Anaerobic reaction of yeast Essay Example

Anaerobic reaction of yeast Essay Example Anaerobic reaction of yeast Paper Anaerobic reaction of yeast Paper I am going to investigate the anaerobic reaction of Yeast. Anaerobic respiration requires: Glucose == Co2+Alcohol. Whilst Aerobic respiration, which we use to breathe, requires: Glucose + Oxygen == Co2+H20+ heat energy. To observe and record results of this reaction I will measure the amount of Co2 this experiment produces. There are a number of variables I need to consider beforehand that could dramatically affect my experiment. I have also made predictions where appropriate Temperature This can make the rate of reaction speed up or slow down. It will noticeably slow down the reaction when the water is cooled. But the Yeast will speed up until a point where it cannot survive anymore. I would expect my graph to show the Yeast speeding up and then dying. As I heat the water, the particles start to move faster, this makes them collide at a faster speed, speeding up the rate of reaction. Amount of Yeast I will keep the amount at a constant by using a test-tube to measure out an exact amount. If I added too much yeast it would be more too react with the Co2, this would slow down the particles and they would all be used up. As the amount of yeast increases there is more particles to collide with, and this would also use up all the glucose. Osmosis (osmosis occurs when glucose is added) The diffusion of solvent particles through a selectively permeable membrane from a region of high solvent concentration to a region of lower solvent concentration. These membranes have tiny pores, which allow rapid passage of small water particles, but restrict the passage of larger solute particles. Since the membrane is selectively permeable, osmosis is important in the passage of water into and out of cells and organisms, the speed depends on osmosis pressure. I predict that the more heat that is applied to this the faster this reaction happens. I have chosen to investigate the variable of temperature and test it from temperatures from 20-80 degrees. I think seriously about my prediction of the speeding up and slowing down reactions, temperature can cause. Glucose When we add more glucose there are more particles to collide with at first, then the solution on the outside of the yeast becomes concentrated so water moves out of yeast by osmosis and the yeast dehydrates. Water If the mount of water increases effectively it will reduce the concentration so there are less collisions. Safety I will wear a lab coat and be really careful with any hot waters that I will handle. Apparatus The apparatus that I will use will be: 1 beaker, 1trough, 1 kettle (to obtain water), 1 measuring tube, 1 thermometer and 1 tube and bung. For each experiment I will use 10cm3 of the stock solution. The solution is 20g of yeast, 20g glucose and 200cm3 of water. Method I will: ? Fill the water bath with water that has been put to a certain temperature ? Get a boiling tube and put 10cm3 of solution in it ? Put a bung and pipe in the end ? fill the beaker with water to the right temperature ? Fill graduated tube water ? Put the tube into the test-tube ? Put the boiling tube in the beaker ? Leave for 3mins to get to temperature ? Time for 5mins ? Measure amount of Co2 produced. ?Then I will alter to a different temperature in this case my temperature is altering 10 each time so I will use the kettle to alter this temperature making sure it is the right temperature by using a thermometer. ?I will use the same amount of yeast for each run to eliminate solution variation. As I am obtaining these results, I will make sure I use the correct amount of ingredients and make sure I keep my variables (i. e. amount of yeast the same throughout experiment) to what I have predicted they should stay at in experiment. I will record my results in a table as underneath, but I may need to repeat some results, if they look out of place when compared to my results or conclusion. Temp Time Run1 (cm) Run2 (cm) Average (cm) 20 5mins 30 5mins 40 5mins 50 5mins 60 5mins 70 5mins 80 5mins Obtaining evidence After I conducting my experiment to record my results, I found that out that the yeast speeded up from 30 to 50 but then slowly started to deplete from 50-70 and then it died a Analyses As I can see from my graph, the amount of Co2 being produced starts to increase till about 50 degrees where it reaches it reaches its peak after the yeast starts to die. As explained in my plan under variables and prediction I have discovered that when I heat the yeast it speeds up until it gets to a point where the particles starts to die off because of the temperature gets too hot for the enzymes to function and breath properly so they can not work at this temperature which slowly kills them. Because enzymes cannot function past a certain temperature (past 50 degrees in this case) but they do speed up when heated to a controlled amount under this temperature. My prediction is backed up by the evidence that I have gained from my Obtaining evidence. Take heat for example my chosen variable; as predicted in planning it did increase the speed of the reaction, when I heated the yeast e. g. From 1 to 5. 5 in just altering it by 10 degrees from 30 to 40. Evaluation I think the procedure I used was a reliable and efficient method in testing for Co2 in the anaerobic respiration of yeast. The results matched my prediction and I think it was right to repeat each test twice to pin point any rogue result if there is one. I think that I can form the conclusion that the yeast can only perform anaerobic respiration past a certain temperature (20) and under a certain temperature (80). As temperature was my chosen variable to alter and measure this is what I have discovered. I think if I could extend my study of this I could make changes to keep in my experiment set up to keep nearly all my variables at a constant, e. g. I could use a more reliable source of heating the water other than a kettle, this would greatly improve the reliability of the experiment, I may get more accurate and even better results than I have now by taking recordings of the Co2 in the yeast every 5 degrees, this would give me a better indication of whether the results are on course to being accurate and I could have a better chance at pin pointing when Co2 stops being produced. I think I experiment was a success I have spotted when the yeast stops anaerobically reacting and when it starts anaerobically reacting. I have found out that the enzymes in the yeast start to rapidly speed up when they are heated but too much heat will kill them as we have seen in my experiment.

Online Communication In Todays World essays

Online Communication In Todays World essays Group Facilitation and Conflict Resolution Techniques in the Online Environment What are you choosing to study? Why? What is the status quo that you will be working to improve? My study will revolve around the dynamics of online group communication and conflict resolution. I am most interested in this topic because my career focus is the establishment and management of online Communities of Practice (Lave and Wenger,1991). A secondary interest is my desire to improve the interpersonal communication between two groups of my peers. The study should help improve the basic strategies involved in building and maintaining a cross collaborative website known as the "Mentor Center". The current strategy used to update and maintain the site seems to have a lack of basic theory and structure. What do you already know about this topic? My knowledge of online group management is very limited. I hope to be more of a facilitator and source of information, than an administrator. One key area to the success of this study is Project Management. My knowledge of project management in a digital environment currently spans five years. The project management skill set I have should help me facilitate the process efficiently and successfully. In terms of conflict resolution, my professional knowledge is based only in theory. I have a background in international studies and interpersonal communications, with a focus on diplomacy. However, I have never acted as a formal diplomat. I hope to learn more about which theories are relevant and which are just theory. What is already known in the field about this topic? There is a vast amount of information on conflict management and mediation. My research has shown that most of the information concerns face-to-face theory and does not include online communication models. With some adjustment popular conflict resolution models should work in ...

Systematic Review on Is the Effect of Physical Activity on Cognitive Research Paper

Systematic Review on Is the Effect of Physical Activity on Cognitive Function a Risk Factor for alzheimer's in Older Adults - Research Paper Example The risk of suffering from Alzheimer disease is evidently higher among adults suffering from Mild Cognitive Impairment with lack of frequent physical exercise. The main purpose of this paper is to examine the published literature from peer articles on Alzheimer disease in Older Adults. Precisely, the paper will explore the question: Is the Effect of Physical Activity on Cognitive Function a Risk Factor for Alzheimer in Adults? The risk factor is anything that affects possibility of a person in getting an illness, in this case Alzheimer in Adults. However, being exposed to a risk factor does not necessarily mean that a person will be affected by a specific disease. A risk factor in this case alludes to the probability of one getting harmed due to the level of exposure. It can also allude to the likelihood that an individual is harmed due to the level of exposure to a hazardous condition. Physical activity has been cited by many health researchers as one way of keeping one healthy; some research in regard to mental functioning have also asserted that the proper functioning of various aspects of the brain can be facilitated with performing ph ysical exercises. With regard to Alzheimer in Adults, various results from researchers have indicated that physical activity on cognitive function a risk Factor for Alzheimer in Adults. Relevant peer articles have been used in support of these results. In order to conduct this research a variety of eight peer reviewed journals addressing issues ascribed to the relationship between physical activities, cognitive functioning and Alzheimer disease were explored. They basically provide information regarding the specific research question addressed herein. The content of these articles include past researches that have been undertaken to determine of lack of physical exercise could be a cognitive risk factor to Alzheimer. Important information was extracted from the article in order to

Discuss the art work in the Cantor Arts Centre in Standford University Essay

Discuss the art work in the Cantor Arts Centre in Standford University - Essay Example This means that some of the artworks in the museums are obtained freely from the people who made them, and who have the full rights. People are in some cases driven to present artworks in museums by the desire to promote their cultures or represent the general coexistence of creatures in their environment. Through this, people understand and keep information about the culture that is represented by a work of art and are able to explain some information. In describing the work of art in a museum, it is important to identify the piece of work represented, the artist and the issues that prevailed during the time of production. This is important in understanding the work in different dimensions as well as getting the understanding of the feeling of people concerning the work (Payne and Picasso 8). The Lion Reclining in a Landscape The Lion Reclining in a Landscape is an artwork that is exhibited in Cantor Arts Center in Stanford University as part of the pieces of art that are representi ng the nature through a lion in an environment. The artwork was created as an original artwork by an artist, Antonie Luios Barye, who lived in America between the year 1796 and 1875, to represent the correlation between animals and their environment. This image was presented to different museums for exhibitions under the authority of the Barye who owned the piece of art and is availed to all the people who visit such museums for the viewing. This image is presented as a drawing that is made on a paper and is placed in the shelves for viewing by all the interested visitors in such museums. One of the places where Barye presented this image is the Cantor Arts Center in Stanford University where it is presented to the public for viewing. Through the work of art, people are able to understand different issues and this is in accordance to the views of the people concerning Barye and his piece of art. The piece of art that was presented in the 19th century as a primary creation but it has undergone reproduction with time so as to keep it in the records. The Lion in a Landscape image, although old and replicated by other people by copying the original image, is accepted favorably by the people who view it from the different museums in which it is exhibited. In the event of painting the image, the artist was presented was affected by different circumstances in the environment that made the different features to be prevalent in the image (Payne and Picasso 29). Antonie Luios Barye lived under his father who worked as a goldsmith and familiarized himself with the work of making sculptures and his skills were perfected by his working with different companies and training in different institutions. He continued in his work to demonstrate his interest in animals and that led him to production of images that were representing them in different ways. This means that all his production was designed according to his preferences in animals within the environment (Payne and Pica sso 59). During the time of production of Lion in a Landscape, the political environment was dominated by the Roman Empire who valued sculptures and drawings of their images. Economically, Barye produced his artworks during the time of gold

Static Equilibrium Lab Report Example | Topics and Well Written Essays - 1250 words

Static Equilibrium - Lab Report Example From Newtons 1st law, an object is in equilibrium when it moves at constant velocity (Mathew, 2010, pp5). Static equilibrium is thus a system at rest is said to be in static equilibrium. The summation of equilibrium forces in each direction adds to zero. Also, the total net summation of torque is equates to zero. (Mathew, 2004, p.3).Ã" Fx=0, Ã" Fy=0, Ã" Fz=0, Ã" Ã"Ž=0,Fx becomes the force that occur in the X direction and Fy are the forces that occur in the Y component direction (Mathew,2010.pp.7). Fz is the force acting towards the Z direction. Force in an action as either a push or a pull that acts on an object. It has units given Newton. (N). Torque can be defined as the product as force and distance (r) about a point that causes the object to rotate. This is formal equation for torque is Ã"Ž=FrsinÏ ´ (Mathew, 2014, pp.4).F is the force in Newtons (N), r is the distance from the reference at which that the force acts at from the force vector at an angle from the distance. T orque= (Force) (Momentum arm), by convention a torque creating a clockwise rotation becomes negative torque, and a torque causing a counterclockwise rotation gives positive torque In this experiment, the force acting on a ring on a force table will be broken into constituents. The force, both magnitude and direction it will necessary to balance the ring. Equipment’s such as Force Table, Set of Hanging, Masses set of weights, three mass hangers, Ruler, Torque Balance Stand, string, two balances (Eisenberg, 2009 p.56) The mass for the 50gram disk was calculated. Also, mass of one of the hangers was measure. The mass of the disk was increased to the mass of the hanger, and its sum tabulated. This process was done again for second 50 gram disk and mass hanger. The sum was taken as M2 the components of for both X and Y of the force vectors given that m1 positioned at an angle of 40 degrees, and m2 is at 120 degree. In order to obtain the magnitude direction, a third force is necessary to balance

Concept of suicide

Concept of suicide 1.0 Concept of Suicide 1.1 Background Sir Thomas Browned originates the word suicide in 1642 in his Religio Medici. It was derived from SUI (of oneself) and CAEDES (murder).since then, this word has caused much controversy and evoked many professionals to continuous research and debate upon its definition in various ways from every aspects: medical, social, psychological, administrative, legal, spiritual and religious purposes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Suicide is no longer uncommon in the society and every day, there are people from many walks of life living under the same roof without us knowing what problems they are plagued with. Back centuries, suicide was a taboo subject to be discussed and yet, many are engaged in such behavior although it is believed that most suicide cases are unreported. To some, suicidal actions are glorified especially to cults and religion purposes. As time progresses, the mentality of the society changes along with time and the stigma of suicide is slowly undergoing much debate and understanding. Now, suicide is regarded more of a tragedy instead of ritual because part of the reason is that the society undergoes globalization and no longer practices scarification. Even if there is a minority of tribes who endorses scarification, the groups are negligible throughout the globe. Also, suicide in this era more often is done due to personal reasons; be it mentality, spiritual etc. In 1763, the first attempt was done scientifically by Merian to understand the rationale behind suicide. It is believed that suicide was not perceived as a sin or a crime. Instead, suicide has been regarded as a disease of mankind. After the death of Jean Jacques Rousseau in 1822, which had sequentially and graphically described circumstances of his death, Farlet manages to conduct a first in-depth examination on suicide. This enables better understanding on suicide with broader perspective. A famous psychiatrist, Dr R. Gaupp, says that amongst people committing suicide they possess unique and bizarre personality traits. For the past 50 years, it is concluded by series of researches that suicide begins from the state of mind, coupled with external factors, resulting in suicide. Herein, we will look in depths of suicide amongst Malaysian school students. 1.2 Definition A suicide idea is when one thought of ending ones own life. One thing leads to another, suicide ideas often leads to suicidal attempt and suicidal behaviour. Suicidal behaviours are thoughts or tendencies that started off a person and put them at risk for committing suicide. Simply said, suicide is an intentional or voluntary determination to end ones life, as defined by the World Health Organization (WHO). A suicidal person often closed ones options in life, and looks at another darker side of negativity. To them, dying is a pre-requisite for the end of all sufferings. A famous sociologist, Emile Durkheim whom not only proposes the theory of functionalism but also studied on Suicide, states that: the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result (1982, p. 110 [excerpt from Suicide]). 1.3 Description Suicide is not an uncommon issue these days and it is widely discussed in institutions although it is still condemned by the society. Much about discussing facts and truths behind this dark sentiment of life, there are common myths about suicide which we need to eradicate in order to comprehend the problem better we are able to curb this issue. When we listened to people whom talks about suicide, we assumed that these people would not do it since they are open to discussion. To include, people who are open to discussion should not be overlooked because they might also consider the options of suicide since the minds of a person is incomprehensible. In addition, the society views the troubled ones as people whom cannot be saved and are unwilling to seek help. Since they intend to commit suicide, nothing can stop him. These misconstrued assumptions are proven wrong because they are lost and sometimes hope for care and understanding. Indeed, these are individuals whom should not be segre gated. Another notion that should be avoided is that people believed that suicide indicates lack of faith in religion. This is incorrect because there are certain religions which encourage suicide in the name of faith. Thoughts and attempts of suicide as well as committing suicide are major concerns throughout the world and it is still a growing concern amongst the society. Very much obvious, most suicidal case involves adolescents and young teens. The teenage years are one of the most difficult stages in life, as identified by psychologists. Although teenagers are thought to enjoy life without worries of financial stability and mid-life crisis, suicide seems way an inconsiderable option to them since they ought to have no problems at this phase of life besides studying. But many changes in the mind which takes place during puberty can change their identity and their vulnerable self if they may have to cope with a broad range of personal and social obstacles. Since young people are so fragile, they may experience difficulty in dealing with stress. Children prior to puberty had hardly been bothered by suicidal behavior, probably due to their inability to envisage or execute a suicide plan. When puberty hits adolescence, risky psychiatric factors, such as depression and drug abuse become imminent and play a part in contributing to the causes of frequency in suicidal behaviour. Some children especially girls, view the transition from primary to middle school stressful. In addition, as one gets older parental supervision decreases, so teenagers are more likely to engage in unhealthy behavior without their parents consents. Suicide is divided into several commonly used terms to identify its symptoms and causes. Here are the descriptions provided by the World Health Organization (WHO) regarding suicidal terms that needed to be taken into account:- Suicide: a planned act of killing oneself intentionally. The act can be performed by the person with or without the full knowledge or expectation of any fatal outcome. Suicidal attempt: A medical intervention is required in this case, after the person whom intended to end his or her life committed a life-threatening act with a conscious intent. Suicidal gesture: A series of self-threatening behaviour on display, which may be detrimental or non- detrimental. Suicidal idea: The power of mind to thought or set up the process to end ones own life. Suicidal risk: The tendency of ending ones life depends on this characteristic, depending on its presence or absence. Suicidal pact: Two or more people in agreement to die concurrently by committing the act of suicide. Suicidal cluster: People who gather in groups to commit suicide together, usually for a common objective. Suicidal counters: To prevent suicide, this set of factors operates within the individual, family or society. 1.4 Facts and Figures With many reasons believed to be the causes for suicide, facts and figures of statistics below are generally shown to highlight suicide from methods of ending life in different ethnic groups (inference is drawn from analysis of data from suicidal cases from the University Malaya Medical Centre mortuary ) to why it is committed : It is estimated that 450 million people suffered from mental of behavioral disorder. Every year, close to 1 million people committed suicide and 1 in 4 families have at least a member with mental disorder. There are 25 million schizophrenic patients and 50 million who suffer from epilepsy, which About 40 million or 80% are assumed to live in developing countries Most of them lived for 33% of the years with disability are due to neuropsychiatric disorders (depression, alcohol-use disorders, schizophrenia and bipolar disorder). From 2000-2004, University Malaya Medical Centre found suicides of 164 male (65%) and 87 female (35%) victims with their ages ranging from 15 to 80 years. The age group with the highest total of cases between 21 to 30 (83 of 251; 33.1%) The highest rate of suicide was among Chinese (ethnic groups) with a total of 120 cases (120 of 251; 47.8%) by using the common method; jumping from height (41%). Whereas, Indians commonly commit suicide by hanging themselves (49 of 87) and poisoning (20 of 37; 54.1%); and Muslims had shown the lowest cases of suicide (18 of 251; 7.2%). 1.5 Types of suicide Collective tendencies have an existence of their own; they are forces as real as cosmic forces, though of another sort; they, likewise, affect the individual from without (Thompson, 1982, p. 109 [excerpt from Suicide]) To separate true suicides from accidental deaths, Durkheim proposed this definition of suicide: the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result (1982, p. 110 [excerpt from Suicide]). Then, Durkheim proposes four types of suicide: 1) Egoistic suicide Minimal social integration allows outcasts and segregation of individuals who are not considered fit to be bounded to specific social groups. These individuals are left with little social support or guidance. Thus, tendency to commit suicide increases. For example, students especially girls in schools wanted to belong in groups or so-called cliques. Most of the times, the ones whom are shunned off are the ones to be laughed at and criticized. 2) Altruistic suicide The opposite of egoistic suicide. This type of suicide results from too much of integration. Self-sacrifice is the prominent trait and members of the group were so integrated that they lost their individuality and ever so willing to sacrifice for the groups interest. For example, black metal groups in school do underground sacrificial methods at times in their act of worshipping. 3) Anomic suicide (of moral regulation)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  When means were unable to fulfill needs, an imbalance of means and needs arise. i. Acute economic anomie Traditional institutions such as religion and government failed to practise moral restraints on a capitalist society. Hence, the ruling of private individuals to determine ones fate in life. This type of suicide does not apply in Malaysia because it is a democratic country where everyone has the equal rights to flourish in their own ability. ii. Chronic economic anomie Social regulation gradually diminishes after a revolution or urbanization. As a result, traditional social rules deteriorated. Wealth and property was not enough to make individuals happy, as was demonstrated by higher suicide rates among the wealthy than the poor. For instance, richer students gain easier access to drugs because of their high allowance making it affordable for them. Later on, usage of drug substances will lead to suicide (will be discussed later in this topic). This also explains why students in urban schools are more prone to suicide instead of rural area students. iii. Acute domestic anomie   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The inability of an individual to adapt to sudden changes in life results in this suicide. For instance, a student who could not cope the loss of his or her family members might consider suicide as an option to end the suffering. iv. Chronic domestic anomie The way marriage is seen in different regulations and needs for each gender. Bachelors tended to commit suicide at higher rates than married men because of a lack of regulation and established goals and expectations. On the other hand, bachelorettes are lower risk to commit suicide because without marriage, they are not confined to boundaries set by the household. This is not an issue for students in Malaysian schools unless if young girls are married off during schooling. Such cases are rare in Malaysia unless in rural areas like in Sabah or Sarawak. 4) Fatalistic suicide This type of suicide did not receive much attention because it is a rare phenomenon of the real world. People who are over regulated and receive unrewarding lives like the slaves or childless married women might consider suicide. Their future is relies on others to determine. Cases do happened like prostitution or human trafficking, but this type of suicide does not relate much to the field of education. 1.6 Warning signs Rarely, suicide spurs a moment of intense decision, says Dr Suarn Singh, Head of Psychiatry, Ministry of Health Malaysia. More often, there are many clues to look out for to identify school students at risk of mental and social distress and signs leading to the actual attempt, such as: A change in behavior- speech or actions such as constantly saying that I cant go on or I want to end it all. Attitudes or appearance takes a toll on health and individual becomes recluse and not care of how they look usually by not grooming. Behaving recklessly by not taking safety measures, e.g.: crossing the road without looking. Giving away prized possessions and valuable items. Individual may be accompanied with unpredicatable mood swings like crying, self-mutilation and impulsiveness. Identify the distress and dramatic change that affects the students performance in school (e.g.: attendance and behavior) Lack of interest in school, overall decline in performance, misconduct in class, unexplainable absence or truancy. Abuse of substance, smoking or drug (including cannabis). Violent behaviour which sometimes involves the police. 1.7 Risk Factors and Risk Situations When accessing suicide patterns amongst students, all parties including school staffs, families and friends should be aware of the victims behaviour. Repetitive self mutilation should also be taken into note because distraught teenagers tend to repeat their acts. Particular suicide behaviour under circumstances is interdependent with the environment and genetic factors. Various states or neighbouring countries that features factors of cultural, political and economic differences may play a role in risking the youths decisions of suicide. On the other hand, risk situations are hurtful or injurious events which are experienced by the victims. These occurrences may wound the victims personal dignity and self-image. Example, a suicidal student may encounter with peer pressure in school, bullying, disappointment and failure in academic or high expectations from parents during examination. Suicide has become an intense debate, yet, it still remains as an ambiguous subject to fully grasp. A normal person will never understand to what extent these youth will do just to end their lives. Researches were done and found that major risk factors are linked to young people who are plagued with these causes that might have been the reasons leading them to suicide. The major risk factors to include are: Cultural and sociodemographic factors Family pattern and negative life events during childhood Cognitive style and personality Anxiety disorders Substance abuse Eating disorders Psychotic disorders Current negative life events as triggers of suicidal behavior Cultural and sociodemographic factors Different countries are linked to different cultures and demographic structures. In the third world countries, low socioeconomic status, lack of education system and unemployment are risk factors for suicide. Although Malaysia is a developed country and cannot be compared to third world neighbours, suicide still happens rampantly in urban areas, which is developed and suicide rates are expected to be lower instead of a drastic statistics to show. When urbanization enforces competitions, psychological impact of torture may lead to self-conflict between oneself and the society. One is expected to perform to the standards of societys customary demands. Likewise, in Malaysian schools, students are very academic inclined. This is a powerful risk factor for students to be depressed and may resort to self-destruction. Also, students and adolescents whom lack of self-identity and cultural roots may opt for this choice of suicide under stressful environment. That said, Each individual young p ersons growth is intertwined with collective cultural tradition, as stated by World Health Organization (WHO). Since Malaysia is a multiracial country, there are more than one race that plays a greater attribution of gender nonconformity and identity issues. Imagine an Indian girl being placed at a Chinese school with the majority of Chinese, she is hardly accepted into the culture of the majority. When a student begins to fear a serious acceptance problem, they will lack of support in order to experience an optimum growth during that phase of life. Family pattern and negative life events during childhood Personal loss and conflict, associated with parents or romantic attachments are one of the commonest reasons for suicide amongst students. Physical or sexual abuse, family feud played a part in suicide contemplation as well. Usually, suicidal youth will leave a note or tracks that they are about to suicide. Like the diary, short notes of apologies, so on and so forth. More often, suicidal students want to escape the pressure from demands of the environment or from psychological aspects that the truth is a painful unbearable fact to handle. Broken families and traumatic experiences e.g. rape, mental torture, etc. leave a scar for life in the child especially when the child is unable to manage with the aftermaths of trauma. There are evidences that suggest suicidal students often come from destructive families with more than one factor risks. The effects are cumulative and these problems are usually not known because suicides are more likely to refrain from seeking help from others. He re are a few negative aspects to take note of a dysfunctional family that often characterizes cases of suicidal students: Family with the history of suicide. Alcohol and substance abuse member in the family. Abusive family (physically, mentally or sexually). Divorce and separation of family Very high or very low demands of standards from the parents. Lack of attention and care from family members. Cognitive style and personality It is arguable between the relationship of a certain suicidal trait and an array of cognitive style and personality that risk suicides amongst young people. It is generally equivocal and ambivalent because suicidal patterns vary amongst different individuals. The following traits are observed in a suicidal youth, particularly students during adolescence: Instability in mood. Aggressive and needs anger management. Anti-social High impulsiveness Inability to grasp realities and rigid mentality, often in their own world of illusion. Great feeling of worthlessness and despair. Anxiety and inferiority. Provocative behaviour towards others including family and classmates. Ambivalent relationships with the society (family, friends, people). Suicidal behaviour is overrated amongst school children and adolescents with the following psychiatric disorders: Anxiety disorders and Depression It is known from studies that have proven the connection between anxiety disorder and suicide. Whilst traits of anxiety appear to be independent of depression, its effect always leads to psychosomatic symptoms if not treated. Unlike depression, anxiety disorder is prominent to detect and victim will always shows signs of worries and unhappiness with themselves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Discussion about depression should be taken seriously. Depression is often beyond recognition. Students may seem fairly disappointed or angry at minor disturbances and may never considered suicide. But if the symptoms of depression last for more than a week or so without improvement, help is needed. The signs of depression noticed amongst students or youth include: Utter degree of sadness Gradual withdrawal from everything. Student becomes recluse and isolated. School performance dropped with no apparent reasons. Loss of interest in activities that student used to enjoy. Feelings of worthlessness, hopelessness, helplessness Lack of motivation. Differences in sleeping habits and fatigue. Change in appetite and eating patterns. Self-neglect and self-hatred. Physical complaints, sad thoughts or death. Anger management needed for reckless attitude and temper. Substance abuse. Restlessness and agitation with one self or others. School students with depression symptoms oftentimes present anti social behavior and both are precursor to suicide. It is noticed that depressed female student will be more silent and withdrawn from others, whereas on their male counterpart, students of that gender becomes aggressive and disrupted and seek a great deal of attention. Prior to that, students can kill themselves too without having to be depressed and they can also be in a state of depression without killing themselves. Substance abuse   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Students who abused alcohol and drugs are often linked to suicide. Teenagers are oftentimes found to have committed the act of suicide after consuming the substances. Sometimes, students used these substances to ease their stress and depression. In another case, youth whom have never thought of suicide may have done so after taken alcohol because alcohol suppresses rationale thinking. Simply, their actions are based on an impulsive act which leads them to ending their lives even so they might never have contemplated suicide when they are sober. Eating disorders Eating disorders happen mostly to the female genders whom are dissatisfied with their own bodies. In the eye of the society, thin slender girls are objects of desire. The media often portrays catwalk models, who are skinny and scrawny. In schools, fat students are always being sneered and jeered as well as being outcast. Anorexic and bulimic girls are susceptible towards depression and suicide risk for anorexics are as much as 20 times more than youth in general. Psychotic disorders Albeit, we hardly heard of Malaysian students suffering from severe psychiatric disorders like the schizophrenia or manic-depressive disorder, those affected are still in jeopardy with suicide risks. But most psychotic youths started off with other risk factors, such as excessive smoking and substance abuse. Current negative life events as triggers of suicidal behavior As aforementioned due to inherited genetic factors, destructive families and negative aspects in life, students of this age find themselves susceptible towards suicide because when current negative life events happen in concurrent with their condition they find it difficult to cope furthermore. This susceptibility makes it difficult to cope with negative life events adequately, and that said, stressful life events precede suicide. They reminds of the student of sense of hopelessness and despair. 2.0 How Schools can Prevent Suicide Usually, suicidal students hardly attempt suicides within the school compound. But when the outbreak of a students suicide takes place, even off schools territory, the news will shock others, causing extreme emotional distress amongst students, staff, and parents whilst school activities will come to halt for weeks before it is resumed. Hence, schools play an important role for preventing suicides. Many young students whom are affected by mood disorders or substance abuse later on contemplate suicide. Whilst the other emotional setbacks linked to suicide includes conduct disorders, aggression, split personality disorder, and intense feeling degree of hopelessness (Berman, Jobes, and Silverman, 2006). Here, the schools responsibility and roles to play are summarized by the National Association of School Psychologists (NASP) (Poland and Lieberman, 2003): 2.1 Detection/ Awareness School administration and staff personnel should take note of students behaviour for signs of suicide. Interaction on a regular basis is encouraged amongst the school and students. School counselor must play his or her responsibility in helping problematic students before any occurrence of suicide. 2.2 Parent notification When awareness is created, any changes in attitudes or suspicious acts arise the school should update the parents or guardian of students. Face to face discussion is recommended to come about ways of preventing the student from suicide, which includes close supervision or referral to professionals. Also, a record of victims parent and victim should be kept confidential. 2.3 Support for students at risk of suicide The school, psychologists and counselors, should monitor and support suicidal students. Counseling and follow-up services shall be recommended. 2.4 School-Based Suicide Prevention Programs Schools should train teachers and staffs to help recognize students at risk of suicide. This can be done through training and appropriate mechanisms necessary. These mechanisms include a series of programs specially designed to counteract suicidal risks. Schools must heed these vital steps to control suicide among their students: Ø School-based suicide prevention program and school-based mental health services Health screening, mental health survey and educational activities are carried out at school level to help students recognize and seek help when needed. Programs like health promotion program and risk prevention can be effective if made comprehensive to students. Ø Suicide prevention gate keeping program People who have regular interaction and contact with students in school are teachers. They need to know how to recognize students behavioural patterns and warning signs. Also, teachers need to be actively involved in dialogue to explore the risk of suicide amongst students and to ensure that the victim must receive proper guidance and treatment when it is necessary. Records must be kept up to date and problematic students must be scrutinized. Ø School crisis preparation and response plan This prepares the school in the case of emergency, from natural disaster to violence within the school. The school crisis preparation plan should include procedures of preventing self-destructive students as well as students in the midst of contemplation. Also, guidance must be taken into account as a reference for teachers and staffs to respond such cases when such tragedy arises. Ø Postvention Such term is used to measure preventions to be implemented after a tragedy takes place. The purpose of this program is to lessen the risk of those witnesses to be affected directly after the incident. Suicide or unexpected death of another student can result in a traumatized individual. This program includes grief counseling for students and school party. Postvention helps to identify other students whom may be at risk after a trauma, and to support students. Sometimes, school works with the media to ensure such coverage of news does not lead to additional risks of suicide. 3.0Suggestions: A guide for Teachers and School Staffs It takes time for a student to attempt suicide. Rarely, suicide occurs out of sudden with no warning. Most cases, teachers and members of the society who observe the victim on a daily basis is able to distinguish a behaviour of norm and suicidal. The following are three (3) steps of prevention: before, during and after a suicide: 3.1 General prevention: before any suicidal incident Early recognition helps save lives. Experts advised that it is not a wise approach to teach about suicide explicitly. Rather, they recommend tackling this problem by replacing issues of suicide with a positive mental health approach. a) Mental health of schoolteachers and other school staff Teachers are the role model in any causes. A positive teacher is able to change the outlook of a persons perspective in a brighter light. Hence, strengthening the mental health of a teacher only can he or she guides the students into the correct path in life. b) Students self-esteem Positive self-esteem is vital to protect students against suicide. One with topnotch of esteem will cope better with stress even how difficult ones situation may be. To nurture positivity amongst the students, a few rules should not be taken lightly. Firstly, students must never been pressured constantly to fare better than other students. They must always look on the brighter side of life experiences in order to forge a positive identity. Every student should be cherished as who they are and be accepted for what they are. In addition, the school should work on introducing life skills by having experts giving talks and later on assimilate a positive workshop as part of the curriculum. Most importantly, the programme is able to send out messages of knowledge to peers on how to be supportive and seek help if necessary. Plus, the school should revise and review the education system to enhance the development of every student holistically. c) Emotional expression Students should learn on how to express their emotions appropriates and to take charge of how they feel seriously. When things gone awry, they should confide in parents, teachers, adults, doctor, friends or even religious advisors. d) Bullying and violence at school Issues on bullying have been a serious matter for ages since bullying make suicide seemed more pleasant to students to escape from humiliation and personal dignity. Because the victim could not determine what others had done to him/her, the victim had only his own life to control. Thus, specific skills should be taught in schools to prevent bullying and violence. This way, only the school can provide a sanctuary for safety and intolerance of the negative aspects. e) Information about care services In Malaysia, Befrienders are not unfamiliar to the society these days. Students should be aware about the availability of these services and by making it accessible to the young people, so that they can utilize the help lines in the case of crisis and psychiatric emergency. To include, there are over 240 Health Centres nationwide in Malaysia that have psychiatric units and also counseling unit for help. The latest news up to date, Prof Hu

Anthony Burgess :: essays research papers

John Anthony Burgess Wilson was born on February 25, 1917, in Manchester, England. He was raised up by this aunt and later by his stepmother. He studied at Xaverian College and Manchester University, where he studied English language and literature. During World War II, Burgess served at the Royal Army Medical corps. In 1942 he married Llwela Isherwood Jones, who died of alcoholic cirrhosis in 1968. Burgess taught at Birmingham University, worked for the Ministry of Education, and was a teacher at Banbury Grammar School from 1946 to 1950. His first novel, A Vision of Battlement, was published in 1965. In 1954 Burgess became an education officer in Malaya and Brunei. He wrote his first trilogy Time For A Tiger (1956), The Enemy In The Blanket (1958), and Beds In The East (1959). The work â€Å"juxtaposed the progressive disintegration of a hapless civil servant against the birth of Malayan independence†(). Later, Burgess returned to England and was diagnosed as having a cerebral tumor, and given twelve months to live. Burgess busily wrote novels and reviews, so the money can support his wife. However, the doctor made a mistake; Burgess did not have a tumor. The author lived another 33 years, producing over fifty books and journals. Between 1960 and 1964 Burgess wrote eleven novels. The Wanting Seed (1962) â€Å"depicted an overpopulated England of the future, caught up in the alternating cycles of libertarianism and totalitarianism† ( ). In 1962, he wrote his most famous novel A Clockwork Orange, which made him famous as a satirical novelist. In 1971, the novel was made into a film by Stanley Kubrick. The novel was â€Å"born from the growth of teenage gangs and the universal application of B.F. Skinner's behavior theories in prisons, asylums, and psychiatric clinics† ( ). In 1968, Burgess wrote a humorous novel called Enderby (1968), which â€Å"followed the travels of an unconformist poet in England and the continent† ( ). In 1968, Burgess married an Italian â€Å"countess† ( ). In 1972, he was appointed a literary adviser to the Guthrie Theatre, Minneapolis. Burgess published in the 1970s and 1980s thirty books, among them The Earthly Powers (1980), â€Å"which is considered by many critics Burgess's finest novel. It was narrated by an 81-year-old successful, homosexual writer, Kenneth Toomey, a figure loosely based on W. Somerset Maugham† ( ).

Admission Essay for entering University

I have always wanted to study music up to the highest education level possible for two reasons; one to use the education for life and secondly to live off the education.   Education for me is just more than attaining good grades. Education for me is an opportunity to develop into a well-rounded person, fully equipped to face the world and serve my community and humanity and eventually make the world a better place for future generations to live in.The Queen’s University has a unique culture which emphasizes on innovation, imagination and a culture of valuing of people. The Queen’s University has a well-equipped library which meets the research needs of students, fully computerized and equipped with state of the art equipment. This is very ideal for music students and is very crucial for me as a music student.Throughout my life, I have always desired to study music from a reputable University hence my desire to join Queen’s University which has unmatched standar ds in as far as music programs are concerned. My dream is to excel as a musical student and graduate as a well-rounded music professional able to deal with the challenges that constantly emerge in the field.Without this hands-on experience, skills and knowledge I cannot be able to make it, hence my resolve to join Queen’s University where I believe I will achieve my career and academic goals.   My dream to pursue music stems from an early age, partly from the encouragement from parents and secondly from my personal ambitions and career goals.   My ambition is grounded in the realization that I am a talented singer and a lover of music.I understand the importance of nurturing the talent and for me the best way to do it is by studying music at the University level. As early as when I was in grade seven, I had already learned how to play piano alongside other musical instruments.This led me to join the school choir where my talent was identified and nurtured by the music tea cher. To exploit my music potential, I enrolled in the school’s concert where I was an active member for a period of two years. My desire and interest has never stopped as I continue to nurture my music talent even up to date.This has led me to study music ever since then and I am now at A.R.C.T. level. For me, music is more than leisure; it is more than a path to a promising career.   Music is a means to express oneself in one of the mot effective ways. Music leads to special way of communication in that it connects the messenger and the audience.Music is the best avenue to solve some of the challenges the world is faced with, in regard to political tensions. Music can play a very positive role in conflict resolution in a world where it is dominated by violence and selfishness. Music cannot co-exist with violence; music can serve as a media of communication even between the worst of enemies. Music holds the key to peaceful co-existence.Conclusion  My interest in Queenâ⠂¬â„¢s University is informed by the fact that it will offer me with an empowering study environment. The University has well equipped music labs as well as great music professors. Queen’s University has a sizeable number of students which means that, admission at the University requires high qualifications making it a center for excellence. I really look forward to getting admission to the Queen’s University music program.Works cited pagewww.queensu.ca/fuculty staff/accessed on 25/02/2007

Guy de Maupassant, Father of the Short Story

Guy de Maupassant, Father of the Short Story French writer Guy de Maupassant (August 5, 1850–July 6, 1893) wrote short stories such as The Necklace and Bel-Ami as well as poetry, novels, and newspaper articles. He was an author of the naturalist and realist schools of writing and is best known for his short stories, which are considered highly influential on much of modern literature. Fast Facts: Guy de Maupassant Known For: French author of short stories, novels, and poetryAlso Known As: Henri Renà © Albert Guy de Maupassant, Guy de Valmont, Joseph Prunier, MaufrigneuseBorn: August 5, 1850 in Tourville-sur-Arques,  FranceParents: Laure Le Poittevin, Gustave de MaupassantDied: July 6, 1893 in Passy,  Paris,  FranceEducation: Institution Leroy-Petit, in Rouen,  Lycà ©e Pierre-Corneille  in RouenPublished Works:  Boule de Suif, La Maison Tellier, The Necklace, A Piece of String,  Mademoiselle Fifi,  Miss Harriet,  My Uncle Jules,  Found on a Drowned Man, The Wreck, Une Vie, Bel-Ami, Pierre et JeanNotable Quote: If I could, I would stop the passage of time. But hour follows on hour, minute on minute, each second robbing me of a morsel of myself for the nothing of tomorrow. I shall never experience this moment again. Early Life Its believed de Maupassant was born at the Chà ¢teau de Miromesniel, Dieppe on Aug. 5, 1850. His paternal ancestors were noble, and his maternal grandfather Paul Le Poittevin was the artist Gustave Flauberts godfather. His parents separated when he was 11 years old after his mother, Laure Le Poittevin, left his father Gustave de Maupassant. She took custody of Guy and his younger brother, and it was her influence that led her sons to develop an appreciation for literature. But it was her friend Flaubert who opened doors for the budding young writer. Flaubert and de Maupassant Flaubert would prove to be a major influence on de Maupassants life and career.  Much like Flauberts paintings, de Maupassants stories told the plight of the lower classes. Flaubert took young Guy as a kind of protege, introducing him to significant writers of the day such as Emile Zola and Ivan Turgenev. It was through Flaubert that de Maupassant became familiar with (and part of) the naturalist school of writers, a style that would permeate nearly all of his stories. De Maupassant Writing Career From 1870-71, Guy de Maupassant served in the French Army. He then became a government clerk. He moved from Normandy to Paris after the war, and after leaving his clerkship in the French Navy he worked for several prominent French newspapers. In 1880, Flaubert published one of his most famous short stories Boule du Suif, about a prostitute pressured to provide her services to a Prussian officer. Perhaps his best-known work, The Necklace, tells the story of Mathilde, a working-class girl who borrows a necklace from a wealthy friend when she attends a high society party. Mathilde loses the necklace and works the rest of her life to pay for it, only discovering years later that it was a worthless piece of costume jewelry. Her sacrifices had been for nothing. This theme of a working-class person unsuccessfully trying to rise above their station was common in de Maupassants stories. Even though his writing career spanned barely a decade, Flaubert was prolific, writing some 300 short stories, three plays, six novels, and hundreds of newspaper articles. The commercial success of his writing made Flaubert famous and independently wealthy. De Maupassant Mental Illness At some point in his 20s, de Maupassant contracted syphilis, a sexually transmitted disease that, if left untreated, leads to mental impairment. This is unfortunately what happened to de Maupassant. By 1890, the disease had started to cause increasingly strange behavior. Some critics have charted his developing mental illness through the subject matter of his stories. But de Maupassants horror fiction is only a small portion of his work, some 39 stories or so. But even these works had significance; Stephen Kings famous novel The Shining has been compared to Maupassants The Inn. Death After a gruesome suicide attempt in 1891 (he tried to cut his throat),  de Maupassant spent the last 18 months of his life in a Paris mental home, the celebrated private asylum of Dr. Espirit Blanche. The suicide attempt was believed to be a result of his impaired mental state. Legacy Maupassant is often described as the father of the modern short story- a literary form thats more condensed and immediate than the novel. His work was admired by his contemporaries and imitated by those who came after him. Some of the best-known authors for whom Maupassant was an inspiration include W. Somerset Maugham, O. Henry, and Henry James. Sources Dumesnil, Renà ©, and Martin Turnell. â€Å"Guy De Maupassant.†Ã‚  Encyclopà ¦dia Britannica, 1 Aug. 2018.â€Å"Guy De Maupassant.†Ã‚  Short Stories and Classic Literature.Guy De Maupassant.†Ã‚  Guy De Maupassant - New World Encyclopedia.

Free Essays on Manliness Belittles Women

Manliness belittles Women There is a major setback plaguing our society. This setback has been lurking about ever since men were young boys growing up. Americans idea of manhood is disgraceful. â€Å"Nurturing† parents tried to obtain a certain idea on how a young boy is to act and play with others. Most parents did not like their boys playing with girl dolls and forced them play with action figures instead. This image causes a problem with men, trying to act more manly and manliness sets the stage of belittling women. Some men feel ashamed of their own sensitivity because they are taught to consider these as feminine and weak or negative qualities. They often subject women into becoming subservient, using women as sex objects, and, most importantly, abuse. Women have internalized being subservient and accepted a system where, in relation to men, they are less strong, less creative, and less worthwhile in every way. Men expect his wife to be subservient by cooking and cleaning, washing their clothes, and staying at home to raise children. Most men think that a woman’s place is in the home not out in the workforce. With this being said, a woman must try twice as hard inside the workforce to obtain a status compared to a man’s little effort. She is not meant and designed to work, as the man works, and bring home the money because, according to a man, that is his job. These duties are what a wife is supposed to do and if she does not complete these tasks, nobody will. A male would rather starve and go hungry than to warm up his own food from inside the refrigerator. Also, some men feel that â€Å"stay-at-home-dads† are immoral because it portrays a feminine quality within their character. Men have different perception s about important things such as work or children. A majority of women describe themselves as being "lucky" if their partners "help" them with the children, "contribute" to house-work, cook, and "assist" her in other ... Free Essays on Manliness Belittles Women Free Essays on Manliness Belittles Women Manliness belittles Women There is a major setback plaguing our society. This setback has been lurking about ever since men were young boys growing up. Americans idea of manhood is disgraceful. â€Å"Nurturing† parents tried to obtain a certain idea on how a young boy is to act and play with others. Most parents did not like their boys playing with girl dolls and forced them play with action figures instead. This image causes a problem with men, trying to act more manly and manliness sets the stage of belittling women. Some men feel ashamed of their own sensitivity because they are taught to consider these as feminine and weak or negative qualities. They often subject women into becoming subservient, using women as sex objects, and, most importantly, abuse. Women have internalized being subservient and accepted a system where, in relation to men, they are less strong, less creative, and less worthwhile in every way. Men expect his wife to be subservient by cooking and cleaning, washing their clothes, and staying at home to raise children. Most men think that a woman’s place is in the home not out in the workforce. With this being said, a woman must try twice as hard inside the workforce to obtain a status compared to a man’s little effort. She is not meant and designed to work, as the man works, and bring home the money because, according to a man, that is his job. These duties are what a wife is supposed to do and if she does not complete these tasks, nobody will. A male would rather starve and go hungry than to warm up his own food from inside the refrigerator. Also, some men feel that â€Å"stay-at-home-dads† are immoral because it portrays a feminine quality within their character. Men have different perception s about important things such as work or children. A majority of women describe themselves as being "lucky" if their partners "help" them with the children, "contribute" to house-work, cook, and "assist" her in other ...

Bandung - Promotion Strategy Essay Example | Topics and Well Written Essays - 1000 words

Bandung - Promotion Strategy - Essay Example The report focuses on attracting the Australian outbound tourists and hence data concerned with their characteristics and preferences have been evaluated. Endowed with natural beauty, Bandung is the third city in the world with art decoration architecture. SWOT and PEST analysis attached in the Appendices indicate that Bandung offers tremendous potential to receive more visitors. However, the destination lacks marketing and promotion strategy as well as the infrastructure necessary for the growth of tourism. 2. Marketing Research Marketing research is critical to any decision or strategy in business as it provides relevant, accurate and timely (RAT) information (Aaker, Kumar & Day, 2001). For every decision relevant information is essential and these can be obtained through marketing research. Thus marketing research has been defined as an information input to decision and not simply the evaluation of decisions made. Again, gathering information through market research is not suffici ent; intelligent use of market research is the key to success. Marketing research plays a vital role in destination marketing strategy. It helps to position the tourism destination and positioning for such products is more than just image creation. A destination is a brand, a combination of all products and services, and experiences provided locally. Positioning helps distinguish similar tourism destinations which facilitates the process of selection for the tourists. Therefore, any tourism destination has to be analyzed based on the Six As framework which includes Attractions, Accessibility, Amenities, Available packages, Activities and Ancillary services (Buhalis, 2000). While the destination management is complex the tourist perceives of the destination as a brand and before visiting they develop an image and a set of expectations based on information gathered from the press, the media, word-of-mouth, and common beliefs. They â€Å"consume† a destination as a comprehensive experience (Aaker, Kumar & Day, 2001) and hence it becomes essential to gather information and project the destination based on the Six A’s framework. This is known as marketing research process. The marketing research strategy determines how the information will be gathered. Secondary data is readily available on any destination through different sources such as government statistics, airlines and hotels. Secondary data helps segment the target market and devise the marketing strategy. Thus, secondary data on Bandung as a destination and on the prospective visitors has been gathered and the key findings presented below. 3. Key Findings Currently Bandung receives the highest number of tourists from Malaysia followed by Singapore and China. Bandung being a low-cost destination, mostly the lower to middle-income groups comprise of the visitors. Based on age demographics, secondary research demonstrates that the young adults and the older adults form the main visitor segment wh ich mainly comprises of young singles and young couples or full nest. The purpose of visit is either for a vacation or to visit friends and relatives. While the male tourists focus on sport activities, the female tourists prefer shopping or cultural activities. Overall, the tourists are intellectually curious and hence try to explore new areas and engage in novel activities. Very few tourists demonstrate inclination for nature-based tourism while the destinati

The Influence of Technology on Contemporary Photographic Media Essay

The Influence of Technology on Contemporary Photographic Media Practice - Essay Example The emergence of such technologies as laptops, cell phones and digital cameras transforms the nature of media practices and opens new possibilities for 'citizen journalism' (Gillmor 2006). An average citizen receives a chance to publish unique videos and photographs on line neglecting strict censorship rules and privacy concerns. The problem is that "the production values of the image are hardly professional. What does matter is the utter authenticity of the image, made so by the fact that the man was there at the right time with the right media-creation gear" (Gillmor 2006). Following Bowman and Willis, people are not passive consumers at the mercy of technological instruments but active users of different technologies and mediums. Just because the average television is switched on for several hours a day does not mean it is being avidly watched (Peterson 87). Gillmor (2006) and Bowman and Willis (2003) call this process 'we media' underlining an increasing role of citizens in news creations. "Everything from eyewitness accounts and photo galleries to commentary and personal storytelling emerged to help people collectively grasp the confusion, anger and loss felt in the wake of the tragedy" (Bowman and Willis 7-8). Individual sites and blogs tend to focus on what a person wants to tell the visitor rather than responding to the visitor's requirements. Typical of this category is a focus on the way in which the blog is structured, photographic facilities and details. Audience-centric sites reflect the fact that many types of visitor will use the site and that their needs may be very different. A brief visit to a site of this type will give a clear picture of why it was constructed and which audiences are being targeted. Rosenblum (1997) underlines that new technologies allow an average citizen to manipulation public opinion and produce fals e images of news and public figures. This can lead to negative perception of journalism and photography in general (Peterson 87). Technology such as the video machine can also allow audiences to take more control over their viewing practices and shared video-watching can be used as a social event in itself. It can also be a way of gaining access to cultural resources unavailable on mainstream programming (or only shown unsociably late at night). Following Bowman and Willis (2003) "From a participatory journalism perspective, P2P [person-to-person] has enormous potential to distribute the content created by digital amateurs. One example is the recent emergence of P2P photo-sharing software programs" (31). Thus, interest in the use of media technologies and the process of consumption also opens up new questions about power, not the power of the media per se, but the social power structures within which consumption is embedded (Rosenblum 569). Web blogs and web sites are designed to gain a tangible advantage. While the nature of the WWW site gives an insight into the way the audience intends to use the Internet i t is only a snapshot of how far the strategy has evolved. The visual attractiveness of the site will still be important but the main concentration is on the quality of the content and facilities it provides (Peterson 87). The other problem is many amateurs do not want to be paid sharing unique images and photos for