The major problem is that it will affect economic growth. Based on macroeconomics theory, output is a function of labor and capital input. When the number of the old becomes large, the effective labor input will certainly decline. As a consequence, output will be adversely affected that may slow the annual growth rate of national GDP.
The government, on the other hand, will face the pressure coming from aging population. Expanding health care costs for elderly people will be a big burden for government. Government will be required to ameliorate social welfare system to meet senior citizens' needs. More hospitals, more health services, and more programs designed for the aged are probably necessary.
Wednesday, September 26, 2007
The End of Suburbia
1. What's the documentary's main claim?
America has squandered its wealth in a living arrangement that has no future. Suburban life, the American dream, will collapse due to oil depletion.
2. What's the background of the problem?
After World War II, growing number of North Americans moved to suburbia with a massive housing boom and increasing dominance of the automotive industry.
3. What reasons does the film-maker provide in support of the claim? Which reasons do you find the most convincing? Which ones are not so convincing?
1. In suburban project, car is a key factor because people live far from city. But too many cars cause traffic jams.
2. Serious energy problems because supply falls short of demand. Use of nonrenewable resource is unsustainable. (most convincing)
3. Combination of energy materials cannot substitute for petroleum and natural gas. (not so convincing)
4. What evidence does the film-maker provide in support of these reasons? Which evidence do you find the most convincing?
First, a scene of the documentary show the streets were full of cars in rush hours and people could not move at all.
Second, the price of oil was soaring. Those who live in suburbia relied heavily on abundant and cheap oil. The end of cheap oil signaled the end of their way of life. (most convincing)
Third, the blackout of east coast power grid in 2003 and recent dramatic reduction of oil reserve forecasts by Shell Oil showed the red light on the earth's fuel shortage.
5. What counter-arguments does the film-maker deal with? (You should be able to name at least 3).
First, use hydrogen to produce energy.
Second, the hidden war of Iraq indicated Amerca's aggressive attempts to secure access to the remaining reverses of oil on the planet.
Third, I am sorry I just memorized the above two points.
6. What are some of the implications of the problem? In other words, what is the cost of inaction?
Global crisis deepens because we are going to run out all the natural gas and oil. Today's suburbia will become the slum of tomorrow.
7. Does the author discuss any solutions to the problem?
Much of what we are doing is helping reduce the crisis on fossil fuel: light rail, farmers markets, bike lanes, insulating houses, keeping tight urban growth boundaries, building housing in city centers. However, there is still a long way to go.
America has squandered its wealth in a living arrangement that has no future. Suburban life, the American dream, will collapse due to oil depletion.
2. What's the background of the problem?
After World War II, growing number of North Americans moved to suburbia with a massive housing boom and increasing dominance of the automotive industry.
3. What reasons does the film-maker provide in support of the claim? Which reasons do you find the most convincing? Which ones are not so convincing?
1. In suburban project, car is a key factor because people live far from city. But too many cars cause traffic jams.
2. Serious energy problems because supply falls short of demand. Use of nonrenewable resource is unsustainable. (most convincing)
3. Combination of energy materials cannot substitute for petroleum and natural gas. (not so convincing)
4. What evidence does the film-maker provide in support of these reasons? Which evidence do you find the most convincing?
First, a scene of the documentary show the streets were full of cars in rush hours and people could not move at all.
Second, the price of oil was soaring. Those who live in suburbia relied heavily on abundant and cheap oil. The end of cheap oil signaled the end of their way of life. (most convincing)
Third, the blackout of east coast power grid in 2003 and recent dramatic reduction of oil reserve forecasts by Shell Oil showed the red light on the earth's fuel shortage.
5. What counter-arguments does the film-maker deal with? (You should be able to name at least 3).
First, use hydrogen to produce energy.
Second, the hidden war of Iraq indicated Amerca's aggressive attempts to secure access to the remaining reverses of oil on the planet.
Third, I am sorry I just memorized the above two points.
6. What are some of the implications of the problem? In other words, what is the cost of inaction?
Global crisis deepens because we are going to run out all the natural gas and oil. Today's suburbia will become the slum of tomorrow.
7. Does the author discuss any solutions to the problem?
Much of what we are doing is helping reduce the crisis on fossil fuel: light rail, farmers markets, bike lanes, insulating houses, keeping tight urban growth boundaries, building housing in city centers. However, there is still a long way to go.
Computer use in K12-classrooms
The past several years have witnessed a sharp rise in computer use. Computers, characterized by a prevailing and convenient means access to various information around the world, also become increasingly popular in K12-classrooms. However, the debate about whether computers should be introduced to children at the elementary-school level is continuously heated as well. Different people hold different opinions.
In the one hand, computers have changed people’s daily life from many aspects. People can book a plane ticket, order household necessities and attend visual conferences even travel around the world on computers through internet connection. In addition, people do not need to go to library and look for books they want shelf by shelf. Instead people can simply type the key words in the searching engine. Computers will give you a great number of related information about your topic within only a few seconds. Life, to some extent, is becoming much easier with computers.
save time
It is certainly agreed that computers are useful. Nevertheless, the use of computer at an early age, in the other hand, is limited with regard to children’s general properties. First, children are too young to be introduced to computers until they reach physical and metal maturity. Health problems, such as myopia, or pain on wrist, neck, and backbone, may occur as a result of overusing computers. It will be of great harm to their healthy growing up. Second, children may lack of social skills because they seldom interact with real worlds. Psychological research found that children who spend too much time on computers are more likely to have problems in social communication. Last but not least, vast majority of them have no or low self-control ability. If parents or teachers didn’t give them timely guide, they would probably overuse or inappropriately use computers. For example, they may addict to computer games or internet that would waste a lot of time.
In the one hand, computers have changed people’s daily life from many aspects. People can book a plane ticket, order household necessities and attend visual conferences even travel around the world on computers through internet connection. In addition, people do not need to go to library and look for books they want shelf by shelf. Instead people can simply type the key words in the searching engine. Computers will give you a great number of related information about your topic within only a few seconds. Life, to some extent, is becoming much easier with computers.
save time
It is certainly agreed that computers are useful. Nevertheless, the use of computer at an early age, in the other hand, is limited with regard to children’s general properties. First, children are too young to be introduced to computers until they reach physical and metal maturity. Health problems, such as myopia, or pain on wrist, neck, and backbone, may occur as a result of overusing computers. It will be of great harm to their healthy growing up. Second, children may lack of social skills because they seldom interact with real worlds. Psychological research found that children who spend too much time on computers are more likely to have problems in social communication. Last but not least, vast majority of them have no or low self-control ability. If parents or teachers didn’t give them timely guide, they would probably overuse or inappropriately use computers. For example, they may addict to computer games or internet that would waste a lot of time.
Tuesday, September 18, 2007
Ideal age access to computers
What do you think is the ideal age for a child to be introduced to computers? Why?
Child varies from person by person. With regard to individual diversity, different children have different ideal ages to be introduced to computers. However, the ideal age depends on whether children already have maturity to use computers for proper purposes and is able to distinguish useful and harmful information. When they are young, vast majority of them usually have weak self-control ability. If parents or teachers don’t give timely guide, they probably overuse or inappropriately use computers. For example, they may addict to computer games and spend too much time in front of screens which may cause some health problems including myopia, pains on wrist, neck, and backbone. Moreover, they will expose to mass mixed information from internet which may have negative effects on formation of their values of life. Children are still too young to make the correct choice due to lack of experiences. Until they grow up and gradually reach physical and metal maturity, it then will be the right time to introduce them to computers. Moreover, they must be able to understand that computer is a useful tool for study. It is not be just used to play games. Only when they reach the best age for using computer can they make best use of computers.
Child varies from person by person. With regard to individual diversity, different children have different ideal ages to be introduced to computers. However, the ideal age depends on whether children already have maturity to use computers for proper purposes and is able to distinguish useful and harmful information. When they are young, vast majority of them usually have weak self-control ability. If parents or teachers don’t give timely guide, they probably overuse or inappropriately use computers. For example, they may addict to computer games and spend too much time in front of screens which may cause some health problems including myopia, pains on wrist, neck, and backbone. Moreover, they will expose to mass mixed information from internet which may have negative effects on formation of their values of life. Children are still too young to make the correct choice due to lack of experiences. Until they grow up and gradually reach physical and metal maturity, it then will be the right time to introduce them to computers. Moreover, they must be able to understand that computer is a useful tool for study. It is not be just used to play games. Only when they reach the best age for using computer can they make best use of computers.
Q&A on p.15
1. The Alliance for Childhood cites "health concerns" as one reason shy young students should not have computers in the classroom. What might these health concerns be?
Children always have no or low self-control ability. Health problems, such as myopia, or pain on wrist, neck, and backbone, may occur as a result of overusing computers. It will be of great harm to their healthy growing up.
2. Read lines 27-30.Why do these parents have a "grudging guilt" about their children?
They kept children indoors to play computer instead of interaction with real worlds.
3. 3.Read lines 38-43. This paragraph states, "Various studies show different effects of
computer use in the classroom." According to this paragraph, what factor can determine how useful computers are in the classroom?
Depends on teachers and their teaching ways whether they can maximize the benefits of computers.
Children always have no or low self-control ability. Health problems, such as myopia, or pain on wrist, neck, and backbone, may occur as a result of overusing computers. It will be of great harm to their healthy growing up.
2. Read lines 27-30.Why do these parents have a "grudging guilt" about their children?
They kept children indoors to play computer instead of interaction with real worlds.
3. 3.Read lines 38-43. This paragraph states, "Various studies show different effects of
computer use in the classroom." According to this paragraph, what factor can determine how useful computers are in the classroom?
Depends on teachers and their teaching ways whether they can maximize the benefits of computers.
Summary of “Beyond Rivalry”
The article “Beyond Rivalry”, written by Elizabeth Stark, discussed complex relationships between siblings. Young adults may estrange from their siblings due to life stress from many aspects. However, as people grow older, they usually have more contact with each other. In addition, critical events, based on psychological study, can pose either positive or negative effects on their relationship. Another research found that more than a half people increase contact not only because external conditions, like more free time, are available but also it fills their emotional gaps. At last, the article discussed various factors affecting how much contact siblings will have and as well why siblings do not ask each other for help.
Summary of "State Lotteries are needed"
In the article “State Lotteries are needed”, the author claimed that government can collect funds for various goals through state lotteries. From historical experience, lotteries, as a tool used by government, have effectively contributed much to public benefits. Not only did they provide education funds, but also created more job opportunities. Moreover, states can profit from lotteries without raising taxes. However, effective administration is required because state lotteries may have failure risks if adults allocate their individual finances inappropriately.
Wednesday, September 12, 2007
Q&A about compulsive shopping
1. In your experience, do normal shoppers and compulsive shoppers behave differently when they shop? If so, how?
Yes. Compulsive shoppers are characterized by addiction to shopping. Shopping is become a habit. However, actually they often have no need for the goods they have brought home.
2. Do you know anyone who seems to be addicted to shopping? In this person's case, what do you think causes their compulsive shopping?
No.
They always have great obsession with fashion. In addition, there are too much time and money for them to cosume. So they target at local malls, department stores, or yard sales which are good places to kill time and money.
3. What effect does culture have on the way people shop?
Modern social culture always encourges comsumption in order to promote the development of national economy. People like discussing new arrival in local stores or the style of the latest Paris fashion show with friends. Under this situation, most people, especially compulsive shoppers, are more likely to succumb to surroundings otherwise they may be regarded as outdated.
4. How do advertisements affect the way people shop?
From early childhood, people are exposed to various ads urging them to buy.
Yes. Compulsive shoppers are characterized by addiction to shopping. Shopping is become a habit. However, actually they often have no need for the goods they have brought home.
2. Do you know anyone who seems to be addicted to shopping? In this person's case, what do you think causes their compulsive shopping?
No.
They always have great obsession with fashion. In addition, there are too much time and money for them to cosume. So they target at local malls, department stores, or yard sales which are good places to kill time and money.
3. What effect does culture have on the way people shop?
Modern social culture always encourges comsumption in order to promote the development of national economy. People like discussing new arrival in local stores or the style of the latest Paris fashion show with friends. Under this situation, most people, especially compulsive shoppers, are more likely to succumb to surroundings otherwise they may be regarded as outdated.
4. How do advertisements affect the way people shop?
From early childhood, people are exposed to various ads urging them to buy.
Writing exercises
Physical attraction is important for marital happiness.
Physical attraction is certainly important for marital happiness.
Economic sanctions are ineffective.
Economic sanctions might be ineffective.
Alcohol causes people to become violent.
Alcohol may causes people to become violent.
Passive smoking causes cancer.
Passive smoking can causes cancer.
Recycling is the best solution to the waste disposal problem.
Recycling seems to be the best solution to the waste disposal problem.
Physical exercise lessens the severity of depression.
Physical exercise highly likely lessens the severity of depression.
Great novels do not make great films.
There is a good possibility that great novels do not make great films.
Private schools provide better education than do public schools.
Private schools usually provide better education than do public schools.
Physical attraction is certainly important for marital happiness.
Economic sanctions are ineffective.
Economic sanctions might be ineffective.
Alcohol causes people to become violent.
Alcohol may causes people to become violent.
Passive smoking causes cancer.
Passive smoking can causes cancer.
Recycling is the best solution to the waste disposal problem.
Recycling seems to be the best solution to the waste disposal problem.
Physical exercise lessens the severity of depression.
Physical exercise highly likely lessens the severity of depression.
Great novels do not make great films.
There is a good possibility that great novels do not make great films.
Private schools provide better education than do public schools.
Private schools usually provide better education than do public schools.
Hedging
The red fonts are hedging words.
Our analyses of cases of school violence since 1995 support the hypothesis that social rejection was involved in most cases of lethal school violence. Twelve of the cases involved an ongoing pattern of teasing, bullying, or ostracism, and at least six of the perpetrators had experienced a recent romantic rejection. In only two of the incidents did we find no clear evidence of rejection; Seth Trichey, who wounded four students in Ft. Gibson, OK, was an honor student that other students liked, his victims were randomly chosen, and he seemed unable to explain his actions. Even so, he did not appear remorseful (unlike, for example, the shooters in Fayetteville, TN, and Conyers, GA), which suggests either that he thought that the victims deserved their fate or that he was psychologically incapable of empathy. Victor Cordova, who killed a female student in Deming, NM, also had no history of rejection, but he had been deeply depressed for some time. These findings are consistent with those obtained by the U.S. Secret Service and reported in their Safe School Initiative. In their analysis of school shootings that have occurred in recent years, they found evidence for bullying, ostracism, and social rejection in over two-thirds of the cases [Vossekuil et al., 2000].
Several of the perpetrators explicitly explained their actions as a response to being mistreated by other students. For example, the perpetrator of the Pearl, Mississippi shooting said that he killed because ‘‘people like me are mistreated every day…. No one ever really cared about me’’ [Chua-eoan, 1997]. Similarly, one of the Jonesboro, Arkansas shooters had vowed to kill all of the girls who had broken up with him [Blake et al., 1998], and the Columbine killers’ rage appeared to come from their rejection and mistreatment by other people. Of course, a murderer’s stated reason for his behavior may reflect nothing more than a self-serving justification. However, independent evidence from other students and teachers corroborates the presence of rejection in most of the cases. It is also noteworthy that, to our knowledge, few of the perpetrators attributed their violent behavior to other equally plausible causes, such as disinterested parents, a broken home, child abuse, academic failure, or psychological problems.
Few individuals navigate their way through adolescence without being teased, bullied, or rejected in some manner, but the vast majority do not exact retribution on their classmates. Rejection may be frustrating, angering, even maddening [Buckley, unpublished data; Twenge et al., 2001], but it is rarely sufficient to provoke premeditated violence even if the victim feels like killing people. Thus, rejection alone, while a possible contributor, does not necessarily cause violence by itself. The information we collected regarding the three other risk factors offers hints regarding other contributors to school violence. In particular, most of the perpetrators displayed at least one of the other three risk factors (psychological problems, interest in guns or explosives, or fascination with death). Thus, we speculate that rejection, combined with one or more of these other factors puts an individual at higher risk to perpetrate aggression against peers.
First, a variety of psychological problems may be associated with an increased tendency for aggressive behavior. For example, certain personality disorders are characterized by aggressiveness, paranoia, low impulse control, lack of empathy for other people, and even sadistic behaviors, all of which may lower one’s threshold for violence [Millon, 1981]. Thus, some instances of school violence may reflect extreme manifestations of an ongoing pattern of antisocial and aggressive behavior. Many of the shooters had been in trouble previously for aggression against their peers, and two had allegedly abused animals. In addition, people who are depressed and perhaps suicidal may behave in desperate ways, feeling that they having nothing to lose by acting aggressively [Marano, 1998]. The Safe School Initiative report indicated that perpetrators in over three-fourths of the school shootings had either threatened or attempted suicide at some time in the recent past [Vossekuil et al., 2000].
Second, individuals who not only have access to guns but who are fascinated by firearms and explosives may be more likely to act on their aggressive impulses because they are comfortable dealing with instruments of destruction than those who are unfamiliar or uncomfortable with guns and explosives, who do not have the means to perpetrate violence with firearms and bombs. Experience with guns is by no means necessary, however; the perpetrator of the West Paducah, Kentucky shooting had apparently not fired a gun before his rampage.
Third, people who are fascinated by themes of death, and whose identity is linked to Gothic, Satanic, and other ‘‘dark’’ lifestyles may find the idea of carnage less revolting than most other people do. It remains unclear whether death-rock music and other aspects of popular culture that glorify death cause otherwise peaceful adolescents to be violent or whether individuals who are already inclined toward aggression are simply more interested in death-related music and activities.
Previous theory and research has not adequately addressed the question of why rejection sometimes leads to anger and an impulse to aggress. Thomas [1995] suggested that the painful feelings of shame that often result from rejection may provoke anger and aggression, much in the same way in which physical pain (such as slamming one’s own hand in a door) can make people angry. Other writers have suggested that aggression may result from a desire to show that one is not a person to be trifled with [Nisbett, 1993] or to maintain self-esteem and buttress one’s positive self-concept after an ego-threatening event [Baumeister et al., 1996]. Without discounting other explanations, we believe that the primary motive in most of the school shootings seems to have been retribution, either for an ongoing pattern of ostracism and teasing or for an acute rejection such as a romantic breakup. In fact, many of the cases were characterized by both an ongoing pattern of rejection and a specific rejection experience, suggesting that the recent rejection may have been the straw that broke the camel’s back. At the same time, however, the evidence suggests that at least some of the perpetrators were seeking respect as well. After killing three and injuring five in West Paducah, KY, Michael Carneal was quoted as saying ‘‘People respect me now,’’ and the Columbine killers fantasized that they would be famous and that movie directors would fight over making a movie of their story [Gibbs and Roche, 1999].
Of course, like all case studies, this one is open to the criticism that the mode of data collection is necessarily selective and uncontrolled. In particular, the evidence that we obtained about the episodes from press reports may reflect reporters’ implicit theories about the link between rejection and aggression; we may have found evidence of such a relationship because writers in the mass media selectively reported evidence consistent with their implicit theories. We cannot discount this possibility but find it noteworthy than only a few of our sources drew an explicit connection between the rejection that the perpetrators had experienced and their subsequent violent behavior. In most cases, information regarding the perpetrator’s relationships with other students was mentioned only in the context of describing the kind of person he or she was. Only after the Columbine shootings in April of 1999 did many writers begin to explore the role than ostracism or rejection may have played.
Furthermore, like all case studies, ours necessarily lacks an appropriate control group. Although we can document that most of the perpetrators of these school shootings had been subjected to teasing, bullying, or other types of rejection, we do not know for certain whether they experienced an exceptionally high level of mistreatment compared to other children and adolescents. Given that roughly 75% of elementary and middle school students are occasionally bullied at school [Kass, 1999], the perpetrators of the school shootings were by no means unique. Even so, from reading descriptions of their peer relationships, our sense is that most of the shooters had experienced an unusually high amount of bullying or ostracism that was particularly relentless, humiliating, and cruel. Furthermore, when an individual has psychological difficulties, an affinity for guns and explosives, or a fascination with death and gore, such peer mistreatment may evoke a catastrophic reaction.
Our analyses of cases of school violence since 1995 support the hypothesis that social rejection was involved in most cases of lethal school violence. Twelve of the cases involved an ongoing pattern of teasing, bullying, or ostracism, and at least six of the perpetrators had experienced a recent romantic rejection. In only two of the incidents did we find no clear evidence of rejection; Seth Trichey, who wounded four students in Ft. Gibson, OK, was an honor student that other students liked, his victims were randomly chosen, and he seemed unable to explain his actions. Even so, he did not appear remorseful (unlike, for example, the shooters in Fayetteville, TN, and Conyers, GA), which suggests either that he thought that the victims deserved their fate or that he was psychologically incapable of empathy. Victor Cordova, who killed a female student in Deming, NM, also had no history of rejection, but he had been deeply depressed for some time. These findings are consistent with those obtained by the U.S. Secret Service and reported in their Safe School Initiative. In their analysis of school shootings that have occurred in recent years, they found evidence for bullying, ostracism, and social rejection in over two-thirds of the cases [Vossekuil et al., 2000].
Several of the perpetrators explicitly explained their actions as a response to being mistreated by other students. For example, the perpetrator of the Pearl, Mississippi shooting said that he killed because ‘‘people like me are mistreated every day…. No one ever really cared about me’’ [Chua-eoan, 1997]. Similarly, one of the Jonesboro, Arkansas shooters had vowed to kill all of the girls who had broken up with him [Blake et al., 1998], and the Columbine killers’ rage appeared to come from their rejection and mistreatment by other people. Of course, a murderer’s stated reason for his behavior may reflect nothing more than a self-serving justification. However, independent evidence from other students and teachers corroborates the presence of rejection in most of the cases. It is also noteworthy that, to our knowledge, few of the perpetrators attributed their violent behavior to other equally plausible causes, such as disinterested parents, a broken home, child abuse, academic failure, or psychological problems.
Few individuals navigate their way through adolescence without being teased, bullied, or rejected in some manner, but the vast majority do not exact retribution on their classmates. Rejection may be frustrating, angering, even maddening [Buckley, unpublished data; Twenge et al., 2001], but it is rarely sufficient to provoke premeditated violence even if the victim feels like killing people. Thus, rejection alone, while a possible contributor, does not necessarily cause violence by itself. The information we collected regarding the three other risk factors offers hints regarding other contributors to school violence. In particular, most of the perpetrators displayed at least one of the other three risk factors (psychological problems, interest in guns or explosives, or fascination with death). Thus, we speculate that rejection, combined with one or more of these other factors puts an individual at higher risk to perpetrate aggression against peers.
First, a variety of psychological problems may be associated with an increased tendency for aggressive behavior. For example, certain personality disorders are characterized by aggressiveness, paranoia, low impulse control, lack of empathy for other people, and even sadistic behaviors, all of which may lower one’s threshold for violence [Millon, 1981]. Thus, some instances of school violence may reflect extreme manifestations of an ongoing pattern of antisocial and aggressive behavior. Many of the shooters had been in trouble previously for aggression against their peers, and two had allegedly abused animals. In addition, people who are depressed and perhaps suicidal may behave in desperate ways, feeling that they having nothing to lose by acting aggressively [Marano, 1998]. The Safe School Initiative report indicated that perpetrators in over three-fourths of the school shootings had either threatened or attempted suicide at some time in the recent past [Vossekuil et al., 2000].
Second, individuals who not only have access to guns but who are fascinated by firearms and explosives may be more likely to act on their aggressive impulses because they are comfortable dealing with instruments of destruction than those who are unfamiliar or uncomfortable with guns and explosives, who do not have the means to perpetrate violence with firearms and bombs. Experience with guns is by no means necessary, however; the perpetrator of the West Paducah, Kentucky shooting had apparently not fired a gun before his rampage.
Third, people who are fascinated by themes of death, and whose identity is linked to Gothic, Satanic, and other ‘‘dark’’ lifestyles may find the idea of carnage less revolting than most other people do. It remains unclear whether death-rock music and other aspects of popular culture that glorify death cause otherwise peaceful adolescents to be violent or whether individuals who are already inclined toward aggression are simply more interested in death-related music and activities.
Previous theory and research has not adequately addressed the question of why rejection sometimes leads to anger and an impulse to aggress. Thomas [1995] suggested that the painful feelings of shame that often result from rejection may provoke anger and aggression, much in the same way in which physical pain (such as slamming one’s own hand in a door) can make people angry. Other writers have suggested that aggression may result from a desire to show that one is not a person to be trifled with [Nisbett, 1993] or to maintain self-esteem and buttress one’s positive self-concept after an ego-threatening event [Baumeister et al., 1996]. Without discounting other explanations, we believe that the primary motive in most of the school shootings seems to have been retribution, either for an ongoing pattern of ostracism and teasing or for an acute rejection such as a romantic breakup. In fact, many of the cases were characterized by both an ongoing pattern of rejection and a specific rejection experience, suggesting that the recent rejection may have been the straw that broke the camel’s back. At the same time, however, the evidence suggests that at least some of the perpetrators were seeking respect as well. After killing three and injuring five in West Paducah, KY, Michael Carneal was quoted as saying ‘‘People respect me now,’’ and the Columbine killers fantasized that they would be famous and that movie directors would fight over making a movie of their story [Gibbs and Roche, 1999].
Of course, like all case studies, this one is open to the criticism that the mode of data collection is necessarily selective and uncontrolled. In particular, the evidence that we obtained about the episodes from press reports may reflect reporters’ implicit theories about the link between rejection and aggression; we may have found evidence of such a relationship because writers in the mass media selectively reported evidence consistent with their implicit theories. We cannot discount this possibility but find it noteworthy than only a few of our sources drew an explicit connection between the rejection that the perpetrators had experienced and their subsequent violent behavior. In most cases, information regarding the perpetrator’s relationships with other students was mentioned only in the context of describing the kind of person he or she was. Only after the Columbine shootings in April of 1999 did many writers begin to explore the role than ostracism or rejection may have played.
Furthermore, like all case studies, ours necessarily lacks an appropriate control group. Although we can document that most of the perpetrators of these school shootings had been subjected to teasing, bullying, or other types of rejection, we do not know for certain whether they experienced an exceptionally high level of mistreatment compared to other children and adolescents. Given that roughly 75% of elementary and middle school students are occasionally bullied at school [Kass, 1999], the perpetrators of the school shootings were by no means unique. Even so, from reading descriptions of their peer relationships, our sense is that most of the shooters had experienced an unusually high amount of bullying or ostracism that was particularly relentless, humiliating, and cruel. Furthermore, when an individual has psychological difficulties, an affinity for guns and explosives, or a fascination with death and gore, such peer mistreatment may evoke a catastrophic reaction.
Mimicry
Many animals have their own clever methods to protect themselves against predators. Mimicry, in which a species appears similar to its surroundings, is commonly a form of anti-predatory behavior. An example of this is that chameleons utilize mimicry to threaten or fool the predators. Chameleons are characterized by their ability to change different colors in terms of different environment. As a consequence, they are unnoticeable to the passers-by. Some Insects also use camouflage to make their body or one part of their body similar to other things. When they are inactive, they might look like a leaf, a twig, or a tree bark. Predators, no doubt, have more difficulty to see them. This kind of behavior provides evidence that some animals can avoid detection to protect themselves so they probably have a better chance of surviving in the nature.
Wednesday, September 5, 2007
Academic&Non-academic writing
Todays's topic is the difference between academic and non-academic writing.
First, academic issues are restrcited in terms of structures, words, and citations while non-academic writing is much more liberal. For example, academic writing requires formal and precise words. Non-academic writing , in contrast, is usually full of creative imagination, sometimes including humor words in order to attract their readers.
Secondly, the audiences are different. On the one hand, academic issues are always reviewed by professors or other experts in the field. On the other hand, non-academic writing is targeted at public readers.
Moreover, the subject of academic issues must be objective and logical. However, people have high tolerance for ambiguity when they read non-academic essays. It is commonly seen that no clear subject exists in non-academic writing.
Last but not least, when you are writing about an academic issue, you cannot just dogmatically state the truth or your opinions. Opinons require evidence. Thus, not only is it required to do some research to collect related information which supports the theme, but also you have to prove how the conclusion can be drawn from evidence. However, non-academic writing can merely rely on common sense or just your feelings. There is no fixed standard.
First, academic issues are restrcited in terms of structures, words, and citations while non-academic writing is much more liberal. For example, academic writing requires formal and precise words. Non-academic writing , in contrast, is usually full of creative imagination, sometimes including humor words in order to attract their readers.
Secondly, the audiences are different. On the one hand, academic issues are always reviewed by professors or other experts in the field. On the other hand, non-academic writing is targeted at public readers.
Moreover, the subject of academic issues must be objective and logical. However, people have high tolerance for ambiguity when they read non-academic essays. It is commonly seen that no clear subject exists in non-academic writing.
Last but not least, when you are writing about an academic issue, you cannot just dogmatically state the truth or your opinions. Opinons require evidence. Thus, not only is it required to do some research to collect related information which supports the theme, but also you have to prove how the conclusion can be drawn from evidence. However, non-academic writing can merely rely on common sense or just your feelings. There is no fixed standard.
Welcome
Welcome to my blog.
I just opened my blog here, and this is my first time to post on it.
My name is Ted. I am a new graduate student of GWU, majored in economics.
Sometimes I am too shy to talk to strangers. But if we get familiar with each other, you will find that I am a quite easygoing guy.
I hope I can make friends with you.
I just opened my blog here, and this is my first time to post on it.
My name is Ted. I am a new graduate student of GWU, majored in economics.
Sometimes I am too shy to talk to strangers. But if we get familiar with each other, you will find that I am a quite easygoing guy.
I hope I can make friends with you.
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