Scope of Practice for Regisers Nurses Essay Example for Free

Scope of Practice for Regisers Nurses Essay The Regulation states that registrants of CRNBC may practise nursing. Nursing is defined as the health profession in which a person provides the following services: †¢ Health care for promoting, maintaining and restoring health †¢ Prevention, treatment and palliation of illness and injury, primarily by assessing health status, planning and implementing interventions, and coordinating health services This definition does not refer to evaluation, but neither does it exclude it. Evaluation is, of course, an important part of nursing practice. The Regulation does not refer to education, administration and research in the scope of practice statement for nurses or any other health professionals in B. C. However, CRNBC’s Professional Standards make it clear that clinical practice, education, administration and research are all considered part of the practice of registered nursing. College of Registered Nurses of British Columbia 5 Scope of Practice

Social Learning Theory And Tv Children And Young People Essay

Social Learning Theory And Tv Children And Young People Essay Children spend over 1,500 hours watching television in the course of a year; this amount of time spent in front of the television is significant when compared to the amount of hours a child spends in school, which is on average about 900 hours (Herr, 2007). Television impacts the lives of children in todays society with violence being the main message in the majority of shows. TV has become an ongoing controversial issue in which many researchers since the 1950s have conducted research studies. This paper will discuss Banduras social cognitive theory and research conducted within the last ten years in order to gain a better understanding of the effects of TV violence and children. Keywords: TV, violence, Bandura, social learning theory Introduction In todays ever evolving world of technology, television is at the top. While technology develops advancements and evolution, TV has maintained its popular presence. Postman (1985) states that television is our cultures way of knowing about itself and goes on to discuss how TV stages the world becomes the model for how the world is properly to be staged (p. 92). When the picture doesnt reflect reality, this is where issues arise. A child being brought up in this type of reality and never knowing life without a television makes them vulnerable to the negative effects of television. A childs cognitive development not being fully matured enough to understand violent messages that the media portrays becomes another issue that arises. Palmer, Hockett, and Dean (1983), found that for many children who watch TV programs geared for adults are not fully equipped emotionally or cognitively enough. Also it is to be noted that many of these children watch these types of program without adult supervision (p. 290). Difficulty to react emotionally to these types of TV messages is a lack of cognitive development (Potter, 2008, p. TV Violence 458). Potter (2008) further notes that until a child has developed certain knowledge structures, they will lack certain perspectives of how to view the world around them (p. 61). Television broadcasts many meaningful messages such as violence that not only entertains our children but has a huge impact on their lives. TVs popularity on violent programs has become an issue that many researchers have conducted research on since the 1950s. Gerbner states that being brought up around a violent culture develops aggressiveness, as well as, insecurity, anger, mistrust and desensitization in many (Stossel, 1997, p. 91). Many researchers attest that violent television viewing contributes to antisocial behaviors as well as other variable factors. Ongoing debates go on of whether long or short term effects of TV viewing occur, and children are the main focal group that needs special protection from the negative effects of violence on TV (Potter, 2008, p. 62). The TV generations of children are bleak bunch when compared to earlier generations of children who seemed to be more outgoing and playful (McLuhan Fiore, 1967, p. 126). Researchers today state that children who spend more time in front of the television are at a higher level of risk for developing antisocial effects. Just about every household in the United States has at least one television if not more, and with that said many children are being exposed to violent images and programs at a very young age. Flavell and Ross (1981) state that 4 to 6 year olds have little reflective understanding of their moral knowledge and have an intuitive moral competence that they answer questions about moral rules and in how they excuse their transgressions and react to the transgressions of others. (p. 288) The social learning theory was developed by Albert Bandura in 1977 and states that everyday individuals observe the actions of others in ways of being rewarded, ignored, or punished (p. 46). This theory is most relevant theory in criminology. Social learning can take place at age; however, research has shown that social learning is most important during childhood years. With this has come the influential debate on the effects of children and TV violence. Banduras most famous research was based on his Bobo doll experiment that demonstrated social learning theory in that children are more likely to be violent towards a life size doll after watching an adult be violent to the doll on TV. Theory Relevance Banduras social learning theory emphasizes the importance as well as the modeling behaviors, attitudes and emotional reactions of others. Bandura (1977) further notes that Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own action to inform them what to do. Fortunately, most human behaviors is learned by observation through modeling; from observing others individuals tend to form ideas of how new behaviors are performed (p.22). Social learning theory further explains behavioral patterns as having been learned through operant conditioning and observation. Social learning theory extends its details by examining human behaviors through interactions within cognitive, behavioral and environmental influences. Components of social learning theory are: Attention Retention Motor Reproduction Motivation The reason why I chose to discuss social learning theory is mainly because of my own research I conducted a few years ago. The results were comparable to many of the other research studies conducted. Further I chose to discuss the social learning theory because I find it fascinating how this ties into criminal justice and may be a factor in why criminals commit crime. It is possible that criminals who commit crime were exposed to negative activities and never were taught right from wrong, leading many of these offenders to commit crime. It is up to the policy-makers to limit the amount of exposure of violence in the media from young children. It has been notes that violence contributes to 61% of TV programs that children view. Children arent the only ones affected by TV violence, adults are exposed to the same amount of violence as well and most arent even aware of it. In most recent technology, parents can restrict certain television shows from their children, and most recent laws now state that television rates must be present to rate the material being shown (e.g. amount of sexual content or violence). It is up to the government to put restrictions on certain types of shows in order to help restrict young views such as children from watching, which in tale can lead these children into an increased life of crime, thinking it is ok do what they see on TV. It is also up to the government to reduce the amount of violence portrayed on TV. Research Support The following will discuss previous studies conducted on television violence and its impact on children. Gerbners research called The Cultural Indicators Project has been noted to be one of the most widely referenced content analysis dealing with TV violence. In 1976, Gerbner and Gross conducted research with the use of a grant from the National Institute of Mental Health. Their research entailed television programming and its concepts of social reality through a violent profile; which is a set of indicators along with the aspects of the TV world and the concepts of reality that are developed by viewers. In 1995, the Cultural Indicators Project had viewed over 25 years worth of TV programs, their observations consisted of over 3000 programs and 35,000 types of characters from thematic to action heroes (Signorielli, Gerbner, Morgan, 1995). Gerbners study focused mainly on physical, obvious violence, which was the most consistent within the data measuring TV violence (Signorielli, et al., 1995). Other types of research conducted were from the Berkeley Media Studies Group, which focused on new stations that showed real life violence on TV. The Berkeley Media Studies Group focused their research on TV news stations and how they structure the public and policy issue on violence in children (Dorfman, Woodruff, Chavez, Wallack, 1997). Here, researchers conducted over 214 hours worth of local news media in California. The media collected in this study was 1,791 stories related to children, violence, or both. It is to be noted that the research study was done around Halloween in hopes of having a higher rate of news related stories involving children and violence, as well as, any story involving anyone younger than 24 involved in a gang. The results of this study showed that the most frequent topic discussed on the news was in fact violence related (Dorfman, et al., p. 1312); with over 55% of the news stories shown were about children involved in violent acts and about 68% of the violence shown on the news worried children (p. 1314). In todays society, children dont know what it is like to not have a television or TV violence for that matter. Almost every household in the United States 99% has at least one TV in their household, whereas majority owns two or more (Herr, 2007). Bandura (2006) further states that more than half of households in the United States have three or more TVs (as cited in Potter, 2008, p. 5). The Kaiser Family Foundation (2010) conducted a study that found children ranging from ages 8 to 18 watch about 4  ½ hours of TV every day. It is also to be noted that this research found that 71% of these children had TVs in their bedrooms. With high saturation of TV programs, it is evident that there is also high presence of violent programming being watched by these young children. Further, Signorielli (2003) conducted analysis based on a 13 week television program that builds off of research from the Cultural Indicators Project. The results showed no change in level of violence from spring 1993 to fall 2001, where six of the television programs had violence (p. 53). In her study, Signorielli also found that the same amount of violence was being shown but within fewer characters in the TV programs. Therefore, violence on TV in the past 30 years has been found in 60% of TV programs, which breaks down to 4.5 acts per program (p. 54). Glascock (2008) also conducted analysis on children and TV violence, however Glascocks study was based on aggressive behavior (e.g. verbal, physical, and indirect acts of aggressiveness) and TV programs. With 6,599 aggressive acts analyzed, he found that TV programs air approximately 68 acts of aggression every hour (p. 274). Wilson, Smith, Potter, Kunkel, Linz, Colvin, and Donnerstein (2002) conducted a study on the nature as well as the extent of violence on television that mainly targeted children 12 years and younger (p. 5). Their results found that TV programs that targets children had more overall content of violence than non-children related TV shows (p. 29). Further, the results displayed over  ¾ of violent scenes in children shows had some type of humor, whereas  ¼ had aggression displayed in a humorous context (p. 22). With the results of this research Wilson, Colvin, and Smith (2002) wanted to further their research to offenders committing violence. With that said, they discovered that many of the violent offenders (89%) were adults, and children accounted for 4 to 7% based on age. When combined with the 2,500 hours of violent TV programs involved in this study, they discovered that younger offenders view TV violence once every hour and a half, were as adults are engaged 5 times an hour (p. 45). So the research result show that younger offender have a higher chance of being seen as attractive, having less punishment and are more involved in violence that have fewer end result to the victim (p. 53). Christakis and Zimmerman (2007) conducted a five-year observational, longitudinal study that discovered preschoolers; especially boys who view violence on TV do develop subsequent aggressive behavior (p. 996). Huesmann, Moise-Titus, Podolski, and Eron (2003) conducted a 15 year longitudinal study that found high significance in both young boys and girls in relations to aggressive behavior after watch violent TV programs. (p. 203). They note that child ranging in ages from 6 to 9 who watch violent programs on TV that displayed aggressive same-sex characters, and had perceptions of TV violence being real had higher rates of aggression as adults (p. 215). In 1960, a man named Leonard Eron surveyed every eight year old in Columbus County, New York. He stated I want to measure child-rearing practices as they relates to aggression. The parents asked such questions as: Had they read Dr. Spock? How often did their child watch TV? What was their childs favorite show? The results of this survey showed that the more aggressive children watched higher amounts of violent TV programs. However, did watching TV make these children more aggressive or were aggressive children watching violent TV programs? The U.S. Surgeon General formed a committee on TV and social behavior and asked Eron to survey the Columbia County children from 1960 (The Education Digest, October 1994). In 1971, Eron found about 500 of the now 19 year olds from the original sample of 875 children. The Correlation between viewing violence at age 8 and how aggressive the individual was at age 19 was higher than the correlation between watching violence at age 8 and behaving aggressively at age 8. Further, Eron once again was asked to further conduct his study in 1981, using 400 of the subjects being studied again, along with 80 of their offsprings (The Education Digest, October 1994). 30 year old men who had been the most aggressive when they were 8 had more arrests for drunk driving and violent crime and were more abusive to their spouses. Of the 600 subjects whose criminal records were reviewed; those who watched violent TV programs when they were 8 had been arrested more often for violent crimes and self reported fights when consuming alcohol. (The Education Digest, October 1994). In 1973, Tannis McBeth Williams studied children in a Canadian town before and after the town got TV; the results found that creativity dropped and that within two years after the town received the arrival of TV the rates of hitting, shoving, and biting among first and second graders had increased by 160%. Further studies discovered, 10 to 15 years after the TV was introduced, murder rates doubled (Newsweek, December, 1995). Bandura (1960) conducted a study on preschoolers and let them watch TV footage of a man hitting a bobo or clown doll. Afterwards, the children who saw the violent footage were more likely to mimic the same motions the adult did to the doll. Further studies have shown that these child also spontaneously would act out towards a man dressed as a clown as well, indicating that TV violence might spill easily into the real world. In another twist, a group of children saw a similar piece of footage of a man hitting a doll but being spanked for the actions. The children who watched this footage were less likely to attack the doll themselves (Newsweek, December, 1995). Discussion Current and past research has shown that many of the children who view violent content on TV at a young age do grow up to be violent. Banduras research with the Bobo doll clearly shows the effects of violence on children. In a study covering from 1982 to 1992, researchers found that for every 10 prime-time male characters who commit violence, 11 were victims. For every 10 female offenders, there were 17 female victims and for every 10 women of color given power, 22 were victimized (Newsweek, December 1995). Research also shows that 10% of violence comes from what we learn as children. Numerous years of research on this subject has proven that the more violence children are brought up around the more they think it is ok. It is also to be noted that this type of research establishes causation, which can determine cause and effect between variable. Not all research on this violence and children are accurate, not all children grow up to be violent offenders either. This is where most of the research becomes weak. There is no evidence or other factors that are tested to prove that TV violence is in fact the only contributor to offenders committing violent acts of crime. Much of these studies have been controlled type studies, and with this, controlled studies can be artificial, or done in a lab type setting which tends to eliminate real life effects on this type of study. It also should be noted that much of the research conducted on this subject have been done in previous years where exposure to TV violence was mild compared to current TV programs. Also, studies conducted in past years had fewer channels to choose from limiting the amount of available violent content. Studies suggest a high correlation between exposure to TV violence and violent behavior. Results of studies should be used to educate the public, parents, children, and programmers. Further, making suggestions on what can be utilized from parents, and criminologist may also help understand better the correlation between the two. Awareness on TV violence needs to be utilized in order to see who is at higher risks of violence. With the use of TV ratings on shows, parents are able to decide what shows there children are allowed to watch and in return reduce the amount of violence young children watch, reducing the effects of young children committing crime. Summary and Conclusions In todays society not many individuals can say they can pass the day without engaging in some sort of use of the television; whether it is used for entertainment or background noise. Signorielli (2006) notes that the television is the most all-encompassing mass medium in the United States and with this Postman (1992) stresses the need for American culture to change its concepts on reality expressed through TV (p. 19). Banduras (1986) social learning theory discussed that individuals are not driven by the inner forces nor are automatically shaped and controlled by external stimuli. However, he further states that human functioning is utilized in a way of modeling a triadic reciprocality, where behavior, personal and cognitive factors as well as environment interact with one another and are the determinates of one another (p. 18). Limitations of the studies discussed throughout this paper have demonstrated both past and present research and has been noted that it is impossible to control the factors such as environment, cognitive, and personal factors. With limitations within the data sets it is to be known that any analysis used from this data can be flawed. Further research needs to include factors such as social class, family communications and issues, parental monitoring, aggression within the family, viewing habits of television from both parents and children and many more. Recommendations for Further Study As television, programming, and audience evolves, research that is conducted also needs to evolve, as well as the types of questions being asked. For example, content analysis cannot focus mainly on certain prime-time TV shows on cable, for there are many more different types and channels on satellite, digital video recording (DVR) as well as live streaming off the internet, which have all changed the individuals viewing habits. With the popularity of news programs and reality shows Glascock (2008) states these types of programs need to be added to the analysis as well. Music television, advertising, public broadcast and even sports have been forgotten as well within this research. It is also to be noted that very little attention has been put on violent vs. nonviolent content on TV. Another factor that is an important variable for this research is how nonviolent programs affect and assist in better understand modeling behaviors in children. Much of Banduras evidence from his social learning theory is highly supported those individuals who view and enjoy TV more than others tend to like or relate to certain characters. Therefore, when these individuals see their character that they relate to act out with use of violence, that individual becomes excepting to that type of violence, leading them to have higher risks of committing crimes themselves. Research studies from the year 2000 to the present need to be investigated and address future research with questions such as: What types of progress and/or new conclusions can be used to identify certain effects that impact children who view violence on television? Has any new understandings or developments emerged within the last ten years that relate to TV violence and aggressive behavior in children and adults? However, many media effects researchers have began to look into studies on prevention and interventions. These types of studies use the social learning approach used in TV violence research and are examining process of comprehension, interpretation, and evaluating types of aggressive acts. Murray (2008) suggests that further researcher needs to involve neurological correlations of viewing TV violence (p. 1223). Many researchers are beginning to worry about addictions and dependency on TV. Researchers such as Anderson, Berkowitz, Donnerstein, Huesmann, Johnson, Linz, Malamuth, Wartella (2003) suggest that more parental monitoring as well as better guidance need to be put in place. Walma van der Molen (2004) go further to discuss the important of families, schools, and children doctors in helping to promote awareness on TV violence and its effects to children, more so on topics of real life violence and its effects (p. 1771). It is to be noted that no one kid is immune to the effects of TV violence, many children who are exposed to violent TV at a young age are at higher risk of committing crimes as young adults as well as adults. Further evidence has shown that any child from any family, city or any other type of background has the risk of learning and behaving more aggressively when exposed to violence on TV. Conclusions Almost everything on television can now be categorized as reality yet all of it is seen as entertainment. With the television making its presence in homes long ago, it has since moved its way into where we work, our schools, on our phones and even in our cars. Leading more of todays children demanding more time spent watching it. Much of the research in this paper supports the notion that constant viewing of violence on TV leads to more acceptance aggression and violent behaviors. Banduras social learning theory further discusses that if individuals have a strong link to a certain character and the character receives rewards, punishments or uses violence, the individual is more likely to act like the character and display the same type of behavior (Nabi Clark, 2008, p. 407). Research has shown time and time again that the lack of punishments and remorse that is displayed leads to a false reality and decreased sensitivity; leading more children to think it is ok to be aggressive and commit crimes and with no guidance from parents children will grow up to think this type of behavior is ok, which will lead many of children to grow up and end up in jail (Caputo, 1993; American Association of Pediatrics Committee on Communications, 1995; Signorielli, Gerbner, Morgan, 1995; Federman, 1996-1998; Peters Blumberg, 2002; Wilson, Colvin Smith, 2002; Potter, 2008; Richmond Wilson, 2008). Decrease sensitivity is desensitization. Many children model and react the same way they see things on TV, leading many children to grow up being insensitive, lazy, and having a lack of concern in emotional situations and these types of attitudes are seen in many of the criminals today. Desensitization can range differently for many individuals, however, the results are the both negative; for an individual will have a decreased amount of emotional reactions from the violent views or will have no regards to the consequences of violent acts they commit. 5,958 young children ages 10 to 24 were murdered in 2006 from gunfire, this is on average a total of 16 children being murdered every day (Center for Disease Control and Prevention, 2009). These murder rates are higher than children deaths due to cancer, AIDS/HIV, asthma, influenza, and pneumonia combined (Childrens Defense Fund, 2004, as cited by AAFP.org, 2010). With no proof leading to the reasons why children use guns and kill can only lead to possibilities that violence on TV is in fact a key factor. With many young children in todays society growing up having more antisocial behaviors leads many to believe that the majority of these children will in fact grow up and become criminals or will commit more crimes as a young adult. When paired with the amount of time children are exposed to violence on TV it is easy to see the correlation linked to antisocial behaviors which leads many individuals to commit crime.

A Writers Profile :: Writing Education English Essays

A Writer's Profile Attention all passengers, please fasten your seatbelts and get ready for a ride through English 105. You are about to cruise through my writings and learn more about this course. You are sure to experience a great time and learn of what makes English 105 so exciting. Each link at the bottom of the page will direct your attention to a different piece of my work. I am definitely not Hemingway, but I have learned a lot in this class and you will get a chance to see how. So please hold on, it should be a smooth ride. Classroom Interactions: English 105 is full of interesting classroom discussions. Many topics are covered and they give you more of a chance to think. My favorite classroom activity was when we got into small groups and prepared for a teaching to the class. My group had to present the essay by Carol Tavris, In Groups We Shrink From Loner's Heroics. It was a lot of fun preparing this lesson. We made a PowerPoint presentation and held an interesting discussion. As the class as a whole we had many discussions and got into some in depth thinking. Development of Writing Skills: When I was in high school I had a wonderful English teacher for my Junior year. She helped get my grammar into order and explore more of my writing. She was definitely a lot of help to me but I feel that my writing actually started when I was in fifth grade. I had many difficulties with my writing and my teacher really took notice to it. She helped me so much that year with her different techniques. At the end of the year she gave me a journal and wanted me to write all summer in order to practice my writing. I had a lot of fun with that journal and feel that it did a lot to help me. When I first started here at NAU I was a little scared because it seemed my writing was slipping a bit. I was getting frustrated that I was getting anything out right. After the first couple of weeks I had more confidence in my writing and learned to review it more. This class has helped so much with the important process of review and why it is so important. A Writer's Profile :: Writing Education English Essays A Writer's Profile Attention all passengers, please fasten your seatbelts and get ready for a ride through English 105. You are about to cruise through my writings and learn more about this course. You are sure to experience a great time and learn of what makes English 105 so exciting. Each link at the bottom of the page will direct your attention to a different piece of my work. I am definitely not Hemingway, but I have learned a lot in this class and you will get a chance to see how. So please hold on, it should be a smooth ride. Classroom Interactions: English 105 is full of interesting classroom discussions. Many topics are covered and they give you more of a chance to think. My favorite classroom activity was when we got into small groups and prepared for a teaching to the class. My group had to present the essay by Carol Tavris, In Groups We Shrink From Loner's Heroics. It was a lot of fun preparing this lesson. We made a PowerPoint presentation and held an interesting discussion. As the class as a whole we had many discussions and got into some in depth thinking. Development of Writing Skills: When I was in high school I had a wonderful English teacher for my Junior year. She helped get my grammar into order and explore more of my writing. She was definitely a lot of help to me but I feel that my writing actually started when I was in fifth grade. I had many difficulties with my writing and my teacher really took notice to it. She helped me so much that year with her different techniques. At the end of the year she gave me a journal and wanted me to write all summer in order to practice my writing. I had a lot of fun with that journal and feel that it did a lot to help me. When I first started here at NAU I was a little scared because it seemed my writing was slipping a bit. I was getting frustrated that I was getting anything out right. After the first couple of weeks I had more confidence in my writing and learned to review it more. This class has helped so much with the important process of review and why it is so important.

The Divine Comedy - Heaven or Hell? :: Divine Comedy Inferno Essays

The Divine Comedy - Heaven or Hell?      Ã‚  Ã‚  Ã‚  Ã‚   The character of Dante in The Divine Comedy who descended into the inferno caused me to stop and think about this awful place.   As the reader I got to take an imaginary journey with Dante to a horrible place where I do not care about going.   While Dante descended into hell I plan on ascending into heaven someday.   Dante had a choice to make whether or not to get back on the right path.   It came down to heaven or hell - choose.      Ã‚  Ã‚  Ã‚  Ã‚   I think it was willed for Dante to see this place while he was still living.   By seeing hell while he was alive Dante could be sure and make the right choices to find his way back to the straight path.   Being on the right path in his lifetime would ensure he would not spend eternity in such a miserable place.   I believe the whole purpose of this journey into hell was to let Dante see the anguish there and choose.   Perhaps this was a divine warning. In Canto 2, Beatrice, the symbol of Divine Love, an angelic spirit was sent to help aid Dante   from his error and help him return back.   This is purely love and compassion at its best.   Sending someone into hell to rescue another person out of there. Great lengths were taken to help Dante return back to the straight way.   I do not believe such action was taken if Dante was to end up in hell all along.      Ã‚  Ã‚  Ã‚  Ã‚   For some reason midway in Dante's life's journey he had gone astray and at this point was searching for answers.   I guess hell was as good a place to start the search as any place.   Ã‚  Something for sure had led him astray and Dante was going to find out what it was.   Strange as it may seem Dante did find the answers he was looking for in hell.      Ã‚  Ã‚  Ã‚  Ã‚   Dante had entered into an awful place full of darkness and evil.   Dante did not realize to return back would not be easy, the Leopard stood blocking him every turn to keep him from getting back.   As a Christian I could relate to this.

College Admissions Essay: The Power of the Mind and Spirit

The Power of the Mind and Spirit Confucius compares education to the sculpting of marble. He said, "Just as the sculptor is to the marble, so is education to the soul. It releases it. For only educated men are free men." I see college as an irreplaceable time in my life when I can begin my journey to find the freedom that Confucius so eloquently describes. While in college, I want my education to bring me face to face with the awesome power of the human spirit and the human mind working together to achieve the beautiful and the revolutionary. I believe that there is no nobler purpose than the endeavor to find freedom, and having said this, I want my college education to be more than an attempt to earn a degree. It is my hope that because of college I will realize...

Intro to Hospitality Case Study #1

Complete Case Study #1 Meat’s Impact Intro to Hospitality Management Professor: Warren Jahn November 18, 2012 From reading â€Å"Meats Impact†, it is important to note that eating less meat lowers heart disease, diabetes, and colorectal cancer. Also, by substituting eggs or fish for red meat and dairy one day of the week for one year would reduce greenhouse gas emissions. It states that people who eat more red meat than others have a 40% higher risk of dying of a heart attack, stroke, etc.For every kilogram of beef we eat, 27 kilograms of greenhouse gases are released into the environment (Meat’s Impact). This article points out specific things about eating red meat and how it impacts a person’s health. I do not believe that this article will persuade the restaurant industry to change because honestly, these are things that have to be decided by ourselves, no one can make the changes in our lives, only we can. It is hard to say that the restaurant industry would be to blame for me getting a heart attack because I decided to eat a lot of red meat in my life.They would be to blame if they forced me to order it or forced me to eat it, but it would be my decision and not theirs to eat and order red meat. This article is a good wake up call for those of us that do not feel as though eating red meat is a big deal to our health or the environment for that matter. It shows statistics of what happens when we make unhealthy choices and it explains how not only does it affect us (our bodies) but it affect everyone around us too, through the environment.It is a good read for everyone to know what they are putting into their bodies and for them to know the differences that they could make if they would not eat red meat. Other than that it is not a big threat to the restaurant industry because they are going to keep selling meat regardless of what this article says. It is a matter of personal preference not whether or not red meat should be sold a t restaurants. If for some reason it would impact the restaurant industry it would be by not allowing them to sell red meat at their establishment.This would ensure that no one will order red meat and eat it, making the right decision and helping themselves and the environment in the long run. For some reason, it seems like it would illegal or unconstitutional to make the restaurant industry not sell red meat but there are other places that sell insects and people eat there and that’s fine. In my opinion, this is all a matter of personal preference and whether or not you are or want to be on a healthy streak or just plain out be healthy altogether.No one can or should try to make anyone do anything they do not want to do because more than likely it will be unsuccessful because there is no cooperation from the person. The issues raised by CSPI are justified just because they try to educate the public on their health and a lot of people are not educated in this topic and allow themselves to be taken advantage of when out eating by not knowing what they are putting in their bodies.It makes sense that they would want to keep everyone safe and allow them the chance to make their own decisions based on what they learn from them. It’s good for an organization to keep their eye out for the public and help them realize when something is not good for their health/well being. Granted, it should not be taken to the extreme of trying to force the restaurant industry into doing what they do because not everyone wants to live the healthy lifestyle.It would make sense if people would want them to mind their own business because it probably puts a damper on the restaurant business because of it. It probably slows their business down because of the some investigations and or researching that CSPI might do or would want to do. Overall, I think that they have a good idea of how the public should perceive the restaurant industry but they should also keep in mind that they cannot force people to do what they want them to do.The restaurant industry should also keep in mind that they should have to be forthcoming with what they put on their menu, like seeing the amount of calories for each plate or seeing what the ingredients are for some dishes. This way it would give CSPI a peace of mind and allow the customers to make educated decisions on their entrees. References 1. Kohrman, H, (2012). Meat’s Impact. Retrieved from http://www. cspinet. org/nah/pdfs/meatsimpact. pdf

Nineteen Minutes

The nature versus nurture conflict has continuously been a controversial subject for the public. People want to know what effects our development, personality, and especially our behavior, which seems to overlap the two. The nature side of the argument believes that a human is developed by the genes that are hard-wired into them. In other words, the reason why this human behaves the way he or she does today is because of the genes he or she were born with. On the other hand is nurture, which says a person is formed into the person they are by the environment. This suggests that a person is born with no inborn tendencies and acquire traits off of the setting and the people they are around. In Nineteen Minutes, by Jodi Picoult, Peter Houghton, the main teenage character, suddenly snaps. Prior to Peter’s murders, he showed no aggression or violence whatsoever. Even his childhood best friend, Josie, who eventually became a member of the popular crowd in school, made efforts to back him up. The sudden outburst from Peter clearly demonstrated that his environment shaped him into the killer he became. An adolescent can be bent and twisted into a completely different person. Hostile environments, like Sterling for Peter, could distort any type of personality and shape the person in undesirable ways. A famous psychologist, by the name of Sigmund Freud, believed that there was evil built in us all. People, after his time, ran with this naturist belief and also said that it is in one’s human nature to do wrong. It is a pessimistic view on the matter, however, they also say that the evil, or wrongdoing, may be brought out with time. Nonetheless, this side of the debate still thinks people are born as thieves, criminals, or in Peter’s case, murderers. Josie‘s mother, Alex, has a strong first impression, from Peter‘s childhood, as she recalls the day when Peter and Josie were playing with the firearms. Alex states, â€Å"I keep thinking about him as a little boy†¦sometimes I can still see him handing you that rifle-â€Å" (Picoult 170). Alex references the time she walked in on Peter and Josie playing with the firearms, accidently left out by Peter’s father. She associates him as a little boy and relates it to why she thinks he killed his peers in high school. This is an easy way to blame Peter, despite the fact that he has been tested before by bullies, and never showed any aggression at the time. Also, instead of blaming Peter, the finger should be pointed at Lewis Houghton. He is the one who made Peter knowledgeable about the guns at a young age, and also was irresponsible by leaving them out with kids around. If Peter’s biological genes were a factor, his aggression should have been presented at a younger age, when the bullying was excessive then too. In contrary to Freud’s theory on human development, comes behaviorism. This theory, which was created by psychologist John B. Watson, essentially states that every infant is born with a blank slate. Meaning that any personality can be molded into what its educator or environment makes it to be. The most influential element of a child’s life is clearly the parenting. This makes the child-parent bond the most important relationship a child has. The way the child is shaped dictates how he or she will view the world, and more importantly themselves. The bullying was immediate for Peter. His first day, on the bus to school, resulted in a lost lunchbox and a few tears. The bullying continued and Peter’s parents were notified. How Lewis and Lacy Houghton handled the situation is vital. After the unpleasant incident, in a conversation with Peter, Lacy replies, â€Å"I know about the lunch boxes. I know what’s been going on with [the bullying]†¦The next time it happens, you have to stick up for yourself. You have to, Peter, or I†¦I’m going to have to punish you† (Picoult 73). The sudden change in Peter’s guidance is drastic. This new approach for Peter suddenly makes violence acceptable. Even though Peter doesn’t show it right away, due to shyness, a seed is planted which ultimately grows into the violence he displayed the day of the massacre at Sterling High. This type of shaping taught the child to become violent since he was not already. Due to the young age, the child will obey the parenting without question, or any conscious conflict. When a child reaches adolescence, physical maturity plays a major role in a human’s development. The dramatic changes of the body are a big change for any teenager. If one’s physical development becomes delayed like Peter’s, then it can become complicated to live an ordinary high school life. During adolescence is when one determines their identity, and with Peter’s difficulty to fit in, he had trouble finding who he was. With the stress and anxiety building for Peter, he can’t even decipher if he is straight or not. The narrator states, â€Å"He just wanted to know what it was like to be among guys who were gay, and totally okay with it. He wanted to know if they could look at him and know, instantly, that Peter belongedâ€Å" (Picoult 231). It’s not that hitting puberty late was a bad thing for Peter, it just made it harder for him to uncover himself. He had to resort to the extreme by surrounding himself with homosexual men. Also, a run in with Mr. McCabe, a gay teacher at Sterling High, aided the discovery Peter needed to experience that he was straight all along. The confusion and delay of puberty makes it easy for a low self esteem to take place. Bullying can be another significant factor in social development. A victim of bullying usually is incapable of having a high self esteem, and sustaining a healthy lifestyle. If bullying is suspected, it is important that the victim has someone to go to. In Peter’s case he had no one. He learned early in life that he had to stick up for himself, so his parents were ruled out the equation early. If a victim of bullying cannot seek help, the bullying can cause emotional, social, and even academic problems. Peter clearly had problems in these three areas. Combine the pressure built from the bullying with no one to talk to, and Peter was a balloon ready to pop. However, Peter shows no remorse after the incident. When talking to his lawyer he states, â€Å"Why is everyone so upset that those jerks are dead? I mean people are crying over them†¦and they were assholes, Every one’s saying I ruined their lives, but no one seemed to care when my life was the one being ruined† (Picoult 134). It is clear to see the damages given to Peter over time. What once seemed like a kid who wouldn’t hurt a fly, is now a kid who shows no remorse and is forced to play survival of the fittest. With Peter Houghton as a prime example it is evident that nurture takes its course. It’s not that Peter became one of the bullies, rather than he adapted to the dog eat dog world. Any parent imagines the potential their baby boy or girl can have when it is born. Some kids may be ignored, steered in the wrong direction, or bullied at school. No one can say what his or her child will be like before he or she is born. Nonetheless, every infant learns. What they learn makes up the world, but they must make up their selves first. The environment around a child is critical to the learning and shaping he or she endures.