitarian catastrophe in addition to security interests and oil. Nicholas D. Kristof, the New York Times Columnist, started his article with a story about an American airman and how Libyan villagers treated him. In the article, he wrote This time my reporting persuades me that most Libyans welcome outside intervention (para.7). Compare to Iraq War in 2003, the civilians of Iraq did not want the U.S. government to intervene to their country. But, Libyans actually wanted the help of U.S. force in order to overthrow the leader Qaddafi. This led the author to the conclusion that Libyans were very thankful to the coalition forces because they saved Libyans lives. Then, he mentioned many doubts about the military intervention and weighed them with few certainties: civilians would die, the Qaddafis family would be locked, and a wrong message would be sent. As the western countries declared, the mot ive behind the military intervention was to save civilians lives and a response to the Arab League and Libyan rebels who approved this intervention to prevent a disaster. When the people in the U.S. saw the civilians in Libya treated improperly, they felt sympathy toward them. According to the U.S. Foreign Policy, it essentially promoted peace, justice and protects citizens amongst international communities from human rights violations. This intervention was a reaction to the rule that the United Nations had approved. Having an International Humanitarian Law sets a standard of rules and helps to prevent international bullying, a trigger for many interventions. This law helps countries promote their national interests, which often assist in the participation of legal institutions, treaties and sets order (IHL). With the world now being closer than ever due to globalization, the development of the international community in the form of organizations such as the UN (United nations) and the EU(European Union), Globalization of the world now becomes more dependent on one another, economically, politically and socially. Therefore, the U.S. Humanitarian Intervention helped them hold elections, and appoint government officials who can carry on the duties sustain a good form of government. The U.S. intervention on Libya was not specifically aimed at violating the sovereignty of a state, but rather their purpose was to protect the basic human rights of civilian. In the article, Mohammad Ayoob wrote The proclaimed goal of humanitarian intervention, undertaken with increasing frequency during the last decade, is to protect the citizens of the target state from flagrant violations of their fundamental human rights usually by agents of the state (Ayoob 81). If a nation became a global problem, it was our responsibility to come in with military power and settle the situation. A nation that threatens lives had to be stopped. Overpowered rulers were usually the cause of these types of nations like Egypt and Libya. That was in our nature to help those who are in need of help. If the U.S. did not intervene to Libya, it could have resulted in more death of innocent civilians and might lead to the war among the countries around Libya because the economics of other countries were a lso affected by the action and behavior of Qaddafi. The U.S. humanitarian intervention can be defined as the successful intervention, which ended the suffering of civilians in Libya. Because the successful intervention of Libya, the U.S. was able to show that it was the peacemaker and dominant power in the world. Also, the civilians in Libya gained their human rights and lived much better lives than before the U.S. Humanitarian Intervention. We cannot imagine what would happen to Libya if the U.S. did not intervene. There might have been the war among the countries around Libya because the leader Qaddafi was causing so much economics crisis and harmful to the other countries. Therefore, the U.S. government made the right decision about providing peace to the civilians in Libya by using the concept of humanitarian intervention. Work Cited Ayoob, Mohammed (2002, Spring) Humanitarian Intervention and State Sovereignty, The International Journal of Human Rights, Vol. 6, No. 1, pp. 81 102. Haass, Richard N. Humanitarian Intervention. Rand.org. Brookings Institution, n.d. Web. 24 Apr. 2013. Kristof D. Nicholas.Finding Hope in Libya.NY Times.Sep.7, 2011.Web. Nov.11,2011. Libyans Claim Gadhafi Hiding near Western Border Town This Just In CNN.com Blogs. This Just In CNN.com Blogs. Web. 30 Nov. 2011. IHL in Domestic Law.International Committee of the Red Cross (ICRC) Home.Web.12 Nov. 2011 Peterson, Shannon, and R C DiPrizio. Armed Humanitarians: U.S. Interventions from Northern Iraq to Kosovo. International Politics, 41.3 (2004): 440-450. Web. 25 Apr. 2013. Simon Chesterman (2011). Leading from Behind: The Responsibility to Protect, the Obama Doctrine, and Humanitarian Intervention after Libya. Ethics & International Affairs, 25, pp 279-285. Web. 26 Apr. 2013. Libya: US, UK and France Attack Gaddafi Forces, BBC News Africa, March 30, 2011

Frankenstein Essay -- essays research papers

The story Frankenstein or the Modern Prometheus made different feelings to me. I read it first time about five years ago, and when I read it now, I understood the concept differently. The story has a from of letters from Mr. R. Walton, the traveler, to his sister Margaret. Walton wanted to reach the North Pole and wanted to discover new parts of the World. In the land of ice his ship found a man, Victor Frankenstein. He told his story, why he was there and what happened to him, to Mr. Walton in order to warn him from doing something ‘bad’. Mr. Victor Frankenstein was a scientist who wanted to discover something new. His desire for it was so strong that he put all his efforts and life to it. He studied chemistry, anthropology and other nature science. He made researches with death body and he wanted to alive it. One day he was successful and he created a man. It was ugly Creature with a man body shape, but very big and strong. Frankenstein was shocked by his work and he run away from his laboratory. When he went back, the Creature was not there. From that time the Frankenstein’s life changed dramatically. After that accident his best friend Henry Clerval arrived to visit him and took him back to the home. His young brother William was killed and his sister Justine Moritz was suited to be guilty from that crime. Frankenstein knew that she was not murderer; he know who was it, but he did not have enough power and courage to said it. He was afraid that people would find out what he created. He felt he should protect his family from the Creature. Frankenstein was depressed and ill. He wanted to find the Creature and revenge William’s and Justin’s death. He wanted to correct his mistake and kill the Creature. Once Frankenstein went to the trip and in the mountains a he met the Creature after long time. The Creature told him about his life. About how he was happy when he knew only feelings such hunger, thirst, cold and warm. Then he was confronted with people’s fear. He helped to safe child from the river and his reward was shot by child’s father. The Creature started to think about pleasure from saving the life, about pleasure from love and about pain of loneliness. Then Creature observed one family for a long time and learned to speak and started to think about it existence. Creature did not... ...in and the Creature when the creature said, “ I am malicious because I am miserable. Am I not shunned and hated by all mankind? You, my creator, would tear me to pieces, and triumph; remember that, and tell me why I should pity man more than he pities me? Shall I respect man when he contemns me?'; The Creatures desire to be affiliated with a men was very strong, but was refused mostly because of body-shape. We can see the same principle in the society. One example could be racism. Other idea is how strong individual’s desire can be. Frankenstein did not thing about others, about consequences, while he was fulfilling his own desire. Should the person put at risk a group of people in order to fulfil the desire? Is personal pleasure more than group’s pain? While reading this book these questions came to my mind. Even though the story is about irresponsible behavior of individual, I still think that and individual should do what wants. But he/she should be responsible for the act and not to harm others. The story also strengthens my opinion that we do not have right to judge person before we analyze him/her. Prejudges could cause big evil in the society.

blackhod Black vs. White in Joseph Conrads Heart of Darkness Essay

Black vs. White in Heart of Darkness      Ã‚  Ã‚  Ã‚   The warm glow of civilization comforts and protects us all, but is there something more?   Is the heart of darkness lurking just below the surface, accessible to all but revealed to few?   In Heart of Darkness, Joseph Conrad provides the reader with the image of black vs. white in an attempt to convey the idea of an ever-present heart of darkness.      Although the main plot of Conrad's tale is Marlow's journey into the African Congo, this merely sets the stage for a number of deeper themes.   Marlow was a civilized man who believed in imperialism and the acquisition of wealth until he was faced with the horrors within the wilderness.   The African jungle is a far cry from civilized Europe, and in many ways Marlow found himself at a loss as to what the proper course of action would be.   Marlow was not raised to compete with brutal savagery and had always believed in using his logical mind to think his way out of any situation.   This savagery first becomes apparent when Marlow encountered the shaded death grove early on in his journeys. Marlow saw the natives suffering immensely for what seemed to be nothing - their work seemed for naught - but he did not speak up or stop his trek.    This is also the first time that the reader gets a glimpse of the underlying oppositions within the text. Marlow glanced at one of the dying natives, one with a piece of white ... ... Bradley, Candice. "Africa and Africans in Conrad's Heart of Darkness." (24 Jan. 1996). Online Internet. 3 October 1998. Available: http://www.lawrence.edu/~johnson/heart. Conrad, Joseph. Heart of Darkness. Ed. Robert Kimbrough. 17th ed. New York: Norton, 1988. Levenson, Michael. "The Value of Facts in the Heart of Darkness." Nineteenth-Century Fiction 40 (1985):351-80. Rosmarin, Adena. "Darkening the Reader: Reader Response Criticism and Heart of Darkness." Joseph Conrad Heart of Darkness: A Case Study in Contemporary Criticism. Ed. Ross C. Murfin. New York: St. Martin's, 1989. Watt, Ian. Conrad in the Nineteenth Century. San Diego: U. of California P, 1979. 168-200, 249-53.   

Television Violence Essay -- TV Ratings System

I went to pick up my daughter from preschool today only to find out that she punched a little girl. She also kicked the teacher. I sat down with her and asked her why she hurt them. She said, "I didn't hurt them I was using my powers." I wondered where she might be getting the idea that she had powers, and that it didn't hurt anyone when she used those powers. I thought back to the last few nights. The only different thing in her life was the new show Power Puff Girls. It was then I realized that this new cartoon show she had been watching at home just might be the cause. Children learn behavior through examples. Television is a major influence. One area of concern is the violent content in children's television and their access to other inappropriate programming. The government has the ability to rule and regulate stations both nationally and locally. Exposure to violence on television can affect the way children behave toward their environment. This creates an additional responsibility for parents and teachers to not only protect children from violence but to also teach children to resist violence. Because of the negative influence of violent television programming for children, and their easy access to other violent programs; the government, teachers, and parents need to educate and protect children against violence. Thanks to technology, we have many more opportunities available to us. This expands the world of education to many who would otherwise not have it. However, this advance of technology has also allowed our children to be exposed to inappropriate programming on television. The violent content is not only on regular programs that children are allowed to view, but it is also a main theme in shows geared to young children, especially in cartoons. I asked Jean Cobb, a Child Care Provider at The Children's Center, "What type of programming has the most violent influence and why?" She said, "Cartoons have always been around but the violence hasn't been brought to our attention until recently. There aren't many cartoons that don't have violence." Children learn a lot of their behavior through the examples set on television. These behaviors appear while interacting with other children. I have observed children fight, hit, bite, spit and use many mean words to other children. The same behavior is commonplace on children's programming. This can... ...side affects of the violent behavior. Parents must be wary of the programming that children are viewing. In combining our efforts government, teachers, and parents can teach children to act and react appropriately and responsibly. Cobb said, "I think everyone in their daily lives and all of society have stressful times. Adults need to learn to handle their emotions so that we can be role models for the children. We need peers to use as a sounding board to keep our frustrations in tact." In order to teach, we need to be teachable. In order to protect, we need to be informed of dangers. Protecting, educating, and teaching resistance to violence are some ways to help improve children's behavior. Works Cited "Child and Family Canada" Television Violence: A Review of the Effects on Children of Different Ages http://www.cfc-efc.ca/docs/00001068.htm Cobb, Jean. Child Care Provider USI. Personal Interview. 17 Nov. 2011. "Factsheet" Chronology of Main Events & Initiatives Undertaken Related To The Issue Of Television Violence   Ã‚  2010 http://www.crtc.gc.ca/eng/info_sht/tvle.htm "A Family Guide to TV Ratings" A Family Guide to TV Ratings http://www.ncta.com/guidelines.html Television Violence Essay -- TV Ratings System I went to pick up my daughter from preschool today only to find out that she punched a little girl. She also kicked the teacher. I sat down with her and asked her why she hurt them. She said, "I didn't hurt them I was using my powers." I wondered where she might be getting the idea that she had powers, and that it didn't hurt anyone when she used those powers. I thought back to the last few nights. The only different thing in her life was the new show Power Puff Girls. It was then I realized that this new cartoon show she had been watching at home just might be the cause. Children learn behavior through examples. Television is a major influence. One area of concern is the violent content in children's television and their access to other inappropriate programming. The government has the ability to rule and regulate stations both nationally and locally. Exposure to violence on television can affect the way children behave toward their environment. This creates an additional responsibility for parents and teachers to not only protect children from violence but to also teach children to resist violence. Because of the negative influence of violent television programming for children, and their easy access to other violent programs; the government, teachers, and parents need to educate and protect children against violence. Thanks to technology, we have many more opportunities available to us. This expands the world of education to many who would otherwise not have it. However, this advance of technology has also allowed our children to be exposed to inappropriate programming on television. The violent content is not only on regular programs that children are allowed to view, but it is also a main theme in shows geared to young children, especially in cartoons. I asked Jean Cobb, a Child Care Provider at The Children's Center, "What type of programming has the most violent influence and why?" She said, "Cartoons have always been around but the violence hasn't been brought to our attention until recently. There aren't many cartoons that don't have violence." Children learn a lot of their behavior through the examples set on television. These behaviors appear while interacting with other children. I have observed children fight, hit, bite, spit and use many mean words to other children. The same behavior is commonplace on children's programming. This can... ...side affects of the violent behavior. Parents must be wary of the programming that children are viewing. In combining our efforts government, teachers, and parents can teach children to act and react appropriately and responsibly. Cobb said, "I think everyone in their daily lives and all of society have stressful times. Adults need to learn to handle their emotions so that we can be role models for the children. We need peers to use as a sounding board to keep our frustrations in tact." In order to teach, we need to be teachable. In order to protect, we need to be informed of dangers. Protecting, educating, and teaching resistance to violence are some ways to help improve children's behavior. Works Cited "Child and Family Canada" Television Violence: A Review of the Effects on Children of Different Ages http://www.cfc-efc.ca/docs/00001068.htm Cobb, Jean. Child Care Provider USI. Personal Interview. 17 Nov. 2011. "Factsheet" Chronology of Main Events & Initiatives Undertaken Related To The Issue Of Television Violence   Ã‚  2010 http://www.crtc.gc.ca/eng/info_sht/tvle.htm "A Family Guide to TV Ratings" A Family Guide to TV Ratings http://www.ncta.com/guidelines.html

Psychology of Colour

Australian Journal of Basic and Applied Sciences, 5(12): 215-219, 2011 ISSN 1991-8178 Psychology of Colors and Architectural Facade and Interior Color Selection 1 1 Saeid Rahmatabadi, 2Dr. Siavash Teimouri and 3Dr. Feridoun Nahidi Azar 2 Department of Architecture, Islamic Azad University, Borujerd Branch, Borujerd, Iran. Department of Architecture Science And Research Branch Islamic Azad University Arak Branch, Arak, Iran. 3 Department of Architecture, Islamic Azad University, Shabestar Branch, Shabestar, Iran.Abstract: The first section of this paper discusses many effects that specific colors have on human minds and how they can be applied to interior architecture and design. The focus of this research Pertains specifically to restaurants. Most of this research comes from studies of warm and cool colors. Though they have opposite effects on human minds, combining them can create comfortable atmospheres and settings. The second section of this study is to research the human’ s color selection of the architectural facade.As a result, Ratio of the color selecting has the tendency when surrounding color’s tone and selecting one are same. Degree of consideration in surrounding and Degree of harmony after color selecting have the tendency which is relation in the Saturation. Difficulty in the color selecting is in the brightness. There seems to be a different tendency between light tone and any others in Degree of consideration in surrounding and Satisfaction after color selection. Key words: Color Selecting , Architectural Facade, human mind, warm and cool colors. INTRODUCTIONWhen designing a restaurant, there are many things to consider besides the food that is served there. Customers should be able to enjoy the atmosphere almost as much as they enjoy the food in order for the restaurant to be successful. The flow of the floor plan is important because when a place is too crowded or hard to maneuver, customers may not be as comfortable as they could be. In addition to the floor plan, the colors used on the interior affect the successfulness of a restaurant because they can directly influence a person’s desire to eat. Fig. 1: Warm and Cool Color.In general there are two ways to classify colors, warm and cool. Figure 1 gives a visual description of these two groups and physically separates the two. However, aside from the visual differences, there are psychological traits associated with each group as well. Warm colors are defined as being bold and energetic, and they have the tendency to advance in space. This characteristic has both positive and negative effects because while using them can make something stand out, too much of them can be overwhelming in a sense that it drowns out the other colors. Cool colors are soothing and have a tendency to recede.They are good to use with things that are meant to be located in the background and they can make the space that they are used in seem bigger than it really is. (Nichols on, 2002). Corresponding Author: Saeid Rahmatabadi, Department of Architecture, Islamic Azad University, Borujerd Branch, Borujerd, Iran. E-mail: [email  protected] com 215 Aust. J. Basic & Appl. Sci. , 5(12): 215-219, 2011 Fig. 2: Warm Color. Out of the seven hues that make up our visible range of color, red, orange, yellow, and some shades of green are considered to be the warm colors, as shown in Figure 2.The warm colors cause an increase in heart rate, respiration, and blood pressure because it has a stimulating effect on the nervous system. (Meola, 2005) Due to the size of its wavelength, Red is the most warm color and has the strongest effects on the human mind. It increases enthusiasm, encourages action, and is often associated with desire. The color orange shares some of the same characteristics as red but without the intensity. It stimulates activity, appetite, and encourages socialization. Yellow encourages communication, activates memory, instills optimism and influence s creative thoughts. Nicholson, 2002; Smith, 2008). While warm color can gain the attention of a human mind much quicker than a cool color, the characteristics of cool colors are just as important to consider. Fig. 3: Cool Color. The green, blue, indigo, and violet hues from our visible range of color are considered to be the cool colors, as shown in Figure 3. They have the opposite effect of warm colors and lower the heart rate, respiration, and blood pressure because they affect the parasympathetic branch of the nervous system. (Meola, 2005).The parasympathetic branch opposes physiological effects of the sympathetic nervous system by stimulating digestive secretions, slowing the heart, constricting the pupils, and dilates blood vessels. (â€Å"Parasympathetic†). Because green is often associated with nature, it has a soothing, peaceful, and calming effect on the human mind. 216 Aust. J. Basic & Appl. Sci. , 5(12): 215-219, 2011 It helps to get rid of nervousness and anxiety and brings on a sense of renewal and self-control. Blue and indigo also calm and sedate the mind, but they have a tendency to lower body temperature and reduce appetite.Violet is a balance between the warm nature of red and the cool nature of blue. It causes the mind to feel calm, yet uplifted and inspired through creativity at the same time. (Nicholson, 2002; Smith, 2008). There are a few more â€Å"colors† that don’t exactly fit in the categories of warm or cool. Brown gives people a sense of stability and orderliness. Gray can cause people to feel unsettled. The human mind associates white with cleanliness and mental clarity, while black brings a feeling of emptiness but represents potential and possibility. Nicholson, 2002; Smith, 2008) In combination with the warm and cool colors, these extras can be used to create a well balanced atmosphere that benefits multiple types of people at one time. The mental effects caused by color choices are important to consider wh en designing the interior of a restaurant. Since orange stimulates appetite, it would be a smart idea to some shade of it in the dining area of the restaurant. Brown could act as a good accent color because it would help to create an order and flow within the restaurant. In the kitchen area, yellow would be a smart hoice because there needs to be good communication, coming up with new recipes requires creativity, in any business there are times when optimism is needed, and there is so much going on that a good memory is beneficial. White accents would help because they make the kitchen space seem bigger and maintain and air of stability and cleanliness. In all the areas where high energy and activity is expected, warm colors are ideal to use. Red probably would invoke too much excitement, and things could easily get uncomfortable and out of control.On the other hand, in waiting and bathroom areas people should feel calm and relaxed. This is where the cool colors can be used to count er the effects of the warm colors used in the other areas. The use of different types of colors when going from room to room help in maintaining a flow because people have to transition from one frame of mind to another. If customers are comfortable and excited with anticipation to enjoy the food, then the restaurant will be successful. By choosing the right colors to paint the interior of a restaurant, it is possible to make them feel that way.Architectural Facade color selection: Background: In some areas , there is a guidance of architectural facade color to change the base-color that developers should followed. But the problem is that in the guidance still remained the lack of harmonious color called â€Å"color pollution†. In this section, the fact regarding what emotions a human has against the facade is strongly debatable. The purpose of this study is to research the human’s color selection of the architectural facade. Degree of Consideration in Surrounding (fig 4): †¢ Light tone has a tendency of consideration in favorite ?On the other hand, dark, pale, medium grayish and dark grayish tones have a tendency of consideration in surrounding. Fig. 4: Degree of consideration of Surrounding. Degree of Harmony After Color Selecting (fig 5): ? Light tones have more of a tendency of disharmony than dark, pale, medium grayish and dark grayish tones. 217 Aust. J. Basic & Appl. Sci. , 5(12): 215-219, 2011 Fig. 5: Degree of harmony after color selecting. Degree of According In Imagination Between Before Color Selecting and The After (fig 6): ?Light and moderate tones have a tendency of discord in imagination in the surrounding color’s tones. Fig. 6: Degree of according in imagination before color selecting and the after. Degree of Difficulty In Color Selecting (fig 7): †¢Dark and dark grayish tones have a tendency of easier color selecting than the rest of surrounding’s Tones. Fig. 7: Degree of difficulty in color selecting. De gree of Satisfaction After Color Selecting (fig 8): †¢ Light tones have more of a tendency of dissatisfaction after color selecting than deep, dark and dark grayish tones. Fig. 8: Degree of satisfaction after color selecting.RESULT AND DISCUSSION our visible range of color, red, orange, yellow, and some shades of green are considered to be the warm colors. The warm colors cause an increase in heart rate, respiration, and blood pressure because it has a 218 Aust. J. Basic & Appl. Sci. , 5(12): 215-219, 2011 stimulating effect on the nervous system. The green, blue, indigo, and violet hues from our visible range of color are considered to be the cool colors. They have the opposite effect of warm colors and lower the heart rate, respiration, and blood pressure because they affect the parasympathetic branch of the nervous system.As a result of the experiment, when color selecting of architectural facade takes into consideration surroundings, it is expected that chrome relates the e valuation of â€Å"Degree of consideration in surrounding† and â€Å"Degree of harmony after color selecting†, These seem to relate to the previous study to term of saturation being an important factor in the harmony or necessity of legal control and selecting low saturation color for the townscape where it has the composure or feels good sense. It is expected that brightness in each same saturation level relates to the evaluation of â€Å"Difficulty in the color selection†.We need to verify that result in the different experimental condition. It was shown that different tendency between light tone and any others in â€Å"Degree of consideration in surrounding† orâ€Å"Satisfaction after color selection†. REFERENCES Briana Allen, The Effects of Color on the Human Mind, Interior Architecture January 17, 2007. Don Kemp, D R Brasher Design Firm. Inagaki, 2000. A Study on Evaluation of Exterior Colors of Buildings with Effects of Colors of Foreground. Buildings, J. , Archi, Plann, 2000. Environ. Eng. Aij, No. 531: 9-15. Inagaki, 1993.An Experimental Study on Color Evaluation of Townscape Intending for Its Improvement. Archi, J. , Plann, 1993. Environ. Eng. Aij, No. 451: 29-39. Nicholson, Mary, 2002. â€Å"Lesson 8: Warm and Cool Colors. † Graphic Design. Bloomsburg University. 15 Jan. 2008. 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