Huck Finn Escape free essay sample

How do Salinger and Twain present the ideas of escape in the two novels? First of all the two authors wrote their books in different times and their ideas of escape will differ, for example Huck was written in the late 1800’s when slavery was still rife in many of the southern regions of America the idea of escape has a literal meaning. Alternately to this Catcher in the Rye was written in the 1940’s and depicts the societies of the then modern America. The ideas of escape were mainly within Holden’s head and not literal forms of escape. Huckleberry also wants to escape the adult control he has experience, he wishes to have a life in which he is a wanderer and regards all the things that society believe as right as oppressive and evil. Similarly to Huck, Holden wants to flee the world of expectations set by his parents and his private boarding school. We will write a custom essay sample on Huck Finn Escape or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He leaves school early before Christmas and experiences a sequence of unforeseen problems and in consequence his ends up in a psychiatric home with no hope left of his wanted freedom. One of the most visible similarities between The Catcher in the Rye and The Adventures of Huckleberry Finn is the way in which the authors use the protagonists as a means to comment on the society of the time in which they were set. However, Holden can be criticised for being excessively judgmental setting him apart from the world of Huck who in comparison is much more descriptive than hypocritical. Whether it would be his older brother D. B. who Holden labels a â€Å"prostitute† for moving to Hollywood, his teachers who act different or â€Å"phony† in class, he seems to have a negative comment for almost anyone and everyone he meets. This could be due to his psychological issues he’s suffering with. Not knowing whether he wants to be an adult or a child, his constant grasp on his childhood whilst heading into his certain adulthood. For example when he’s with Phoebe at the carrousel he wants to join her and revel in his childhood but knows he can’t do that because of his age. Alternatively Huckleberry’s escape is physical compared to Holden’s; Huck is running away from his childhood contrary to Holden who wishes to hold on to it. Huckleberry wishes to grow up quickly and have his own life and take care of himself at just the tender age of 13/14. He wishes to rid himself of anyone’s hold on him, including the widow and his own Pap. His pap being the main person Huck wishes to flee from, he takes it upon himself to cut his way out of the shack he’s been sharing with his father and take supplies to hide is his boat that he acquired. This show’s his level of maturity and that he old before his time and isn’t really appreciative of his childhood. They both have concepts of family but both boys have different appreciations of theirs. For instance Huckleberry doesn’t appreciate his Pap or even his guardian the Widow, who could be classed as his extended family. The only person we could say that he appreciates or even loves is Tom Sawyer, his best friend whom he classes as a brother. Holden, on the other hand very much loves his family mainly his younger sister Phoebe and his younger brother Aliie whom he misses dearly after his premature death. In Catcher we see Holden’s family as one of the typical middle class families of the time. The boy’s dialects also show their mental and physical states. Huckleberry’s dialectal form is rushed and his narrative is almost as if he is hurrying through his escape and not speaking as if he is making it up as he goes along. It’s as if he has planned his escape and by him using abbreviations such as ‘yo’ for you helps the speed of his escape seem like its flowing and not stop starting and getting himself off on a tangent like Holden does constantly. For example with Holden he speaks naturally and describes all the other characters naturally, like someone would when they are describing another person in a conversation. His language is normal for him at the time in which the book is set. He has minimal use of expletives but he uses the word ‘goddam’ an awful lot, he uses it to put emphasis on the things he is saying. Huck’s dialectal form is one that appears to be ill educated as he wishes to not have to go to school as he see’s it as something anchoring him to his childhood when that is all he wants to escape from. Holden however goes to a private boarding school and the only subject he is doing well in is English, he has very good spoken and written dialect compared to Huck. However he still gets kicked out before Christmas because of his lack in good grades in other subjects. Having this happened more than once, Holden then decides he’d rather let his parents receive a letter from his school before he arrives home for Christmas and decides to spend time in new york again trying to escape from his childhood but ends up still wanting to be young. This has repercussions for the rest of the novel. The boy’s sentence structure when they speak has to do with their dialect as well. Holden’s sentences are shorter when they’re full of emotion and longer when he babbles on about nothing. This is opposite to the more conventional way of forming sentences where longer sentences are used to convey emotions and shorter sentences convey confusion. This also show’s Holden’s mental state is deteriorating. Huck’s syntax is a mixture of shorter and longer sentences to make the novel flow at a speed in which Huck’s dialect makes it feel like it is going. The boy’s also have two continuous objects that stay with them throughout their journey’s of escape. Huckleberry has his canoe boat, which he uses for his physical escape and hides in when the widow and his pap are looking for him. The boat is Huck’s safe zone and it is the anchor in which his escape is built around. He uses it to prepare his escape and to make his get away as well as get him to the island where he reconnects with Jim, and they hide out. Holden’s constant object is his Red hat which he bought in New York on his fencing trip. The hat stays with him all the way through the novel and he uses it as a shield at time, from the things that are happening around him. The hat is his safety blanket, it would seem. He can’t be without his hat. During the carrousel section of the novel, Phoebe gives Holden his hat back and even though he is stood out in the rain watching his younger sibling have fun and relive her own childhood, he is happy because he has his hat back. Even though the rain is pouring down on him his hat is on his head shielding him from the bitter weather, which could be seen as a metaphor for his adulthood, and his hat is preventing that from taking over him. In conclusion both Authors character’s struggle with their escape, but in very different ways, Huckleberry struggles to escape the childhood oppression that he is experiencing. Holden just wishes everyone would let him stay young and hold on to his favourite time, which was his childhood instead of being forced to become a adult which he despises.

Definition and Examples of Correctness in Language

Definition and Examples of Correctness in Language In prescriptive grammar, correctness is the notion that certain words, word forms, and syntactic structures meet the standards and conventions (that is, the rules) prescribed by traditional grammarians. Contrast correctness with grammatical error. According to  David Rosenwasser and Jill Stephen, Achieving grammatical correctness is a matter of both knowledgehow to recognize and avoid errorsand timing: when to narrow your focus to proofreading (Writing Analytically, 2012). Examples and Observations It is in vain to set up a language police to stem living developments. (I have always suspected that correctness is the last refuge of those who have nothing to say.)(Friederich Waismann, Analytic-Synthetic V. Analysis, 1952)Concern with correctness, whether mechanical, logical, or rhetorical, is in no way illegitimate or suspect. Virtually all educators evaluate student writing for correctness of spelling, grammar, or logic. What generates the distinctive pedagogies of clear and correct writing is not a concern with correctness that no one else shares, but the rather less widespread notion that rules are somehow context-neutral, that they can be taught by themselves and then applied elsewhere.(Dennis McGrath and Martin B. Spear, The Academic Crisis of the Community College. SUNY Press, 1991)School Grammar and CorrectnessIn nearly every instance, school grammar is traditional grammar. It is concerned primarily with correctness and with the categorical names for the words that make up sentences. Thus, students study grammatical terms and certain rules that are supposed to be associated with correctness. Grammar instruction is justified on the assumption that students who speak or write expressions such as He dont do nothin will modify their language to produce He doesnt do anything if only they learn a bit more grammar. . . .Although most teachers in our public schools continue to prescribe language, linguists dropped prescription long ago, replacing it with the concept of appropriateness conditions. This expression signifies that language use is situation specific and that there is no absolute standard of correctness that applies to all situations. People modify their language on the basis of circumstances and dominant conventions . . ..(James D. Williams, The Teachers Grammar Book. Lawrence Erlbaum, 1999) Three Kinds of Rules Most of our attitudes about correctness have been encouraged by generations of grammarians who, in their zeal to codify good English, have confused three kinds of rules:A few date from the twentieth century:But since grammarians have been accusing the best writers of violating such rules for the last 250 years, we have to conclude that for 250 years the best writers have been ignoring both the rules and the grammarians. Which is lucky for grammarians, because if writers did obey all their rules, grammarians would have to keep inventing new ones, or find another line of work.(Joseph M. Williams, Style: The Basics of Clarity and Grace. Longman, 2003) Some rules define what makes English Englisharticles precede nouns: the book, not book the. These are the real rules we violate only when we are tired or rushed. . . .A few rules distinguish Standard English from nonstandard: He doesnt have any money versus He dont have no money. The only writers who consciously follow these rules are those striving to join the educated class. Schooled writers observe these rules as naturally as they observe the real rules and think about them only when they notice others violating them.Finally, some grammarians have invented rules they think we all should observe. Most date from the last half of the eighteenth century: Dont split infinitives, as in to quietly leave.Dont use than after different, as in This is different than that. Use from.Dont use hopefully for I hope, as in Hopefully, it wont rain.Dont use which for that, as in a car which I sold. Freshman Composition and Correctness Composition courses provided a means to teach larger numbers of students at once, assessing their success by measuring their adherence to prescribed standards. . . . [M]any schools [in the late 19th century] began instituting Freshman Composition classes that focused more on correctness than invention. For example, Harvards course English A, initiated in the 1870s, focused less on traditional aspects of rhetoric and more on correctness and formulaic responses. The concept of discipline had changed from moral and religious discipline, codes of conduct and virtue, to mental discipline, means of working with repetitive drills and exercises.(Suzanne Bordelon, Elizabethada A. Wright, and S. Michael Halloran, From Rhetoric to Rhetorics: An Interim Report on the History of American Writing Instruction to 1900. A Short History of Writing Instruction: From Ancient Greece to Contemporary America, 3rd ed., edited by James J. Murphy. Routledge, 2012)

Lululemon exploration of England Internal Analysis Case Study

Lululemon exploration of England Internal Analysis - Case Study Example VRIO Analysis VRIO framework is a tool for analyzing a business’s internal strength to cater a particular market. When a firm uses VRIO framework for its internal analysis, it evaluates all the resources and capabilities of a business, ignoring the strategic position of the business. The term VRIO is an acronym for: 1. V: Question of firm’s value 2. R: Question of firm’s rarity 3. I: Question of firm’s Imitability 4. O: Question of firm’s organization (Kazmi, 2012). VRIO Analysis of Lululemon Athletica Question of Lululemon’s Value Lululemon is multinational sports apparel brands incorporated in Canada, Australia and United States of America. The strength that the company has gained by operating in these three countries has added to the experience and skills required to compete at international level with sports specialty brands. Moreover, the work force that the company possesses also provides an opportunity to Lululemon to prosper in England’s premium sports market. The financial strength of the company at the moment also adds to the value of its capability to compete with other premium brands in England. Keeping in view the trends in the English premium sports apparel market, a number of opportunities are present to be exploited by Lululemon such as technological advancements, cultural fusion, strong economic outlook and opportunities for international marketing through international events in the country (Lululemon Athletica, 2012). ... Moreover, Lululemon also provides its customers on-sight physical exercise facility, running clubs and yoga sessions to familiarize the customers with the athletic environment and why it is necessary for them to have yoga and athletic sportswear of Lululemon. Moreover, Lululemon also creates rarity in the sense, that it offers its products in its own stores, thus establishing a vertical retail strategy that allows the company to have more control over its operations than others  (Lululemon Athletica, 2012). Question of Imitability of Lululemon’s Products and Strategies Lululemon is a premium brand offered at premium prices which makes it near to impossible for the competitors to imitate. Lululemon believes on community involvement in its business and thus allows others to imitate its products or technology used to manufacture products. This business practice is in alignment with Lululemon’s â€Å"doing-the-right-thing† initiative. The aim was to support comm unity members to take active part in achieving excellence in healthy habits. But the competitors find it difficult to imitate Lululemon’s products or strategies because it is very costly and requires great set of skills to produce a Lululemon’s product (Lululemon Athletica, 2012). Question of Lululemon’s Organization The way Lululemon has structured its organizational hierarchy facilitates smooth functioning of the business. The head-quarter is stationed in Canada where the product designing and concept manipulation is carried out. Moreover, the headquarters also handles the financial controlling function of the business. Whereas the business in Australia,

Managerial Accounting Assignment Example | Topics and Well Written Essays - 1250 words

Managerial Accounting - Assignment Example 5. Machine requirements Man hour costs 1,000*15=$15,000 1,000*12.50=12,500 2,500 Man hour costs forms part of direct labour costs since it must be met for the process to take place. 6. Engineer’s charges Monthly salary= 42,000/12=$3,500 This forms part of the indirect labour cost since it is not primary for the initial stage of the project. (ii) The valuation in the context of the proposed tender is valid hence need to be considered by the company. The direct costs being considered on the basis of absorption cost are lower than the overall revenues expected from the entire project. Direct material A is the direct material A available in stock and awaiting to be used in the manufacturing process. Direct material B is the direct material B available in stock and awaiting to be used in the manufacturing process. Direct Labour is the amount of direct labour that will be used in the production process to generate initial revenue. (iii) Revised schedule Engineering specification 2,0 00 Direct material A 72,000 Direct Material B 3,000 Components 9,000 Direct Labour 15,000 Supervision 400 Machine hire 3,000 Overhead costs 6,500 Total 110,900 (b) . Total revenue from the project $100,000 Direct material A 72,000 Direct Material B 3,000 Direct Labour 15,000 Supervision 400 Machine hire 3,000 Overhead costs 6,500 (99,900) Profits $100 The expected profits is higher than the actual profits which will lead into conflicts. Absorption costing basis tends to inflate the profits thus making them higher than the actual. (c) Non financial matters for consideration Effects on creditors The firm must adequately consider the impact its operation will have on its creditors. Labour relations. This is not financially related but it largely affects how a firm can manage to achieve its goal. 2. Althepal Ticket sales earnings (500*5) ?2,500 Food & drinks (500*3) ?1,500 Althepal’s hiring cost ?375 Special licence- ?25 (?1,900) Expected Profits ?600 McBoy Ticket sales earnings (250*5) ?1,250 McBoy hiring cost and transport (?150) Expected Profits ? 1,100 Break even point Althepal X= 400/(5-3)=200 units McBoy=150/(5-3)=75units Margin of safety Althepal 400-200=200 McBoy 150-75=75 Analysis By considering the expected profits from each of the two options, McBoy will result in higher profits than Althepal hence it should be undertaken. The expected profit of Althepal is greatly reduced due to the cost of providing the drinks and food as well as the cost of special licence charged for the sale of drinks. Both the margin of safety and break even point for both options are the same indicating that there are no external costs incurred. 3. Internal Rate of Return Definition There are basically many methods used in capital budgeting to determine the viability of investments such as Net Present Value (NPV), Payback Period (PP), Modified Internal Rate of Return (MIRR), Profitability Index (PI) and the internal Rate of Return (IRR). All these techniques aim at guiding a firm on the right choice to make when deciding on the best project to undertake. However the decisions on which technique to rely on depend on the

Corporate Social Responsibality Essay Example | Topics and Well Written Essays - 5250 words

Corporate Social Responsibality - Essay Example The need for organizations to undertake socially responsible activities has been discussed in literature and has been a topic of academic study for a number of years. The main objective of business is to produce the goods and services that society needs. But at the same time there is a mutual dependence between business and society so as to have a stable environment with an educated workforce. A business or enterprise only contributes fully to a society if it is efficient, profitable and socially responsible. That is the basic idea of CSR is that business and society are interwoven rather than distinct entities (Galbreath, 2006). There are various definitions of CSR. The ethical behaviour of a company towards society, management acting in a responsible manner its relationships with other stakeholders who have a genuine interest in the business and CSR is the continuing commitment by business to behave ethically and contribute to economic development while enhancing the quality of life of its employees and their families as well as of the local community and generally towards the society at large' are some of these definitions. The areas touched upon by advocates of CSR includes issues such as employee relations, corporate ethics, plant closures, human rights, community relations and the environment. According to CSR Europe, a membership organisation of large companies across Europe, in their guidelines emphasize on the following areas: community, workplace (employees), environment, marketplace (customers, suppliers), ethics and human rights. Whether or not business should undertake CSR depends upon the financial strength of the company that is adopted. Those who adopt the neo-classical view of the company would believe that the only social responsibilities to be adopted by business are the provision of employment and payment of taxes. A different view of the company following the behavioural theorists might look at corporate social activity from a viewpoint that looks at the political aspects and non-economic influences on managerial behaviour. Some of the key CSR principle areas that have been cited in recent times are: To carry out organizational functions ethically and with honesty. To treat all employees fairly and equally so that they become efficient. To help protect the environment for future generations. To be concerned about the surrounding community. To respect basic human rights. (02). Analysis 2.1. Stakeholder Theories The Stakeholder Theory of a company is used identify those groups to whom the firm should be responsible. The responsibility includes a responsibility for the natural environment. Decisions should be taken in the wider interest and not just the narrow shareholder interest. The company can be defined as a series of connections of stakeholders that the managers of the firm try to manage. That is any group or individual who can have an impact or is affected by the achievement of the company's goals (Clarkson, 1995). Stakeholders are normally categorised into primary and secondary stakeholders. Primary stakeholders are the ones whose participation is vital for an organization to sustain as a growing concern. They include the likes of employees, suppliers, investors, customers and shareholders together with what is

Eyewitness Testimony In Children

Eyewitness Testimony In Children Memory is not reliable; memory can be altered and adjusted. Memory is stored in the brain just like files stored in a cabinet, you store it, save it and then later on retrieve and sometimes even alter and return it. In doing so that changes the original data that was first stored. Over time memory fades and becomes distorted, trauma and other events in life can cause the way we store memory to become faulty. So when focusing on eyewitnesses, sometimes our memory will not relay correct information due to different cues, questioning, and trauma and so forth, which makes eyewitness even harder to rely on. Although memory is highly unreliable and hence affects the validity of eyewitness it is still applied in the criminal justice system. Jurors are significantly inclined to believe and follow eyewitness evidence; this is quite unnerving because the criminal justice system, laboratory studies and field studies supports the conclusion that eyewitnesses regularly make errors. A vast amount of studies have found that eyewitness misidentifications are the most common cause of wrongful convictions and by using forensic DNA testing, they have found that this have accounted for more convictions of innocent persons than all other factors combined (Innocence Project, 2009; Wells, Memon, Penrod, 2006). Social scientists and members of the legal profession have turned their attention to whether they can rely on the ability of young children to provide accurate eyewitness testimony. They have focused on many cases relying on evidence provided by child witnesses, some of these cases are those of physical or sexual abuse. These have helped bring to the front issues relating to the accuracy and reliability of such eyewitness reports (Ceci Bruck, 1993). As a result there has been a related increase of scientific studies of childrens eyewitness competences, with results indicating that very young children perform significantly worse than younger adults. In line-up identification studies, young children perform at a similar level to young adults when the line-up presented contains the actual culprit but commit more false identifications when it does not (Pozzulo Lindsay, 1998). There are number of reasons behind why a child will provide more incorrect eyewitness information, some of these reason are: misleading suggestions by the interviewer, false memories, sexual or some other form of abuse, the presence of someone in authority such as uniform police, attention or lies. Many things may render the allegations made by children as unreliable. First, Researchers believe that children make the assumption that an adult would not provide the task if the target was not present, so when the children are presented with the line-up array it suggests to the children that the adult expects them to choose someone from the line-up. Therefore the children then will choose someone to avoid either disappointing the adult and at the same time avoiding to admit to uncertainty, or they may even choose someone that looks similar to the target they have seen before. They have also noted that young children may feel pressured to make identification regardless of whether the perpetrator is in fact recognised at all. According to (Davies 1996) the reason children turn towards choosing in identification line-ups is due to feeling pressured or being required to respond to questions regardless to the fact if the target is present or absent. This is also supported by the study by Pozzulo and Lindsay (1997), and they noted that due to the fact that adults are seen as an authority figure or a person to be respected and of status, children fail to realize that I do not know is an available option as a response and so they are less inclined to respond using I do not know and so may be less likely to use it in comparison with adults, whereas adults may not feel that pressure of having another adult present and will not feel that they have done something wrong by admitting that they are not certain of the target. As mentioned before it is acknowledged that there is a growing number of case studies evidently reveal that mistaken identifications made by child witnesses contribute to a failure to achieve justice. This can be seen in many examples such as, Gene Bibbins served 15 years of a life sentence after being convicted based primarily on a mistaken identification made by a 13-year-old victim; Jimmy Ray Bromgard served 14 years of a 40-year sentence based on a mistaken identification made by an 8-year-old victim; Danny Brown served 18 years of a life sentence after being convicted based on a mistaken identification made by a 6-year-old eyewitness; and Larry Youngblood served 9 years of a 10-year sentence based on a mistaken identification made by a 10-year-old victim. DNA evidence has afterwards proven the innocence of all these persons. So after seeing all these false identifications and wrongly accused persons it is unclear as to why the criminal justice system continues to rely on this me thod. Another reason why young childrens memory recall is unreliable is that they lack some sort of understanding of what information needs to be provided in response to questions that are open-ended (Saywitz Snyder, 1996). In the UK a huge number of line-up identifications involving children are carried out by police officers wearing uniform. Researchers carried out a study examining the possibility that wearing a uniform contributes an authority figure cue that affects a childs ability in some way to make accurate eyewitness identifications. They carried out a study where sixty participants aged 9-10 years old would witness a staged crime and were later on be asked to identify the criminal from a line-up. They used four conditions in order to do so, this was a two (2) (uniform: present vs. absent) ÃÆ'- two (2) (target: present vs. absent) design. They found that children in the uniform present conditions made significantly more choices than children in the uniform absent conditions. More significantly they found that in the presence of a uniform, children made more significant false identifications in target-absent line-ups. This therefore suggests that the children experienced uncertainty if the tar get was absent from the line-up and this may be because they were looking to some authority figure to somehow ensure them that the possibility of the burglar being present was high, but this uncertainty was not expressed when the line-up administrator wore a uniform because the that authority figure was present, leading to an increase in false identifications. It was also found that children feel that they are helping the police, and in the eyes of children this will be deemed as something highly important and so they will not want to disappoint them in any way. They also assume that the police may have already arrested the guilty persons and need some final confirmation to be able to convict them (informational influence; cf. Steblay, 1997). Therefore in some way they have relied on the police and believe that no mistake was made. The heightened levels of uncertainty and stress in the target-absent condition could be interpreted as that they may be failing to make a proper the identification as there was nobody who they may have been assisting such as the police or an adult and at the same time found no one who matched their memory of the target. Trying to appear knowledgeable they would then have lowered their identification threshold and therefore wrongly identify someone. Another point looked at on why children give false recollections can be looked at in terms of sexual abuse and the relation between stress and the childrens memory when asked to recall the traumatic event. First, it may be that children made false accusations from the beginning and was aware of it all along. If that was the case then this implies that they did not form false memories, unlike what many researchers would have claimed (Ceci Bruck, 1993). Instead, the children would have been lying to please the adults or may have even been trying to seek attention. It was found that where they may have promoted lies and not false memories the children who later on, as adults, withdrew their claims. So now inferences are important because these withdrawals of their claims would mean that childrens memory flexibility was not as great as were the adult social pressures applied to the children. There were however some of the children who still held to their original charges of child sexual abuse. As well, for those who may have indeed experienced a sexual or physical traumatizing event their memory may become terribly inaccurate from the stress they had experienced, stress causes a person to see things and recall them in many incorrect ways. Even if left to calm down for sometimes or some weeks the memory can be even more lost to the correct information, in that the child can suppress the memories and recall them in ways to make them feel better or to remove the guilt and pain caused by the event. Recent research by (Alexander et al., 2005; Widom Morris, 1997) points out that men are more likely than women to define certain acts of child sexual abuse as not abusive and have less accurate memories for child sexual abuse experiences, they usually make the ordeal less important than it really or distorting what happened Researchers assume that children may typically reveal sexual abuse to their mothers (Berliner Conte, 1995), and that the person who may be sexually abusing or abused the child may be known to the child (Finkelhor, 1984), and that because the crimes and abuses may not be reported promptly (Goodman et al., 1992; Goodman-Brown, Edelstein, Goodman, Jones, Gordon, 2003), it can be argued that mothers may have led the children to make a false report, or the children and/or mothers may have had concealed intentions for making the accusations, and that the childs memory may have been either distorted, trained, or become faded with time. It was that many prosecutors have reported that such defences are often used in child sexual abuse cases (Goodman, Quas, Bulkley, Shapiro, 1999). They argue that children do not always disclose abuse readily, may at times require some leading questions to tell accurately and completely what happened, which in doing so may bring about false reports as to wh at may have truly happened and also leading the children into thinking that it happened in the way that the questions were asked and they may even withdraw their claims even if they were true (Malloy, Quas Lyon, in press; Saywitz, Goodman, Nicholas, Moan, 1991; Summit, 1983). They have also found that it is more difficult to mislead children to report negative or events related to abuse than positive or events that is not related to abuse, but some children at times may even consent to false negative, personal experiences. It has been well-known that the younger the children, the more likely it is for them to report false information (Bruck Ceci, 1999; Howe, 2000). For instance, if after witnessing an event young children are given misinformation about it (e.g., Do you remember when the doctor gave you a candy?), their reports of the event would be more likely to include the (mis)information that the doctor gave them candy when, in fact, the doctor did not. Clinicians and researchers have observed that some very young children are capable of providing accurate reports of events with the use suggestive questioning, whereas some older children are not able to do so (Baxter, 1990; Bruck Ceci, 1999; Geddie, Fradin, Beer, 2000). In 2004 Bruck and Melnyk published a review of the literature on individual differences in suggestibility. Out of 69 studies they looked for evidence of relationships between three categories of possible predictors: one which is demographic (socioeconomic status and sex), secondly the other is Cognitive (intelligence, language, memory, theory of mind, executive functioning, distractibility, and creativity), and thirdly, Psycho-social (social engagement, self-concept/self-efficacy, stress/emotional arousal/state anxiety, maternal attachment styles, parent-child relationship, parenting styles, temperament, and mental health). No relationship with suggestibility for some variables could be found but for others, the results were inconsistent. The predictors which showed the potential appeared to be that of the parent-child relationship, language ability, creativity, self-concept/self-efficacy, and maternal romantic attachment. Children who were vulnerable to being impressionable were mor e creative and had less superior language skills (Clarke-Stewart et al., 2004), inferior self-concept or self efficacy (Davis Bottoms, 2002), less supportive relationships with parents, either fathers or mothers (Clarke-Stewart et al., 2004), and mothers who were attached in their romantic relationships in an insecure manner (Goodman, Quas, Batterman-Faunce, Riddlesberger, Kuhn, 1997; Quas et al., 1999). Different studies were done to test and improve the accuracy of eyewitness testimony in children as well as correct memory recall. One of these tests is the Event Report Training (ERT), this is a training procedure intended to help the improvement of the memory recall of children and at the same time to reduce suggestibility. To test this efficiency of the training procedure they carried out a study. In the study fifty-eight (58) children took part in two forensically significant play events. After two weeks, the children received (ERT) or participated in control procedures, after that they were given a memory interview. The results pointed out that the Event Report Training procedure decreased suggestibility to questions related to abuse in preschoolers; their responses were greatly accurate and the difference in age was removed. (ERT) procedure did not raise the amount of information that preschoolers provided to open-ended questions. However, using the Event Report Training proced ure 32% more information was reported by 7 to 8-year-olds which included a 32% enhancement in actions, without an associated raise in wrong information. (John Wiley Sons, Ltd. 2009) Another focus on improving accuracy is a narrative style approach. A wide-ranging study to date of 3 Â ½ 9 year old children narrative development, it observed over a 1000 narratives, and used diverse techniques of analysis of narrative structure, (Peterson and McCabe 1983) acknowledged three common narrative styles in 4-year-old children. The most common being a leap frog pattern in which children jump from one particular feature to another, thereby excluding important aspects. An important aim of Event Report Training is to bring out intricate chronological narratives in preference to leap-frog narratives. Researchers have developed a number of structured interviews in order to achieve accurate memory reports from children in forensic situations. One of these interviews is The cognitive interview (CI) which relies on techniques to assist in retrieval and this consists of reporting everything, temporal recall and reverse order recall, context reinstatement and recall of the event from different viewpoints of the people involved in the event (Geiselman, Fisher, MacKinnon, Holland, 1985). Another structured interview procedure for children is Narrative Elaboration (NE), which relies on the grouping methods to improve the narratives of children. In this, researchers first teach the children how to recall an event by organizing information into specific categories, they then instruct children about the appropriate information that is involved in complete recall of that particular category (Camparo, Wagner, Saywitz, 2001; Saywitz Synder, 1996; Saywitz, Snyder Lamphear, 1996). Afterwards, the children are given cue cards to remind them to explain each group. A third procedure developed by researchers at the National Institute of Child Health and Human Development (NICHD; Lamb, Sternberg, Esplin, Hershkowitz, Orbach, 2000) was to improve the childrens event reports while at the same time fortifying the forensic investigators interviewing skills. The NICHD protocol lets the child of interview rules which they are allowed to say I do not know. This procedure builds an understanding and supplies the children with practice in describing recent events and separating precise instances of an event recurring. In addition, the procedure uses related cueing whereby after a child-generated material is given the interviewer then asks specific questions. It was found in two investigations that 8 to 10 years old children showed a significant decline in the false response to misleading questions after being interviewed using the Cognitive interview (Memon, Holley, Wark, Bull, Kohnken, 1996; Milne Bull, 2003). In general, the evidence from previous research that children are more likely to choose from a line-up is relatively strong, although the underlying mechanisms are not yet fully understood. Children may be more vulnerable to any perceived social and environmental demands to choose, or they may have a less sophisticated understanding of the purposes of an identification test and the potential consequences of their decision (Brewer, Weber, Semmler, 2005). In any case, studies have shown that these difficulties are exacerbated in the presence of a uniform line-up administrator. As well, leading questions are problematic because it can cause the children to rely on the adults for information or may think that by the way the question was phrased they expect a particular answer. It is hence, important that such methods are limited in order to improve the accuracy of child eyewitnesses and increase confidence that the identifications made are correct.

Negative effects of technology

Technology has had a negative effect on people's lives. Technology has distracted kids, caused accidents, and health problems. It's actually kind of sad. Technology has negatively affected kids In such a huge way, especially In schools. Most kids claim they're bored so they pull out their cell phones or Pods. Their attention span isn't but so big, so they tend to get distracted easily by fumbling with their phones and playing games. This is why phones aren't allowed in most schools today.Reason being is because teachers find it very disrespectful and rude when they are trying to teach and students aren't learning or listening. The most commonly used technology today is the cell phone. Cell phones cause so many things to happen. Most car accidents are cause by being on cell phones. In a teens mind they think sending this one word or message Is wont hurt while they're driving but In reality It does. They have so many commercials about the consequences of testing and driving. Most teens Just don't listen.It's not Just the teens either, It's even the adults that text and drive. Adults are supposed to be role models for the younger generation not the opposite. Most people don't know that technology causes health problems. Being on a cell phone for too long and having so close to a person's eyes can mess up their vision. Also talking on the phone can cause cancer. Of course a person wouldn't get cancer just by one phone call, it would take some time. Another major health problem caused by technology is Carpal tunnel syndrome.Testing excessively can damage the nerves in someone's hands and fingers, causing numbness, tingling, and weakness. These are Just a few health problems caused by technology. It's Just amazing how something created by man can cause so many negative things to happen. Just by being on a cell phone while driving could cost someone their life, having a cell phone or Pod out could cost a child's education, or even testing could cause permanent damage. Technology has negative effects on people's lives daily. Negative effects of technology By redoneTechnology has negatively affected kids in such a huge way, especially in schools. Most kids claim they're bored so they pull out their cell phones or ‘pods. Their teens mind they think sending this one word or message is won't hurt while they're driving but in reality it does. They have so many commercials about the consequences of testing and driving. Most teens Just don't listen. It's not Just the teens either, it's even the adults that text and drive. Negative Effects of Technology Technology can not only negatively effect ones physical health, privacy but there are also emotional and psychological effects which can be disastrous. ’ Internet addiction is a psychological dependency on using the internet regardless of the type of activity once logged on’ . caplan 02. ‘a cycle of five successive and interdependent stages’. young01. Discovery, experimentation, escalation, compulsion, and hope lessness lead the person through a series of cause and effect emotions.. yong. 08 describes a person with a tendancy to avoid life problems by medicating him self with the internet. Lonely people with low self esteem choose emotional relationships with cyberspace frinds. Becase ‘real’ individuals rejecting them is no longer possible, the person feels safe and confident in his world of denial. abs 08. Bisides social awkwardness and isolation the psychologically dependant person is one who tends to avoid real life situation and problems. abs. 08.. speaks of increasing absence from work as a woman’s online sexual fantasies grew into an obcession . to feel angry, jealous, rejected and abandoned as they experience the emotional pain of an online affair by their partner. Conflict and emotional cost is also a result of poker playing online. chb. 00. states that intense players played 3 times longer than the majority, in one study.. Other life activities would be effected more and more. An incrase in emotional pain resulting. However, emotional pain is not only caused by the individual’s online behavior but also the financial strain of the addiction. Chb09.. states that in its study of online poker players, most player moderated their behavior based on wins and losses. 1 the most involved players. However, did not this would indicate a high financial strain when these players experienced loss. Nms07 study on problem gambling on the internet found that 42. 7% of internet gamblers were problem gamblers. b. Another emotional result of online gambling is the altered perception of the gambler making him less aware of financial risks. nmss07.. The predictable remorse and guilt fallows the loss of money. Many online gaming sites give the impussion that pay out rates of demo session apply to regular play which is untrue. Demo sessions also will set up an imagined ‘big win’ which the article states sets a person up for problem gambling in the future. Aa ther are risk factors for those who are psychologically, vulnerable to becoming addicted to online sex. abs08. millions of adult sites abs08 are available 24 hours a day, 7 days aweek. The underlying factor of accessible ‘free’ sex and gambling contributes to addiction for those particular people. abs. abs.. Besides easy access, being anonymous also increases addictive tendancies for those most prone to be effected. Online users can experiment freely and confidently in the virtual world. Gamblers use electronic means to pay for services making the financial losses seem less real. Comm. With the rapid changes in technology comes both positive and negative results. Certain personality types seem more prone to online addicions to sex. Poker , and gambling. The availability of the internet and the relatively inexpensive world of excitement and pretending, seems to be an unpleasant reality makes fantasy even more attractive. The high emotional price for the addict and his loud ones, is just beginning to be revealed.