Positive Effect of Peer Pressure - 954 Words

- CONCEPT PAPER GUIDELINES I. TITLE Positive effect of peer pressure to teens II. INTRODUCTION A. Background of the study As children grow into preteens and then into teenagers, they often become less dependent on the family and more dependent on their peers when it comes to making choices and developing morals and values. Peer pressure can have a positive effect when it encourages teens to develop social skills necessary for adulthood. Unfortunately, negative behaviours tend to travel through groups of teenagers, either due to actual peer pressure or the perception of pressure from friends. By having a close relationship with your teen and by providing†¦show more content†¦It is in the framework where the present research problem under study evolved. 2. Authors of these theories and principles should be cited. As much as possible research findings and theories should beShow MoreRelatedPositive Effect of Peer Pressure962 Words   |  4 Pages CONCEPT PAPER GUIDELINES I. TITLE Positive effect of peer pressure to teens II. INTRODUCTION A. Background of the study As children grow into preteens and then into teenagers, they often become less dependent on the family and more dependent on their peers when it comes to making choices and developing morals and values. Peer pressure can have a positive effect when it encourages teens to develop social skills necessary for adulthood. UnfortunatelyRead MorePositive Effects of Peer Pressure Essay561 Words   |  3 PagesPositive Effects of Peer Pressure When you think of the words â€Å"peer pressure’, what is the first thing that comes to mind? Majority of us would say that peer pressure is an influence from friends or classmates to do something risky that results in delinquent activities. Some people conform to such ways because as they say, â€Å"Everyone is doing it.† What if I told you that there is a positive side to peer pressure? Yes, you can be pressured into making the right choices. It can teach you to be matureRead MoreThe Positive And Negative Effects Of Peer Pressure1479 Words   |  6 PagesPeer pressure is a social issue that has been around in the past and will last in the future. It is one thing that all teenagers have in common. It is highly influential with positive and negative effects. Some teenagers are more likely to give in whereas others are more likely to stand their ground. The feeling of belonging and social acceptance is considered very important, while social rejection and exclusions are very much feared. Peer pressure is defined as a feeling of pressure to engageRead MoreA Standard Multiple Regression Was Performed Investigating The Effect Of Age710 Words   |  3 PagesA standard multiple regression was performed investigating the effects of age, gender, perceived peer pressure about environmentally conscious behaviour, and selfishness on participation in environmentally conscious behaviour. 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It has traditionally been associated withRead MoreNegative and Positive Effects of Peer Relationships1564 Words   |  7 PagesPossessing a functional or dysfunctional family is of much importance to a healthy development, helping children through peer pressure, acceptance, and the anxiety of belonging. Yet how important is the environment that a child is raised on, this being shared or non-shared? How difficult or easy can peer pressure be? Will peer pressure help or deter a child from being functional. How much do these factors affect develo pment from childhood to adolescence? This paper will explain the different stagesRead MorePeer Pressure Essay693 Words   |  3 Pagesgeneration. Peer Pressure. We have all at one stage in our lives, experienced it. We all know what it feels like to be pressured by a peer. Peer pressure today impacts on kids of my generation in a huge aspect. Teenagers feel social pressure in numerous ways such as clothing, music and entertainment choices, to unsafe areas such as drugs, alcohol and smoking. During adolescence, kids emphasize their independence and explore their identity. Yet they still crave the approval of their peers and worryRead MorePeer Pressure1013 Words   |  5 PagesPeer pressure From Wikipedia, the free encyclopedia Peer pressure is influence that a peer group, observers or individual exerts that encourages others to change their attitudes, values, or behaviors to conform the group norms. Social groups affected include membership groups, in which individuals are formally members (such as political parties and trade unions), or social cliques in which membership is not clearly defined. 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American Academy of Child and Adolescent Psychiatry states â€Å"Peers play a large roleRead MorePeer Pressure Affects Academic Performance of Second Year Students1117 Words   |  5 PagesTitle: Peer Pressure Affects Academic Performance of Second Year Students Dependent Variable: Academic performance of second year students Independent Variable: Peer Pressure Objective: To know how academic performance among second year high school students is being affected by peer pressure. Introduction: To be successful in life, one must begin by being successful in school. In high school, we were all told to work hard so that we could get good grades and scores that would get

My Experience After High School - 1165 Words

Three years ago, I never would have imagined I would be who I am today. Three years ago, I enrolled Norton High School, terrified of the unknown, but now, I am excited for the unknown. For I know myself better, as do I understand the world around me now. I never comprehended such a simple activity called marching band, would have impacted my outlook on life forever. As an only girl in my family, besides my mother, I did not have many people to bond with growing up, since my younger brothers did not want to play with me. I was a shy and independent child, hated group projects, loved the solitude of myself and my thoughts. Therefore, often times I was seen as shy and soft-spoken. I was also a dancer, a saxophonist, and a vocalist at the time and loved music; however, I did not think I would pursue any music career after high school. This behavior I thought was normal, continued into my freshman year of high school. . . and it did not help that I was transferring to a brand new school with brand new people. Though I was terrified of the new life to come, one thing stayed consistent which was my love for music. I joined the marching band in fear of taking the required gym credit and slowly but surely, I realized, I had a strength in my life finally. I had something I could always rely on, and that foundation was marching band. Marching band provided me a place I could go and know exactly what needed done and knew exactly what to expect. The people, the ideas, the complete auraShow MoreRelatedPursuing a Career in Counseling Essay872 Words   |  4 Pagesthat I wanted to directly impact people’s lives and my personal experiences have set me on the school-counseling path. In the future, I would love to influence another generation of students to soar for their dreams. 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Gender Differences in the Use of Adjectives and Intensifiers Sample Essay Example For Students

Gender Differences in the Use of Adjectives and Intensifiers Sample Essay 1. IntroductionThe probe of male and female address differences is a major subject in sociolinguistics. The literature on this issue is huge ; it has been one of the biggest within sociolinguistics in recent old ages. A figure of linguists have investigated this field of survey ; among them Robin Lakoff ( 1975 ) . Janet Holmes ( 2001 ) . Deborah Tanen ( 1990 ) . Jennifer Coates ( 1998 ) . Susan U. Philips ( 1980 ) and others. 2. Theoretical background Robin Lakoff ( 1975 ) is one of the first linguists to turn to gender straight the subject of linguistic communication. Lakoff describes the characteristics of linguistic communication distinguishing men’s and women’s address which she thinks makes women’s address less powerful than men’s ( Philips. 1980 ) . These characteristics are the undermentioned: 1. Womans use vocabulary points that work forces do non utilize. Lakoff uses mauve as an illustration. 2. Female talkers use more â€Å"empty† adjectives. like Godhead. cute. and sweet. 3. Womans use inquiry signifiers in environments where work forces would utilize indicative moods. 4. Womans use more polite signifiers. like â€Å"please† and â€Å"thank you† . 5. Womans use more â€Å"hedges. † or signifiers that convey uncertainness. like good. you know. I guess. I think. I wonder. 6. Female talkers tend to use the intensive â€Å"so† more. as in â€Å"I’m so hu ngry. † and subsequently Lakoff added other intensives like really and truly as more typical of adult females. 7. Womans tend to utilize â€Å"hypercorrect† grammar. so they were less likely than work forces to state ain’t and drop the terminals of words as in doin’ and goin’ ( Philips. 1980:532 ) . In another article Lakoff ( 1973 ) states that adult females use color footings like mauve. ecru. aquamarine. lavender and magenta. She maintains that adjectives such as endearing. capturing. Godhead. lovely and sweet are normally used by adult females but merely really seldom by work forces. â€Å"Lakoff besides pointed out that adult females have their ain vocabulary for stressing certain effects on them. with such words and looks like so good. such merriment. exquisite. lovely. cherished. Godhead. endearing. favorite and fantastic† ( Wardhaugh. 2002:318 ) . The surveies mentioned above focal point on the gender differences in the usage of adjectives. Another field of research is the usage of intensives in men’s and women’s address. „Intensifiers are adverbs ( e. g. reasonably. truly. so. wholly. improbably. really. super. existent. etc. ) that boost or maximise significance. they scale the quality of an adjectival or adverb up. : I think it is pretty exciting. Oh. Janine. the truly hot terpsichorean miss. And this is so weird† ( Roberts A ; Tagliamonte 2005: 280 ) . As intensives change. instead rapidly they provide a good topographic point to detect lingual alteration. They are capable to manner. They reflect the speaker’s desire to be original or to heighten the freshness of his or her looks ( Roberts A ; Tagliamonte. 2005 ) The impression of intensives was analyzed by many research workers ; harmonizing to Olsson ( 2000 ) . intensives act as a boosting device in linguistic communication. However. Lakoff ( 1975 ) categorized intensives as portion of fudging where it weakens the feelings of the talker in linguistic communication ; these are: rather. instead. so. excessively. truly. merely. such ( Amir et. Al. 2012 ) . Number of research workers like Roberts A ; Tagliamonte ( 2005 ) . Olsson ( 2000 ) . Johnson and Roen ( 1992 ) . Kuha ( 2005 ) Herbert ( 1990 ) have investigated intensives based on how otherwise they are used in male and female interactions. One of the surveies in this field examined the differences in linguistic communication usage by 4 male and female Malayan teenage bloggers who use web logs as a journal to show their day-to-day issues about life. The findings show that there are differences between male and female bloggers in the frequences of five linguistic communication characteristics which are intensives. fudging. tag inquiries. empty adjectives and adverbs. The frequence of happenings of intensives was higher in web logs written by females ( n=388 ) than in those written by males ( n=157 ) ( Amir. 2012 ) . As for the empty adjectives the overall information showed that female bloggers used them more ( n=239 ) than male bloggers ( n=92 ) ( Amir et. Al. . 2012 ) . Tagliamon te and Roberts ( 2005 ) investigated adjectives. as the most often intensified signifiers of linguistic communication. The principal they used was comprised of transcripts of the American situation comedy Friends. Overall 900 intensifiable adjectives have been found out of which 22 % was intensified. Harmonizing to the survey three intensives were dominant in Friends really ( 14. 2 % ) . truly ( 24. 6 % ) and so ( 44. 1 % ) . It has been observed that adult females by and large tend to utilize more intensification. Female characters used so and truly more often than male characters. This could be explained by the fact that adult females use more â€Å"emotional language† was confirmed. This can besides explicate by the frequent usage of these adjectives encoding emotions or physical properties or other qualities e. g. : so covetous. so glad. truly freaked. truly important/small/great etc. ( Roberts A ; Tagliamonte 2005 ) . Intensifiers are widely used in regards ( Herbert. 1990 ) and apologies ( Cohen and Olshtain 1981 ) . Surveies of regards support the suggestion that women’s regards tend to be expressed with linguistically stronger signifiers than men’s. Having analysed over one 1000 American regards. Hebert ( 1990 ) reported that lone adult females used the stronger from and they used them most frequently to other adult females. In written equal reappraisals. Johnson and Roen ( 1992 ) noted that adult females use significantly more intensives ( such as truly. really. peculiarly ) than work forces. The same consequences were reported by Herbert ( 1990 ) who came to the decision adult females intensified their regards most when composing to other adult females ( Coates. 1988 ) . The probe of sex-related address in tribunal made by O’Barr and Atkins ( 1980 ) besides confirmed old claims on women’s linguistic communication. They found that women’s address at the tribunal ( North California. superior condemnable tribunal ) contain a high frequence of intensives ( really near friend. quiet ailment and frequently with intonation accent ) ; hedges ( you know. kind of like. let’s see etc. ) ; empty adjectives ( this really sort police officer ) and other similar characteristics ( O’Barr. Atkins 1980:381 ) . A gender differences has been observed in the pick of specific intensives. The causes of Net Neutrality EssayFigure 5: Intensifiers used by male and female charactersAs Figure 5 points out. three intensives were dominant in the address of both genders. viz. so. truly and really. The consequences clearly illustrate that female characters by and large used more intensives than work forces. The intensives so and truly had the highest frequence among adult females. Other intensives like really. pretty and excessively were less frequent signifiers within female interactions. Therefore. we can reason that the hypothesis that intensifiers so. truly and really are more typical for female address seems to be partially verified. It is besides clear from Figure 5 that some intensives ( e. g. dreadfully and wholly ) occurred merely in women’s address. As to men’s interaction Figure 5 clearly shows that three intensives were dominant in their address. viz. so. really and reasonably. The intensives truly and excessively had a lower rate of frequence. Just intensives existent and absolutely were favoured merely by male talkers. Anadiplosis of intensives was besides present in my informations and was used by both genders. as illustrated by illustrations 1-2. Example 1: Chandler: Yes. I know. as it happens my room is really really near to the parade path. Example 2: Chandler: Finally. I figure I’d better reply it. and it turns out it’s my female parent. which is very-very eldritch. because- she neer calls me! Intensifications incorporating negation have besides been found in the informations such as: truly no easy. truly non happy. but they merely occurred in the address of Monica. Example 4: Monica: Now I’m thinking that he bought her the large pipe organ. and she’s truly non happy about it. Examples 5: Monica: Okay. It’s-it’s about Alan. There’s something that you should cognize. I mean. there’s truly no easy manner to state this. . uh. . I’ve decided to interrupt up with Alan. 4. Decision Based on my research consequences. I can claim that adult females use more adjectives than work forces do. although the qualitative differences are non important. My consequences besides seem to back up Lakoff’s claim as that adult females use more „empty† adjectives. because good and nice were among the three most frequent adjectives used by the female characters. In contrast. there were no illustrations for „empty† adjectives in the interactions of male characters. On the footing of my informations we can reason that there are gender differences in the usage of intensives. Comparing the figure of intensives used by work forces ( n=45 ) and adult females ( n=100 ) the hypothesis that the latter tend to utilize significantly more intensives than work forces do seems to be confirmed. The intensives so and truly were used often among adult females. The hypothesis that intensives like so. truly and really are more typical for female address seems to be true in the instance of so and truly. but non for really. Overall it can be claimed that there are both qualitative and quantitative differences in the usage of adjectives and intensives in the address of the male and female characters I analysed. Mentions 1. Amir. Z. . Anidin. H. . Saadiyah. D. . Kemboja. I. . ( 2012 ) . Gender Differences In The Language Use Of Malaysian Teen Bloggers. Journal of Language Studies Volume 12. pp. 106-124. 2. Bauer. L. . A ; Bauer. W. ( 2002 ) . Adjectival supporters in the English of immature New Zealanders. Journal of English Linguistics. 30 ( 3 ) . pp. 244-257. 3. Bradac. J. . Mulac. A. . A ; Thompson. S. ( 1995 ) . Men’s and women’s usage of intensives and hedges in problem-solving interaction: Molar and molecular analyses. Research on Language and Social Interaction. 28. pp. 93-116. 4. Coates. J. ( 1998 ) . Language and Gender: A Reader. Oxford: Blackwell. 5. Cohen. A. D. and Olshtain. E. ( 1981 ) . Developing a step of sociocultural competency: The instance of apology. Language Learning 31. 113-134. 6. Herbert. R. K. ( 1990 ) . Sex-based Differences in Complimnet Behaviour. Language in Society. pp. 201-224. 7. Holmes J. ( 1988 ) . Complimenting – A positive Strategy ( 100-118 ) . In: Coates. J. ( 1998 ) . Language and Gender: A Reader. Oxford: Blackwell. 8. Holmes. J. ( 2001 ) . An debut to Sociolinguistics. 2nd Edition. Harlean carpenter: Longman. 9. Johnson. D. M. and Roen. D. H. ( 1992 ) . Complimenting and involvment in peer reappraisals: gender fluctuation. Language in Society. pp. 27-57. 10. Kuha. M. ( 2005 ) . Investigating the Spread of â€Å"so† as an Intensifier: Social and Structural Factors. Ball State University. Texas Linguistic Forum 48. pp. 217-226. 11. Lakoff. R. ( 1973 ) . Language and Woman’s Place. Language in Society. Vol. 2. pp. 45-80. 12. Laikoff. R. ( 1975 ) . Language and Woman’s Place. New York: Harper A ; Row. 13. O’Barr. W. and Atkins. B. K. ( 1980 ) . ’Women’s language’ or ’powerless language’ ? In: Coates. J. ( 1998 ) . Language and Gender: A Reader. Oxford: Blackwell. 14. Olsson. L. ( 2000 ) . A survey of gender-related differences in introductory letters. Unp ublished Master’s Thesis. Lulea Tekniska Universitet. ( Online ) Retrieved 21October 2011. from hypertext transfer protocol: //epubl. luth. se/1402-1773/2000/62/LTU-CUPP-0062-SE. pdf 15. Sandor. R. ( 1991 ) . Non-Standard English ( Lexis ) . Budapest: Tankonyvkiado . 16. Susan U. P. ( 1980 ) . Sexual activity Differences and Language. Reviewed work: Annual Review of Anthropology. Vol. 9. pp. 523-544. 17. Tagliamonte. S. and Roberts. C. ( 2005 ) . So Eldritch ; So Cool ; So Advanced: The Use of Intensifiers in the Television Series Friends. America Dialect Society Annual Meeting. Boston. pp. 280-300. 18. Tannen. D. ( 1990 ) . You Just Don’t Understand. Women and Men in Conversation. New-York: William Morrow. 19. Wardhaugh. R. ( 2002 ) . An Introduction to Sociolinguistics. Oxford: Blackwell. . Olsson ( 2000 ) considers endearing. nice. gorgeous. wonderful. capturing. Sweet. lovely. cute. Godhead. fantastic. delightful. brilliant.beautiful. atrocious. good and antic as i llustrations of empty adjectives ( Amir. et. Al. 2012:117 ) .

Light and calculate refractive Essay Example

Light and calculate refractive Essay In this experiment, a mechanism is prepared to observe the refraction of light and calculate refractive index of water according to the data taken from the experiment. Refraction means the bending of a wave resulting from a change in its velocity as its moves from one medium to another. Since the frequency of a wave cannot change, independent of the source changing its frequency when it originally emits a wave. This change in wave velocity must result from a change in its wavelength in the second medium. [1] As shown in the diagram, when the waves encounter an oblique interface, both their direction and wavelength change. In the instance illustrated, the wavelengths shorten and the reflected rays â€Å"bend toward the normal† as the wave enter the shallow or slower medium: To quantify the degree of refraction, a dimensionless quantity called index of refraction (n) is introduced. Since the refractive index (optical density) of air is equal to 1 (, refractine index of water is equal to sine of angle of light in medium of air ( over sine of angle of light in medium of water (. That’s why slope of the graph vs gives the approximate value of refractive index of water . Figure : Graph of vs Since is proportional to , the graph which is given above is linear. According to the graph above, slope of best fit line gives the experimental value of refractive index of water, slope of worst line with greatest slope gives the maximum value of refractive index of water and the worst line with least slope gives the minimum value of refractive index of water in this experiment. Uncertainty of refractive index of water : Percentage error calculations: CONCLUSION EVALUATION We will write a custom essay sample on Light and calculate refractive specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Light and calculate refractive specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Light and calculate refractive specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In this experiment, refractive index or in other words optical density of water ( is aimed to be found by the help of parallax method. When an ultrasonic wave passes through an interface between two materials at an oblique angle, and the materials have different indices of refraction, both reflected and refracted waves are produced. [3] It can be also told that when any wave strikes a boundary, some of the energy is reflected and some is transmitted or absorbed. [4] This also occurs with light, which is why objects seen across an interface appear to be shifted relative to where they really are. Because, when two or three dimensional wave travelling in one medium crosses a boundary into another medium, the transmitted wave may move in a different direction than the incident wave as shown in the figure below. This phenomenon is known as refraction. For example, if you look straight down at an object at the bottom of a glass of water, it looks closer than it really is. Another good way to visualize how light and sound refract is to shine a flashlight into a bowl of slightly cloudy water noting the refraction angle with respect to the incident angle. Figure : Refraction of wave passing a boundary Refraction takes place at an interface due to the different velocities of the acoustic waves within the two materials. The velocity of sound in each material is determined by the material properties like density for that material. In optics, the ration of the speed of light to the speed (v) in a material is called the index of refraction which is shown with â€Å"n†. Refractive index is also defined as; Snell’s law of refraction describes that when light passes from one transparent medium into another with a different index of refraction, part of the incident light is reflected at the boundary. The remainder passes into the new medium. If a ray of light is incident at an to the surface, the ray changes direction as it enters the new medium. This change in direction or bending is called refraction. Figure : Light refracted passing from air into water Figure above shows a ray passing from air into water. Angle ? 1 is the angle the incident ray makes with the y-axis which is perpendicular to the surface and that angle ? 1 is called the angle of incidence. Angle ? 2 is the angle that the refracted ray makes with y-axis and that angle is called angle of refraction. The angle of refraction depends on the speed of light in two media and the incident angle. Snell’s law declares that; (where n: refractive index of the medium) According to that equation is the angle of incidence and is the angle of refraction. It is clear from the equation above that if than, . This equation of Snell is also known as law of refraction. In the experiment, a straight line is drawn at the middle of the paper and upside of the line is marked as medium of water and downside is marked as medium of air. A transparent semicircular container is put in the part of the medium of water. At last needles are sanked into the paper as shown in the figure below and angles with y-axis are measured. Figure: Mechanism of the experiment In order to find the refractive index of water ( Snell’s law of refraction is used. In the equation refractive index of air ( is taken 1. 00. [5] By using the slope of the best fit line in the graph of vs , refractive index of water is found out to be 1. 331. Maximum value of refractive index is found 1. 400 with the worst line of maximum slope and minimum value is found 1. 251 with the worst line of minimum slope. Uncertainty of the measurement is 0. 074 with the formula of . Furthermore, in 0th trial angle between y-axis in both medium of water and air is 0 °. That means the angle between x-axis is 90 °. There is no refraction just because of the light is perpendicular to x-axis. During the percentage error calculations literary value of refractive index of water is taken 1. 334 (i. e 4/3). [6] So the percentage error is calculated with the formula of and it is found 0. 2 % which is really low error. Difference between expected value (1. 334) and experimental value (1. 331) is 0. 003. The results of the experiment is not different from the expected value of optical density of water. In the graph of vs , the best line passes through point â€Å"0†, that shows there is no systematic error in the experiment. In addition, best fit line of the graph passes through all error bars, that shows there is no random error as well. Furthermore, there are some limitation which affects the results of the investigation. Firstly, the amount of water in the semicircular container is very important. The container should be full of water and there shouldn’t be any empty place in the container. Because it can affect the observation of refraction in water. Thus, adding more water to the container to make observations better can make the observation more effective. Another error source can be the thickness of the semicircular transparent container. In this experiment refraction of light between two different media is observed. However, wall of the container is another medium. That’s why, the thinner the semicircular container is, the more effective the results are. So using a thinner transparent container can be a solution for that limitation. Moreover, using thinner container can be helpful for the observer who looks from the medium of air to see the needle. On the grounds that thinner wall of container makes the observations easier for the experimenter by creating a clear visual material. The temperature of water is an important factor which affects th results of the experiment. Because of that, refractive index values are usually determined at standard temperature. A higher temperature means the liqiud becomes less dense and less viscous, causing light to travel faster in the medium. This results in a smaller value for the refractive index due to a smaller ration. A lower temperature means the liquid becomes denser and has a higher viscosity, causing light to travel slower in the medium. This results in a larger value for the refractive index due to a larger ratio. In addition, refractometers which are laboratory or field devices for the measurement of an index of refraction usually takes measurement for standard temperature (298.15K/25 °C). That’s why, making experiment at standard temperature gives better results. Moreover, refractive index of vacuum which is a measurement of standard temperature is taken used during the calculations. Therefore, during the experiment paying attention to the temperature and trying to make it constant at 25 °C makes the results better. Another limitation is the thickness of the needles. Using thick needles can be misleading for the results of the experiment by affecting observations of refraction. So, thinner needles can solve that error source.