The Value Of A Nation s Output Essay - 1835 Words

The idea of â€Å"not having enough† daunts us humans – in fact, we came up with economics, the study of scarcity. Beyond studying the allocation of resources, economists also aim to measure output and productivity. The measure of output has become highly relevant today and it is treated as a ‘score’ between economies. Intuitively, the higher the output, the better. A nation’s output is measured as their gross domestic product, which takes into the account the spending of households, firms, governments, and net exports. The gross domestic product (GDP) is believed to be the best measure to reflect the standard of living. However, it lacks accuracy in the sense that non-monetary elements are not taken into account, which means that countries with high GDP may have a poor natural ecosystem or work ethic. For this reason, economic growth should not be pursued continuously at the expense of real quality of life, especially in developed nations. Economist E.J. Mishan, well known for his skepticism towards economic growth, strongly believes that we are at the brink and the end of economic growth is near. In his book â€Å"The Economic Growth Debate,† he stated: â€Å"anyone having the slightest familiarity with the physics of heat, energy and matter will realize that, in terms of historical time, the end of economic growth, as we currently experience it, cannot be that far off† (Mishan, 1977). Mishan also noticed that pursuing economic growth in developed nations does more harm than good to theShow MoreRelatedThe Gross Domestic Product ( Gdp )974 Words   |  4 Pagesmonetary value of all the finished goods and services produced within a country s geographic borders in a determined period of time. It is used as a quantitative measure of the total economic activity of a nation, and it is usually calculated on an annual basis. The GDP can be determined in three different ways: output or production measure, income measure, and expenditure measure. In theory, it should all give the same number. The output or production approach defines the GDP as the value of theRead MoreGlobalization Is An Ongoing Process, And The Process Of Globalization1666 Words   |  7 PagesIntroduction: Indian Government announced the Globalisation policy in July, 1991 with the main aim of increasing the standard of living of the country people and putting the country s economy in the right direction. As a part of the structural adjustment of the policy, opening the gateways of Indian economy, one of the largest economies in the world, to the world in every sphere, be it trade, investment and allowing the multinational companies to make profit in the country, was essential. Now theRead MoreThe Study of Macroeconomics1507 Words   |  7 Pagesdo output and employment sometimes fall and how can unemployment be reduced? †¢ What are the sources of price inflation and how can it be kept under control? †¢ How can a nation increase its rate of economic growth? †¢ Objectives of Macroeconomics OUTPUT †¢ high level and rapid growth of output †¢ to provide goods and services that the population desires †¢ most comprehensive measure of total output in an economy is the gross domestic product / gross national product †¢ potential output is determinedRead MoreA Systematic Theory Of Population Theory1611 Words   |  7 PagesAccording to the Economic Thought textbook the summary of Malthus Population Theory deals with the misery and poverty among the lower classes of every nations. Thomas Robert Malthus was the first economist to propose a systematic theory of population. 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Capital accumulation involves the rate at which investment in capital occurs, relative to its depreciation (Swan, 1956)- the rate at which an economy possessesRead MoreAsian Tigers Vs. South Korea1473 Words   |  6 Pagesbecame perfect in information technology. The four Asian tigers had maintained high economic growth since 1960, fuelled by export to developed countries and rapid industrialization, which enabled these economies to join the ranks of world’s richest nations. The four Asian Tigers turned out to be an imperative role model for many of the developing countries and these countries include the â€Å"Tiger Cub Economies† comprising of Malaysia, Indonesia, Philippines and Thailand. Subsequent to the 1997 AsianRead MoreThe United States And European Union1374 Words   |  6 Pageseconomic and political benefits. The hard economic time on both the United States and European Union is the main reason of this agreement. Another consideration is the growing economics of China. 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family culture Essay - 1736 Words

Often times when we hear the word culture, we think of the differences of different countries. That statement may be true; however, there are different cultures within the same country, even within the same city. No matter what culture we call our own, there are distinct differences between that of other cultures around us. One of the major differences occurs in the realm of family; family affection to be more specific. When talking about family affection, we should consider many different aspects. It was my task and privilege to explore these aspects. I consider myself having a strong American culture. My family has been here for many years and has adopted the â€Å"American Way†. After being born and raised in Wisconsin, I now spend my†¦show more content†¦Teresa, however, does show a little affection towards her family â€Å"by teasing or making fun of them†¦the stupid things. By laughing together, that’s how my family shows our affection toward each other.† My family does tease each other too, however, we more of consider that having fun than showing affection. The simple act of showing affection is very different throughout different cultures. nbsp;nbsp;nbsp;nbsp;nbsp;Another aspect of our different cultures is our reactions to the affection that is shown to us. As my family members show affection to me, I feel good about it. To me there is nothing better than to know that my family cares about me. I usually show affection back to them after they have shown some affection towards me. However, this is not the case with Teresa. â€Å"If a family member did show affection I would probably just shrug it off and think they lost their mind for a moment or something,† explains Teresa. Affection is very important in my culture, so if we showed affection toward a family member and that person just shrugged it off, we would think they are being rude or that something is wrong. A lot of how we treat each other as a family member depends upon reactions to affection and caring. One thing to think about when talking about a family showing affection to one another is how the family interacts in public as compared to in private. In my culture, it does not really matter if we are in public. We show just as much affection for one anotherShow MoreRelatedFamily Culture : Family And Culture1262 Words   |  6 Pages Family and Culture I traveled to Germany last summer to visit my friend Janine I noticed many different behaviors in family life that differed from the culture home and family life.The family I stayed with seemed so connected compared to my own. The ways the families in Germany treat their guest is very different and far more hospitable than here in America. 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Should students have to wear uniforms free essay sample

I think students should wear uniforms to school because it makes the school look better. It also helps with a dress code because students are wearing more provocative clothing giving the school a bad name and wearing uniforms will help the students appreciate discipline and look more professional. Promote equality and learning is what should be exercised in schools. School uniforms have positive benefits. First, there will be no difference between rich and poor. That will promote a sense of teamwork between students because they will all look the same, and that will make an equality between students. Second, school uniforms will allow children to focus more on learning and what needs to be taught Therefore uniforms will increase students self-esteem. Finally, school uniforms can be also a tool to save families time and money. Bullying on the other hand is a serious problem in schools. By having uniforms it would eliminate a lot of situations. We will write a custom essay sample on Should students have to wear uniforms? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It can help the bullying problem because kids get picked on for their clothes all the time, so if all the kids had on the same clothes that problem would be improved dramatically. Also, if kids wear regular clothes, they basically have no restriction in how they dress which leads to promiscuity. Promiscuity can distract other students from paying attention in school and maybe make them get lower grades. Thats why uniforms should be worn at all times. Students may feel inferior of what they wear just because they are poorer than the rest. Students might also dress inappropriately and therefore give the rest wrong idea. Students might also judge each other on what they wear. Students may get lost easily during learning journeys as teachers might leave them out thinking they are members of the public and therefore leave without them. I think that they stop most bullying. If all the students look the same nobody would be left out and excluded. Also other people would see that all the students are wearing the same thing they look organized and disciplined. Everyone would be able to tell that they belong to one place. Nobody would be left out, how could they, all of them look the same! This is because it could help prevent bullying. Im not saying bullying will stop if we have school uniforms, but it will help. School is a place to learn, not a place to dress up. Some families might not be able to afford it but that doesnt mean schools cant find uniforms that arent that expensive. Positive decisions kids would all be equal. Uniforms being mandatory in all grade schooling would be a positive change. When students are able to pick and choose what they wear to school, there is too much room for discrimination and judgment between peers. A student who cannot afford to wear fashionable clothes could be ridiculed. A student who dresses provocatively will draw negative attention to themselves. A student who is heavier than other students may stand more without a uniform. Students that show off their individual styles of clothing and self-expression really has no place in schooling. Attention should be on academics and sports, not on how a person dresses. In conclusion, by having all students wearing school uniforms is the best way to go. It will be easier on the parents pockets and they all show equality. Wearing uniforms in my opinion will cut out a lot of the fights and dress code violations. Also, it will make the school run more smoothly and productive.

To find out what happens to the efficiency of a motor as I change the mass it lifts Essay Example

To find out what happens to the efficiency of a motor as I change the mass it lifts Essay When devices transfer energy, only part of it is USEFULLY TRANSFERRED to where it is wanted and in the form that it is wanted. The rest is transferred in some non-useful way and therefore it is wasted. The wasted energy and the useful energy are both eventually transferred to the surroundings. The greater the proportion of energy supplied to a device, THAT IS USEFULLY TRANSFERRED, the more efficient we say the device is.A motor is a device that transfers electrical energy into rotational kinetic energy, which can be used to lift a load. We are going to try and find out how the efficiency of a motor differs as we change the mass that it is required to lift. To do this we will let a small electric motor lift a small load 0.5m off the ground and work out its efficiency, increasing the weight of the load it has to lift by 0.1N each time we run it. Below is a diagram showing how the circuit for this experiment will be set up:As you can see, the motor has to be connected to the ammeter, vo ltmeter and the power supply. The ammeter is placed in series and the voltmeter is placed in parallel. The motor should be clamped tightly onto a stand over one metre off the ground. A piece of string capable of reaching to the floor should be attached to the spindle of the motor, whilst the other end should be attached to the mass hook.When the experiment is run, a stopwatch should begin timing as the power supply is switched on. Whilst the load is being lifted the amps should be read from the ammeter, and the volts from the voltmeter, at the same time. Once the load has been lifted 0.5 metres the timing should be stopped and the data recorded: weight (N), volts (V), amps (A), time (s). The basic raw data from the experiment has now been obtained. This process is repeated twice for each different weight that is lifted, amounting to a total of three runs per change in weight.The purpose of the volts, amps and time readings is to calculate the electrical energy supplied to the motor as it runs, or the total energy input, required later for calculating the efficiency. To calculate the total electrical energy supplied to any device we need to use to use the following formula:ELECTRICAL ENERGY (J) = VOLTS (V) ? AMPS (A) ? TIME (s)The volts, amps and time values were multiplied together to calculate the total electrical energy supplied to the motor in our experiment, as you can see in Table #1 in the Tables of Data section in the column headed Electrical Energy.PredictionThere has to be a weight that a motor is incapable of lifting. So although the motor can do more work by drawing more current, it must become less efficient.I predict that the line of best fit showing the trend on my results graph will look like:In other words, as the mass of its load increases, the efficiency of the motor will decrease by a uniform rate.I predict this because the heavier the weight, the more rotational kinetic energy will be required to turn the motors spindle to lift the weight. An increase in the amount of rotational kinetic energy being transferred must also result in:* An increase in friction affecting the motors moving parts, causing energy to be wasted in the forms of heat and sound.* An increase in the current drawn by the motor. This causes an increase in the resistance of the wires connecting the motor to the power supply, which in turn causes electrical energy to be wasted in the form of heat, lowering the amount of useful energy output, and therefore lowering the motors efficiency.Calculating EfficiencyIn order to find the motors efficiency each time we shall have to calculate several values. Firstly we need the raw data obtained from the experiment:* Weight Lifted (N): the weight the motor is lifting in Newtons.* Height (m): the height in meters that the load is lifted always 0.5m.* Volts (V): the voltage taken from the voltmeter in the circuit.* Amps (A): the number of amps read from the ammeter in the circuit.* Time (t): the time in seconds th at it takes the motor to lift its load 0.5m (50cm).We then need:* Average Electrical Energy (J): the average electrical energy supplied to the motor in Joules.* G.P.E. (= Movement energy) transferred (J): this is the useful energy output we get from the motor in Joules.Which allows us to calculate:* Efficiency (as a value between 0 and 1): the efficiency of the motor based on all the other values.On to a graph I can then plot:* Weight/Newtons LiftedAgainst* EfficiencyRESULTSTables of DataBelow is the data that I used to calculate the motors efficiency, set out in three tables of values, though the calculations used to convert the values are explained later. All of the numbers are given to two decimal places.Note: The calculations for these values will be explained later.Table #1: This table displays the three measurements of electrical energy taken each time the motor was run, and the weights it was required to lift.* = counted as an anomalous result not included when averaging dat aElectrical Energy (J)Weight (N)0.330.310.270.100.75*0.300.360.200.600.590.530.300.490.790.590.400.710.660.910.501.20*0.790.830.601.001.311.240.700.971.32*0.870.801.781.861.44*0.902.532.703.47*1.00Table #2: This table displays the average electrical energy supplied to the motor, the change in G.P.E. of the motor (the useful output) and the efficiency of the motor worked out from the other values.Average Electrical Energy (J)G.P.E.=Movement Energy (J)Efficiency0.300.050.170.480.100.210.570.150.260.620.200.320.760.250.330.810.300.371.180.350.300.920.400.431.820.450.252.620.500.19Table #3: This table displays the values to be plotted onto my results graph: Newtons lifted (weight of load) against efficiency.Newtons Lifted (N)Efficiency0.100.170.200.210.300.260.400.320.500.330.600.370.700.300.800.430.900.251.000.19ANALYSING AND CONCLUDINGBelow is a diagram of a running motor. An explanation of what is happening is given below.1. Electrical energy is supplied to the motor.a. Some of this electrical energy is transferred into the desired movement (rotational kinetic) energy in the motor this is useful energy.b. Some of the electrical energy is transferred into non-useful thermal (heat) and sound energy this is waste energy.2. The waste energy is lost to the surroundings.3. In this case the movement energy is now transferred into gravitational potential energy when the load is lifted.Energy has to be transferred from one form to another, e.g. a hairdryer turns electrical energy from a mains supply into movement energy (the fan), heat energy (to heat the air as it passes through) and sound energy (waste energy). You cannot create it or destroy it. Energy efficiency is how much of the energy you put into an appliance or machine is transferred into the useful energy that you are trying to get out. All machines in the real world have an efficiency that is less than 1 (or 100%). In the case of the motor above, part of the electrical energy put in is transferred into the useful movement energy, however, the machine also transfers its energy into two other waste forms: it creates a little heat and a little sound, caused by the force of friction on its moving parts, as in all machines. The greater the proportion of energy supplied to a device, that is usefully transferred, the more efficient the device.To calculate the efficiency of any device we need to use to the following formula:EFFICIENCY = USEFUL ENERGY TRANSFERRED BY DEVICETOTAL ENERGY SUPPLIED TO DEVICE So in the case of an appliance that coverts 200 joules of electrical energy per second into 150 joules/sec of waste heat energy, 20 joules/sec of useful light energy and 30 joules/sec useful sound energy EFFICIENCY = 50 ? 200 [? 100] = 25%We are trying to find out how the efficiency of a motor changes as we increase the mass it has to lift, so we need to remember that the efficiency of a motor is determined by how much of the electrical energy put in is transferred into useful energy output. Th e useful energy output is gravitational potential energy (GPE). Gravitational potential energy is the ENERGY STORED in an object because of the HEIGHT that the WEIGHT (due to the force of gravity on the object) of the object has been lifted against the force of gravity. If an object can fall, its got gravitational potential energy. The motor we used for our experiment was set up to lift a load 0.5 metres off the ground, in other words, the rotational kinetic energy of the motors spindle is transferred into movement energy (the same type really) as the load lifts, and by the time the weight has been lifted to its full height, all the movement energy will have been converted into gravitational potential energy, as the load can now fall. Because calculating efficiency requires that we know the useful energy output, we shall need a way of calculating the change in GPE of the load once it has been lifted (how far the weight has moved). To calculate the change in gravitational potential e nergy we use the following formula:CHANGE IN GRAVITATIONAL = WEIGHT (N) ? CHANGE IN VERTICAL HEIGHT (m)POTENTIAL ENERGY (J) So in the case of an object weighing 800N undergoing a change in height from 1000m to 3000m above ground, the GPE of the object can be worked out using the formula:CHANGE IN GRAV. POT. ENERGY = WEIGHT ? CHANGE IN VERTICAL HEIGHT= 800N ? (3000m 1000m)= 800N ? 2000m= 1600000JIn our experiment we calculated the GPE (useful energy output) like this:GPE = Weight of motors load in Newtons ? The height it was liftedThe height that the load was lifted remained the same throughout the whole experiment. The weight lifted was incremented by 0.1N to find how this affected the efficiency. The values for gravitational potential energy are displayed in Table #2 in the Tables of Data section, along with the averaged values for the total electrical energy supplied to the motor for each weight change.With these two values: Electrical Energy and Change in GPE, we have the necess ary data needed to calculate the efficiency of the motor. To calculate efficiency, we are required to use the formula:EFFICIENCY = USEFUL ENERGY TRANSFERRED BY DEVICETOTAL ENERGY SUPPLIED TO DEVICEWe can now substitute the two values needed to find the efficiency of our motor with our own data from the experiment, where GPE is the useful energy transferred and Average Electrical Energy is the total energy supplied:EFFICIENCY = GPE (J) ? Average Electrical Energy (J) Giving us the values shown in the column headed Efficiency in Table #2.Graph and Line of Best FitI have drawn a graph showing the results that I have collected. The correlation of the points made it possible to draw a line of best fit onto my graph. By looking at the graph it is possible to determine a clear trend, to find the optimum weight for the motors efficiency, and to spot any anomalous results.What I have found outBy looking at the graph you can see that the line of best fit shows a clear relationship between the weight of the load and the efficiency of the motor: at first, an increase in the weight of the load causes an increase in the motors efficiency. This is only true up until the weight reaches 0.6N, at which point the efficiency peaks, and the efficiency decreases as the weight continues to increase.I now know that the efficiency of a device does not remain constant, it is affected in some way by the work that it has to do.The gravitational potential energy is affected only by the change in mass (or the affects of a change in mass), as both the electrical energy supplied to the motor and the height the load had to be lifted were unaltered by us.In summary, I have found the efficiency of the motor increases whilst lifting relatively light weights, until the highest efficiency value is reached, at which point it begins to decrease.How close is this to my prediction?I predicted that the efficiency of the motor would decrease by a uniform rate as the weight of its load was increased. I p redicted this because I already knew that there must be a weight a motor is incapable of lifting, so its efficiency must be affected by the weight of its load. I also drew a sample of what I thought my line of best fit would look like. This turned out to be partially correct: the real line of best fit clearly shows the efficiency decreasing, but only after an initial increase before reaching 0.6N.My graph backs up these comments. As you can see, the weights tested that were higher than 0.6N produce a clear downwards trend, showing that the efficiency of the motor decreases as the weight of its load is increased.Explaining what I have found outThe first trend why does the efficiency increase?My results graph tells me that an increase in the weight of our motors load results in an increase in efficiency. In other words, the lighter the load, the lower the efficiency (up until 0.6N) why is this? I believe it is due to the fact that a light load does not produce enough tension in the string attaching it to the motor to prevent the string from slipping on the spindle. This would have made it appear on my graph that the motor itself was inefficient, when in fact it was due to the string gripping the spindle improperly. The string slipping was caused by a lack of friction between the string and spindle, resulting in less rotational kinetic energy in the spindle being converted into gravitational potential energy the efficiency of the motor appeared to be lower for lower weights, though in actual fact the energy output was altered by the string slipping, rather than by the efficiency of the motor. The reason for the initial rise in efficiency was that the greater the weight between string and spindle, the more friction, therefore the less slipping occurred, causing the gravitational potential energy (useful energy output) to be higher, regardless of the motors efficiency.The second trend why does the efficiency decrease?My line of best fit shows that increasing th e weight of the motors load beyond 0.6N causes a decrease in efficiency. There are several reasons explaining why an increase in weight causes efficiency to begin decreasing.FrictionFriction is a force that is created whenever two surfaces move or try to move against/across each other, i.e. the moving parts inside an electric motor. Friction always opposes the motion or attempted motion of one surface across another surface.1. Friction between the string and motor spindle: Our motor lifts its load by transferring the electrical energy supplied to it into rotational kinetic energy in the spindle. This winds the string causing the load to move, until all the movement energy has been transferred into gravitational potential energy. If we increase the weight of the load, there is increased tension in the string. This means that there is increased friction where the string is attached to the spindle, in other words, as the spindle turns, there will be more resistance between it and the s tring. The friction between these two surfaces results in heat and a little sound being produced. Because we know that energy can be changed from one form to another but cannot be created or destroyed, we know that the heat and sound energy produced as a result of friction between the string and spindle must therefore have been transferred from the electrical energy inputted. Both heat and sound energy are non-useful to us in this case, therefore the more electrical energy transferred into these waste forms, the greater the apparent reduction in the motors efficiency. It is important to note that it is friction between the spindle and the string, not the efficiency of the motor that is responsible for a decrease in useful energy output in this instance. Though the graph makes it appear that the motors efficiency is decreased, the actual rotational kinetic energy transferred is not affected by this friction (unlike point 2 below), since it is during the intermediate stage, when the e nergy in the spindle is transferred to the load, that the GPE (the useful energy output that we measured) is decreased.2. Friction affecting the moving parts inside our motor: The heavier the weight, the more movement energy the motors spindle will need to have in order to lift the weight. The motor is able to draw more current allowing it to transfer a greater amount of rotational kinetic energy. An increase in the amount of rotational kinetic energy being transferred to the spindle (it has more spin) must also result in an increase in friction affecting the motors moving parts. This friction creates heat and a little sound, which can only have come from the electrical energy supplied to the motor, meaning that energy is wasted, lowering the motors efficiency. Essentially, increasing the weight of the load causes an increase in friction therefore decreasing the efficiency. This explains the decreasing trend we see on my results graph.ResistanceComponents resist the flow of current through them. They have resistance. Electric current is the movement of electrons through a conductor. Metals (e.g. wires) conduct electricity because the atoms do not hold on to their electrons well FREE ELECTRONS are present. The number of mobile electrons that are in a length of wire will produce a certain amount of resistance. This is because when current is passed through the metal the electrons of the particles are given energy allowing them to move. As they travel through the wire, they come in to contact with impurities and other particles, which they bump into. This collision releases some of the electrical energy as heat energy, which is lost to the surroundings. The greater the current, the more electrons flow. The more electrons flow, the more collisions occur, causing a greater amount of the electrical energy to be wasted as heat.In the case of our motor:* When we increase the weight of its load, we increase the amount of work the motor must do, or how much rotational k inetic energy must be transferred.* The motor is able to draw more current to allow it to do more work.* An increase in the current flowing through the motors wires* Causes an increase in waste heat energy* Which can only have come from the electrical energy supplied to the motor in the first place, therefore lowering the efficiency.Vibrating motorWhen motors work hard they have a tendency to vibrate or shake slightly. I believe this is due to conflicting forces inside the motor. When we increased the weight our motor had to lift, we caused these forces to become stronger, therefore the motor would have vibrated or shook more violently. This kinetic energy has to come from somewhere we know it must have been transferred from some other form, as energy cannot just be created It must have come from the electrical energy inputted. I now know that the motor vibrating contributed lowering the efficiency of our motor because an increase in the weight of its load causes more energy to b e transferred resulting in greater conflicting forces, making the motor vibrate, or lose energy as non-useful (waste) kinetic, decreasing the efficiency of the motor.0.6N why does it peak here?My line of best fit peaks at 0.6N, showing this to be the optimum weight for maximum efficiency for this particular motor. This must be the point at which the efficiency stops increasing, and begins to decrease. In other words, the amount of non-useful waste energy stops decreasing, and begins to increase instead. So why does the first trend cease? I believe that a load weighing 0.6N must have produced enough tension in the string, and therefore enough friction to grip the spindle of the motor effectively, allowing the motor to appear at its most efficient. Weights exceeding 0.6N however, caused increased friction affecting all of the motors moving parts, producing two waste forms of energy: heat and a little sound, enough to start lowering the motors efficiency. A large enough increase in re sistance and vibration of the motor were also factors that contributed to a decrease in efficiency.EvaluatingAnomalous ResultsIn my results table containing raw data from our experiment (table #1) I have marked any results that I considered to be anomalous with an asterix (*). These anomalous results were not averaged along with the others.On my graph I have circled what I consider to be a single anomalous result.I consider these results to be reliable because they do not fit in with the rest. Values marked with an * are not the values you would expect to come alongside the other two results from that particular weight tested. For example, take the three original values for electrical energy supplied to the motor when lifting 0.20 Newtons:0.75*0.300.36You can clearly see that 0.75 does not match with the other two results, nor does it fit in with what you might expect it to be, considering the results for other weights it is not part of the trend. It has therefore been marked as an omalous and not including when averaging.Are my results reliable?Indications of a reliable experiment are:1. Results that, when plotted on a graph, form a very clear trend. That is, a line of best fit can easily be determined, and many points fall on it.2. Results that, when plotted on a graph, do not present [many] anomalous results results that do not obey the general trend, which must be discarded/ignored when drawing a line of best fit.3. Results which, when an experiment is repeated, are close together for repeats. E.g. 0.32, 0.33, and 0.34 would be considered reliable in our experiment, as these could be averaged confidently.Bearing these points in mind, it is possible to judge the reliability of my results.When I plotted my final results onto a graph, I had to draw a line of best fit a line that best took account of the trend of all the valid results plotted. My line of best fit was difficult, but by no means impossible to draw. The points did demonstrate a trend, which cou ld easily be determined, but it was not possible to know exactly where to draw the line. The points are far too loosely arranged, and there are to few of them, to provide a strong enough trend to indicate an unarguable line of best fit. An unquestionably reliable set of results could look like this:However, my points merely suggested the shape of a line of best fit. Also, the sketch above shows many points falling directly on the line of best fit. My line of best fit has no points exactly on it, which shows how difficult it was to draw I was required to guess how the line would pass through the gap between two points, etc.The number of anomalous results in the data and on the graph can also show how reliable the results are. My original data for electrical energy in Table #1 contains quite a few anomalous outcomes, indicating that the results of my experiment are dubious. Things that are reliable tend to happen the same way time and time again, so a completely reliable experiment w ould produce very similar results for any repeats. Although my results contain several severely anomalous results, there not a great cause for concern, as the repeats that are not anomalous definitely have relationship to each other. They are close enough to be averaged reliably when the anomalous results have been omitted.As for anomalous results on the graph, there is only one clearly anomalous outcome in my opinion, which is the efficiency for the load weighing 0.8N. If all the results were this scattered, the results would be completely unreliable, but it is easy to recognise as anomalous, and the rest of the points still provide a strong enough pattern as to imply a trend and line of best fit.In summary, my results are quite unreliable, but are still useful and form a good trend. The graph agreed in part with my prediction, and can be explained using science. This shows that the results were fairly accurate and reliable, and although results were present that were obviously inc orrect, they were easy to spot and eliminate. However, the points on my graph were quite scattered and loose showing that my results could have been more accurate.Do I have enough evidence to support a conclusion?In my conclusion I tried to explain the results that I obtained. I believe that I do have enough evidence to support my conclusion, though I would have preferred much more data, and if possible collected in a more accurate way, as this would have made my conclusion far easier to back up the more evidence I have the more sure I can be about the statements I have made, and the larger the amount of data I have to draw upon and use to suggest a trend. This would have made the experiment more worthwhile, and the results far more reliable.I know I have enough results because it was possible to draw a line of best fit, and guess at how the trend would have continued. However, a good example of how I would have liked more evidence is at the very top of my line of best fit, where I have suggested the optimum weight for maximum efficiency of the motor to be. With our current set of results, we can not really be sure where the layout of further points would be around that area, and exactly how the line of best fit should be shaped. For instance, the optimum temperature could have been at a slightly different point, because I was unable to tell exactly when the line of best fit should begin to slope downwards when I drew it.Using science it is also possible for me to suggest what further results would be without doing further experiments. For example, I can predict how the line of best fit would be shaped for lighter weights.How well did I carry out the investigation? -Problems we had that affected the resultsDuring the course of the experiment, we encountered several problems that may well have affected my results.1. The ammeter and voltmeter readings: The ammeter and voltmeter readings were both taken at a given time whilst the motors load was being lifted. Th e displays were fluctuating, showing the readings to be inaccurate. Also, the two people taking the readings found it difficult to judge an accurate value, because of the changeability of the readings.2. Timing for lighter loads: Whilst testing lighter weights, the load was lifted too fast for an accurate measurement of time to be taken, using a simple stopwatch. Therefore the timing would have been inaccurate for some of the lighter weights tested.How fair was our test?I think that our experiment was very close to being as fair as possible, considering the time and equipment possible, because we considered all the things that might have made the results unreliable, even if we could not control them. We made sure to keep all of the runs the same by conducting them under exactly the same conditions, so we can be relatively confident about the accuracy of our results. However, the results are definitely unreliable, though this is mostly due factors beyond our control which shall be lo oked at later. Below are the ways in which we attempted to keep our experiment a fair test, thus increasing the accuracy and usefulness of our results.What we did to make it a fair:Using the same people to take time the experiment and say Now: We made sure to only the same two people for the following two jobs:1. Starting and stopping the stopwatch at the beginning and end of each run so that the time taken for the load to be lifted could be measured.2. Saying Now to indicate to the two other people reading the ammeter and voltmeter when the values should be taken.We made sure not to swap these people around because maintaining the accuracy of our results relied upon both the reaction time and hand-to-eye coordination of these two people. Changing them around would have meant using people with different reaction times, so the test would have been unfair.Conducting the experiment on just one occasion and not repeating on a different day: The whole experiment was conducted on a single occasion. We did not allow the experiment to take place over several days, because the equipment we would have used would have been different, causing unfairness in the results. For example, we almost certainly have used a different motor, which, although it might look similar, would have been slightly different than the first, as they are not precision made. The efficiency for this motor would have different and therefore the data as a whole would have been unreliable.When we first looked at our results graphs, a clearly anomalous result was apparent (this point has been ringed on my graph). Although it was tempting to go back to the experiment, set everything up as close as possible to before and test that weight again, we did not do this. If we had, different equipment would have made our results inaccurate. The resistance of the wires used and of the motor would have been different, as length and amount of rust or damage can alter this. Also, we had no guarantee of using the sa me motor again, which is vital when testing efficiency.Calculating averages and omitting anomalous results: When carrying out the experiment, we made sure to test each weight of load three times, recording the electrical energy input for each repeat. The experiment threw up several anomalous results that can be seen in the raw data. When we calculated an average electrical energy value for every three repeats we omitted any anomalous results. These were results that were unexpected, and gave clear signs that something went wrong during that run, e.g. a hiccup in the motors efficiency, or a misread ammeter value. By omitting these results, I was able to give a fairer set of results, consequently increasing the reliability and ease with which my results could be analysed.Keeping the height from which the load started from the same each time: To keep the amount of electrical energy needing it be transferred into gravitational potential energy the same for every lift, we made sure that the motors load was place at exactly ground level, with the string taut every time the experiment was run. If the load was above ground level, it would have taken less energy to be transferred to lift it 0.5m, giving an unfair picture of the efficiency. We made sure that the sting was taut each time, because if it had been slack, the motor spindle would have had to complete more rotations in order to wind the string and lift the weight.What may have caused anomalous results?When we conducted the experiment everything went relatively well and according to plan. We did everything we could to keep it a fair test and tried to control all the factors that might have made the results inaccurate. However, there were many things that could have caused inaccuracy that were beyond our control, some of which were:1. Reaction time/human error: The accuracy of the results relied heavily on the consistency of the timings, carried out by someone stopping and starting a stopwatch when the power was turned on and when the load had been lifted 0.5m. However, it is impossible to time an experiment completely accurately using such basic equipment, and without letting human error affect the results. Slight (but nonetheless important) imprecisions will have occurred when timing how long it took the motor to lift its load, causing the results to be inaccurate and unreliable.2. The way in which the string wrapped around the spindle: The string could be seen winding round the motors spindle in different ways. This would have affected the amount of friction between string and spindle, which could have both lowered the efficiency or increased it.3. Motor efficiency being altered of its own accord: The motor itself may have caused anomalous results. Sometimes it seemed to run very slow, at other times very fast, regardless of what weight it was lifting. This could have been due to the motor drawing too much current, or internal parts functioning irregularly or not as they should.4. Ammet er and voltmeter readings: The ammeter and voltmeter readings were fluctuating, so it is doubtful if they are accurate. This could also mean that the motor alters the amount of current it draws as it lifts its load. This means that a reading taken at one given point will not give an exactly fair representation of the electrical energy being inputted. In an attempt to combat this problem, we read the ammeter and voltmeter when the load had been lifted exactly half way. This however, could have caused the results to be inaccurate for a different reason, as it relied upon someone saying Now when the load had been lifted 0.25m off the ground. This means the results will have been affected by human error and reaction time how soon after

Sexual Affronts and Racial Frontiers French Indochina and the Lover Essays

Sexual Affronts and Racial Frontiers French Indochina and the Lover Essays Sexual Affronts and Racial Frontiers French Indochina and the Lover Essay Sexual Affronts and Racial Frontiers French Indochina and the Lover Essay Essay Topic: Empire Falls In Love and Trouble Stories of Black Women Saint Joan Sexual Affronts and Racial Frontiers, European Identities and the Cultural Politics of Exclusion in Colonial Southeast Asia. Ann Laura Stoler Race and the Education of Desire, Fauoult’s History of Sexuality and the Colonial Order of Things. Ann Laura Stoler Introduction We will be presenting two essays by Ann Laura Stoler. The first essay, â€Å"Race and the Education of Desire†, Foucault’s history of sexuality discusses class, race and desire in terms of family and state regulations which are identified as the moral [bourgeois] code in the colonial context of Indochina. The second essay, Sexual Affronts and Racial Frontiers, European Identities and the Cultural Politics of Exclusion in Colonial Southeast Asia is focused on the construction of colonial categories in relation to people belonging to various geographical and cultural roots. Background of French Colonial Expansion: During the nineteenth century, France embarked on a series of conquests, annexations, and campaigns of pacification. From 1900 to 1914 the pacification of various colonies continued, agreements were signed with local authorities, and administrative organizations were put in place that imposed French models for schools, hospitals, and the army. Colonists began developing infrastructures which facilitated the exportation of raw material to metropolitan France. French Indochina It was a colony of commerce which was under the French rule in the 1860s and in the 1870s the Europeans began to settle here, in 1900 approximately 91 thousand settlers were classified European in the Indies. The metis population is also included in this estimate. Race and the Education of Desire, Foucault’s history of sexuality Stoler represents bourgeois classism in its linkage to racism. The Bourgeois code is discussed as a desire to defend its members from the pollution of the primitive others. The former are considered as threat and enemy of the White culture. Bourgeois fear of assimilation [re]establishes boundaries and influences the entire society [the other social groups]. This moral bourgeois code, represented in the film, is politically defended and implemented in everyday life, it presents prescriptions for both, bourgeois [the lower-class Whites] and natives. In other words the external boundaries of the group are required to be defended by all its members. Hence, racism is established as exposed to the individual and the group explicit regulations. The moral code basically defines appropriate gender and sexual behavior of both men and women. Male and female sexual boundaries are different in that man’s sexuality is less regulated than that of women. Male sexual behavior requires less attention in the colonial context. Man’s outside- camp [home] sexual relations remain unregulated as far as they do not include interracial marriage. The concombinage with native women turn into wide-spread practice. However, the opposite also became a practice as well [ white women with native men] [p. 183] Masculinity defines its hierarchy: at the bottom the native men. The former’s sexuality became under question. The native men were deprived by their masculinity within the colony; they were effeminized. They were seen as less capable men [in the context of Indochina], both sexually and socially. They were gazed as primitive unable to [reason]†¦. â€Å"it takes two of you to do the job† Crossing the race and class boundaries becomes a morality issue. The invisible ties separate different classes and races. However, that question becomes more complex in the colonial context. The sexual relations among economically lower status bourgeois and middle class native complicate the race and class categories. Besides, those interracial relations did not challenge the racism [the invisible ties played out their role], neither the created stereotype regarding the native men. Nevertheless, the boundaries were policed from the both sides of the borderline. Natives were also defending the racial purity of their community. They used those stereotypes for their own purposes. Their weakness became their strength, a strategy to protect the purity of their culture. â€Å"No two of me four of me. You don’t know how weak I am† In the geographical setting of French Indochina†¦ I will mention how sexuality plays a crucial role on creating and confusing colonial categories. The French film â€Å"The Lover† provides us with a creative insight to see, as Stoler describes, those who â€Å"ambiguously straddled, crossed, and threatened† the imperial divides. I will look closely at the story of â€Å"metissage† and mention the generation that emerged from it : â€Å"metis† in colonial context at the turn of the century. This will bring us to an overall view of how gender and race intertwined, how racial frontiers are created with respect to sexualities. And how much they mattered†¦ For general Western spectatorship, Vietnam does not exist outside of the war. And she no longer exists since the war has ended, except as a name, an exemplary model of revolution, or a nostalgic cult object for those who, while admiring unconditionally the revolution, do not seem to take any genuine, sustained interest in the troubled reality of Vietnam in her social and cultural autonomy. The more Vietnam is mystified, the more invisible she becomes. (Trinh T. Minh-ha, When the Moon Waxes Red, 100) Sexual Affronts European Identities and the Cultural Politics of Exclusion in Colonial Southeast Asia â€Å"The neat boundaries of the colonial rule† were maintained by referring to the distinctions between: * Cultural sensibilities * Physical attributes * Political sentiments How did this story reflect the  "tensions of Empire†? It’s plot was a combination of: * Racial category * Sexual Morality * National identity Locating Sexuality in Empire The cultural contingency of sexuality†¦ †¦appears in colonial contexts 1) Sexuality Race A sexual subculture emerges in the colonial context: Constructions of racial difference, in turn promotes or restricts particular reproductive relationships. Demography, Eugenics and Moral Degeneration are intertwined within the Imperial codes of race and sexuality. Racial hierarchies regulate sexual desire, by encouraging or discouraging it. 2) Invention of private/domestic realm ? public/civil realm Separation of social life into distinct gendered realms implies, first and foremost, that sexuality is associated with the private realm by masking the sexual politics of the colonial institutions. The heterosexual underpinnings of colonial imperial hierarchies and domestic / public spheres are always conscious in the colonial setting. Joane Nagel – Ethno-sexual Frontiers An ethno-sexual double standard: Powers of domination prevent â€Å"our† women from having sex with â€Å"their† men; but our â€Å"men† can have sex with their women without sancion. It is important to note that the Empire itself is sexualised as the penetration and domination of feminized primitive lands and peoples by virile and masculine bodies. â€Å"Concubinage† as one of the new sexual subjectivities Emotional and economic shelter for those on the margins of the normative heterosexuality. Sexuality emerges in the colonial context as a â€Å"weapon of the weak† (Scott 1985). â€Å"Metissage† – a cultural category â€Å"Metissage† is both referred to as â€Å"cultural creolization† and â€Å"cultural cross-breeding†. Metissage is an extension of the word â€Å"metis†, encompassing social, cultural, historical, racial and aesthetic concerns that can not be fully translated into English. â€Å"Metissage under debate† In Stoler’s essay, we are confronted with the fact that such a bonding was an object of political, legal and social debate. It was conceived as†¦ * A threat to White prestige * An embodiment of European degeneration * An indicator of moral decay Metis Metis is translated as â€Å"half-breed† â€Å"half-caste† or mixed blood and carries with it a negative connotation. Discussion of children of mixed parentage the odd one out in an exotic asylum- Emmanuelle Saada, â€Å"Children of The Colonies: The Metis of the French Empire: Citizens or Subjects? † Associate Professor and Director of the Center for French and Francophone Studies Colonial Representations of sexuality in the moving pictures †¦ The 1980s and 1990s The colonial syndrome Colonialism became a topic that was dealt with in many domains, from studies of colonial cultures to research in history and anthropology. Cinema played an important role in this exploration of the colonial past. Those films are the imaginings and refigurings of colonial culture and life and of colonial wars: for Africa, Claire Deniss Chocolat (1988); for Indochina, Jean Jacques Annauds LAmant (1992), Regis Wargniers Indochine (1992). Even though these films do not mean to be truthful renderings of the past, they are presenting images of the former colonies, of life in the contact zone from a Eurocentric point of view. They capture what overseas stood for in the minds of French spectatorstropical, exotic places: the teeming life of the oriental neighborhood of Cholon in LAmant, the haunting beauty of the Bay of Ha Long in Indochine, the wide landscapes of Africa in Chocolat. Pictures of the landscapes of L’amant and Indochine here! They show the French colony as a territory, and as a multiethnic society where French individuals from different classes and regions lived side by side with native populations under rules, established hierarchies and asymmetries designed to privilege the French and to exploit the land and the natives. These films provide concrete examples of what colonization meant the importation of French traditions through the French administration, which organized and ruled different countries of the Empire. The Lover (L’amant) Director : Jean-Jacques Annauds Adaptation of Marguerite Duras 1984 novel. Narrative of The Lover Set in French Indochina in the 1930s, the narrative explores a young French schoolgirls erotic affair in a colonial background. The protagonist is a 15 year-old girl, the daughter of French school teachers who left France to resettle in Indochina in order to better their social status. She is sent to a Saigon boarding school, and on her trip meets Tony Leung; a 32-year old wealthy Indochinese man of Chinese origins. They look at each and they both see a blinding white flash; its kismet. (fate) They meet in his bachelor room where they revel in a wide variety of creative sexual encounters. She comes from a troubled family. Having failed in a land-exploitation scheme, the mother falls into semi-madness. She leaves her children entirely free to do as they wish. It appears that her family would not approve of an interracial tryst. But neither would his father, since in order to inherit his wealth, he must not break from a traditional Chinese arranged marriage. Annaud organizes the screenplay around this interracial relationship, the impossible metissage. The following spot from the Lover will provide for us visual representation of those compicated relations which occured in the colonial context. The Lover, in depth analysis The film is a representation of the socially constructed character of race and the detrimental effects of these classifications had on non-white peoples in the colonies†¦ Metis in Indochina: In Indochina the term applies to persons of French-Vietnamese descent. â€Å"Metisse† or woman of a mixed race always invoked the erotic and the exotic imagination in the French Literature. It is the primitivism that the European appealed to. She is the representation of the â€Å"domesticated primitism†. (the film – young metisse – highly eroticised) To a large extent, the female protagonist functions as the â€Å"exotic† metisse. The director represents her as an â€Å"exotic spectacle† to be gazed, so that the â€Å"female subjectivity† is centralized in the film’s representation. The young Duras is a â€Å"cultural metisse† – she is the ideal metisse, a European but born in the colonies. And she is transformed into an erotic figure. â€Å"Slender wrists and thick black hair† The young Duras’ physical features indicate her belonging to the Indochina geography, and this very resemblance of her to the girls from Indochina makes her Chinese lover feel related to her†¦ This time, the adolescent white European woman is subjected to the male Oriental gaze – typically contrary to the stereotypical colonial gaze†¦ Screening of the exotic â€Å"Other† The use of eroticism and sexual attraction between the races is inscribed in the films screenplay, as well as the fascination for the Other, be it for a geographical or human landscape. The Lover exposes directly the colonial situation from the position of the colonialist. It examines the parameters of an exotic passion between two people from different social and racial backgrounds, but it is limited to the geography of the Cholon bachelors bedroom. Braving the Boundaries†¦ Duras herself braved both French and Chinese cultural taboos by involving in a relationship with a long-time colonial ruler over the Indochinese population. Their romantic affair is an imperial narrative which places (class) exploitation out of the picture. Yet the class difference between the young French girl and the Indochinese/Chinese man is one of the major components of their relationship. At least, it is one by which Duras justifies the relationship: she is the daughter of a deprived colonizer in need of money, and he is the wealthy, educated son of a Chinese merchant. Once this class distinction is established, exploring interracial desire does not lead to rethinking colonial consciousness, but takes the shape of a cinematic tool as sexuality became a power tool†¦ Inter-racial intimacy overshadowed by the colonial ties †¦ The Lover explores the colonial ties between France and Indochina under the primarily erotic and sexual components of a nubile order, leading to a surface exploration of interracial intimacy. The stories conclusion shows the European reabsorption of the colonizer, whereas the native reintegrates the colonial space assigned to him/her. The Chinese lover marries his Chinese bride †¦ The film is much concerned with the characteristics that racial difference bestowed upon the Indochinese, neatly illustrated by his discussion of possible mixed marriages. Maurice Rondet-Saint’s book: Dans notre Empire Jaune (1917), is concerned with the characteristics that racial difference bestowed upon the Indochinese. It seems to be more particularly the individual role of the mother who fails to upbring her children as an ordinary member of the White colonial society. In this sense, those children were exposed to the native culture. Hence, they become less White, polluted by the â€Å"uncivilized†. The profoundly gendered view of the issue of culturally mixed race children is emphasized by Stoler that even fully European children in colonial context were seen â€Å"White but not quite†. Conclusion Mixed-race sexual relations [especially women] posed a threat because they blurred the sharp distinction between citizens and subjects on which the colonial order rested. This film explores the central place of the  «metis problem » in the management of colonial sexuality. Indochina in that context served as a laboratory for the â€Å"metis question†, but it is also an account of a global Empire marked by the persistent challenge of maintaining boundaries between citizen and subject. By exploring the intersection between sexuality, race and class in the colonial context through a cinematographic representation, we hope we have provided with a solid insight on the matters raised by Stoler on Racial Frontiers, Colonial Identities and the place of desire. Extras: Two figures in academia with an insightful touch on the colonial Indochina: 1) Panivong Norindr, in Filmic Memorial and Colonial Blues: Indochina in Contemporary French Cinema in the book Cinema, Colonialism, Postcolonialism. Perspectives from the French and Francophone Worlds. Ed. Dina Sherzer French culture- its love affair with Indochina- resulting in a number of novels and films. He considers three filmsIndochine, LAmant, and Dien Bien Phuin order to examine how they participate in the construction of a collective memory of Indochina. He concludes that these films sustain and reinforce the founding myths of the colonial presence in Indochina. 2) Srilata Ravi, in â€Å"Metis, Metisse and Metissage: Representations and Self-representations† in the book Asia in Europe, Europe in Asia By Farid Alatas (Syed. ), Srilata Ravi, Mario Rutten, Beng-Lan Goh : Institute of Southeast Asian Studies Nagel, 2000. Ethnicity and Sexuality. Annual Review of Sociology. 26 Pratt, 1992 – Imperial Eyes: Travel Writing and Transculturation. London: Routhledge Scott, Weapons of the Weak: Everyday forms of Peasant Resistance. New Haven, CT. Yale University Press.

How to Rename or Define

How to Rename or Define How to Rename or Define How to Rename or Define By Mark Nichol When constructing a sentence in which a term or concept is described in other words or a meaning is given, use these guidelines for punctuating the parenthesis. When using namely, which establishes that one or more examples or names of a thing will be provided, or employing phrases that serve a similar purpose (such as â€Å"for example† and â€Å"that is†), always follow the word or phrase with a comma. The punctuation preceding the word or phrase depends on the structure of the sentence. (The abbreviations e.g. and i.e., representing Latin phrases equivalent to â€Å"for example† and â€Å"that is,† respectively, are discouraged in formal prose in favor of the English phrases except in parentheses or in notes; use the same surrounding punctuation for the abbreviations as for the phrases.) When what follows is a simple phrase and not an independent clause, precede namely and the like with an em dash to signal that one is transitioning from discussing something to providing examples about it: â€Å"Constitutional law defines the interrelationships between various branches of government within a state namely, the executive, the legislative, and the judicial.† Alternatively, enclose the additional information in parentheses: â€Å"I enjoy reading nineteenth-century historical adventure novels (for example, those by Sir Arthur Conan Doyle, Sir Walter Scott, and Robert Louis Stevenson).† If the word or phrase, and what follows, is an independent clause, start a new sentence or precede the word or phrase with a semicolon: â€Å"I agree with what you said. That is, I agree if I understand what you meant.† â€Å"I agree with what you said; that is, I agree if I understand what you meant.† An em dash may be used in place of the period or semicolon to signal an abrupt addition to the preceding statement, or use parentheses to represent an afterthought. Another option, in place of using namely, is to employ a colon, which among other purposes is used to indicate an expansion or explanation: â€Å"Constitutional law defines the interrelationships between various branches of government within a state: the executive, the legislative, and the judicial.† â€Å"For example,† â€Å"that is,† and similar phrases can be used following a colon or an em dash: â€Å"I enjoy reading nineteenth-century historical adventure novelists: Sir Arthur Conan Doyle, Sir Walter Scott, and Robert Louis Stevenson, for example.† â€Å"I enjoy reading nineteenth-century historical adventure novelists that is, writers like Sir Arthur Conan Doyle, Sir Walter Scott, and Robert Louis Stevenson.† (Either phrase can precede or follow the examples, but â€Å"for example† usually comes at the end and â€Å"that is† usually appears at the beginning.) Use of â€Å"in other words† as a transitional phrase follows these patterns (the particular method of punctuation depends on the context specific to a sentence): â€Å"We have insufficient funds to continue operating in other words, we are broke.† â€Å"We have insufficient funds to continue operating. In other words, we are broke.† â€Å"We have insufficient funds to continue operating; in other words, we are broke.† â€Å"We have insufficient funds to continue operating. (In other words, we are broke.)† One similar point about punctuation is how to provide a gloss, or a brief definition, as I’ve done in this sentence for the word gloss: Set the gloss off from the term with a pair of commas. Alternatively, enclose the gloss in parentheses, especially if the gloss is a translation: The word is chico (â€Å"boy,† â€Å"child,† or â€Å"small†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Creative Writing 101Proved vs. ProvenGlimpse and Glance: Same or Different?

What does Sartre mean by human beings existence preceding their Essay

What does Sartre mean by human beings existence preceding their essence Do you agree with his notion of radical freedom and responsibility why or why not - Essay Example It is because he himself has denied to follow the right path and indulged himself in bad deeds. So what is more important to Sartre was existence rather than essence. The reason why I agree with this philosophy is that if we think meticulously then we do agree somehow that whatever a man does, only he is himself for that. For example, let us suppose, I have spoken lie to my mother, for petty issues, like for omitting my high school or anything else. Then I do not think that my mother or father is responsible for that. It is also not that my essence is bad. Whatever I am doing, I am doing it with my own mind. I am sensible enough to differentiate between good and bad deeds and if still I opt for bad ones then it is simply my own choice. Moreover, when I keep on lying with everyone and involved in false acts then people will definitely know me as a liar. No one will think about my essence, everyone blames me for my false actions. That is why I think that Sartre is somewhat right in his sayings and notion of radical freedom and responsibility. One reason that makes me think otherwise is that everyone is not bad by birth. Criminal is not a born criminal, a liar is not a born liar. It is our society who made them so. What I believe is that if a person has good essence, then his inner can never feel gratified and contented for his false deeds. One day he surely regrets for all his actions done so far in his life. Conclusively, my opinion is a blend of yes and no to the Sartre’s notion of radical freedom. Though we are free enough to do whatever we wish. Also, sensible enough to draw a line between good and bad deeds, that is why if we are doing something good or bad that totally depends on us as well as the society where we live, our friends whose company makes a lot of difference on our personality and last but not the least our essence

A character study of Sarty in the Burning Barn Research Paper - 1

A character study of Sarty in the Burning Barn - Research Paper Example The first time we come across Sarty, it is easy to tell that it might not have been his first time to appear in the court rooms. Nevertheless this has not been communicated before by Sarty. The lessons learnt from the courts and the knowledge about justice makes Sarty to feel that barn burning is not a good act and that it is not good to be forced by his own father to get involved in that and pretend not to have participated in the barn burning. Sarty is well aware that by a mere fact that he is only helping his father and acting under a instruction from him to burn barns is a crime punishable under the law. There is no excuse after participating in such an act. The feeling of guilt arises after knowing that it is wrong to barn burns. Sarty do not see things in the perspective of being incorrect according to the law or religion but in the perspective of a duty to the community or civic responsibility. In the scenario where Lennie is told to hold Sarty, for instance, he orders her mother to leave him alone or else he could hit her back. According to Sarty it is wrong to hit your mother but engaging in barn burning is even worse. Similarly, betraying his own father is also a challenge and would result into her mother being heartbroken, but this cannot prevent him from making a decision that is best according to his senses. His age is only ten and this is certainly not the right position he was to be involved in. the writer, William Faulkne, has simply made Sarty to be in a complex situation. In the de-Spain-Mansion, we come to meet the thoughts of the character Sarty. This is a very important moment after Sarty comes to see it. The mansion arouses the little boy’s thoughts; it makes him to remember the courthouse. By remembering the court house is a clear indication that Sarty has at one moment come across a courthouse. It also gives some clue that Sarty could possibly

Prevalence of smoking and drinking Essay Example for Free

Prevalence of smoking and drinking Essay Adolescence, from Latin word adolescere which means â€Å"to grow up† is a transitional stage of physical and psychological human development generally occurring between puberty and legal adulthood. It is most closely associated with teenage years. Adolescence is further divided into three more stages, the early (12-14 years old), middle (15-17 years old) and late adolescence (18-20/21 years old). In each stage of human development, there are physical, emotional and physiological changes that happen. This is based from the concept that humans have developmental tasks that should be accomplish per stage. In the adolescence stage, adolescents are in critical stage because teenagers are exposed to a larger environment (Macmillan Dictionary for Students, 1981). Background of the study Nowadays, teenagers that are exposed to different environment are now engaged to smoking and drinking alcoholic beverages for some reasons. The strong association between binge drinking and smoking among adolescents may be attributable, in part, to the fact that both adolescent alcohol use and tobacco use share a number of sociocultural risk factors. Researchers have found that these factors—including family and peer influences, demographics, advertising, economics, and alcohol and tobacco availability—are associated with adolescents’ initial and continued tobacco and alcohol use (Bobo, J. and Corinne Husten, 2000). According to the U. S. Surgeon General Report (1994), approximately 80% of adult smokers started smoking before the age of 18. Every day, nearly 3,000 young people under the age of 18 become regular smokers and an estimated 2. 1 million people began smoking on a daily basis in 1997. More than half of these new daily smokers were younger than age 18. This translates to more than 3,000 new youth smokers per day. The rate of youth initiation of daily smoking increased somewhat from 55. 5 to 74. 9 per 1,000 potential new users between 1991 and 1996, but remained level in 1997 (the 1998 National Household Survey on Drug Abuse). It is said that young people who come from a lowincome family and have fewer than two adults living in their household are especially at risk for becoming smokers and those with poorer grades and lower self-images are most likely to begin. using tobacco. Over the past decade, there has been virtually no decline in smoking rates among all teens. Among black adolescents, however, the prevalence of smoking has declined dramatically. Most young people who smoke are addicted to nicotine and were reported that they want to quit but are unable to do so (Statistics on Teens, 1994). In 2002, Komro and Toomey said that alcohol use by underage drinkers is a persistent public health problem in the United States, and alcohol is the most commonly used drug among adolescents. Accordingly, numerous approaches have been developed and studied that aim to prevent underage drinking. Alcohol use initiation rates for children rise quickly from age 10 up to about age 13, when they reach more than 50 percent. Subsequently, initiation rates begin to slow again (Kosterman, R. et al. , 2000). Moreover, alcohol is the most commonly used drug among adolescents. According to Epstein, J. et al. , alcohol use continues to be an important public health problem. Recent national survey data indicate that 41% of current 8th graders, 62% of 10th graders, 73% of 12th graders and 85% of college students have used alcohol. Even more troubling is that 11% of 8th graders, 22% of 10th graders, 25% of 12th graders and 40% of college students reported heavy episodic drinking. Domingo and Marquez found large gender differences in the risk-taking behaviors among Filipino adolescents and youths. Men are much more likely than women to drink, smoke, and use drugs. The large gender difference in risk-taking behavior among adolescents and youths is rather common in Asian countries but not in the U. S. In our case, The Philippines has no national law regulating smoking and sale of tobacco products. There is no minimum age requirement for the purchase of cigarettes and no law regulating the advertising and promotion of cigarettes. There is no law that requires the printing of warning labels on cigarette packages. Instead, the National Tobacco Administration (NTA) is supposed to protect and promote the â€Å"balanced and integrated growth† of the tobacco industry. Despite the results of a survey which say that 72 per cent of the polled adult population was supportive of having a legislation banning smoking advertisements. There are more restrictions on drinking than smoking especially of the minors. Those who are less than 18 years old are 2|Page prohibited from purchasing or drinking alcoholic drinks. However, the enforcement of this regulation is weak (Choe, M. and Corazon Raymundo, 2001). Objectives This study aimed to determine the prevalence of smoking and drinking of alcoholic beverages among senior high school students specifically: 1. to compare the prevalence of smoking and drinking of alcoholic beverages between senior students of public and private high school; 2. to contrast the occurrence of smoking and drinking alcoholic beverages among senior high school males and females; 3. to identify and rank the reasons why senior high school students smoke and drink alcoholic beverages; 4. to determine the awareness status of senior high school students in terms of the effects of smoking and drinking alcoholic beverages on their physiological health; and 5.to identify the effect of smoking and drinking of alcoholic beverages on the socialization of senior high school students. Review of Related Literature There are different factors affecting different behaviors of adolescents. One social theory studied by Travis Hirschi (1969) is a more general explanation of deviance than deterrence theory, but which is, in turn, primarily restricted to informal social control which comes from individuals being bonded to groups and institutions. 1236 grade 9-13 students from 62 randomly selected classrooms in 3 Canadian schools in the Borough of East York, 1 of Metropolitan Torontos 6 municipalities, were surveyed in December 1994 about their alcohol drinking beliefs and behaviors, and related lifestyle behaviors. Findings are based upon the analysis of data from 628 boys and 608 girls, of whom 799 were born in Canada. 24% of the students reported never having tasted alcohol, 22% had tasted alcohol but were not current drinkers, 39% were current moderate drinkers, 11% drank at 3|Page least 5 drinks per occasion at least once per month, and 5% did not answer. The most often stated reasons for not drinking were family upbringing and they believed adverse effects of alcohol consumption upon health, while the most often stated reasons for drinking were because it is an enjoyable experience and to get into a party mood. Respondents drinking patterns were significantly related to gender, ethnicity, grade, and the reported drinking habits of parents and friends. Older male adolescents who describe themselves as Canadian are more likely to drink heavily than are students who are younger or female, or self-identify as Asian or European. Current heavy drinkers are at greater risk than other students of engaging in other high-risk behaviors such as drinking and driving, riding with an intoxicated automobile driver, and smoking every day (Feldman et al. , 1999). In one of the surveys in US, half of respondents knew of a place near their school where kids could go to drink and get high during the school day, according to the yearly back-to-school survey, which polled 1,003 12-to-17-years old. And more than one-third said that students had ample opportunity during the school day to drug, drink and smoke without getting caught. Drug use in both public and private schools is on the rise, with 54 percent of private high school students reporting that drugs are available in their schools versus 24 percent in 2002 and 61 percent of students at public schools saying their schools are drug infected, compared with 46 percent in 2002. The researchers looked closely at the role of social media in teen substance use and found 75 percent of surveyed 12 to 17-year-olds said seeing pictures of teens partying with alcohol or marijuana on social networking sites such as Facebook or MySpace encourages them to party similarly (Gardner, 2012). Forty-five percent of teens almost 11 million said they have seen such pictures online and 47 percent of those teens said that it seems like pictured teens are having a good time. Teens who have seen these pictures were found to be four times more likely to have used marijuana, more than three times likelier to have used alcohol, and almost three times more likely to have used tobacco (CBSnews, 2012). 4|Page In the awareness of teenagers on the health risks of smoking and drinking, it was found in one of the studies that teenagers think that smoking is more dangerous than smoking. Teen smoking has declined in all three grades included in the study—grades 8, 10, and 12. Still, almost 19 percent of 12th graders reported current (past-month) cigarette use. This decline shows that more teens realize the harm smoking does to your body and are making the decision not to start. Also, teens’ attitudes about smoking have changed. They increasingly prefer to date nonsmokers and believe smoking to be a dirty habit. Likewise, among nearly all grades, trends over the past 5 years showed significant decreases in alcohol use, including first-time use, occasional use, daily use, and binge drinking. As with smoking, this decline may be the result of more teens understanding the risk of drinking alcohol and disapproving of this behavior (The Sara Bellum Blog, 2012). How teenagers feel about themselves plays a significant role in whether they choose to drink or use other drugs, according to a new report released today by SADD and Liberty Mutual Group. The Teens Today 2003 study also reveals that a teen’s Sense of Self, can influence sexual behavior, reaction to peer pressure, and, importantly, be affected by a teen’s relationships with parents (Henderson and Greenberg, 2004). Research has shown that the media over estimates smoking rates and often associates smoking with favorable attributes or situations. Given that the media plays a large role in influencing youth culture, portrayal of smoking in the media is of concern. In order to explore young people’s perceptions of smoking imagery in the media, 16 focus groups were conducted with 117 school students. Participants were asked to rate smoking images selected from audiovisual and print media, and to discuss their perceptions of these images. The results showed that young people perceived smoking in these media selections to be normal and acceptable. They identified with the stress relieving and social aspects of smoking, despite being well aware of the harmful health effects. Its acceptability as part of a ‘cool’ image was also noted. Positive images of smoking in the media have the potential to down play the serious health consequences of smoking by portraying it in a way that young people interpret as a 5|Page normal part of everyday life. They may also encourage a more neutral or tolerant attitude towards smoking among young people and therefore act to counteract other health promotion efforts to reduce teenage smoking (Watson et al., 2003). 6|Page METHODOLOGY The Participants In the study of determining the prevalence of smoking and drinking alcoholic beverages among senior students from private and public high schools, a total of forty senior high school students, twenty students comprising of ten male and ten female students from public high school and twenty students comprising of ten male and ten female students from private high school were randomly asked to answer the questionnaires provided by the group. The public school was a public national high school located in Los Banos, Laguna. On the other hand, the private school is a registered private non-sectarian high school in Los Banos, Laguna as well. The respondents have a mean age of 16 years old, ranging from 15-18, having a mode of 16. Measures The most commonly used and most frequently self devised measuring instrument, the questionnaire was used simply to obtain information directly from subject as to make a standardized list of factual information or elicited application that was generalized to a larger population. A one-shot survey questionnaire was used as the research instrument in the study of determining the prevalence of smoking and drinking alcoholic beverages among senior students from private and public high schools. It is a usual study design where a single group of individuals is selected for observation over a single, limited time period, usually because they have experienced some factor taken as important in shaping some outcome (Kelly, 2012). And according to Jupp (2012), it is akin to one-off crosssectional design. As shown in Appendix A, a letter to the respondent identifying our topic and informing our objectives were told. Moreover, see Appendix B for the complete copy of the questionnaire used in the study. 7|Page The questionnaire was divided into three parts: Personal information, Physiological status and Lifestyle, and Social Aspect. The Personal information section was used for determining the age, sex, type of school, religion, and parents’ civil status. While in the physiological status and lifestyle section, this would tell us how often the students from private and public schools smoke and drink alcoholic beverages. Also, to find out if the students were aware of the effects that these specific vices can contribute to their health condition. Lastly, the way of smoking and drinking alcoholic beverages of the students in terms of having a companion or not while smoking and/or drinking and the perceptions of parents and themselves were determined in the Social Aspect section. The Setting The researchers had entrusted the set of questionnaires to one of the respondents from public and one from private high schools. They were the ones who distributed the set questionnaires to their fellow senior high school classmates. The respondents were a given a whole day time to answer the survey questionnaire. The two entrusted students collected all the completely answered survey questionnaires at the end of the day. Data Analysis In the process of obtaining, the questionnaires were made, distributed and collected again. For a more simple analysis of the data collated, tallying was made in a tabulated manner. The data obtained were computed to get the percentage by dividing the number of score with the sum total of scores and then multiplying it by 100% using the formula: P = f / N x 100% Where: P – Percentage N – Total number of respondents F – Frequency 8|Page And lastly, for an easier glance to the data collected, it will have a graphical presentation in a form of bar graph, pie chart and other usual graphical ways to present the data. In order to identify the reasons why they smoke and what they think their parents perceive them a list of possible choices were mentioned in the questionnaire. These reasons were ranked 1 to 3 by the respondents who are smoking and/or drinking alcoholic beverages. In order to evaluate the rankings, an improvised rubric is formulated. Every number (rank) has an equivalent vote just to differentiate and identify the leading reasons. Rank 1 – 3 points Rank 2 – 2 points Rank 3 – 1 point The highest vote will be assigned as the top reason while the others will be ranked according to the accumulated votes. The tabulated rank can be found on the results and discussion. Other data, including the occurrence, prevalence, frequency, reasons, and perceptions of male and female senior students smoking and drinking alcoholic beverages among private and public high schools were tabulated and graphed in order to see the comparison. While in determining the awareness of the students if smoking and drinking alcoholic beverages had an effect on their health condition, and if they were able to gain friends were in a form of poll. 9|Page RESULTS AND DISCUSSION The prevalence of smoking and drinking alcoholic beverages among senior students of public and private high school were determined and observed. As seen in Table 1, the total number of students smoking is 3, with 2 females and 1 male in public school. While 4 students, with 3 males and 1 female in private school. Among the 40 students, 7 of them were smoking. Table 1. Number of male and female students smoking in private and public high schools Public Private Subtotal Male 1 3 4 Female 2 1 3 3 4 7 TOTAL As seen in Table 2, the total number of students drinking alcoholic beverages in public school is 6, with 4 males and 2 females. While there are 9 students drinking alcoholic beverages in private school. Among the 40 students, 15 of them were drinking alcoholic beverages. Table 2. Number of male and female students drinking alcoholic beverages in private and public high schools Public Private Subtotal Male 4 6 10 Female 2 3. 5 6 9 15 TOTAL 10 | P a g e The occurrence of male and female students smoking in public and private high school students is shown in Fig. 1. It was observed that there’s a higher number of smoking students in male category in private school. While, there is a higher number of smoking students in female category in public school. Moreover, students from private schools are more exposed to smoking. This might be because of the accessibility and affordability. Most private school students are in middle to high class statuses. Smoking 3. 5 3 2. 5 2 Male 1. 5 Female 1 0. 5. 0 Private Public Fig. 1. Occurrence of male and female students smoking in private and public high schools Conversely, The occurrence of male and female students drinking alcoholic beverages in public and private high school students are shown in Fig. 2.. It was observed that there’s a higher number of students drinking alcoholic beverages in male category in private school. While, there is a higher number of students drinking alcoholic beverages in male category in public school. Moreover, students from private schools are more exposed to drinking alcoholic beverages. This might be because of the accessibility and affordability. Most private school students are in middle to high class statuses. 11 | P a g e Drinking 7 6 5 4 Male 3 Female 2 1 0 Private Public Fig. 2. Occurrence of male and female students drinking alcoholic beverages in private and public high schools Table 3. Frequency of male and female students smoking in private and public high schools Daily 1-2 times a week 3-5 times a week Occasionally Public Male | Female | | 2 1 Male || | Female | Subtotal 0 0 Private Subtotal 0 3 1 0 TOTAL 0 5 2 0 12 | P a g e 0%. Smoking 0% 29% Daily 1-2x a week 3-5x a week Occasionally 71% Fig. 3. Frequency of male and female students smoking in private and public high schools Table 4. Frequency of male and female students drinking alcoholic beverages in private and public high schools Daily 1-2 times a week 3-5 times a week Occasionally Public Male ||| Female | | 4 1 1 Male |||| | | Female | | | Subtotal 0 | Private Subtotal 0 5 2 2 TOTAL 0 9 3 3 13 | P a g e Figure 4. Frequency of male and female students drinking alcoholic beverages in private and public high schools 0% Drinking 20%. Daily 1-2x a week 3-5x a week 20% 60% Occasionally Students involved in smoking in private and public high schools had their own reasons why they did the vice. As seen in Table 5, the most voted reason in public high school was to experiment, and the least was because they imitated it from their parents. On the other hand, the most voted reason in private high school was to experiment also and the least was because of losing weight and media influence. 14 | P a g e Table 5. Rank of reasons of male and female students smoking in private and public high schools. Smoking Public Private Rank Votes Reason Rank Votes 6 0 Imitated from parents 2 6 2 5 Peer pressure 3 4 3 3 Media influence (advertisements) 5 0 5 1 Fashionable 4 3 5 1 Form of rebellion 4 3 4 2 Wanting to lose weight 5 0 1 6 To experiment 1 8 18 24 Table 6. Combined ranking of reasons of male and female students smoking in private and public high schools Smoking Rank Reason Votes 1 To experiment 14 2 Peer pressure 9 3 Imitated from parents 6 4 Fashionable 4 4 Form of rebellion 4 5 Media influence (advertisements) 3 6 Wanting to lose weight 2 42. 15 | P a g e Reasons for smoking 7% To experiment 5% 33% 10% Peer Pressure Imitated from parents Fashionable 10% Form of rebellion Media influence 14% 21% Figure 5. Combined ranking of reasons of male and female students smoking in private and public high schools Students involved in drinking alcoholic beverages in private and public high schools had their own reasons why they did the vice. As seen in Table 7, the most voted reason in public high school was to have good time with friends, and the least was because of boredom and form of rebellion. On the other hand, the most voted reason in private high school was to have good time with friends also and the least was because of boredom and form of rebellion also. 16 | P a g e Table 7. Rank of reasons of male and female students drinking alcoholic beverages in private and public high schools Drinking Alcoholic beverages Public Rank Vote Private Reason Rank Vote 1 13 To have good time with friends 1 17 3 5 To experiment, to see what it’s like 2 10 5 2 To feel good, get high 4 7 4 4 Because it tastes good 6 4 2 9 To relax or relieve tension 3 9 7 0 Boredom. 7 0 5 2 To get away from my problems 5 6 7 0 Form of rebellion 7 0 7 0 Influenced by alcoholic parents 8 0 6 1 To get to sleep 7 1 7 0 To fit with a group I like 8 0 7 0 Anger or frustration 8 0 36 54 17 | P a g e Table 8. Combined ranking of reasons of male and female students drinking alcoholic beverages in private and public high schools Drinking Rank Reason Votes 1 To have good time with friends 30 2 To relax or relieve tension 18 3 To experiment, to see what it’s like 15 4 To feel good, get high 9 5 Because it tastes good 8 5 To get away from my problems. 8 6 To get to sleep 2 7 Boredom 0 7 Form of rebellion 0 7 Influenced by alcoholic parents 0 7 To fit with a group I like 0 7 Anger or frustration 0 90 18 | P a g e Reasons for drinking alcoholic beverages 2% 0% 0% 0% 0% 0% To have good time with friends To relax or relieve tension 9% To experiment, to see what it’s like 9% 33% To feel good, get high Because it tastes good To get away from my problems 10% To get to sleep Boredom Form of rebellion 17% Influenced by alcoholic parents 20% To fit with a group I like Anger or frustration Fig. 6. Combined ranking of reasons of male and female students drinking alcoholic beverages in private and public high schools High school students are indeed part of the society. However, that does not mean that all of them are aware on certain issues present in the status quo today. Figure7 shows us that in terms of awareness of male and female students in the effects of smoking to the health condition, 95% said that they are aware, and 5% said they are not aware. This just means that even though majority knows that this can affect health condition, there are still young students who are blindly exposed to this habit. Aware Not Aware 95% 5% Fig. 7. Awareness status of male and female students in the effects of smoking to the health condition 19 | P a g e Figure 8 shows us that in terms of awareness of male and female students in the effects of drinking alcoholic beverages to the health condition, 100% said that they are aware. Students were able to identify the negative effects of drinking to health condition. 100% Aware Not Aware Fig. 8. Awareness status of male and female students in the effects of drinking alcoholic beverages to the health condition. While it is important to know the reason why some adolescents smoke and/or drink alcoholic beverages, and after knowing if they were aware that these things affect their health conditions. We also have to look at the perceptions of people around them, and also what they think of themselves. In contrast to awareness of the respondents in the negative effects of smoking and drinking on health condition is their way of performing these vices, either alone, with friends, or both. Fig. 9 and Fig. 10 shows the way of drinking and smoking of public and private high school students respectively. It is observed that 53% or the majority of the students engage in drinking with friends, and 80% of them smoke either alone or with friends. This shows the social aspect of the students with their same age group in doing the said activities. 20 | P a g e Do you drink by yourself or with your friends? 0% Alone 47% With friends 53% Both Fig. 9. Way of drinking alcoholic beverages of male and female students among public and private high schools Do you smoke by yourself or with your friends? 0% 20% Alone With friends Both 80% Fig. 10. Way of smoking of male and female students among public and private high schools. 21 | P a g e Table 9. Perception of smokers and/or drinker of people on them Parents Cool || Friends Self 2 ||| 3 |||| 4 0 || 2 | 1 |||||-|||| 9 |||||-||| 8 |||||-| 6 |||| 4 || 2 |||| 4 Addict Good Bad As seen in Fig. 11, the majority of the students answered COOL as what they think their parents thought of them. The least vote was they thought that their parents think their children were bad. This means that even if they’re doing those kinds of vices, their parents still accept them. What your parents think of you? 9% 10% Cool Addict Good 23% 58% Bad Fig. 11. Perception of the respondents on what their parents think of them as they smoke and drink alcoholic beverages 22 | P a g e On the other hand, the Fig. 12 shows the perception of the respondents on what their friends think of them in engagement of the said vices. 54% think that their friends consider their activity in a good way because it helps them gain friends, to be able to interact, and to socialize well with other people. It is observed that what they think their friends perceive also had the same result as to how they comprehend themselves when they smoke or drink. What your friends think of you? 13% 20% Cool Addict 13% Good Bad 54% Fig. 12. Perception of the respondents on what their friends think of them as they smoke and drink alcoholic beverages It is also important that students can assess themselves even if they are doing some vices. As seen in Figure 13, majority of them still thought that they are good. However, 6% of the students thought they are addicts. Conversely, there is a consensus that 27% thought that they are cool and bad. 23 | P a g e How do you perceive youself? Cool 27% 27% Addict Good 6% Bad 40% Fig. 13. Perception of the respondents on what they perceive on themselves as they smoke and drink alcoholic beverages Perceptions are indeed important. But, it is still significant when it comes to application or reality. Are these students still gain friends after all their vices? In a poll seen in Fig. 14, 9 out of 15 said that they gained friends, and 6 out of 15 said that they did not gain friends. Meaning, there people who discriminate or dislike the vices. Or even if it’s okay for them, it is not proper to be exposed earlier. Did you gain friends? Yes No 60%. 40% 9 out of 15 6 out of 15 Fig. 14. A poll showing the effect of drinking and/or smoking on their socialization Seemingly, many committed smokers and/or drinkers showed that they gained friends after having learning how to smoke and/or drink. However, there are still some who don’t. 24 | P a g e LIMITATION AND SIGNIFICANCE Limitation There are certain problems that were encountered in the study. One of which is that the idea that honesty in answering these questionnaires have suffered. The respondents may or may not answer these questionnaires in full honesty. From here, we may have little discrepancies or percentage errors. Significance The significance of this study is for the teenagers to be aware in terms of the effects of smoking and drinking alcoholic beverages on their physiological health. This study can also help the parents of those teenagers to understand more the point of view of teenagers who are engaged to these activities. They can know the cause why teenagers are into smoking and drinking alcoholic beverage. 25 | P a g e SUMMARY, CONCLUSION AND RECOMMENDATIONS. Summary and Conclusion The study was able to conduct the research on the prevalence of smoking and drinking alcoholic beverages among senior students of public and private high school. 18% of the students in both public and private schools are engaged in smoking; however, there are students in private schools who smoke more than students in public schools. It is concluded that the social status of the students is a common factor since private school students have more access to cigarettes and could afford it than those in public schools. It is also determined that the male students in private schools and the female students in public schools are more prone to the said vice and their main reasons were: (1) to experiment; (2) peer pressure; and (3) imitated from their parents. With regards to their way of smoking, the students’ general frequency is 1-2 times a week, and they usually smoke either alone or with peers. Most likely they tend to smoke with their peers because it is their way of socialization. The students also perceive that they are also likely to gain friends when they smoke. It is concluded that the perception of the students to what their parent think of them is â€Å"in-the-trend† when they are engaged in smoking. The majority thinks that their parents consider them as â€Å"cool† or â€Å"sophisticated†. Aside from that, the respondents think that their friends refer to smoking in a good way, causing them to also perceive the same judgment. To summarize the above statements, it is evident that the students in their adolescent stage have more desire to please their peers rather than their parents because they want to have a sense of belonging and they want to socialize more with people of the same age group. Peers are the most important relationship in the teenage years. They engage in different kinds of activities, and one of those are vices. In this stage, the curiosity level of the person is prominent because he/she is able to perceive different kinds of activities from various types of people. Parents are also a factor because they are the ones who nourish their child’s well-being. What they do causes 26 | P a g e various impacts on the child, causing him/her to either imitate it or not. The social status of the students also has an effect on their engagement in vices; it depends on how well they can afford it and on what terms they could get access. On the other hand, not every student in both public and private high schools is aware that smoking can affect their health condition. 5% of the students are still blindly exposed to the effects of smoking; therefore, it is recommended that both kinds of schools should also give the students more knowledge and expose them.