buy custom Boston Massacre essay

buy custom Boston Massacre essay The Boston Massacre expressed the peoples discontent at the kind of rules that the colonialists wanted to implement in America. It was also called the the bloody massacre in the King Street and the state street massacre. The street shooting that led to the loss of human lives was such a dramatic occurrence that caused the American Revolution. The massacre has sparked a lot of debate on the person or authority to be held liable for the bloody killing, whether it was the soldiers who violated the colony laws, which ruled out firing at the people, or the civilians who insulted the soldiers.Therefore, the research focuses on the background of issues leading to the confrontation, an account of the event, trial, and aftermath of the event, then a conclusion. Despite the position taken regarding an individuals views, the Boston Massacre is still considered a typical landmark of the American Revolution. Background The Boston massacre occurred on 5th march, 1770 when the British regulars murdered five Bostonians in the confrontation that occurred on the King Street.Typically, the killings resulted from the tension that the appearance of the royal troops in Massachusetts had caused. Notably, the troops presence was to impose the tax burden that the Townshend Act had imposed in the area. Also, they were to restore the British law and order that was deteriorating in the region. As the Americas colonial power, Britain had to ensure that order was maintained and the people had to follow the laws to the latter. The colonial master had to deal with the apparent difficulties that the soldiers had to go through. Notably, the soldiers kept on patrolling on King Street and were to maintain peace. Still, there was no abuse of any kind. Moment later, a crowd of people gathered at the street, but, was unarmed. The only notable thing is that they had sticks and were expressing distress at the perceived military roughness in the city.However, there was no call for firearms use. Account of the events The first troops from Britain reached Boston in 1768.Notably, their arrival triggered hostility between the soldiers implementing the Kings rule and the civilians in Boston. Indeed, it was the Boston Importers who ignored the custom duties that they were required to pay, who caused the trouble. Some of the Bostonians were not happy with the soldiers because they were implementing what the people regarded as impressments laws. Under such laws, the civilians could be seized forcefully and incorporated in the British Navy. In discomfort to the rules, clashes began to arise between the civilians and the soldiers. A consequential fight erupted on 2nd March, 1770 between John Grays employees and the soldiers.One employee insulted a soldier, who invited fellow soldiers to retaliate the insult. The fight attracted a large crowd that had similar discomfort, at the manner in which the soldiers did their work. Therefore, the soldiers were forced to use the weapons in defense. The second fight followed a disputed bill that a British officer had failed to settle his bill at a wig-maker shop, located at the King Street.The officer was confronted and forced to pay for the debt. Indeed, the confrontation attracted a large crowd that became hostile, leading to a heavy fight. As the fight continued, another confrontation ensued between Redcoats and the civilians. There was also a third crowd carrying clubs and matching towards the Dock Square. Soldiers tried to repel the crowd that turned violent. Trouble was increasing all around the city and attracted a large crowd that jammed the King Street and became rowdy.The crowd started throwing coal chunks, snowballs and oyster shells at the soldiers. Then, the crowd was ordered to disperse, but turned deaf ears at the call. The crowd intensified their match towards the soldiers and one of them grabbed a soldier and banged him down. In response, the soldier unloaded the musket pointing at the crowd and started firing. Then the soldier shouted fire, and the others joined him in firing at the crowd.Despite firing, the large crowd did not retreat, but, matched to the soldiers. The soldiers continued to fire in response to the jostling crowd. At that time, five civilians died on the street and several others sustained serious injuries. The crowddid not give up due to their determination to fight and the soldiers did not wait. They loaded the guns once more and ready to open fire. This made the captain to shout, Stop firing. The acting governor of the town, Thomas Hutchinson heard the shooting incident while at his home in North Square and rushed to the scene.He found the captain and the angry crowd still at the embattled street. He talked to the captain and asked him, Do you know, sir, you have no power to fire on anybody of the people gathered, except you have a civil magistrate with you to give orders.The captain replied, I was obliged to, to save the sentry.Then governor proceeded to the Town House, where he guaranteed the council members who had gathered that justice would take its course. He also assured the crowd that he would do all to ensure justice is done and asked them to remain calm. The Trials According to Linder, the authority agreed that Captain Preston had to face trial separately from the other eight soldiers. However, the soldiers objected this in a letter that they wrote to the court. The letter stated that, the distressed prisoners begged to be let free to have their trial when Captain Prestons case was being heard. This is because the soldiers carried out orders from the captain, and those who disobeyed the orders could be confined or shot. Linder further stated that, the soldiers feared that Prestons defense lay in refuting that he gave orders to fire, while the soldiers knew that their defense lay in making the claim that they strictly, followed their captains orders. The soldiers knew that if Captain Preston proceeded for trials first, their defense could be compromised. As a result, the conflict that occurred between Preston and the soldiers presented attorney John Adams with a dilemma because he had accepted to defend both parties. According to best practices, John should have made a decision to represent either the eight soldiers or Captain Preston, however, in the 1700s such kind of conflicts were viewed differently. Unfortunately, the soldiers plea to have a joint trial was denied without clarification. Captain Preston was the first person to face trial for murder. The trial lasted for ten days, from October 24th to October 30th at the Queen Street Courthouse. Samuel Quincy who was the solicitor general and Robert Paine a prominent Boston lawyer led the prosecution. John Adams was assisted by Josiah Quincy in defending Preston. The issue during the trial was whether Preston ordered the soldiers to fire civilians. Moreover, Linder asserted that Preston steadfastly denied that he ordered the soldiers to fire the civilians. Three defense witnesses supported Prestons account in denying that he gave orders to fire the civilians while four witnesses supported the prosecution that, indeed, Preston gave the order. Calef Daniel was the only prosecutions eyewitness whose statements were convincing. Daniel claimed that he was present at the firing, and in fact he heard one of the guns rattling. He said further that he turned around, and heard the officer who stood on the right order the soldiers to fire. The officer was wearing a yellow jacket, redcoat, a hat with silver lace, and an untrimmed coat. Daniel swore that he saw his face because the moon was shining Sadly, copies of the trial do not exist even though the trial was written in shorthand. The testimony of Preston was surmised from the evidence that he gave during the advance trial. Preston submitted an account of how some people asked him if the guns were charged and he replied with a yes answer. Conversely, when the same people asked him if he intended to order his men to fire, Preston vehemently denied. Nevertheless, while Preston was still speaking with the civilians, one of the soldiers who had reeceived a blow stepped aside on one side and fired. When Preston turned around to ask the soldier why he had fired, he (Preston) was also struck on the arm with a club. This prevented him from using the arm for sometime, he lamented had the blow found his head it could have destroyed it. He went on saying that the attack was carried out on the civilians by using snowballs and clubs; hence, his life was also in danger. As everyone struggled to get a haven, some of the civilians called on the soldiers to fire. Immediately about four soldiers fired sequentially during the confusion. John Adams doubted the jurors minds, whether Preston ordered the soldiers to fire. The twelve man jury made deliberations for a few hours and finally acquitted Preston of all the charges that were labeled against him. After eight weeks, the soldiers faced trial. The witnesses testified on the clashes between military and civilians on what happened three days before the massacre as well as the events that took place during the night of the massacre. From the prosecutors side, the most damning evidence was that of Samuel Hemmingway who stated that Private Killroy Samuel who had been identified earlier by another witness actually shot John Gray. Killroy could not miss an opportunity to fire the inhabitants because he always wanted to shoot civilians from the first time he arrived. The defense lawyers presented testimonies to support the theory that soldiers merely fired in self-defense. One of the defense witnesses called James Bailey presented a photograph of a rowdy gang. Bailey explained how the soldiers were pelted with chunks of ice and other crude objects. In addition, Bailey testified that he saw Attucks Crispus hit Private Montgomery using a cord wood stick. Adams questioned the jury if they could stand still in such a situation and allow the mob to knock their brains. The Aftermath of Boston Massacre According to Reid Philip, Captain Preston and the four men that were in the Custom House were indicted on the 27th of March. The government gave the soldiers a fair trial so as to prevent retaliation from the British as well as to avert alienation of the moderates from the patriots cause. In defending the soldiers, Adams argued that if the soldiers lives were in danger because of the Negroes, saucy boys, molattoes, jack tarr, and Irish teagues, then the law allowed the soldiers to fight the civilians. Reid further says that John Adams blended eloquence and law in concluding his defense. He told the jury that this was a case of self defense. Justices Oliver and Trowbridge instructed the jury. Trowbridge told the Boston men that, malice distinguishes murder from every other homicide. On the other hand, Oliver asked Carr to determine whether a man who steps into eternity should not be believed, particularly in favor of those who he had lost his life to. Finally, Reid documented that after the deliberations, the six soldiers were acquitted of all the charges, however, Montgomery and Killroy were found guilty for an offense of manslaughter. The two soldiers appeared in court on the 14th of December to give the reason for not being liable for the killings and not face death sentence, they invoked the benefit of clergy. Ultimately the soldiers punishment was turned into thumb branding from imprisonment. The jurys decision was based on the belief that soldiers felt threatened by the civilians. Conclusion In summary, it is the peoples discontent that led to the resistance to the rules that the colonial masters wanted to impose on the people. However, the killing of the unarmed Protestants was regrettable. Thus, if the soldiers were provoked and no threat occurred in their lives, they were guilty for a charge of manslaughter. Finally, the judges verdict was inclined to one side, in support of the soldiers. Buy custom Boston Massacre essay

How to Move Up Retail Career Ladder Without College

How to Move Up Retail Career Ladder Without College Huge numbers of young people at all levels of education currently work in the retail industry- tons of Millennials between the ages of 19 and 30 work in retail sales positions,  often starting at a low hourly wage right out of high school. If you find yourself on the bottom rung of a retail career and would like to advance, here are a few strategies to get yourself to the next level. 1. Know where you’re going.You can’t make real progress without a target in mind. Have an idea for where you want to end up. What’s your career goal? Then start taking steps to get there. Direction is a good and grounding thing. Observe the people you work with and learn from them: what are they doing that you like? Can you ask them to help you get to where they are? Find a mentor and follow his or her advice.2. Find the right company.Find a place to work where you can reasonably expect to achieve your goals. Take extra care to pick a company you genuinely like, whose business prac tices mesh with your ideals. It’s much easier to demonstrate your passion for work if you can muster up some genuine enthusiasm for where you work.3. Consider a degree.Most stores don’t require a degree for an entry-level sales position, but you might need some postsecondary training (at least) to advance beyond sales and get anywhere else you want to go in your field. Consider an associate’s degree in retail management, with courses in accounting, conflict resolution, or business communication. You might even consider a bachelor’s degree in Economics, if that’s viable for you.4. Think management.Research jobs in retail management and devote yourself to acquiring the skills you’d need to be considered for those positions. Start tweaking your resume to emphasize your leadership expertise and strengths. Look around for companies that are looking to expand and are likely to have management openings for a hungry striver such as yourself.5. Impre ss your boss.If you constantly prove yourself to be an asset to your supervisors, and you constantly make her look good with your performance, then you’re well on your way up. Put in the extra work to impress who you need to be impressing. Be open to feedback and constructive criticism. Ask for advice on what might be holding you back and how you can improve and grow. Go above and beyond.6. Know your value.What do you bring to the table that your co-workers or competitors don’t? How can you show yourself to be an asset to a company- either where you are now, or where you’d like to be? Figure that out and then figure out how to communicate it in a job interview or annual review.7. Keep at it.If you know where you want to go, and what you need to do to get there, then the battle is half won already. Persist in your pursuit. Keep learning and pushing yourself. Keep paying attention to what others are and aren’t doing. Your level of commitment will determine how fast you advance.

Debt in the firms balance sheets Essay Example | Topics and Well Written Essays - 1750 words

Debt in the firms balance sheets - Essay Example The paper presents ordinary shares that can be simply defined as shares which are not preferred shares and which do not offer fixed dividend amounts. As Nevin states, an ordinary share directly indicates equity ownership in a company and it entitles the owner to voting rights in various crucial affairs of the company in proportion to their percentage of shareholding. Ordinary shareholders are entitled to receive dividends on their investment only if anything left after all liabilities are paid. In contrast, debt is an obligation owed by one party (debtor) to another party (creditor). In case of debts, lenders have no rights on the firm’s operations and are unable to take part in determining major strategic issues. Organisations and businesses across the world use debt to finance their day to day operations and other particular projects. The levels of debt are fundamental macroeconomic data and it they largely vary from company to company. Generally, levels and flows of public debt are given central importance while levels and flows of private debt are not considered as a major cause of concern. Stocks and flows are two important tools of debt measuring. Stocks are levels of debt and they have units of currency whereas flows change in debt levels and have units of currency/time. All credit is debt and it is created by lenders who agree to lend money for the exchange of adequate future returns. Lundgren reflects that the amount of money lent is considered to be the asset of the creditor while it becomes the liability of the debtor. Debt is often issued along with a specific repayment plan; and the debt maturity time or period of repayment may range from a few days to 50 years or longer. According to the maturity period, debt is classified into three categories such as short term, medium term, and long term debt. In order to accurately calculate total debt of a business, it is necessary to take off-balance sheet debt into account as all debt items may not s how up on the balance sheet. As Shearn (2011, p. 116) states, these debt items may include lease obligations, warranties, purchase contracts, unfunded pension liabilities and any other contractual obligation. However, this type of debt is generally disclosed in the footnotes attached to the financial statements. White, Sondhi & Fried (2006, p. 323) indicates that the liability amount shown on the balance sheet may not always represent total cash flow required to meet the debt. Business houses only record the present value of the future cash flow. To illustrate, if a firm borrows $1,000 at an interest rate of 12%, total amount payable at the end of that period becomes $1,120. However, the balance sheet will only represent the present value of the future payment or $1,000. Factors affecting levels of debt As Crane, Knoop, and Pettigrew (1977) point out, different firms have varying strategies in maintaining their debt levels and this strategic differences cause debt level variances in firms’ balance sheets. A firm considers an array of factors before framing its debt level strategies. In the words of Long and Ravenscraft (1993), no firm would allow its debt level to grow beyond its repayment capacity as this condition may adversely affect the feasibility and market repute of the business. More precisely, a firm’s debt level heavily depends on its borrowing policies. â€Å"Tthe capacity to borrow depends on several factors such as profitability, stability, relative size, asset competition, and the industry position of a business† (Shearn, 2011, p.115). Hart (1995, p. 142) argues that profitability plays a pivotal role in determining the debt level of a business house. General trends indicate that level of debt will be in an

Journal writting ( refer to the attachment) Essay - 1

Journal writting ( refer to the attachment) - Essay Example The reason for trying to classify things and people is because we want to simplify things and reduce the task of processing information. Stereotypes are â€Å"beliefs about the personal attributes of a group of people† (Myers, 1999 p336) Stereotypes may be positive or negative, accurate or inaccurate (Jussim, McCauley & Lee, 1995). Stereotypes may be classified by their characteristics, appearance, activities, occupations, interests, and goals in their lives. Commenting on gender stereotypes (Iackman and Senter (1981) enumerate that people are stereotyped according to the ethnic background and nationality. For eg. Italians are amorous, British are cool and so on†¦They can also be grouped according to their race. Eg. African Americans can dance or Jews can’t dance. They can be segregated even according to their occupation- for e.g Lecturers are intelligent but absent minded or Accountants are boring. No human is perfect and as such are bound to make errors in judgment. We also hold a lot of biases because we deliberately tend to adjust information to suit these biases. â€Å"All work and no play makes Jack a dull boy† is a very famous saying that is 100% true. Both leisure and play are vital to a child’s all round development. Both learning and development takes place only through play and therefore it is inevitable that a child is given time for that. According to the children’s charter of the United Nations – â€Å"The child shall not be admitted to employment before an appropriate age; the child shall in no case be caused or permitted to engage in any occupation or employment which would prejudice their health or education, or interfere with their physical, mental or moral development† (Principle 9) While leisure provides an adult with an opportunity to boost his self esteem and self worth, play provides this platform for children. Play is

Case Studies Homework Essay Example for Free

Case Studies Homework Essay Sally is suffering from a debilitating illness which will eventually rob of her speech and mobility. She has requested that the hospital staff do not resuscitate her if she has a heart attack. This is a limitation on use of restrictions on rights because Sally does not want the right to life anymore if it means that she cannot speak and move without help. A pregnant single woman wants to abort her baby. However, the natural father wants her to keep the child. This freedom of expression as the woman has the rights to her own body and she can say what she wants and decide what she wants to happen to the baby as it is her body. An atheist teacher at a Roman Catholic school feels he has been prevented from gaining promotion due to his religious beliefs. This is a prohibition of discrimination because he should be treat professionally and not any different because of his religious beliefs. An asylum seeker is being threatened with expulsion from the United Kingdom. He is frightened to return to his home country because of threats of detainment or even death. He expressed political views against the government; he knows he won’t get a fair trial. This is against the right to life as his life could be taken away by others. It is also against the prohibition of torture because he could be tortured by others in his home country. Also, it is against the right to a fair trial and no punishment without law because he would not be given a fair trial in his country and be punished without breaking the law.

Aaron Feuerstein Essay -- Essays Papers

Aaron Feuerstein In this paper I will discuss Aaron Feuerstein, the third-generation president and CEO of Malden Mills Industries, Inc., who leads the Lawrence, Massachusetts business with his father’s and grandfather’s values: kindness, justice and charity. He does this through his charismatic leadership and vision, which binds his employees together into realizing and achieving the same goal. I will show exactly what makes him a leader in the modern business setting and explain why a leader’s vision is important in defining a true innovator, effective manager and charismatic leader. Feuerstein and Malden Mills had a history of taking care of its employees. Workers’ salaries average $12.50 an hour compared with the textile industry’s average of $9.50. And in the 1950s, when other New England textile manufacturers fled to the South for cheaper labor, Malden Mills stayed. Although Feuerstein’s hands-on management style has always been admired by his employees, what set him apart as a true leader was a near disaster in the winter of 1996. While celebrating his 70th birthday, Feuerstein received word that his 130 year old family owned textile company in Lawrence, Massachusetts was burning to the ground. Three of its manufacturing factories that produce the popular high-end outdoor apparel knits, Polartec ® and Polarfleece ®, were reduced to charred metal and brick. While watching the fire, Feuerstein decided that he must come up with a plan to not only save his company from financial ruin, but decide the fate of over 3,100 employees th at would soon be without a job. He chose to rebuild the plant in Lawrence. He also decided that if he was to continue providing a quality product to consumers, he would have to take care of the skilled laborers who made the product. Feuerstein kept more than 1,000 jobless employees at full pay and medical benefits for three months until the factories were up and running again. What kept Feuerstein’s company at the top was his strong managing skills. A top management position requires motivation to achieve, but this motivation may be directed to achieving personal, rather than organization goals. Feuerstein believed the role to top management should be to â€Å"manage† and the most important resource they must manage is the people that work at all levels of an organization. Their role should not be "to rule", but "... .... Reduced to its essence, that means superior technology and superior employees. Reduced still further, as Aaron Feuerstein can tell you, it means superior employees. Feuerstein has laid off people for the reasons stated above, but all of these employees have been given generous severance packages that included three months of paid medical benefits as well as job training Feuerstein admits that, as owner, he has a great advantage over leaders of public firms because he answers only to himself. "But I would like to think," he says, "that the average CEO - even though they're reporting to the public and the so-called shareholder -also feels that there's a moral imperative that they must answer to as well." Bibliography: The Christian Science Monitor, ‘Corporate Decency’ Prevails at Malden Mills, Shelly Donald Coolidge, March 28, 1996 Parade, by Michael Ryan, September 6, 1996, p.4-5 Life Magazine, Josh Simon, May 5, 1997 L. Larwood, C. M. Falke, M.P. Kriger, and P. Miesing. Structure and meaning of organizational vision. Academy of Management Journal, 39, 1995, pp.740-769 Fortune, Not a Fool, Not a Saint, Thomas Teal, November 11, 1996, p.201

Sports Participation and Academic Success

Sports Participation and Academic Success Kurtis Arnold Grand Valley State University As an increasingly relevant part of society, sports seem to find a way into many parts of our everyday lives from the global stage to our own individual experiences and feelings towards them. Not only are sports and athletic competition used for the purpose of entertaining, but the core values of athletic competition are reflected also in the mainstream cultural values in society (Snyder & Spreitzer, 1974).Some of these values include striving for excellence, fair play, sportsmanship, hard work, and commitment to a goal, and all are applauded in virtually every area in society outside of sports. Another interesting point to be made about athletics in society is that those who seem to excel in an area of athletics, and participate competitively in sports, seem to be held to higher status than those who are not viewed to be athletic.This trend can occur as early as middle school (Eder & Kinney, 1995), and often continues through high school (Zentner & Parr, 1968), college (Finkenberg & Moode, 1996), and even beyond college in professional sports as many dream of one day becoming a professional athlete (Stiles, Gibbons, Sebben, & Wiley, 1999). Much has been written about the relationship of sports and society in a broader sense, but little has been discovered through about the role of athletics as it relates to academic outcomes for adolescents.Even less is known about the specific benefits of athletic participation that may exist for various students of different racial backgrounds. What is currently assumed in the literature is that participation in sports benefit adolescents academically in a number of important ways. First, it seems that sports participation enhances students feeling of connectedness to one’s school. Secondly, sports participation seems to promote its own intrinsic value on students.That is, students who are able to find structured activities within sc hool settings that capture their attention will be more likely to assimilate to the philosophy of schooling (Jordan, 1999) Participation in sports may also foster an extrinsic motivation for students to do well in their academic studies so that they may stay eligible to participate in athletics. Although the literature illustrates some of the reasons participation in sports may facilitate higher academic achievement, the question still remains.Does sports participation in fact have a positive effect on academics? This may be an easy enough question to ask, but the difficulties in answering this question seem to be extensive. Many past studies have sought to answer this question by conducting regression analyses of cross-sectional data sets collected from students throughout the country in order to determine if sports participation is correlated with higher academic outcomes.It seems from a review of the literature that no one has been able to conduct an experimental study which test s the effects of sports participation verses non-participation on some form of academic outcome. The difficulty in conducting a truly experimental study of the relationship of sports participation with academic outcomes comes from a number of different problems that come with the design of such a study. One such difficulty is the voluntary nature of sports participation.Sports participation occurs on a voluntary basis in which student athletes choose whether or not to participate in sports. Because of this, it becomes difficult to design a study in absence of self-selection biases among participants (Jordan, 1999). Another difficulty in designing an experiment testing sports participations effects on academic outcomes is the vast number of participants that would be needed to participate in the experiment. The benefit of using data from national longitudinal surveys is the vast amount of data that can be obtained in a relatively simple and inexpensive fashion.Also, in the analysis o f this data, researchers are able to statistically control for a number of variables such as socioeconomic status, risk factors, and parental education level that may contaminate the effects of sports participation on academic outcomes. In contrast, an experimental study would have to offset these variables through random selection, and random assignment to conditions. Both of these processes require a large population in order to truly eliminate these confounding variables. It is for these reasons, among others, that research n the topic of sports participation and academic outcomes remains in its early stages of development, and tend to rely heavily on the analysis of data. Although the research on the relationship between athletics and academic outcomes remain in its early stages, current research has made important contributions to our understanding of how participation in sports may have an impact on academic outcomes. One such interesting finding from the research is that in g eneral, an extremely few number of students participate in organized sports (Jordan, 1999).According to the National Educational Longitudinal Study conducted in 1988 (NELS: 88) only about 21% of students participated in teams sports, and 15% of students were involve in individual sports when students who participated in both team and individual sports were included. This finding suggests that whatever impact sports participation may have on students’ academic outcomes, very few students have the opportunity to receive these benefits. Jordan (1999) also found that participation in sports did have a positive relationship with students GPA, self-concept, academic preparedness, and standardized test scores.Although the relationship between sports participation and the academic improvement in these areas may be small, the relationships remain both positive and consistent for students across gender, and racial lines. It is also noted that these types of improvements may not be limi ted only to sports participation, but may also be expanded to other school related extracurricular activities as well (Jordan, 1999). Another study, also analyzing data from the NELS: 88 surveys, found similar effects of sports participation on academic outcomes.According to Broh (2002) student participation in athletics does help to facilitate success in the classroom. This facilitation of increased success may be for a number of reasons, and Broh attempts to explain the findings in this study according to three different theoretical models. The first, and most popular of these theoretical models is the developmental model. For a number of years it has been the belief of researchers, educators, and the public that involvement in athletics helps to socialize students in ways that promote academic success.While participating in athletics, students learn important skills such as a strong work ethic, self-discipline, respect for authority, and perseverance which can all be used for aca demic success as well (Miracle & Rees, 1995). Also, repeated success in athletics through the learning of a new skill, and also in winning a competition helps students to develop a higher level of self-esteem, and confidence which can be carried over into academics. In Broh’s (2002) study, the developmental model accounted for one third of sports participations effects on academic outcome.Sports participation does in fact seem to help to improve students’ self-esteem, locus of control, and time spent on homework. It is assumed that these habits eventually translate into better academic outcomes. Another model used by Broh (2002) to explain why sports participation may be linked to academic outcome is the leading-crowd theory. For many years the developmental theory dominated popular beliefs of the relationship between sports participation and academic outcomes.So much in fact that little attempt was given to make an alternative argument for it. Recently however, the le ading-crowd theory has offered some challenge to the developmental theory. According to the leading-crowd theory, participation in sports offers a higher social status to those who participate and facilitates a membership into the â€Å"leading-crowd. † Consisting of the most popular students in high school, this leading-crowd is disproportionately comprised of college oriented, high achieving students (Rehberg & Schafer, 1968).Although the argument may be indirect, there is some evidence that suggests that high school athletes are among the students with the highest status in high schools (Zentner & Parr, 1968), and they also seem to be part of a college oriented peer group (Wells & Picou, 1980). In Broh’s (2002) study, only a small effect was found between being in a high status, college oriented peer group and higher academic outcomes. This may be the case because students do not gain as much from being a part of a high status, college oriented group of peers as the y do from the social connections made by participation in sports.The third model used by Broh (2002) was the social capital theory. The social capital theory is the idea that people have the ability to accrue benefits through membership in various social networks. According to Coleman (1988), the family is the greatest source of social capital for students. Students whose parents are well educated, and spend a significant amount of time interacting with their children, often tend to have higher educational outcomes than those who do not. Sports may also serve as a way for students to have greater amounts of interaction with highly educated adults.Because high school sports are often coached by administrators, teachers, or highly respected members of the community, an increased amount of interaction with these authority figures may in fact help to encourage athletes to not only be successful on the field, but also in the classroom (Portes, 2000). In Broh’s (2002) study, there was some evidence that a social capital exchange may be taking place among students and the adults they interact with in their athletic activities.It seems from this study that social capital had an effect on student’s grades, but did not have an effect on standardized test scores. What is important to note is that when each of the theoretical models were analyzed individually in Broh’s (2002) study, the results indicated only small, if any, effects on academic outcomes. The best results of analysis occurred when all three models (developmental theory, leading-crowd theory, and social capital theory) were analyzed together.Even when all three models were analyzed, there is still a great deal of variance left unexplained when it comes to the effects of sports participation on academic outcomes. This has been consistent with much of the literature involved with sports participation and academic outcomes (Broh, 2002). Other research in the area of sports participation foc uses on the types of people who participate in sports. As previously described, research in the area of sports participation has mostly come from cross-sectional data analysis.This has made it difficult to determine a causal order between sports participation and academic outcomes. Although sports participation may in fact be the reason for higher academic outcomes, it could also be the case that higher achieving, disciplined, determined, and goal oriented youth are the ones choosing to participate in sports (Spreitzer, 1994). It is for this reason that some researchers have sought to discover more about the types of people who participate in sports.According to a study conducted by Videon (2002) participation is athletic activities may be associated with a student’s socioeconomic status, siblings, family structure, year in school, attendance at a private school, size of school, region of the country, and whether or not the school was located in an urban area. After analyzing data collected from the National Longitudinal Study of Adolescent Health (ADD Health), it was discovered that a number of the variables previously mentioned could be used to predict whether or not a student would participate in athletics.Variables contributing to the influencing of students towards sports participation may be referred to as socialization into sport. One of the major factors contributing to the socialization into sport has been found to be parental influence. Often times, a child’s parent, or parents are the first to expose their child to athletics and their encouragement to participate strongly influences a student’s decision to start playing sports, and continue to play them throughout their schooling (Videon, 2002). Another key factor in predicting which students will play sports and continue to play them is a student’s socioeconomic background.It is a known fact that participating in sports often comes with its expenses. Although some school s may offer the use of equipment for some of the sports offered, often times this does not include all of the equipment needed to play the sport. At a minimum, most parents will have to purchase cleats, special gloves, bats, and numerous other types of equipment in order for their child to play any given sport. Along with the expense of equipment, most schools have a â€Å"pay to play† policy for sports in order to subsidize their lacking in the sports budget.It is for these reasons that those students who participate in sports also tend to come from a higher socioeconomic background (Videon, 2002). Another import thing to note from research is that sports participation tends to be much lower for girls than it is boys, especially among African American students (Videon 2002, Jordan 1999, Zentner & Parr 1968). Although the passing of title IX has encouraged more female participation in sports, over thirty years later the number of girls participating in sports is still far les s than the number of boys.This especially true in suberban, and rural areas where the number of girls participating in sports is only about three for every five. These numbers are compared to those of urban schools where the number of girls participating is three for every four (Videon, 2002). It may be the case that because of lower participation rates among girls that fewer benefits of athletic participation are being experianced by girls. This may or may not be the case. Some research suggests that the effects of sports participation among boys on academic outcomes may be stronger for boys than it is for girls (Snyder & Spreitzer 1974, Videon 2002).There are a number of explanations for boys benefitting more from athletic participation. One such explanation is that by being involved in a sport, boys will be less likely to skip class in order to avoid not being allowed to play. Also, boys are more likely to respond to the high expectations of coaches in order to stay eligible to p lay (Videon, 2002). These relationships may not be showing up as strongly for girls, because on average girls have higher academic outcomes than boys, and skip class less often regardless of whether or not they participate in sports (Jacobs, 2009).Although from the research conducted by Videon (2002) indicates that some of the reason for athletes having higher academic outcomes may be contributed to other factors (student’s socioeconomic status, siblings, family structure, size of school, region of the country, and whether or not the school was located in an urban area), the net result of the analysis still showed that some of the varience can be explained by the sports participation itself.In this study (Videon, 2002), in Brohs study (2002), and in Jordan (1999), none were able to show that sports participation could explain more than about nine percent of the variance for any type of academic outcome. In all three, however, the results seemed to be consistant and positive. In spite of the small amounts of varience explained, it still seems that sports participation could be a contributing factor for positive academic outcomes.What is important to remember when making a judgment on the variance explained by sports participation on academic outcomes is that there are innumerable variables that may contribute to a student’s academic outcome. It is difficult to narrow down an explanation for academic outcomes to only a few variables that explain a great deal of the variance. So, when we see that sports participation can only explain about three to five percent of the variance for various factors contributing to academic outcomes this is in fact a considerable amount.Although the findings of these studies were able to find significant positive effects of sports participation on academic outcomes, these findings do not seem to be representative of the public’s perception. It has long been the belief of the public that sports participation has strong influences on academic outcomes. Various studies have investigated public perceptions of sports participation and its relationship to academics and found that it is strongly believed by the public that athletics and academics are strongly related (Goidel & Hamilton, 2006; Fairweather, 1988; Finkenberg & Moode, 1996).Regardless of these beliefs, there has yet to be a study that shows a strong relationship between athletics and academic outcomes that is representative of the public’s perceptions. It is unknown as to why the public so strongly believes in this relationship, but the fact still remains that the effect of athletics on academics remains too small to make an argument for encouraging students to participate in sports in order to achieve higher academic outcomes.Instead, encouragement for students to participate in sports should be done on the basis of improving student’s health and wellness, and should not be used as an alternative to proven methods for improving academic outcomes among students. Works Cited Broh, B. A. (2002). Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why. Sociology of Education, 69-95. Eder, D. , & Kinney, D. A. (1995). The effect of middle school extracurricular activities on adolescents' popularity and peer status.Youth and Society, 298-324. Fairweather, J. S. (1988). Reputational Quality of Academic Programs: The Institutional Halo. Research in Higher Education, 345-355. Finkenberg, M. E. , ; Moode, F. M. (1996). College students' perceptions of the purposes of sports. Perceptual and Motor Skills, 19-22. Goidel, R. K. , & Hamilton, J. M. (2006). Strengthening Higher Education Through Gridiron Success? Public Perceptions of the Impact of National Football Championships on Academic Quality. Social Science Quarterly, 851-862.Jacobs, J. A. (2009). Review of The gender gap in college. Gender & Society, 722-724. Jordan, W. A. (1999). Black High School Students' Participation in Sc hool-sponsored Sports Activities: Effects on School Engagement and Achievement. Journal of Negro Education, 54-70. Miracle, A. W. , ; Rees, C. R. (1995). Lessons of the Locker Room: The Myth of School Sports by. Journal of American Studies, 292. Portes, A. (2000). The Two Meanings of Social Capital. Sociological Forum, 1-12. Rehberg, R. A. , ; Schafer, W. E. 1968). Participation in Interscholastic Athletics and College Expectations. American Journal of Sociology, 732-740. Snyder, E. E. , ; Spreitzer, E. (1974). Sociology of sport: An overview. The Sociological Quarterly, 467-487. Spreitzer, E. (1994). Does Participation in Interscholastic Athletics Affect Adult Developement? A Longitudinal Analysis of 18-24 Cohort. Youth and Society, 368-387. Stiles, D. A. , Gibbons, J. L. , Sebben, D. J. , ; Wiley, D. C. (1999). Why adolescent boys dream of becoming professional athletes.Psychological Reports, 1075-1085. Videon, T. M. (2002). Who Plays and Who Benefits: Gender, Interscholastic Athl etics, and Academic Outcomes. Sociological Perspectives, 415-445. Wells, R. H. , ; Picou, J. S. (1980). Interscholastic Athletes and Socialization for Educational Achievement. Journal of Sport Behavior, 119-128. Zentner, H. , ; Parr, A. R. (1968). Social status in the high school: An analysis of some related variables. Alberta Journal of Educational Research, 253-264.

Mod 5 Sg

STUDY GUIDE: MODULE 5 Harbin: Chapter 14 How did Rehoboam manage to lose most of his kingdom? He refused to cut taxes and threaten to raise them. Why is Asa viewed as a good king but given a mixed review? His lack of faith in God to assist with attack on Baasha in Northern Kingdom. How did Jehoshaphat show piety on the one hand but political naivete on the other? He went thru the country removing pagan shrines and sent teachers in the land teaching the law. he was judged for helping the wicked. What is most memorable about Athaliah?She proceeded to kill off rest of males in the royal family so that she could rule. How did Joash bring hope to the Southern Kingdom? What did he do that caused him to be assassinated? by repairing the temple restoring the worship and sacrificial system. He ordered , God's prophet Zechariah to be stoned to death on the temple grounds. His heart was turned away from God. In what way did Uzziah demonstrate spiritual foolishness? What were the consequences? H e went into the temple to burn incense, something only the priest could do.Cause he didn't listen, God struck him with leprosy. What is most memorable about Ahaz? Ahaz turned away from YHWH, he served the pagan gods, including Baal, even performed child sacrifices. He promoted the spiritual revival. Compare and contrast Hezekiah with his father, Ahaz, and with David. he was viewed as one of the worst kings in the Southern Kingdom. Hezekiah trusted in the Lord, God of Isreal. What was the role of Isaiah in the Southern Kingdom? Prophet and historian What key prophecies did the prophets of this period give regarding the Messiah? st anticipation of the birth of the Messiah 2ndthe servant songs the Messiah's bearing the sins of His people 3rd which Jesus would later read in the synagogue in Nazareth. What is most memorable about Manasseh? He had the hollow tree where Isaiah hid sawn down with Isaiah inside. His acts of apostasy In what ways was Josiah the last hope for the Southern King dom? Josiah's returning the ark of the covenant to the temple Trace the decline and fall of the Southern Kingdom. the death of Josiah Describe the different ways by which Jeremiah tried to convey his message to the people. burying a linen sash near the Euphrates River to signify the Exile; | |watching a potter remake a flawed item, illustrating how God would remark the nation; breaking a large pot before the leadership, | |demonstrating how God would destroy the Southern Kingdom; | |redeeming a piece of land, showing confidence that God would perserve the people even thru exile; | |remaining single because of the anticipated hard times; and wearing a yoke to symbolize upcomming bondage. | Why was Lamentations written? Focus on city of Jerusalem and its destruction. Chapter 15 What are some reasons that the Exile was not as severe as it might have been? Some of the people listened to the prophets People followed God's instruction the design of the exile was partial punishment Summar ize both the incidents and the visions recorded in the book of Daniel. 1. The account of Daniel and his friends declining to eat Babylonian food 2. Daniel request for stay of execution to interpret the kings dream. 3. The firery furnance 4. Daniel in the lions denVision of 4 beasts that paralled the 4 metals of the statue & what happened to Daniels people in the future. Daniel was given information about the Messiah. What is apocalyptic literature, and how is it different from prophetic literature? serves to show God's sovereignty over the future. Rich in the use of symbols. focused on what God is going to do. serve to show God's soverign control over history. is oriented toward the audience receiving the message. What makes the book of Ezekiel distinctive? It was written in Babylon, it was accepted by Isrealites who devoutly believed in God. What is the significance of Esther? she outwitted Haman and saved her people.Before reading chs. 16–17 in Harbin, read Hindson, ch. 12 and take detailed notes. Harbin: Chapter 16 What was the function of Haggai? Prophet to get the temple rebuilt How was Zechariah’s ministry different from that of Haggai, his contemporary? He focused more on future issues. message was more apocalyptic What was Ezra’s role in the return? The proposal of foreign wives be divorced and returned to their home land. How did Nehemiah help the struggling community in Jerusalem? they were able to build the walls in fifty-two days What is the significance of Malachi? bring the word of god to people of Israel Chapter 17 Why did the OT canon end with Malachi?The Jewish community came to the conclusion that God had nothing more to say to them. What is the Apocrypha, and how was it viewed by the Jews at the time of Jesus? hidden/ secret. The collection of books that is found between the OT and NT in some Bibles, scripture What is the Mishnah? How is it different from the Talmud? Why are they important? also Mish ·na (mish'n? ) n. Judaism The first section of the Talmud, being a collection of early oral interpretations of the scriptures as compiled about A. D. 200. the mishnah is a part of the juwish costom and belief. Repitition. teaching/ learning Gemarah-meaning completion, the learning of oral teaching. hey were interpretive translation of the Hebrew text designed to make the text more understandable to Jews who did not read Hebrew. What are Pseudepigrapha? Pseudepigrapha [Gr. ,=things falsely ascribed], a collection of early Jewish and some Jewish-Christian writings composed between c. 200 BC and c. AD 200, not found in the Bible or rabbinic writings. How did the Sadducees develop? traditionalist were those who followed their roots. -from a Hellenization movement sometime after the Maccabean revolt How did the Pharisees develop? Spending on time, a political party, a social movement, and a school of thought among Jews that flourished during the Second Temple. Who were the Essenes, and why are they import ant? embers of an Jewish sect of the 1st century BC and the 1st century AD. They lived on the western shore of the Dead Sea and wrote the Dead Sea Scrolls. At that time, there were 4 schools of Judaism: Pharisees, Sadducees, Essenes, and Zealots Referred to as sons of Zadok. meaning holiness Who were the scribes, and what role did they play in Judean society? professional title. a generic term that could include both Pharisees and Sadducees. Their role was to copy the Law, to read it, and then to interpret it to the people. Trace the rise and demise of Alexander the Great. What happened to Alexander’s empire after his death? It was divided amoung his 4 generalsWho were the Ptolemies and the Seleucids, and why are they important? The Ptolemies were very successful and managed to capture a large part of the Seleucid Empire, including all of Syria, before local problems called Ptolemy III. peace was established during the marriage of Philadelphus daughter to AntichusII of Syria Who were the Maccabees, and what did they do for Judea? The Maccabees were a family that fought a successful rebellion against the Syrian invaders who attempted to force all Jews into becoming Hellenized. were a Jewish rebel army who took control of Judea, How did Herod, an Edomite, become king of Judea? He was the son of Antipater, n Edomite, who married the daughter of a politically influential family. Herod divorced his wife Doris and married Mariame, a Jewish daughter of the influential priestly Hasmonean family. How did Rome make Judea part of the Roman Empire? because of its troubles, in 6CE it ceased being a client kingdom and became a Roman province. The â€Å"book of the Law† was rediscovered during the reign of: JOSIAH The book of Habakkuk predicts the Babylonian conquest. TRUE According to Hindson Nebuchadnezzar was your typical autocratic egomaniac that was corrupted by power that he eventually lost his mind. TRUE Asa is seems as basically spiritually weak and an evil king of Judah.False Jeremiah advised the king to fight the Babylonians to the last man False What is most memorable about Manessah according to Harbin? He is considered to be the worst king of the southern kingdom. A key theme of the book of Isiah is †¦ NOT Restoration Joash was assassinated in response to his having Zechariah stoned to death. TRUE Around 538 or 539 BC Persian King Cyruis issued a decree allowing all captive peoples to return to their native lands. TRUE According to the text ‘The exile† could not have been any more severve than what it was: False During the reign of Hezekiah the angel of YHWH killed how many Assryian soldiers outside the walls of Jerusalem? 185,000 Often Jeremiah tried to convey his message to the people by via acts of role-playing.TRUE Per Harbin, Nebuchadnezzar destroyed the temple in Jerusalem in 586 BC TRUE Why was Lamentations written? To express the sorrow at the fall and destruction of Jerusalem. The term â€Å"branchâ €  as used by Isiah and Jeremiah emphasized that the Messiah would be from the line of David. True Rehoboam managed to lose most of his kingdom in part due to a tax revolt that he failed to properly settle. True. Joash brought hope to the Southern Kingdom by repairing the Temple. TRUE What kep prophecies did the prophets of this period give regarding the Messiah? All of the above. One of the most memorable things about Ahaz was his closing of the Temple and his worshipping the gods of Damascus. TRUE Isiah was commissioned as a prophet the year Uzziah died? TRUE

Learning at College Essay

Learning at College Essay Learning at College Essay Learning at college University is supposed to be a place of knowledge, where students and teachers alike take part in the activity of nurturing bright minds. I believe that college is a time for learning – but not only about academics. In my opinion, it is a time for learning about one’s own self. Personal growth and development are key components of the college years and an opportunity to study at a top college would offer endless possibilities toward accomplishing those ends. As a society, we place much importance on "education", as compared to real learning and accomplishment. Is college for everyone? As a society, the answer is "yes, as long as you can find some way to afford it". But what happens at college? Students are educated in many areas, but how much do they learn? With every resource imaginable handed to students like disposable cutlery, one would expect the next Mark Zuckerburg to be graduating from highly renowned colleges like U of I among the next batch. My argument is whether students at colleges actually learn what they’re taught or if they just float in the mind-set of achieving good grades and then applying for a job right after. Students graduate with reputable degrees but are they really satisfied with the amount they learn? Are employers satisfied with the students being hired? My plan is to propose a survey to common UIUC students and record their response. Once that is done I’ll be comparing the statistics to further strengthen or dispute my argument. The questions included in the survey were 1- The range of a student’s current cumulative GPA, 2- How satisfied they were with that GPA, 3- How confident they were that their GPA would improve, 4- How satisfied they were with how much they learn from a particular course, and 5- If they were given a job today how well would they perform. The survey responses categorized most students to be among the 2.5-3 GPA range and a not so surprising satisfaction scale of 7-9 out of 10. This determines that students are achieving a borderline average grade and hence they stay satisfied because it’s all they’re aiming for. Since they aren’t on probation they feel confident in their academic capability and think they’re in the green. When asked how confident they were that they’ll be able to improve their GPA, a whopping majority answered from 6-9 out of 10. It is evidently visible that students believe they can perform better than they already are because they aren’t putting in their 100% i.e. completely â€Å"learning† what they’re taught. Students believe they can do better and pull their GPA up but the truth is that once a student goes through a majority of their college credit, let’s say 60 hours then it’s almost impossible for a student that has a GPA like 3.0 to go up to a 3.5 or so without achieving 4.0 or almost 4.0 every remaining semester in his/her college life. In a world as competitive as ours a mere 3.0 is not likely to land a job anywhere. The next question in the survey was going to either be my boon or bane. Students when asked how satisfied they were with the amount they learn from a particular course, a vast majority again replied as being averagely satisfied. People answered the as close to 5 as possible since they weren’t completely sure about what to write. They don’t know how much they learn, if they don’t learn. This statement is strengthened by the next question in the survey; Students were asked how confident they were about their performance, if they were to start working today. Most people were either lacking confidence or not confident at all. This shows that while learning supposedly takes place all the time we’re just taught how to get good grades. A college degree is overrated at best. Most true learning that does take place at college is on the students' own time. While some professors may offer question and answer times, most lecture during class and expect the students to manage their incomprehension by means of

Frequently Asked Questions About Slime

Frequently Asked Questions About Slime Making homemade slime is a fun and easy science project and activity for kids. However, there are lots of different types of slime, so you may be unsure which ingredients to use, how to color your slime, whether you can make substitutions for chemicals, and so on. Look at some of the most common questions and answers about slime. How Do I Make Translucent or Opaque Slime? Basically, your slime will be about as transparent as the glue you use to make it. If you use white school glue, then your slime will be opaque. If you use translucent clear or blue glue gel (or another see-through color), then your slime will be translucent.  Slime made using soluble fiber will be in-between, meaning you can still see through it but it might not be completely translucent. Can I Mix Slime Solutions in Advance? Yes, you can prepare the borax solution and glue solution days or weeks before actually making the slime.  Borax is a natural disinfectant, so you dont need to worry about it going bad or getting moldy. My Slime Has Leftover Liquid. Did I Mix It Wrong? No, your slime is fine. When you mix ingredients, only a certain amount of water is needed to produce the polymer, and excess stays behind in the bowl. Its fine to simply throw it out. Are Borax and Boric Acid Interchangeable? Borax and boric acid are not the same chemical. Borax [Na2B4O7 ·10H2O or Na2[B4O5(OH)4] ·8H2] is a salt of boric acid [B(OH)3]. When you dissolve borax in water, it forms boric acid and also the borate ion. If you have boric acid instead of borax, it can be used for slime, but the recipe is somewhat different. Either dissolve the boric acid in water (if its a powder) or else use buffered saline solution. Mix the liquid with white school glue and a bit of baking soda (sodium bicarbonate). You can color the slime if you like. This slime will be less gooey and more stretchy, or putty-like, than borax slime. Can I Make Slime Without Borax or Boric Acid? There are many recipes for slime that dont require borax or boric acid. However, be aware some products do contain this chemical (such as saline solution and some detergents). Not all of the borax-free slime recipes listed online are really borax-free, but  there are some good  recipes that dont contain chemicals. How Do I Color Slime? If your glue is tinted, then your slime will be colored. You can mix food coloring in with either slime-making solution. You can also add glitter or other decorations.  You can also mix in glow powder for glowing slime, thermochromic pigment for color-change slime, or iron oxide for magnetic slime. How Long Does Slime Last? Slime doesnt go bad, but you may want to toss it if it develops mold or if it dries out. Refrigerated slime, kept in a baggie, should last for a couple of weeks  and can last months in a sealed bag unrefrigerated. If slime contains borax, it shouldnt spoil at all.  Edible slime recipes should be chilled for storage and thrown out.

Research Portfolio Paper Example | Topics and Well Written Essays - 2000 words

Portfolio - Research Paper Example Specific examples of stereotypes are that obese people are lazy and thus are less productive workers; that they have no self-control when they are eating; and that they over-present a good-natured personality in their social relationships because they are afraid of being socially excluded. Purpose of the Study The purpose of this research is to explore the extent to which the everyday lives of obese persons are mediated by a set of socially constructed meanings and how those meanings are present in their social relationships. Moreover, particular interest is paid to the process of establishing and maintaining different types of social relationships and how those bonds are considered to be both meaningful and satisfying. The relationship between being obese and losing weight to be socially accepted will also explored as another area where meaning is socially constructed. Review of the Literature: Obesity and Stigma The subject of obesity has been studied sociologically since the early 1960's, most commonly within the concentration of deviance and social control. Specifically, much of this work has focused its attention on how obesity is a kind of physical deviance and is stigmatized because of the external cues it possesses. Stigmatization stems from the possession of an "attribute or characteristic that conveys a social identity that is devalued in a particular social context" (Crocker cited in Abrams et al. 2004). More widely accepted stigmas associate obesity with laziness, social and sexual undesirability, and the externality theory of eating, which states that an obese individual, if given the opportunity, will eat large quantities of food regardless of how hungry he or she is (Puhl & Brownell, 2003a; Maykovich, 1978). An example of a more remote stigma can be found historically and, to a lesser extent, currently amongst some traditional religious circles who stigmatize the obese on the belief that they are gluttons who lack a moral self  ­restraint in th eir eating practices that will lead to their religious damnation (Puhl & Brownell, 2003a). In his work on stigma Goffman (1963) briefly noted that the stigmatization of obesity is based on the principle of visibility, which he defines to be "how well or how badly the stigma is adapted to provide means of communicating that the individual possesses it" (p. 48). In terms of that communication there are three conditions which must be addressed in order to determine how visible and prevalent a stigma actually is. The first condition has to do with how much is already known about what causes the stigma for a given individual who possesses it (Goffman, 1963, p.49). To apply this notion, if previous interactions with an obese person were to have revealed that his or her obesity was caused by factors beyond his or her control and that argument was convincing, based on what knowledge was available to justify the presence of obesity, perhaps that obese person would less likely be stigmatized by whoever were included within those interactions. Moreover, because obesity is based on external cues, it may negatively affect an obese person's ability or willingness to include him or herself in situations that require social interaction. This addresses the second condition of the