Research on adolescent girls who attend different schools Essay Example for Free

Research on adolescent girls who attend different schools Essay The study consists of research on adolescent girls who attend four different schools. These researchers emphasis on social behavior would be reflected in both quantitative and qualitative measures. The research question ‘Is social experiences are central to the adolescent experience in girls. The hypothesis is social experiences are central to the adolescent experience in girls. The methods the study consists of are orientation session at school that day for the girls who participate in the study. Then they were told that via email to go to study’s website and complete the forms. The girls were given instructions to complete the activities questionnaire and the writing sample online. They are given till 8:00pm that night to complete the online forms after school. There were two measurements or instruments that were used in the study, Activity assessment online and writing sample online. The activity assessment online was revised of Passmore and French’s (1998)Lessure questionnaire/revised for their age group. Example from the article was leisure turned into activities less common modified to tell or describe their activities for that particular day (Feyberg, 2009). The activity assessment consisted of three domains, sense of accomplishment often through competition or a personal challenge (achievement activities). The second domain is those that are social in nature (social activities). Lastly, the third domain is that promotes relaxation and is often solitary (relaxation activities) (Feyberg, 2009). The participants were allowed to report up to ten activities for each domain. Then they had to tell the three they spent the most time doing, most enjoyed, most meaningful, and how much they engaged in the activity. Then they were to rate them from 1 to 5. This scale that was used is known as the five point Likert Scale from 1 is being less than 30 minutes and 5 being more than four hours (Feyberg, 2009). Then they were added up to a maximum points of 15 per domain. Participants reported their enjoyment of up to three achievement, social, relaxation activities on a 4 point Liker Scale from 1 (not enjoyable) and four (very enjoyable) for a maximum of 12 points per domain. The next one is degree of meaningful based points of Likert Scale 1 (not meaningful) and 4 (very meaningful). The last one is to choose if they are engaged in certain activities. They would mark 1 if they were engaged in it and 0 if they are not engaged in it for a maximum of three points (Feyberg, 2009). The second  activity is a writing assessment written online. Previous research proves that words use convey extensive information about social and emotional processes. The writing samples would provide meaningful information about personal experience and not to be captured by self- report scales. Writing examples is to be written on a website by the author for the study. They were to think about a personal experience that you participated and have a good recollection of (Feyberg, 2009). The written sample is was needed to be a descriptive of the experience include feelings and could write as much as they wanted. The written sample examines different in affiliation, achievement, or power themes. Each theme was composed of four subcategories and if the written sample contained at least one of them, it was awarded one point and if all three was in the sample then four points were awarded (Feyberg, 2009). The three themes were afflication, achievement, and narratives. Afflication consisted of four subcategories, positive effect, dialogue, commitments, and surrender of code. Achievement theme consisted of achievement imagery, anticipating success, world block, and negative feelings. Narratives theme consisted of general power imagery, increased prestige, lower prestige, and effect. Particapants consisted of 57 adolescent girls who attended four different schools. They ranged from ages 11 to 19 years of age and in grades from 6th to 12th. The girls age ranged from 12 girls; 11 to 13 (early adolescent), 22 girls; 14-16 (middle adolescent), 23; 17 to 19 (late adolescent). 49 describe themselves as white, 4 as African American, 2 as other, and 1 as Hispanic (Feyberg, 2009). The results were evualted by ANOVA. ANOVA showed significant differences for reported time, enjoyment, meaningfulness, and choice in achievement, social, and relaxation activities. Follow up contrast demonstrated spent more time in achievement then relaxation. The trend for spending more time in social then relaxation. No significant different in achievement and social. Employment results showed significant main effect found. Follow up reported greater enjoyment in relaxation then achievement. Reports show higher levels of enjoyment in social than in achievement. No significant differences in the amount of enjoyment reports for social and relaxation. Meaningfulness results show higher levels of achievement than social activities. No reports for meaningfulness for social and relaxation. Significance of social behavior in adolescent girls by the use of two  methods, self-reports, and narrative analysis. Recalling social behavior for adolescent girls, the two methods, which were diffe rent in their approaches to understanding adolescent experiences. Although it was predicted that both methods would provide similar information about adolescent social experience. According to the narrative analysis demonstration that participated used more afflication themes than achievement or power theme. the strengths of the experiment was too asked to describe a personal experience, so researches could identify their narratives. The weakness is that they only test this on girls. The limitations of the study were that they examine one gender due to likelihood of an invalid across-group comparison.† Study demonstrated that quantities and qualitative methods were not significantly correlated with one another (Feyberg, 2009). One suggestion I could say would benefit is examine this same study on boys. Reference Freyberg, R. (2009). Quantitive and Qualitive Measures of Behavior in Adolescent Girls. Adolescene, 44(173),33-54.

File Sharing Survey :: File Sharing Illegality Essays

File Sharing Survey With a coke in one hand and the computer mouse in the other, Jack Napster is busy downloading Mp3's from Limewire with his super fast college Ethernet connection. Jack Napster lives for his music and consequently makes use of file sharing programs in order to keep up with current musical trends. He can access all the new hit songs and even some underground artists that his friends have recommended to him. Jack feels that file sharing is an ethical practice even though it is deemed illegal by the law. He feels that the downloading of music does not hurt the music industry; on the contrary it actually helps promote smaller artists. Most important, he knows that mp3's are free, and what college student does not like the word free? College campuses all across the nation are full of Jack Napster's. On October 8th, 2002, a letter was sent out to over 2,300 colleges and universities across the nation by the Recording Industry of America (RIAA) and the Motion Picture Association (MPA) informing them of the legal issues about on-campus file sharing programs. The letter seeks the support of the colleges’ to help fight against file sharing and outlines a set of policies for the schools to adopt (MTV.com). In light of these recent incidents, I choose to delve into this controversial issue by creating a survey to give to college students at James Madison University (JMU). The purpose of my survey was to determine the ethical beliefs of the Jack Napster’s at James Madison University in response to file sharing programs. The survey was administered to both female and male students as well as students of every undergraduate level. The demographics are as follows; eight males and seventeen females were surveyed for a total of twenty five completed questionnaires. The survey was distributed in my hall in my dorm, the laundry room, in my friend’s dorm, at a theater rehearsal, and at a super bowl gathering. The survey was administered from January 24th through January 27th, 2003. I feel that this variety of settings, ages, and gender provide for a more balanced survey. Going into the survey, I was sure that everyone on campus used file-sharing programs, but to my surprise only 18 of the students actually did.

Black People and Aunt Alexandra Essay

1. How does Jem change? Be specific. a. Page 115-Scout explains that Jem doesn’t want her hanging around him all the time†¦Ã¢â‚¬ stop pestering me. † And Calpurnia begins referring to him as Mister Jem now, a title usually reserved for adults. b. Page 116-â€Å"Jem developed a maddening air of wisdom that summer. † Meaning that he is rational now and understands things†¦not like a little kid anymore. He helps to put things into perspective for Scout that she doesn’t understand. c. Jem is growing up. He is trying to make sense of things he sees, trying to be like Atticus, and trying to put behind him childish games and youthful pranks. Consequently, sometimes he is moody and sometimes occasionally seems to lord his authority over Scout. 2. What are the minor disappointments that start the summer for Scout? What do they foreshadow? a. Page 115-116- READ ALOUD- Atticus got called to an emergency session of legislature, Dill is not coming to visit for the summer, and Aunt Alexandra arrives unannounced to live with them. b. These small disappointments foreshadow the trial of Tom Robinson. 3. What is ironic about Jem and Scout’s visit to Calpurnia’s church? Explain. a. Page 119-120- READ ALOUD TO CLASS- The children experience prejudice against them. They don’t possess prejudice and neither does Calpurnia. They are surprised when church goer Lula confronts Cal asking her how she could bring white kids to the black church. b. However, just as not all the white people are prejudiced, not all the black people are prejudiced. Zeebo and Reverend Skyes are both welcoming to Scout and Jem. 4. Everybody is beginning to tell Scout to act like a lady. How is it ironic that her church and Calpurnia’s church deliver the Impurity of Women doctrine every week? a. Page 122- This is ironic because everybody wants her to be like a lady, but then they discuss the evils that women bring on the world throughout the Impurity of Women Doctrine. This is confusing for Scout. 5. What does Scout learn about Calpurnia? Why is this important? a. Scout learns that Cal leads a separate existence from her household and taking care of her and Jem. Scout sees that Calpurnia speaks a different way around her people than she does with Jem and Scout. This is important because it helps Scout learn to continue to try to see beyond just her world. 6. Why is it unfair that blacks are not allowed to go to school, but the Ewells are? Explain. a. Page 124- READ ALOUD TO CLASS- The Ewells are trash people and no good who walk out of school, but the blacks really want to learn and would go to school regularly. 7. Why did Aunt Alexandra say she would be staying with Atticus and the kids? Do you think this is true? What do you think her real reason is? Explain. a. Page 127-She felt Scout needed a feminine influence. b. She was probably asked to come by Atticus to watch the kids while the trial is going on and try to help them absorb and shelter them from some of what is going on. 8. â€Å"Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the world of Jem and me. † Explain. a. Page 131-132- READ ALOUD TO CLASS- Aunt Alexandra knew all the proper social things to do and say, and she knew a great deal of the history of the local families. She joined some clubs and entertained at her home, and generally did fit right into town’s society. However, Alexandra didn’t understand or agree with the values by which Atticus was raising his children. Therefore, she did not understand the children’s behavior. Because their value systems were different, they were more often than not at odds. English 10RName ___________________________________ Ms. GlassTKMB- Study Guide Chapters 12 and 13 Directions: Read chapters 12 and 13 and answer the following questions in complete sentences. 1. How does Jem change? Be specific. 2. What are the minor disappointments that start the summer for Scout? What do they foreshadow? 3. What is ironic about Jem and Scout’s visit to Calpurnia’s church? Explain. 4. Everybody is beginning to tell Scout to act like a lady. How is it ironic that her church and Calpurnia’s church deliver the Impurity of Women doctrine every week? 5. What does Scout learn about Calpurnia? Why is this important? 6. Why is it unfair that blacks are not allowed to go to school, but the Ewells are? Explain. 7. Why did Aunt Alexandra say she would be staying with Atticus and the kids? Do you think this is true? What do you think her real reason is? Explain. 8. â€Å"Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the world of Jem and me. † Explain.

The True Meaning of Terrorism Essay - 813 Words

The True Meaning of Terrorism Think of the word terrorism. What is the first thing that comes to mind? One might think of kidnapping, assassination, bombing, or even genocide and guerrilla warfare. Because it is such a broad and complex issue, an all-encompassing definition is hard to formulate. The United States Department of Defence defines terrorism as†¦ The calculated use of violence or the threat of violence to inculcate fear; intended to coerce or to intimidate governments or societies in the pursuit of goals that are generally political, religious or ideological. Terrorism, then, is a type of political crime that makes use of murder and destruction or the threat of such violence in order to promote change. It is a†¦show more content†¦In 1991, The Red Army Fraction assassinated Detlev Rohwedder, the head of the government unit responsible for rebuilding the East German economy. One of the more famous incidents caused by revolutionary terrorists is the 1993 bombing of the World Trade Center in New York City. [T]he group responsible was demonstrating its hatred of U.S. policies in the Middle East.(4) Political terrorism, or right-wing militants, tend to follow an extreme authoritarian ideology and conduct anti-government activities. Political terrorists in the United States tend to be heavily armed groups organized around such themes as white supremacy, Nazism, militant tax resistance, and religious revisionism.(5) Two of the more famous incidents in the United States are the Oklahoma City Bombing and the Branch Davidian cult standoff in Waco, Texas. Nationalistic terrorism is designed to promote the interests of minority ethnic or religious groups that have been persecuted under majority rule(6) The most popular nationalistic terrorist group would have to be the Irish Republican Army (IRA). 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