Relationship between competitive sport and self esteem

Relationship between competitive sport and self esteem The present study examined the relationship between competitive sport and self esteem. The sample included both female and male participants who were divided into two groups, athletes (N=20) and non-athletes (N=20) An athlete was defined as an individual between the ages of 15-25 years old who was currently involved in organized competitive figure skating for at least 10 hours per week. A non-athlete was defined as an individual between the ages of 15-25 years old who was not currently involved in organized, competitive skating for at least 10 hours per week. The measures used in this study were Rosenberg Self-Esteem Scale (1965), the Coopersmith Self-Esteem Inventory (1981), for all participants to measure their self esteem. In addition, the figure skaters athletic identity was evaluated by using the Athletic Identity Measurement Scale developed by Brewer et al. (1993). The global hypothesis was that competitive sport would have a negative impact on the individuals and that there would be a significant difference in self esteem scores between the athletes and non-athletes. More specifically it was hypothesized that the athletes would present trends as to why their self-esteem was lower than th e non-athletes. Results of the independent t Tests refuted the hypothesis that there would be a significant difference between athletes and non-athletes. Sport is commonly defined as an organized, competitive and skillful physical activity requiring commitment and fair play. It is practiced all over the world in different countries. A competitive athlete is proficient in their sport and dedicates their time and money to competition and training. A competitive athlete is someone who has competed in organized, competitive figure skating sport for more than 10 hours per week. Competitive athletes can fall under the amateur level (college and university) or the professional level (not attending school). Being a competitive athlete involves time, dedication and hard work. It involves being at the rink, tennis court or pool all the time. To simultaneously develop a career in competitive sport and commitment to education, work and personal life is not easy today as it was a few years ago (Bussmann,1995). This challenge will become more difficult in the future because the competitive calendar is becoming more demanding each year. (Bussmann, 1995). A career in competitive sport is only possible if an athlete commits themselves to hard work, dedication, training, and a tight time structure with their competition season. Coakley (1992) found that a major aspect that leads athletes to experience feelings of entrapment included identity development, self esteem and life balance issues. If athletes have more facets to their personal identity that just sport, they are less likely to burnout. It is important for athletes to have a healthy balance. Focusing too much on any given sport can lead to feelings of hopelessness, failure and resentment to their sport. A healthy balance is the ultimate goal in an athletes life. Despite the importance of a healthy balance in an athletes life, Orlick and Partington (1988) pointed out that the key to elite athleticism was a total commitment to pursuing excellence. This total commitment to sport was found to be the distinguishing factor between successful and unsuccessful competitive athletes. Therefore, in order to achieve or maintain athletic success, an athlete must sacrifice this healthy balance to capitalize on their physical talents. Self esteem is an example of a sacrifice some athletes experience, to attain success. Often athletes push themselves so hard, that failure or lack of perfectionism can negatively affect their self esteem. Athletes are especially vulnerable to this problem of attaching self-esteem to ones performances because they are judged by how well they perform. This is specifically evident in figure skating, where participants are constantly judges by their coaches in practices, judges in competitions, and themselves almost daily. However, society sends subtle signals that they must achieve in their sport to feel worthy as a person and that is the trap that many athletes fall into. In addition, if an athlete is a perfectionist, it can further affect their self-esteem because they have such high expectations and are always so critical and hard on themselves. If athletes fall into this trap, their emotions, and how they feel about themselves, are heavily influenced by the perceptions of their perf ormance, which can naturally vary from day to day. Your self esteem may fluctuate based on performance or practices. Although previous research has investigated the psychological effects of competitive sport, few studies have examined competitive figure skaters and their self esteem. The research area studied was sport psychology, and the topics were athletes, non-athletes and self esteem. A subtopic measured was athletic identity. The global hypothesis was that competitive sport would have a negative impact on the individuals and that there would be a significant different in self esteem scores between the athletes and non-athletes. More specifically it was hypothesized that the athletes would present trends as to why their self-esteem was lower than the non-athletes. Conceptual Framework The main theory behind the study was the need for research. More research was required on competitive figure skaters and self esteem, as figure skating can produce high fluctuations of self esteem. Theory plays a large part in my study because the ideas behind my theory came from personal experiences as an athlete. I have a close personal connection to my study, as I was once a competitive figure skater, who was immersed in the sport and identified quite strongly with the athlete role. When I retired, I experienced low self-esteem and identity foreclosure. Attempts were made in the study, to see if there were similarities between my experiences as a competitive figure skater and my participants. The study was both descriptive and explanatory in nature. I attempted to describe my data and explain why and how it happened. Descriptive statistics were used to analyze the quantitative data obtained through the surveys. It was explanatory in nature and I attempted to explain my findings and why self esteem affected competitive athletes. An attempt was made to understand of why competitive sport affects athletes so strongly, specifically self-esteem. My paradigm and perspective was post-positivist and deductive. I developed a hypothesis and set out to prove it with my data. I attempted to produce factual information through my survey research, however I still had a personal connection to the topic. Literature Review Self Esteem Self-esteem reflects a persons overall evaluation or appraisal of his or her own image, perception. The term self-esteem encompasses beliefs and emotions such as triumph, despair, pride and shame. A persons low self-esteem may be reflected in their behaviour, such as shyness, or caution. Self Esteem and the Competitive Athlete In a study done by Koivula (2002), 30 Swedish elite athletes were assessed on their self esteem and perfectionism levels. It was concluded that the setting of high standards is an integral part of elite sports, and often beneficial for the athletes performance. However, individuals who suffer from perfectionism may have heightened levels of anxiety, due to discrepancies between ideal and current self/situation. This could, of course be detrimental to their sport performance. The differences cited between athletes and non-athletes in self-esteem in the Huddy and Cash (1997) study were based on comparing athletes involved in individual sports (running and swimming) to a group of non-athletes. Therefore, it may be the case that individual-sport athletes benefit more from participation in physical activity than do those athletes involved in group-type sports when it comes to having a positive effect on self- esteem. This could also be detrimental to their self-esteem because an individual sport requires extreme mental toughness, concentration, pressure and a much higher degree of accountability. Most research hasnt focused on figure skaters, their self-esteem and the impacts of this competitive sport. There is a definite need for research in this area, because figure skating demands psychological and mental strength from an athlete. The present study will add to the work done by Hall and Durborow (1986) and Frost (2005) who studied self esteem in high school college athletes, with Hall and Durborow, studying specifically female athletes. These studies failed to include figure skaters as a competitive sport. It is hoped that from the present study that some insight will be found on if and why figure skaters suffer from low self-esteem and future research may come from it. Athlete Identity Most research done on athletic identity was done in the early twentieth century. Identity answers the question Who am I? Athlete identity is the degree to which an individual identifies with an athlete role. (Brewer, et al) Sense of self is the realization and knowledge of who you are as a person; athletes might know who they are and define themselves through sport. Having a strong sense of self is important in shaping your identity. Brewer, Van Raalte, and Linder developed the Athletic Identity Measurement Scale (AIMS) and tested it with college students (athletes and non-athletes). They tested based on a rating scale handed out in the form of a survey. Athletic identity differences between males and females were tested and in three studies, they found that males had a significantly higher athletic identity than females. The researchers reasoned that American society places a greater emphasis on sport for males than for females. Coakley (1990), supported this finding with his analysis that girls are less likely to learn that physical activities and achievements in sport can or should be uniquely important sources of rewards in their lives. If girls do not receive as many rewards for their participation in sports, they are less likely to develop a strong athletic identity. (Coakley, 1990) Athletes who are more immersed in their role in sport will identify themselves with more certainty than others (Adler, 1991). Forty college basketball players competitive in their sport were tested by Adler and Adler (1991) and were found to identify themselves as student-athletes. This is a common identification among college athletes and is a desirable status symbol with a strong sense of belonging and self esteem. Those with a very strong athletic identity tend to interpret events, such performance and practice sessions, in terms of how it affects their athletic involvement. A strong athletic identity tends to increase an individuals commitment to sport, but those with an exclusive athletic identity tend to have emotional difficulties when they had performances or their competitive careers end. Those with a strong athletic identity spend more time with teammates and coaches who further strengthen their athletic identity. These were findings done in a recent study by Horton and Mac k (2000). Alpine skiers were tested and viewed in conjunction with other aspects of ones self-concept, that athletic identity plays a significant role in understanding ones cognitive structure and social role composition. (Horton, 2000) However, if an athlete exclusively identifies with the athletic role, he/she has an increased risk of experiencing a severe emotional disruption during a career transition One very interesting study previously conducted involved identity and athletic retirement. It is the most recent and relevant study done that relates to my own intended research. The study was conducted by Lally (2007), to examine the relationship between identity and athletic retirement using a longitudinal, prospective design. One-on-one in-depth interviews were conducted with three males and three female university student competitive athletes at three times: at the outset of their last season of competition, approximately 1 month after their retirement, and approximately 1 year later. The results revealed that the participants committed themselves strongly to their athletic goals and anticipated disrupted identities upon retirements. The study concludes that the redefinition of self long before sport career termination may protect ones identify during this transition process. (Lally, 2007) The Importance of Sport Sport is a great way to get involved and stay active and healthy. Evidence has shown that there are significant benefits to participating in sport. For example in a study done with high school students states that extra-curricular sport participation throughout high school is a good predictor of having a good job with autonomy at the age of 24 (Eccles, 2003). This study looked at sport and youth development and shows only the impact of sport at a high school level. Sport is a social process and involves engaging with others and meeting new people. Many important relationships are formed in sport and an athlete often forms relationships solely within their sport. Athlete-coach, athlete-athlete and athlete-parent are examples of important relationships developed in the sport environment (Jowett, 2006). These examples were studied by Jowett among Olympic medalists, who trained very hard and fall under the competitive athlete category. Sport can positively affect a persons self esteem and give them a sense of satisfaction. A study done by Findlay and Bowker (2009) explored specific aspects of sports and individuals on 4 levels (physical competence and physical appearance self-concept, global physical and general self-esteem). Three hundred and fifty one adolescents were studied from elite sports and regular school classrooms. Participants were separated into group based on sports participation (elite athletes, competitive athletes, and non-athletes). The level of athleticism was found to be positively related to physical competence and appearance self-concept and general self-esteem. (Findlay, 2009) This study is a positive indicator as to why people compete and identity with sports. Unfortunately this study was very large and broad and therefore wasnt overly clear and concise. Competition and Sport Competition is a large part of sport and involves a direct comparison of performance against others or ones own goals. Sport needs to have goals or the outcomes seem meaningless. Athletes are driven to achieve goals and improve on performance. Competitors enjoy winning. This simply put is the driving force behind competitive sport and athletes. There is a joy from accomplishment and an intrinsic value with competing and performing at your best. A competitive athlete trains day after day to perform their best when the day of competition arrives. Although many athletes see positive effects from competition, there are also are many negative side effects to competitive sport. Competition can be difficult from a practical standpoint because it doesnt, contrary to public belief, improve performance, creativity or productivity. It can also be psychologically detrimental because it leads to anxiety, lower self-esteem and dependence on external evaluation (Kohn, 1992). This was argued in Alfie Kohns (1992) book, No Contest: the Case against Competition. However athletes still pursue further training and dedicate themselves to becoming a competitive athlete. It is also the love of their sport that drives them to continue to train ha rd and push themselves to be the very best. Athletes often become so involved and immersed in their sport that training and competing becomes an everyday routine and way of life, therefore identifying with the sport. The sense of accomplishment and pride that comes with winning a prize or medal is huge. There is no greater feeling in the world. To obtain this feeling, athletes often have to push themselves to the point of psychological impact. With success, comes sacrifice, often affecting self-esteem and confidence. Production of the Competitive Athlete For athletes in highly competitive sports, discipline and dedication are required to pursue excellence in sport. Success depends on multiple factors an athlete must strive to work towards in order to gain maximum results. Coaches and athletes understand that repetitive training and immersion in practice drills will develop the athletes skills necessary to perform well and to reach their goals. A large part of sport involves mental toughness, focus and concentration. Concentration and determination and focus are often the deciding factors in the outcome of athletic competition (Nideffer R. ., 2001). Regardless of the specific sport, attention and concentration are essential for success. These were findings by Nideffer and Sagal (2001) in their study done with elite skiers. They found that attention and control are keys to becoming successful athletes. The more concentrated and focused on a sport an athlete is, the greater the results will be. Continuing success at an elite level requires athletes to devote more time to their sport and focus their entire life on training, managing specific diets, maintaining fitness levels and preparation and focus for competitions. Competitive athletes who tend to spend more time immersed in the sport, will get transformed, and often identify themselves strongly as an athlete. As the competitive athlete devotes more of their life involved in their sport their ability to identify with that sport becomes increasingly evident (Horton, 2000). Significant life changes can happen in competitive sport. As the world of sport gets faster, stronger and more successful, the demands from training and performance increase. Psychological Impact of Competitive Sport Injuries are on example of why self-esteem may be lower in competitive athletes. Some research has been done to date on the psychological effects from an injury however within the last decade; the main physiological dimensions of sport injury to the exclusion of psychological dimensions have been looked at in detail (Petitpas, 1995). *** injuries with figure skaters In an argument and analysis done by Cupal (1998), from Utah State University, psychological interventions are needed when an athlete suffers from an injury. Most of this article focuses on what needs to be done and what has been done in the past with post injury psychological testing and intervention of athletes. More work is needed on illustrating how an athletes injury affects their sense of self and identity. The mind is very powerful and can be greatly affected by injury (Cupal, 1998). In a study done by Johnston and Carroll (2000); looked at the variation of psychological impact of injury based on sport. It was mentioned that to date there are only 4 published reports of sports involvement as a factors of injury (Johnston and Carroll, 2000). They also concluded that the more involved an athlete is within their sport the greater negative impact, and injury will have psychologically. This study was completed by giving them questionnaires, highlighting which sport they were involved in, training regimens and post injury effects. It was an important study because it showed more competitive athletes having experienced the greatest hardships when an injury happens. It also gave the reader an indicator of which sport-related injuries have the greatest psychological impact. Mental toughness and focus are contributing factors of success in sport. Sports psychology has a distant role in the acceptance and recovery of athletic injuries. Stress-related factors are the most common among psychological factored to influence an injury. (Anderson Williams, Psychological risk factors : Injury prediction and preventive measures, 1998) They developed a theory on psychological factors that contribute to injuries. They vaguely show how injuries can develop from stress, depression, lack of motivation, but fail to show how the mind is affected when the injury occurs. An athletes recovery can be vastly influenced by their mental ability to cope. After an injury the brain goes through psychological reactions to what has just happened. The five stage process includes denial, anger, bargaining, depression and acceptance (Hardy, 1990). This five stage process fails to consider athlete identity after injury. There are four other psychological reactions associated with athletic injuries. Identity loss, fear and anxiety, lack of confidence and performance decrements are all part of the minds way of dealing or reacting to what has happened (Petitpas, 1995). Figure Skating as a Competitive Sport For the purpose of the present study figure skating will be the competitive sport of choice. Figure skating is the epitome of all things sport. Athletes must have the stamina of both a short and long distance runner, strength of a hockey player and the grace of an equestrian rider. Figure skating offers its participants unparalleled opportunity to achieve personal success, fitness and strength. The competitive figure skating experience lends itself to the acquisition of life skills including determination, mental toughness, focus and respect. Figure skating teaches good, wholesome values, commitment, the pursuit of excellence, healthy competition, resources and health and well being. Achieving excellence demands a lot of time, most competitive figure skaters are at the rink 10-15 hours per week depending on age and achievement level desired. Their training regimens include on-ice training, off- ice conditioning workouts, ballet classes and nutrition and psychology seminars among othe r demands. Figure skating is primarily an individual sport. Unlike more traditional sports, figure skaters do not have teammates to rely on for social and athletic support, and they alone are responsible for their competitive outcomes. Thus, figure skaters may experience considerable pressure and performance anxiety than athletes in other sports. Figure skating requires its athletes to make sacrifices that are not required of athletes in many other sports. One such example is the significant financial investment for the athlete by his or her family, and the expenses are much greater than those incurred in many other sports. The cost of a pair of skates alone ranges from a minimum of $500 for relatively low level boots and blades to well over $1,000. Practice time, private instruction, off-ice training, practice apparel, routine equipment maintenance, music editing, competition entrance fees, competition apparel, and travel fees are all additional costs. This financial burden can negatively impact a figure skater into constantly feeling pressure to give 100 percent all the time and achieve considerable success. A figure skaters social life can be majorly impacted by the demands of this competitive sport. Figure skaters often have inconvenient times for practice, such as very early in the morning and in the early afternoon. In order to make these practice times, many figure skaters have shortened school schedules that allow them to leave school early. At the Mariposa School of Skating in Barrie, Ontario there is a co-op program that allows figure skaters to obtain school credits while skating. However, this also eliminates times where students generally socialize with peers, such as lunch and recess. Practice schedules may also prevent figure skaters from becoming involved in school-based extracurricular activities, which frequently have meetings before and after school, eliminating another potential setting for peer interaction for figure skaters. Finally, figure skaters often are required to get up very early in the morning for practices. This also leaves little time for socialization with friends after school, as early morning practice requires skaters to go to sleep earlier than their non-skating friends. Other than that, figure skaters often devote what time they have left, to dinner and homework. Figure skating can be tied into self esteem and sense of self-worth. Some competitive figure skaters may suffer from a foreclosed identity status. According to Marcia (1966), identity foreclosed individuals solely identify with their sport and fail to explore any other possible identities. The training demands leave little time to explore potential identity options specifically other sports or interests. Frequently, early and mid-adolescents make identity decisions based on their peers and significant others (Kroger, 2007). For figure skaters, there are few opportunities available to interact with and identify with peers and significant others other than fellow figure skaters. Studies done on self-worth and self-esteem has shown that there are numerous dimensions of self-esteem that can contribute to an individuals overall sense of self worth (Harter, Waters, Whitesell, 1998), and that the dimensions of self-esteem most valued by the individual are the best predictors of his or her overall sense of self-worth (Harter et al., 1998). The athletic identity measurement scale by Brewer (1993) further supports this as many studies have confirmed that the higher the immersion in their sport, the higher the athletes identifies with it. Often with competitive athletes their self-esteem and identity are tied into their athletic accomplishments and with each new accomplishment, comes new, higher expectations (Blansett Blansett, 2002) The task of controlling body changes during adolescence and early adulthood may be especially difficult for figure skaters. The increases in height, body fat, and weight distribution that accompany adolescent development in females (Kroger, 2007) may be especially detrimental for figure skaters because these biological changes greatly impact a skaters ability to perform jumps and spins. The addition of body fat not only makes it more difficult for skaters to get the height necessary to complete rotations in their jumps, but changes in weight distribution can affect their timing and balance. Some studies like (Stoutjesdyk Jevne, 1993; Sundgot-Borgen, 1994), suggest that athletes are at increased risk especially female athletes are at risk for eating disorders. Sports that have major aesthetic components such as gymnastics, cheerleading, ballet, diving and figure skating (Brooks-Gunn, Burrow, Warren, 1988; DiBartolo Shaffer, 2002; Reel Gill, 1996; Sundgot-Borgen, 1994) may have hig her eating disorder rates than others. Skaters are concerned about appearance, have lower than recommended daily caloric intake and often engage in caloric restriction due to dietary advice from nutritionists and coaches. A study done by Monsma and Molina (2004), investigated figure skaters and presented a profile of eating disorder risk; comparing different variables. Analyses indicated that the Body Mass Index (BMI) was the most robust biological variable for subsequent analyses. BMIs among skaters were lower when compared to other athletes and individuals. The present study will attempt to garner similar results in the qualitative sections of the questionnaire. The role an athlete assumes in figure skating can be important in affecting their self worth and self esteem. The Charter for Competitors lists the following duties and responsibilities of all sport competitors: must abide by both the laws and spirit of their sport, must accept the decisions of umpires and referees without question or protestation, must not cheat and in particular must not attempt to prove their performance by the use of drugs, must exercise self control at all times, must accept success and failure, victory and defeat with good grace and without excessive display of emotion, and must treat opponents and fellow participants with due respect at all times (Kew, 1997). The role of the figure skater requires the athlete to be responsible for his or her skating; their behavior, their fate and no one can do it for them. All of these responsibilities can be negatively damaging on a competitive figure skater. There is so much pressure on competitive figure skaters and without intense training and dedication, skills and achievements decline. Figure skaters repeatedly apply huge amounts of pressure onto their bodies, sometimes without success. Sometimes athletes will try so hard to achieve success, but at times, can fail. Fear of pain and failure are both paramount psychological challenges for athletes (Shogun, 1999) Fear of failure can also lead to decreased self esteem and self worth. Methodology Instruments Athletic Identity Measurement Scale The Athletic Identity Measurement Scale (AIMS) is a 10-item quantitative inventory measuring the level of athletic identity. It is designed to measure the degree in which an athlete identifies themselves with their sport. The Athletic Identity Measurement Scale (AIMS) is a tool that assisted in the study. To examine the athletic identity of athletes, Brewer, Van Raalte, and Linder (1993) developed the Athletic Identity Measurement Scale (AIMS). Brewer Cornelius (2001) have since developed the most recent version of the scale. (B. . Brewer, 343) this scale will be used to ask questions and for participants of my study to complete upon which additional open ended questions will be added. (See attached appendix) This scale is a highly validated scale, used in past research to measure athletic identity. Coopersmith Self-Esteem Inventory (1978) The Coopersmith Self-Esteem Inventory (CSEI; Coopersmith, 1989) was designed to measure the respondents attitudes toward self in personal, social, family, and academic areas of experience. The original Coopersmith Self-Esteem Inventory was developed for children. In the present study, a modified version developed by Dr. M.B. Ryden was used for adults and adolescence. It was then modified to fit the study, by only using 15 like me and 15 not like me questions. The participants had the option of checking like me or not like me for each question. Rosenberg Self-Esteem Scale (1965) The Rosenberg self-esteem scale, developed by Morris Rosenberg, is a widely-used self-esteem measure in social science research. The scale is a ten-item quantitative measure with items answered on a four-point Likert scale from strongly agrees to strongly disagree. Qualitative Questions Two additional questions were added to the questionnaire, one for the athletes and one for the non-athletes. They are located in Appendix____. The purpose of these questions was to provide analysis and interpretation of the answers. Qualitative research gathers in-depth understanding of human behaviour and the reasons why such behaviour happens. For example, the athletes were asked to expand on any negative effects that competitive figure skating has brought about. It was hoped that if the figure skated experiences low self esteem, the qualitative questions would provide answers. For the non-athletes, a question was presented about being a non-athlete/inactive and any negative affects it brought with it. It was hoped that if they experienced any low self esteem from not being active or a competitive athlete, the qualitative questions would provide answers. Procedure In order to insure consistency among test subjects the sport of figure skating was chosen for this study. Figure skating is a well-organized, professionally coached sport in which individuals between 15-25 years old, practice a minimum of 10 hours per week. The athletes were recruited from The Mariposa School of Skating in Barrie, Ontario. There were 20 figure skaters who participated in the study. A meetin

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When you hear the word drugs, what do you think of first? Most people think of drugs such as cocaine, weed, heroin, and ecstasy; not many people associate alcohol with drugs. Many young people are developing strong drug addictions these days. The amount of teens and young adults using drugs is going down all the time. Although many teens are beginning small, and ending up in a lot of trouble. Cigarettes and beer are just the beginning; eventually if you stay on this path you will move on to bigger things to get the same effects and end up in a rehabilitation centers.   Ã‚  Ã‚  Ã‚  Ã‚  First off, I would like to define what an addiction is. Addiction is defined as a compulsive physiological and psychological need for a habit-forming substance such as a drug. Addiction can be to anything in the world. Being addicted to something doesn’t have to be limited to just drugs. People have the ability to be addicted to anything in the world.   Ã‚  Ã‚  Ã‚  Ã‚  There are many kinds of drugs that young people are getting addicted to these days. Some of the main drugs that are used today by teens and young adults include the following: Marijuana, crack/cocaine, heroin, and LSD. Also a new fad in drugs known as â€Å"club drugs† are entering the picture for teens. Some of these drugs include ecstasy, Rohypnol (Roofies), and Methamphetamine (Speed).   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana is a mixture of leaves, stems and flowers of the Indian hemp plant Cannabis sativa, and is smoked or eaten for its hallucinogenic and pleasure-giving effects. The psychoactive ingredient of marijuana, tetrahydrocannabinol (THC), is concentrated in the flowers. Hashish, a drug prepared from the plant resin, has about eight times more THC than marijuana. (www.allsands.com) People who use marijuana seem to go through two different phases. The first phase being the initial stimulation. This stage consists of hyperness and euphoria. The second phase consists of sedation and a version of tranquility. Many people associate an increased appetite with the use of this drug. Also a heightened sensory awareness and of pleasure go along with the use. Negative effects can include confusion, acute panic reactions, anxiety attacks, fear, a sense of helplessness and loss of self-control. Like alcohol intoxication, marijuana impairs reading comprehension, memory, speech, problem-solving ability and reaction time. In addition to side effects to memory and behaivior, marijuana has effects on your health as well. Smoking this

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The Application of Science to Engineering   Ã‚  Ã‚  Ã‚  Ã‚  Improvements in engineering are very important to the industrialization and prosperity of a country. Although engineering improvements sometimes come through trial and error they are most often achieved by applying pure science and mathematics to engineering. Canadian engineering was improved a great deal in this manner. The engineering associated with building materials and long distance communication, two of Canada's most important industries, was improved through the application of pure science.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most important scientific discoveries of all time was the law of electromagnetic induction discovered by an englishman, Micheal Faraday, in 1831. This discovery was applied to mechanical generation of electricity which made tremendous improvements to communications throughout Canada. The electric telegraph, first discovered in 1837 by Samuel Morse, was a great improvement over the mechanical telegraph which required the use of a telescope and was much less effective. It encodes messages electrically, transmits them over facilities such as copper wire, coaxial cable, and fibre optics to their destination where they are decoded into their original form. Combinations of long and short bursts of electric current are sent through a circuit thereby encoding each letter of the alphabet. More efficient transmission facilities were developed as the mining industry developed. The discovery of electricity sped up the development of mining through electric lighting and better machinery and ventilation, which led to better materials for wires and cables. Telegraph lines were set up along the CPR in 1885 as a convenient root, but also to relay information about the position of each train along the track to avoid collisions. 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Two related materials with similar methods of production are cement and bricks. Cement production in Canada began in 1889 in Hull, Quebec. Portland cement was the principle type and consisted of lime, The Application Of Science To Engineering :: essays research papers The Application of Science to Engineering   Ã‚  Ã‚  Ã‚  Ã‚  Improvements in engineering are very important to the industrialization and prosperity of a country. Although engineering improvements sometimes come through trial and error they are most often achieved by applying pure science and mathematics to engineering. Canadian engineering was improved a great deal in this manner. The engineering associated with building materials and long distance communication, two of Canada's most important industries, was improved through the application of pure science.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most important scientific discoveries of all time was the law of electromagnetic induction discovered by an englishman, Micheal Faraday, in 1831. This discovery was applied to mechanical generation of electricity which made tremendous improvements to communications throughout Canada. The electric telegraph, first discovered in 1837 by Samuel Morse, was a great improvement over the mechanical telegraph which required the use of a telescope and was much less effective. It encodes messages electrically, transmits them over facilities such as copper wire, coaxial cable, and fibre optics to their destination where they are decoded into their original form. Combinations of long and short bursts of electric current are sent through a circuit thereby encoding each letter of the alphabet. More efficient transmission facilities were developed as the mining industry developed. The discovery of electricity sped up the development of mining through electric lighting and better machinery and ventilation, which led to better materials for wires and cables. Telegraph lines were set up along the CPR in 1885 as a convenient root, but also to relay information about the position of each train along the track to avoid collisions. The telegraph was also the main source of information for newspapers.   Ã‚  Ã‚  Ã‚  Ã‚  Like the telegraph, the telephone wouldn't have been possible without the discovery of electricity. The telephone was discovered by Alexander Graham Bell in 1876 and is much more advanced than the telegraph. It encodes variations in sound waves into variations of electric waves through vibrations of a diaphragm which are then transmitted. Electromagnets are used to send these vibrations through a cable, which are received on the other end by another diaphragm. For it's first few years the telephone was for public use only ( for calling fire stations, doctors†¦). A central exchange system was then set up and wealthy people began to gain access. The telephone quickly became essential in unifying and further developing the country.   Ã‚  Ã‚  Ã‚  Ã‚  In the construction industry there were several huge advances in the technology of building materials. Two related materials with similar methods of production are cement and bricks. Cement production in Canada began in 1889 in Hull, Quebec. Portland cement was the principle type and consisted of lime,

Humanities and Telecommunication :: Technology Marx Heidegger Papers

Humanities and Telecommunication Contemporary technology in the form of electronically managed interactive telecommunications is compatible with the goals and values of the humanities. For Marx, machine-work tended toward being mechanically routine, repetitive, deskilled, and trivialized. In the case of discourse, the same criticism has been made of computerized communication. Immediacy is not authorial presence, but the experience of textuality that is maximized by participation in interactive communication. Bulletin board technology inverts the relationship between the degree of communicative interaction and the number of communicants. It is both mass communication and individualized participation. From the point of view of a theory of discourse, the bulletin board system is unique in that the ratio between the number of participants and the individualized nature of the interaction is directly proportional. One person's voice does not inhibit or repress the voice of another. It is the technological embodiment of t he ideal speech situation of Habermas which allows for the maximum of democratic participation and which, by allowing everyone to have a voice, allows for the greatest amount of dissensus and dialectic. The thesis of this paper is that contemporary technology in the form of digital information, natural language processing, cybernetics, and particularly interactive telecommunications is compatible with the goals and values of the humanities. There has been, however, the criticism that technology is dehumanizing. We will consider and respond to this criticism in light of the thought of Marx, Marcuse, Lyotard and Heidegger. Only a few years ago the connotations surrounding the terms 'philosophy' and 'computers' were incongruous. One reason for this was the association of computer technology with mathematical computation and the manipulation of symbols in formal programming languages. Since most of us do not use computers for number crunching or programming, but for word processing, text processing, and communication, this incongruity has diminished. The concrete instance of this technology that the paper considers is the electronic bulletin board. A user calling into an electronic bulletin board can read and enter messages, upload and download files. The messages are usually divided into conferences or discussion groups where messages are listed according to subject matter, date, sender and receiver. The message log is also a searchable database through which multiple discussion threads can be followed. One major technological advantage of the bulletin board is the liberation from the constraints of time and space. Parties to a communication do not need to be at the same location or present at the same time.

Curious Incident of a dog in the nighttime“ †Mark Haddon Essay

In the â€Å"Curious Incident of a dog in the nighttime† from â€Å"Mark Haddon†, the author is trying to bring us nearer to the life of an autistic child by showing us his realm of thinking and behavior  Haddon creates in his book a story that actually stands more in the background. The story talks about the autistic ï ¬ fteen-year-old narrator, Christopher John Francis Boone, who ï ¬ nds the dog of a neighbour dead in the garden. He wants to ï ¬ nd out who killed the dog and wishes to write a book about it. He is standing in front of many problems to ï ¬ nd out what really happened, because his father doesn’t like the idea that he is meddling in the business of others. In trying to ï ¬ nd his book his father took away from him, he ï ¬ nds letter from his mother, who seemed to be dead at the beginning when in actuality she is still alive. After that, he is convinced his father is a liar and the murderer of the dog, and he runs away to his mom in fear that his own dad wants to kill him. At the end of the book they are showing the difï ¬ culty to get conï ¬ dence back from an autistic child. In the foreground is the behavior of the autistic Christopher Boone. Directly from the beginning we notice that something is different with Christopher Boone. The book never directly talks about autism, but several aspects let us know this. The capitals in the book are counted as prime number; this language technique lets us directly go in the mind of Christopher Boone. His thinking is that prime numbers are acting like life: logical, but impossible to fully comprehend. This missing of comprehension of human being is lined throughout the whole book, for example that he has difï ¬ culty determining people’s emotions from their facial expressions, but he can name each country in the world, their capitals and every prime number up to 7057. Christopher recognizes his social limitations, and he focuses instead on the extraordinary intelligence he displays in other regards. His complex brain is shown in the book with mathematical forms and information about space and physics.  Christopher Boone is the only one in his class who is making the A-level in mathematics, with the wish to ï ¬ nish it in physics too and when he is adult he would like to be an astronaut.  These inputs, whether we understand them or not, are helping the reader to get more and more into the way of thinking of this autistic child. We are reading the  entire book through the eyes of Christopher, the narrator, showing us just what he is seeing and feeling. This technique is extremely important for the story and the message of the book.  Christopher’s poor social skills are shown from the beginning to the end of the Book. He quickly feels overwhelmed and his social deï ¬ cits lead to misunderstandings and conï ¬â€šicts. He doesn’t let people touch him, when an ofï ¬ cer tries to touch him he assaults him and has to go to the jail. But even during that incident, he enjoyed the fact that his cell has perfect dimensions and he feels secure. Christopher’s obsession with the physical details of his surroundings, particularly aspects of color, number, and time†¦serves as a great asset to him in his investigation. When his father arrives, even he is allowed to touch him, other than with his hands spread like a fan. The truth is one of the most important things for him as an autistic child, because his logical brain may explode with a lie because there are going to be a million new possibilities. This difï ¬ culty with an autistic child is also shown in the role of the parents. His mother, who is thought to be dead at the beginning, was running away because she couldn’t handle the relation with her own child. The father as well, who was always calmer and had a better relation with his child, is coming to a point of desperation. Christopher wants to ï ¬ nd out who killed the dog, the investigation into which he tries to stop because of his own guilt. However, his child is special and he doesn’t want to hear what his dad is saying and changing the words in his mouth. The dad also is unable to be honest with his child, and invents the story of the dead mother to protect him. Christopher has a strong desire for order, and he works to remove any sense of disorder from his life. For instance, his system for determining how good the day will be, despite its apparent illogicalness, provides him with a  sense of control over the ambiguities and uncertainties he encounters every day. The difï ¬ culty of a normal day with an autistic child is shown well at the beginning. The farther we go into the book; it loses a bit of consequence. The author is giving us several different aspects of an autistic child. What makes the story so special is that at the end Christopher is over breaking his fears in running away from his father because he killed the dog and lied to him. Another problem that is shown in the book is the difï ¬ culty in creating friendships. Christopher is going to a special school; he’s calling the other children stupid and dumb because nobody has his level of logical thinking. He has no friends, the only person he is talking with and trusting is Siobhan. At the beginning we don’t know who this person is, which lets us think he has a friend in his age that he can communicate with. At the end we realize it is his teacher and it is really interesting to see the methods and the ideas that the teacher is giving or training with Christopher. The book tries to show the world what is going on in a child with autism. Of course, it is not a guide on how to handle autistic children, it is just a tale intended to help non-autistic people to understand better the thinking of this child. The author himself worked in preparation for his book with autistic children. In my opinion the book is really well structured and successfully brings the message that it should bring. Myself as a total beginner in this arena of thinking, now know more about this illness and about the rules and regulations that thinking in the head of such a child seem to follow. The difï ¬ culties surrounding this illness are really well represented in the role of the parents. We are just seeing the thoughts of him and his feelings, but the story is really good at creating just enough clues to see more between the lines. The mother who is running away because of her failure to cope raising her own child, the dad who is trying to handle this struggle all alone and who is just able to do that by constantly lying to his own child. The book was published in two versions, one for children and  once for adults. In my opinion, the title and the story of the book seems more for children than for adults. However, when you take a look at the message and the background of this boy, and let the story be a side issue, it is a really sensible and informative book about the life of a child with special issues. It seems that the end is a just a little bit thin and it seems that the author was not that careful enough at wrapping up the ending with the fears and consequen ces of autism. The book was criticized with the idea that the author is giving inaccurate descriptions about a child with autism, although the novel never mentions autism. Seeing as Christopher displays several of the symptoms that are included in this illness, they take the logical conclusion. I would recommend this book to everybody who wants to read a funny, informative and lovely story about a boy with special needs. The logical thinking presented which also teach a little bit about math and physics is what makes this ï ¬ ctional book really interesting.

Does Heavy Metal Cause Teen Violence?

Heavy metal has had a bad beat since the dawn of the genre onto the music scene. Slipknot, Ozzy Osborn, Marilyn Manson, Judas Priest, and Slayer are just some of the household names on the metal scene to have come under fire for supposedly inciting suicide, and in some cases murder. It’s a fire that the media has been more than happy to stoke, quick to insinuate links between the brutal lyrics and acts of violence.To quote Twisted Sister front man Dee Snider, â€Å"Every time a serial killer, mass murderer, Satanists, or any â€Å"evil† person in our society†¦ anytime the media’s found out that they’ve listened to heavy metal music it has been blown up as the reason for why this person is doing the things that they do† (Dunn). And he couldn’t be more right. As in the case of Marilyn Manson and the Columbine shootings, the media is more than happy to stoke the flames of controversy, even if the evidence points to the contrary. Violence ha s been around a lot longer than we have,† says Corey Taylor, lead vocalist and lyricist for the band Slipknot. Though violence and heavy metal seem to be intimately intertwined there is a difference between seeing and doing. â€Å"I have listened to enough metal for me to essentially be a serial killer,† says James McMahon from UK music magazine NME, â€Å"But there's something in me that says no, that's not what I believe life is about. Serial killers existed before Slayer, you know.I'm a big fan of horror movies but Hostel, Saw, those torture-porn films, I find myself repulsed†¦ metal is pantomime comparatively. † As one young Norwegian metal fan told the UK's Guardian newspaper, â€Å"It's all fantasy†¦ none of this is real†¦ you can't take this seriously†¦ it's just like a movie. † According to Sam Dunn, anthropologist and director of â€Å"Metal: A Headbanger's Journey†, â€Å"People look at heavy metal and label it for all sorts of things because we need easy answers to complex questions.I think that it's easy to target a heavy metal band for inciting violence or making kids turn to a cult than it is to actually look at real problems in the real world† (Dunn). So what REALLY causes violent acts amongst teens? According to William Fleeman author of â€Å"Managing Teen Anger and Violence,† teen violence is a growing problem in the United States and many of the underlying causes have nothing to do with musical preference. For instance, Fleeman states that abuse of drugs and/or alcohol contributes to teen violence.Violence among teens often stems from actions taken while intoxicated as well as crimes committed to obtain drug and/or alcohol. Another possibility is teens afflicted with mental issues. Metal health issues and conditions often show an inclination for violent behavior. Fleeman also states that teens living in unstable environments in which parents are neglectful and/or abusive ten d to act out violently due to first hand exposure to violence and/or neglect.And as in most cases some teens are motivated to participate in reckless and violent behavior as a result of peer pressure. They feel the need to fit in do to whatever reason and as such act out to look â€Å"cool†. Also, and this is possibly the most surprising reason of all, many teens that tend to do poor scholastically are more likely to behave violently in and outside of school. They feel undermined, even â€Å"stupid† and as such tend to act out as a way to gain acknowledgment (Fleeman).While Fleeman’s research depicts teen violence to be at an all-time high research done by the FBI from 1990 through 2007 has shown that rates of serious violence amongst youths under the age 18 has plunged by 49%, including unprecedented declines in murder (down 66%), rape (down 52%), robbery (down 32%), and serious assault (down 28%) (FBI). Furthermore, large-scale surveys such as Monitoring the F uture and The American Freshman have found students today reporting higher levels of happiness, optimism, leadership interest, and volunteerism and lower rates of smoking, drinking, depression, dropout, and materialism.And if that’s not enough to blow you away, the youngest teens showed the biggest improvements. So what causes teen violence? Is the media to blame? Is it drugs, metal health issues, neglect, peer pressure, or even bad grades? There may never be a satisfactory answer, but as far as metal is concerned, sociologist Donna Gaines had this to say, â€Å"For young people, it’s a place to belong where you can experience other possibilities and transcend everyday life in a very glorious way†¦ Is heavy metal a sacrament? For some people, it is.If it keeps kids alive, if it gives them hope, if it gives them a place to belong, if it gives them a sense of transcendence, then I believe it’s a spiritual force. I believe it’s a pipeline to God† (Dunn). And according to Dunn, â€Å"You either feel it, or you don’t. † Works Cited 1)Dunn, Sam, dir. Metal: A Headbanger's Journey. Writ. Scot McFadyen. Warner Bros. Entertainment, 2006. DVD. August 27 2012. 2)Fleeman, William. Managing Teen Anger and Violence: A Pathways to Peace Program. Impact Publications, 2008. Web. 3)U. S. government & U. S. Department of Justice, Stats and Services, www. fbi. gov

Binomial System

Lesson 1 Assignment Questions Describe the scientific system by which plants are classified, in a report of up to 500 words. In this report, Cover: *the significance of the binomial system *why common names of plants should not be used to correctly identify plants. The scientific system to classify and naming plants are controlled and coordinated by botanist throughout the world. The system of classification in plants is to classify them in groups with similar characteristics. Then continue to divide and sub-group until you have one type of plant in each group.The main level of division in plants are as follows: Plants are divided into PHYLA (singular: phylum) Phyla can be divided into DIVISIONS Divisions are divided into CLASSES Classes are divided into ORDERS Orders are divided into FAMILIES Families are divided into GENERA (singular: genus) GENERA are divided into SPECIES Species are sometimes divided into VARIETIES The concept of the binomial system was introduced by Carolus Linn alus (1707-1778) in 1753 for flowering plants. The system gives each plant a name which is made up of two parts.The first part is called the generic name (or genus) and always starts with a capital. The second part is the specific name (or epithet) and always comes after the generic name. The specific name always starts with lower case, unless it is name after a person or place. The reason common names should not be used is that some common names are given to more than one plant creating confusion when communication about plants. Using botanical names allow identification worldwide. Common names can verify from one country to the next.Answer each of the following briefly. A. What are the major divisions found in the plant kingdom? The major divisions found in the plant kingdom is Phyla, Division, Classes, orders, Families, Genera, Species and Varieties. B. List the basic differences between angiosperms and gymnosperms. The basic difference is that angiosperms are a flowering, seed p lant produce seeds within a fruit, while the gymnosperms are naked seed bearing. The gymnosperms have seeds that are not enclosed by an ovary of fruit. C. Define the meaning of the termsFamily: A taxonomic category of related organisms ranking below an order and above a genus. A family usually consists of several genera. Genus: A taxonomic category ranking below a family and above a species and generally consisting of a group of species exhibiting similar characteristics. In taxonomic nomenclature the genus name is used, either alone or followed by a Latin adjective or epithet, to form the name of a species. Species: a. A fundamental category of taxonomic classification, ranking below a genus or subgenus and consisting of related organisms capable of interbreeding. b.An organism belonging to such a category, represented in binomial nomenclature by an uncapitalised Latin adjective or noun following a capitalized genus name, as in Ananas comosus, the pineapple, and Equus caballus, the horse. Subspecies: A taxonomic subdivision of a species consisting of an interbreeding, usually geographically isolated population of organisms. Variety: A taxonomic subdivision of a species consisting of an interbreeding, usually geographically isolated population of organisms. Cultivar: A race or variety of a plant that has been created or selected intentionally and maintained through cultivation.D. Give the scientific names of 10 different plant species not mentioned elsewhere to date in this course. For each, indicate which family they belong to, which name is the genus, which is the species and (if applicable) which is the variety or cultivar. Name:Syzygium australecultivar Family: MyrataceaeGenus:SyzygiumSpecies: S. australe Name:Viola hederaceacultivar Family: ViolaceaeGenus:ViolaSpecies: V. hederacea Name:Hardenbergia violaceacultivar Family: FabaceaeGenus:HardenbergiaSpecies: H. violacea Name:Acacia vertillata Family: MimosaceaeGenus:AcaciaSpecies: A. verticillataName:Bulb ine bulbosa Family: LiliaceaeGenus:BulbineSpecies: B. bulbosa Name:Pultenaea dentata Family: FabaceaeGenus:PultenaeaSpecies: P. dentata Name:Dichelachne rara Family: PoaeceaeGenus:DichelachneSpecies: D. rara Name:Diuris orientis Family: OrchidaceaeGenus:DiurisSpecies: D. orientis Name:Leptospermum scoparium Family: MyrataceaeGenus:LeptospermumSpecies: L. scoparium Name:Wahlenbergia gracilenta Family: CampanulaceaeGenus:WahlenbergiaSpecies: W. gracilenta 3. What is the horticultural significance of juvenility, maturity and senescence in the developmental cycle of a plant.The horticultural significant of juvenility, maturity and senescence in the developmental cycle of a plant is each stages allows different advantages of the plant. The ability for juvenile stage to be influence allows propagators to vegetatively propagate cuttings longer, while to reduce this stage allows flower and fruit growers to reduce their production costs and an earlier crop or return on investment. Because at this stage it has its most rapid rate of growth and has the ability to initiate adventitious roots readily, this is decreased or lost as the plant matures.Maturity is significant for those wanting to see the results of their breeding programs or a harvest from the plants e. g. seeds and fruits. A plant is considered mature when it has the potentially capacity to reproduce. Reproduction from cuttings at this stage is reduced or the plant has no longer got the ability to form adventitious roots. Senescence is referred to the process involving the deterioration of the plant or its organs prior to death. To be able to control or delay this stage allows for a longer harvest time e. g. fruit and flowers. . Answer each of the following questions briefly. A. Describe the structure of the basic plant cell. Explain the function of the different cell organelles. The basic plant cell structure is made many layers which primary consist of three components being the middle lamellum, primary cell wall and secondary cell wall. There are many cell organelles: Nucleus stores the genetic component (chromosomes) of the particular cell. Plastids are collective terms for organelles that carry pigments. Ribosome’s are responsible for the synthesis of proteins.Mitochondria are there to break down the complex carbohydrates and sugars into usable forms for the plant. Golgi Body transports chemical substances in and out of the cell. Endoplasmic Reticulum is the link between the nucleus and the cytoplasm of the plant cell. Vacuoles are used for storage and help to regulate turgor pressure of the plant cell. Peroxisomes is to assist chloroplasts in undergoing photorespiration process. They also contain certain oxidative enzymes. B. Define the term â€Å"Plant Tissue†. Describe the characteristics and basic role of tissue found in flowering plants.Plant Tissue is the references to a collective function of large tracts of cells with similar structure. Plant tissues come in tw o basic types Meristematic tissues and Permanent tissue. The meristematic basic role is to actively divide and differentiate into various cell types. After the Meristematic cells have divide they develop into Permanent tissue. Permanent tissue can be classified into simple or complex. C. Draw and label the cross section of a leaf to show epidermis, xylem, phloem, stomata and parenchyma. â€Å"See Attached†D. Draw and label a cell diagram to show all parts you can remember without referring to your notes. â€Å"See Attached† 5. Answer the following question briefly. A. State the internal differences between monocotyledons and dicotyledons. There are numerous differences between monocotyledons and dicotyledons. |Monocotyledons |Dicotyledons | |A large number of vascular bundles |A limited umber of vascular bundles | |The vascular bundles are scattered in the |The vascular bundles are arranged in a ring | |Parenchyma tissue. | | |Between the cortex and pith there is no | There is a clear distinguish between the corted | |Distinction. And the pith | |No secondary thickening |Secondary thickening can occur | |No annual rings are formed |Due to secondary thickening annual rings are | | |formed | |No cambium occurs between the xylem and |Cambium occurs between the xylem and the | |The phloem. Phloem. | B. How can strengthening tissue establish in monocotyledons in order for perennial growth to occur? The stem strengthening occurs by the many vascular bundles being scattered, rather than in a ring, with support for the bundles being surrounded by extensive fibres. â€Å"See Attached† for 14 plants, 7 review sheets.