This week's blog calls you to post a copy of your literature review (you will probably have to use multiple posts) and conduct a very detailed and formal peer review of another person's literature review. When you post your original literature review, be sure to include a reference page. Unlike the previous blog, this one is not mandated (though you should note that you need to reach a total of ten blog postings for this term and this is another great opportunity to get additional feedback for your literature review).
Before the close of Monday, April 1st, by 11:59pm you must post your updated draft of the literature review to the blog.
Then, you must follow the peer review handout I gave out in class on Tuesday, March 26th to conduct your review of a peer's work. The handout must be followed line by line, and the peer review must be very substantial in order to receive credit. Your response must be to a peer who doesn't yet have a peer review by another student. I recommend you write a brief response to a peer you wish to review prior to actually doing the review (it would suck if you complete a review for a student and someone else posts a response to that person two minutes before your response goes in). You can write something like, "Hey John, I'll do your peer review." This way other students know to review another person's work.
The peer review for this blog is due by 11:59pm on Thursday, April 4th.
If you have any questions, please send me an email.
Best,
Joseph
Francois J. Turner
ReplyDeleteJoseph Longhany
ENC 1102
March 31, 2013
Researchers, scientists, fitness enthusiasts and the general populace alike hold the thought of the mind being the body’s ultimate source of strength and drive when it comes to physical performance or capabilities. However, only a few truly understand and realize the value of the mental aspect of a physical task. Fitness, exercise or weight training specifically is not just a bodily endeavor as surmised by Michaels, Peeke, Maxwell and Seigel; it also involves the cognitive aspect of our mind or psyche. By using various cognitive and psyche regulating techniques we can manipulate the results of our physical performance. My purpose as a researcher is to provide an overview of the information and discourse taking place in the fields of fitness, psychology or sports and exercise psychology on the application and efficacy of mental imagery and thought regulation; two key factors resulting in increased physical performance (Jones & Stuth; Finch; Moran). In doing this, I will be highlighting the gaps within the researches done in the past as well as adding my own take to fill that gap. In a general sense, my research is a continuation of the conversation amongst researchers, sports psychologist, fitness enthusiast, athletes, and simply anyone with an interest to excel or better his or her physical performance.
Within the discourse communities of psychology, sports psychology, bodybuilding and personal fitness, the ongoing debate over the efficacy of mental imagery and the mind and body connection both contain a universal theme; the psyche (state of mind) and its effect on the body. Oddly enough, these professionals (majority) agree with the statement that the mind does in fact contribute to our outcomes, whether it is physical accomplishments or cognitive acuity, there is an associating effect. And that effect so happens to be increased physical performance.
The Definition and Function of Mental Imagery
ReplyDeleteIn my research I used mental imagery as the evaluation point of the ‘psyche’s’ involvement in physical exercise; a note to remember is the interchangeable use of the terms mental imagery and visualization. Mental imagery is defined as ‘’the process of imaging the performance of a skill with no related overt action’’ (Jones, Stuth 101). They later added that as an arousal regulator, it ‘’induces a heightened physiological arousal (psyching-up), increasing performance’’ (105). Jones and Stuth concluded with a key claim stating that mental imagery is the most effective for learning skills that follow a preplanned motor sequence or which involve precise muscle control (102). Moran unlike Jones and Stuth defines mental imagery in a slightly different light, it is ‘’the process by which we can represent information in our minds in the absence of appropriate sensory input’’ (Moran 423). Despite slight differences in operational definition of the term, both sources share the same belief that ‘’mental practice’’ or ‘’the systematic use of mental imagery…’’ ‘’is helpful for the learning and performance of motor skills (Moran 423). It may even be noted that Moran used Jones and Stuth whose research preceded his by a decade as reference. Another take on the definition of mental imagery is presented in the ‘’Theory into Practice: Seeing is Believing: Using Imagery to Enhance your Coaching’’ where imagery (otherwise mental imagery) is an ‘’involvement of all our senses creating or recreating experiences in our mind’’ (Finch 33). The pieces all merge around a core definition however; each provides a personalized meaning of mental imagery. It is in the definition where the most salient use of intertextuality lies; all the authors using preceding authors as anchors for their pieces.
The Body-Mind Connection
As we look to understand the correlating effect the mind has on the body, one must first understand the relationship between the two. Jillian Michaels, one of the nation’s leading health and wellness expert and personal trainers with 20 years of experience wrote ‘’Mind-Body Fitness: Using well-defined goals, a positive attitude and visualization’’ in order to inform the public and those in the field of fitness about the benefits of having a thorough connection between the mental and physical aspects of health. With a proper exercise being dependent on both the physical and mental state, she asserts that mind-body exercise is ‘’a form of exercise that combines body movement with mental focus…’’ (24). Michaels also mentioned that visualization is training the body- ‘’by practicing in the mind what we wish to experience in our bodies, we are actually training the body.’’-and using it helps to increase mental focus and sharpen mental awareness as well (27).
Michaels’ claim of the mind-body connection is similar to the same thought held by Pamela Peeke and Dr. Maxwell where ‘’the human nervous system cannot differentiate between an actual experience and an experience imagined vividly and in detail’’ (Michaels 26); this buttresses the claim of the integration of the body and mind and their lack of separation. Maxwell’s assertion on the discourse is that mental training and physical training ‘’are one and the same’’ which ties back to the argument of the body and mind connection (58).
Although Pamela Peeke hold similar views as the above mentioned authors, she opposes the notion of the body and the mind, instead, her counter claim is that the connection between body and mind is nonexistent, the body is the mind and vice versa; ‘’there is no separation of the body and mind’’ (58). While this may not be a general thought amongst scholars, she boldly restates that the physical and mental aspect of fitness must be integrated for most effective function, noting that fitness is no longer limited to the physical element many believe it to be (57).
In the conclusion of her piece, Peeke reassures us that fitness professional are ‘’the body-mind guide’’ for clients, whose role is ‘’pumping up both the brains and brawns’’ (61). Surprisingly, another trace of intertextual connection leads to a piece written in the 1985 issue of Muscle & Fitness magazine which makes the claim that ‘’mental training and visualization leads to peak performance’’, also stating that ‘’performance is dependent on mental attitude’’ (Siegel 33). Although not entirely connected to the thoughts of Michaels, Maxwell and Peeke, Seigel’s simple statement does reflect the general gist of what was elaborately stated by them.
ReplyDeleteThe correlation this ‘’body-mind’’ connection plays in the enhancement of physical performance was evaluated and analyzed using the psyche as the connection between the mind and body. This has enabled me to draw a parallel between the uses of mental imagery or other cognitive techniques used by the participants in the case study to relate to their performance and or physical gains. Not only was I able to prove that a body-mind connection is prudent, but that mental imagery provides that connection.
The Studies and Researches
Oddly enough, the researches done regarding mental imagery and its employment as a performance enhancing tool all utilize the same baseline or format being subjects use of mental imagery. In order to fill the missing methodological gap I’ve incorporated the use of various approaches into my methods; interview with fitness professionals, case study emphasizing the use of a journal and focus group. As a result, this will replace the discrepancy with the faulty and often inconsistent methodology of past researches that involve the lack of: ‘’a consistent operational definition, manipulation checks and variety or inclusive study population’’ (Jones, Stuth). ‘’The uses of mental imagery in athletics: An overview’’ does not follow the traditional writing style, it is more of ‘’an overview’’ as its title connotes on the application and research of mental imagery; neither presenting a new thought or feeling on the subject of its effectiveness but rather the means in which such data have been gathered and reported in a ‘’generalized’’ manner that is not reflected in the ‘’empirical research’’ that’s done; research whose ‘’methodological problems limit its usefulness’’. Again, it is stated that the inconsistent operational definition, manipulation checks and lack of inclusive research population hinders the credibility of some of these famous studies. Moran also highlighted a few methodological issues with researches on mental imagery; claiming some of the most prevalent gaps are the ‘’measurement of motor imagery in participants’’, ‘’classification of the imagery/sensory mode’’ and the participants knowledge (not a blind study) being an outlier (424). In addition, he saliently points to the most important gap being the neglect of ‘’meta-imagery’’- the athletes awareness and ability to control their mental imagery skills (Moran 424). This is where the journal used by participants in the case study fulfills the missing blank. The journal allows each individual to control their thoughts, feelings and the cognitive techniques they employ; whether it is mental imagery, self-talk or other cognitive cues.
One such research is noted by Jillian Michaels, on sports visualization (mental imagery) study by Russian scientist who compared four groups of Olympic athletes in terms of their training schedule which included the use of visualization as training. The study proved that the more integrated visualization was in an athletes’ training regimen (25% physical training with 75% visualization training), the more successful he or she was in terms of performance. The research supported Michaels claims that ‘’visualizing mental images act as a prelude to muscular impulses, which increases performance’’ (25). Another study she used to substantiate her assertions involves a 2010 study of pre-game visualization on basketball free throw shoots. The latter proved that the use of visualization in pre-game practice resulted in a ‘’significantly higher number of free throws made in game preceded by the use of visualization.’’ (25).
ReplyDeleteSimilarly, Maxwell’s dissertation and adjoin research involving a manual to increase mental strength relies heavily on the use of visualization. His manual can be seen as a well detailed outline of a research awaiting implementation. It emphasizes the fervent use of mental imagery and other visualization techniques such as self-talk and goal setting that is described as the mental direction a person has of where he or she wants to be and the strategies he or she has implemented towards achieving that goal (Maxwell 10). The manual requires constant practice of imagery with and sans exercise.
The Conclusion
With ample researches and pieces that attest to the efficacy of mental imagery as a performance enhancer, without a doubt I can claim it is indeed the most effective technique used to increase both physical and cognitive performance. The gaps indicated by Jones & Stuth and Moran was certainly addressed by my uses of differing methodological approaches that afforded me a variety of data ranges to pool from as oppose to a single study. Also I clearly stated the operational definition within my research being the use of ‘’mental imagery/visualization’’ as a focal point which allows for greater differentiation with unsuspecting outliers. The research pool I selected also fulfills the requirement of being inclusive and broad enough to be generalized; an area where former researches failed. The age ranges, gender, ethnicity, body type and athleticism of the participants played a role in their selection. Moran stressed the absence of ‘’meta-imagery’’ in earlier researches but I was keen in its inclusion into my research. With these various gaps filled, my research definitely provided something new to the discourse such as a thorough methodology amongst other contributions.
Works Cited
Jones, Lesley., and G. Stuth. ‘’The uses of mental imagery in athletics: An overview.’’ Applied & Preventive Psychology 6:101-115 (1997), Cambridge University Press, Cambridge MA.
Finch, Laura M. (2011): ‘’Theory into Practice: Seeing is Believing: Using Imagery to Enhance your Coaching’’, Strategies: A Journal for Physical and Sport Educators, 24:3, 33-35
Maxwell, G. J. F.L.O.W.: Focus the Mind, Look for Success, Onward Persistance, Will to Win. A Triathlete's Mental Power Manual. University Microfilms International, P.O. Box 1764 Ann Arbor MI 48106 USA, 2000. Physical Education Index. Web. 7 Feb. 2013.
McGough, Peter. "Mind Over Muscle." Joe Weider's Muscle & Fitness 69.1 (2008): 190-194. SPORTDiscus. Web. 11 Mar. 2013.
Moran, Aidan. ‘’ Cognitive psychology in sport: Progress and prospects.” Physical Education Index. Web. 7 Feb. 2013.
Peeke, Pamela. ‘’IntegrativeFitness: The New Science of Body-Mind Medicine. IDEA Fitness Journal, Volume 4, Number 6 (2007). Web. 3 Feb. 2013
Siegel, P. C. "Mind in Bodybuilding: Your Ultimate Workout. Joe Weider's Muscle & Fitness 46 (1985): 33-. Physical Education Index. Web. 7 Feb. 2013.
Brittany Taylor Wentlandt
ReplyDeleteMarch 26, 2013
ENC 1102-0014
Literature Review
Part 1
Introduction
It is well known that young women’s perceptions about body image come from beauty industry media, and more specifically the modeling industry. Despite these images being manipulated and retouched, women continue to evaluate and compare themselves against these unrealistic ideals. Some have argued that the plus-size modeling industry has broken free of this standard by promoting a healthier image and being just as effective as the regular modeling industry (Diedrichs and Lee 1273). However, even the plus-size modeling industry isn’t free from stigma (Czerniawski 127).
The everyday woman has struggled to meet the standards set by this industry and problems with self-esteem and self-destruction arise because of this. There has been extensive research into mental and eating disorders caused by media (Nicolaije and Papies 76). My question is “How does the modeling industry affect young women and their ability to ‘own”, or love, understand, and accept, their bodies?” It is essential to digest previous research and findings in this subject area before my inquiry can be addressed.
Internalization of Comparisons
The personal effects of this industry are dependent upon the viewer’s level of internalization. Internalization, in this context, is the self-evaluation one experiences after viewing something they perceive as similar to themselves (Diedrichs and Lee 1276). Throughout my textual analysis, I discovered this reoccurring thread. Most sources cite Festinger’s Social Comparison Theory which “suggests that people look to images they perceive to be attainable and realistic, and subsequently make comparisons among themselves, others, and the idealized images” (Bissel and Rask 648). Another repeating theory I found is Higgins’s Self-Discrepancy theory which “does not presume that the effects of media exposure are direct; rather, the effect is dependent upon the discrepancy between and individual’s actual and ideal self” (648). The “actual self” is comprised of the actual looks and size of the individual, while the “ideal self” is the looks the individual would like to have and their ideal size (Woodman and Steer 147-148). Similarities between these two selves result in self-confidence, while discrepancies result in self-loathing.
Magazines are overflowing with young, idealistic models. When young women with higher levels of internalization view these models, they “take to heart” the underlying message that tells them how they should look, even if the photoshopped people in the ads do not look that way themselves. This is the standard of beauty that the modeling industry sets.
Beauty Marketed
The beauty industry is a vast, highly successful industry that preys on the impressionable and sells by creating dissatisfaction (Bissell and Rask 646). Despite the belief that equates beauty with “bimbo”, women constantly strive for this standardized form of beauty (Black and Sharma 105-106). The “myth” of beauty is oppressive (109). It causes women to feel the need to look perfect before leaving the house. It keeps women, especially younger women, up at night staring at ads with models of the same age, but not the same stature. Some think that the plus-size modeling industry seeks to re-define beauty. However, even these models conform to standards beyond their means (Czerniawski 127).
I'll review this blog!
Delete1.The focus of this lit review is the topic of plus size models and regular models and the effects and pressure it has on teenage girls to look a certain way. Many think that plus size modeling has changed this, but others say it has remained the same.
Delete2. My first impression of this essay was that there was a lot of great research done and cited. It was very well organized, although I understand what the niche in the research is because I’m a girl, it could be a bit more clear for a different audience. There were also a few grammatical errors but not many.
3.The introduction is very well done, a bit more information could be added about the fact that plus size modeling hasn’t been “free from stigma”- elaborate more on that. Be sure to add your niche in the introduction and not just in the conclusion
4.The subject headings are all appropriate and very well done in my opinion, the major concepts are clearly stated in one heading. Although I feel like there should be a “conclusion heading” so that the audience knows it’s the conclusion,you don’t have to add it if you don’t want to.
5.The conclusion successfully summarizes the claims but as I stated previously I think that the niche should be more clear and precise.
6.Again to strengthen your gap in the research, use one of the strategies in the peer review sheet to establish it more strongly.
7.You used sources very well and they were all very interesting and relative to the topic at hand. They are also cited correctly according to MLA formatting
8.Paragraphs were well stated and all had similar information, they were grouped properly
9.Focus was maintained throughout the paper but again, you should add more about plus sized modeling in the introduction to make it more effective.
10.There was a lot of in depth information that I found to be interesting and it all related to the topic successfully
11.Could add more transitions in between paragraphs to connect them together to make for a smoother transition. A translation sentence was effectively used before the “beauty marketing” paragraph, but you should include one after every paragraph
Part 2
ReplyDeletePlus-Size Modeling Industry: Good or Bad?
This industry is an ironic one. Plus-size models are objectified and suffer the same stigma as thin models (Czerniawski 128) while attempting to promote a more positive body image to consumers ( Diedrichs and Lee 1273). First, it’s important to define “plus size” because the fashion definition does not necessarily match the society’s image of a “fat woman”(Czerniawski 128). These models are generally between 5’8” and 6’ tall and range from USA size 10 to 20 (129). Most plus size models are what most Americans would consider an average sized woman, between USA size 10 and 14. They also have perfect or nearly perfect proportions and are facially beautiful.
Based on the Social Comparison theory, many argue that these models promote a positive body image. Halliwell and Dittmar’s studies are cited as finding “lower levels of body-focused anxiety” in women that viewed ads with plus- sized models as opposed to thin models (Diedrichs and Lee 1276). However, Amanda M Czerniawski’s ethnographic study found that plus size models manipulate and objectify their bodies in the same way that thin models do (Czerniawski 127). She catalogues instances of plus size models being asked to undergo surgery or gain substantial amounts of weight to please their clients (137). She states, “While these plus-size models invest in their bodies, they alienate the self and transform their bodies into manipulated and consumed objects” (149).
Literary Findings
My literary research has led me to trace quite a few threads. In my subject area, it is important to look at levels of internalization when analyzing the effects of thin and plus size models on women’s body image and self-esteem. These image ideals are presented by the beauty industry and marketed by creating and attempting to solve dissatisfaction. This internalization of unrealistic ideals results in body image anxiety and can further result in more serious mental and physical disorders. In some ways, the plus size modeling industry can be credited with easing some of this anxiety. However, it is not without many flaws and unrealistic ideals of its own.
While most study’s look at the overall blow to an individual’s esteem after viewing an ad, there is little information available on how the fashion modeling industry affects a young woman’s ability to accept and understand her body. Due to the less-than average proportions and overall placement of fat on plus-size model’s body, even these ads promote a confusion about parts of a woman’s body and how she would look in the clothes the model is wearing. How can she “own” her body if she can’t even look like the plus sized model? This is the direction in which my research is headed. My study focuses on how a large, fairly diverse group of young women view themselves in comparison to models. I believe this niche I’m occupying “hits home” with many young women, including myself.
I'll review this blog!
DeletePart 3
ReplyDeleteWorks Cited
Bissell, Kimberly, and Amy Rask. "Real women on real beauty self-discrepancy, internalisation of the thin ideal, and perceptions of attractiveness and thinness in Dove's Campaign for Real Beauty." International Journal of Advertising Nov. 2010: 643+. Academic OneFile. Web. 11 Mar. 2013.
Black, Paula, and Ursula Sharma. "Men Are Real, Women Are 'Made Up': Beauty Therapy And The Construction Of Femininity." Sociological Review 49.1 (2001): 100-117. Academic Search Premier. Web. 11 Mar. 2013.
Czerniawski, Amanda M. "Disciplining Corpulence: The Case Of Plus-Size Fashion Models." Journal Of Contemporary Ethnography 41.2 (2012): 127-153. Academic Search Premier. Web. 11 Mar. 2013.
Diedrichs, Phillippa C., and Christina Lee. "Waif Goodbye! Average-Size Female Models Promote Positive Body Image And Appeal To Consumers." Psychology & Health 26.10 (2011): 1273-1291. Academic Search Premier. Web. 11 Mar. 2013.
Nicolaije, Kim A.H., and Esther K. Papies. "Inspiration or deflation? Feeling similar or dissimilar to slim and plus-size models affects self-evaluation of restrained eaters." Body Image 9.1 (2012): 76+. Academic OneFile. Web. 11 Mar. 2013.
Woodman, Tim, and Rebecca Steer. "Body Self-Discrepancies And Women's Social Physique Anxiety: The Moderating Role Of The Feared Body." British Journal Of Psychology 102.2 (2011): 147-160. Academic Search Premier. Web. 11 Mar. 2013.
I'll review this blog!
DeleteBrianne Addison
ReplyDeleteProfessor Longhany
ENC 1102
PART 1
An Athlete’s Mind Set: How is it Kept?
Introduction
Ever since athleticism and sports became part of modern day society, sports psychologists and researchers have been studying every aspect of an athlete and their success. Not only do they focus on the score of the game, but the concept of how athletes achieve what they achieve. How does an athlete keep a positive mind set throughout their performances and how exactly to they keep it?
Research has suggested that emotional states are predictive of sports performance, and that athletes regulate emotions accordingly(Stanley et al. 1). People actively monitor their emotional states and develop self regulation strategies to maintain or change their emotions to desirable levels(Stanley et al. 1). According to A.R Levy, to achieve sporting excellence, it is generally believed that athletes need to possess a high degree of self confidence.
Being a serious athlete myself, I was very interested in pursuing this research topic and to find out to an extent what exactly goes through an athletes mind like mine and how to keep a positive mind set. Naturally, if an athlete has a negative mind set then it is most likely that they will not perform well. There are several view points of different researchers as to what works best for an athlete and their mindset throughout practice or competition. These topics include the self-talk concept, positive monitoring concept, confidence from outside sources, and avoiding mental fatigue.
PART 2
ReplyDeleteSelf- Talk Concept
An athlete in a game or competition setting can change his or her whole outcome and improve results just from having a positive self talk statement or words that they continually say to themselves; throughout the research, this was the most frequent concept that came up. In sport psychology, self-talk has been broadly conceptualized as a “multidimensional phenomenon concerned with athletes’ verbalizations that are addressed to themselves”(Theodorakis et al 1). Alla Tovares brings athlete self-talk to another level as she documents how athletes employ an array of different voices to recreate their identities. Tovares believes that an athlete has two or more voices in his or her consciousness that represent different opinions, beliefs or points of view. This was described as the term “internal polemic”. Athletes will say statements to themselves such as “I can do this, I matter to this team” and a negative statement like “I am not even a good athlete.” As one can see, these are very different contrasts of self talk statements. On the other hand,Yannis Theodorakis et.al says that “esteem support was positively related to positive self-talk dimensions involving psyching up and confidence boosting, and negatively to negative self talk dimensions including worry and fatigue” (Theodorakis 2). Both Tovares and Theodorakis believe that self-talk is among the most important qualities an athlete can possess, but Tovares also thinks that an athlete has a “voice” in their head always battling with each other.
PART 3
ReplyDeletePositive Monitoring Concept
Positive monitoring is a skill used by athletes to regulate their mindset, similar to self-talk. It is defined by Frank C. Bakker as “a positive form of internal attention referring to positive self-talk statements as well as statements about the attentional focus that athletes adopt to enhance concentration and performance” (Bakker 4). Some positive statements that were popular among the athletes interviewed were the focus points. An athlete said that they focus on what they should do, go back to the basics if something is not going as planned, and visualize their next actions. Yongjun and Xiufeng believe that “successful self-regulation involved a calm mental state, smooth rhythm in performance, concentration, and flow, whereas rhythmic disorder, stress, mental fatigue, and loss of flow were cited by athletes during unsuccessful self-regulation” (Yongjun, Xiufeng 3). They both are focused on the mental fatigue that people may experience during prolonged periods of cognitive activity. Many factors can affect athletes’ performance but control has the ultimate effect according to Yongjun and Xiufeng. These researchers claim that an athlete must always be aware of their surroundings, and that they must have a clear as well as a calm mind within themselves for a successful performance. Does a clear mind really help performance, or is it more helpful for an athlete to have stress to make them push harder?
PART 4
ReplyDeletePressure, Anxiety and Stress: Helpful or Detrimental?
Sport psychologists have argued different views of whether or not the outside effects of pressure, anxiety and stress can help an athlete control the energy and use it positively or for it to have the opposite which would be to completely ruin their train of thought while they are in the zone. D.M Stanley believed that “increasing anger/anxiety can help performance is associated with intentional usage of strategies to increase unpleasant emotions”(Stanley 6). However, Yongjun Sun and Xiufeng Wu found that their participants demonstrated a negative impact of stress, and as stated previously that a calm mental state was the key for success. Pierluigi Pompei believed that relaxation was the best thing for athletes, as he found that diaphragmatic breathing reduces the oxidative stress induced by exhaustive exercise. If athletes are not free of stress, they may be at risk of failure of their self regulation. Agreeing with these terms, Frank Bakker suggests that “next to distracting worries and positive monitoring, competition pressure does not often induce skill-focused attention”(Baker 10).
Conclusion
Through the analysis and research conducted by scholars and sport psychologists, it can be seen that the majority of them agree on the fact that self talk and self regulation are the most important factors in an athlete sustaining focus throughout their performance. All research has been conducted on athletes of all ages, levels and among a variety of sports. No study has been conducted on the mind of a female rower, which involves one of the most mental focus’s throughout all sports. It is important to look at all aspects of different sports, so a self study that involves recording self emotions and practicing breathing techniques as well as the practice of various self talk statements will be helpful to add in this study.
PART 5
ReplyDeleteWorks Cited
Frank C. Bakker, et al. "Thoughts And Attention Of Athletes Under Pressure: Skill-Focus Or Performance Worries?." Anxiety, Stress & Coping 24.1 (2011): 59-73. Academic Search Premier. Web. 1 Mar. 2013.
Levy, A. R., A. R. Nicholls, and R. C. J. Polman. "Pre-Competitive Confidence, Coping, And Subjective Performance In Sport." Scandinavian Journal Of Medicine & Science In Sports 21.5 (2011): 721-729. Academic Search Premier. Web. 1 Mar. 2013.
Stanley, et al. "Instrumental Emotion Regulation In Sport: Relationships Between
Beliefs About Emotion And Emotion Regulation Strategies Used By Athletes." Scandinavian Journal Of Medicine & Science In Sports 21.6 (2011): e445-e451. Academic Search Premier. Web. 1 Mar. 2013.
Pierluigi Pompei, et al. "Diaphragmatic Breathing Reduces Exercise-Induced Oxidative Stress." Evidence-Based Complementary & Alternative Medicine (Ecam) 8.1 (2011): 1-10. Academic Search Premier. Web. 18 Feb. 2013.
Sun, Yongjun, and Xiufeng Wu. "Self-Regulation Of Elite Athletes In China." Social Behavior & Personality: An International Journal 39.8 (2011): 1035-1044. SPORTDiscus. Web. 1 Mar. 2013.
Tovares, Alla V. "Managing The Voices: Athlete Self-Talk As A Dialogic Process." Journal Of Language & Social Psychology 29.3 (2010): 261-277. Academic Search Premier. Web. 24 Feb. 2013.
Zarghami, Mehdi, Esmaeel Saemi, and Islam Fathi. "External Focus Of Attention Enhances Discus Throwing Performance." Kinesiology 44.1 (2012): 47-51. Academic Search Premier. Web. 1 Mar. 2013.
Peer Review for Brianne Addison by Francois Turner
Delete1. Focus- The aim of the research is clearly stated and the introduction clarified the purpose and intent behind conducting the research. You effectively introduced the key factors that affect an athlete’s focus. The way you tied those key points back to the question and separated them throughout the review shows meticulous organization.
2. The overall quality and presentation of the research makes it easy to read and understand. Your brevity is very effective with everything well elaborated yet being to the point. However, the missing element is the gap/s or niche within the former research or findings criticized by your source and how you’ll fill that gap or niche. Other lacking parts of the review include the scant use of your sources and the style used in presenting that information such as: paraphrasing, summary or quotations. A strong point I like about your review is the simplicity of the diction; it is very easy understanding the ideas and information you presented.
3. Introduction- The concision of your introduction is perfect. You were able to state the research question and the reason behind conducting the research, the factors that are attributed to a positive mind set, a brief look into the discourse as well as what’s unknown which is the ‘’what goes through an athlete’s mind in trying to maintain a positive mind frame’’ all while keeping the length of the introduction well ranged. Although the unknown can be read between the lines, it needs to be addressed more clearly. What your research will be adding to the discourse needs to be presented here in the intro. The information you presented seems to flow well with the body of the ‘Lit review’.
4. Subject Headings- Despite using the key factors associated with ‘’a positive mind set’’ as your subject headings the use effortlessly fits with the synthesis of your sources. Each subject heading had at least 2 sources supporting the claims that were presented. Your order of presentation is aligned with the order in the introduction of each heading which keeps everything perfectly organized. My recommendation for a different organization of your headings is to: add tangible application or evidence supporting the use of each concept and including more information on the topics since they are being used as headings.
5. Conclusion- Everything else in the Lit review may need slight work and few adjustments apart from your conclusion. It needs the most work all and the addition of some key information as well. Few of the requirements that make a great conclusion includes: summary of the claims of your sources, reiteration of the gap/s or niche, the approach towards fulfilling those gaps or niches and justification of your research question’s purpose as a continuation of a discourse. In rewriting your second draft, make sure to include these elements in order to have a well written conclusion like the rest of the Lit review.
6. Final Thoughts- The focus of your paper is great, every idea and source synthesis relates to some aspect of the research question. Your scope is narrowed to the factors contributing to an athlete’s state of mind and using those factors as headins may have been the best organization strategy but the least creative since it limits the inclusion of any other detail. The review’s concision may have been at the price of valuable information inclusion and a deeper analysis of your sources information. Overall, a great start and well written review minus the missing niche and clearly stated purpose behind your research question.
Kelly Brown
ReplyDelete26 March 2013
ENC 1102-0014
Literature Review
A new subgenre of horror films made their way into the lives of society in the 1980’s. These films are known as slasher films. The most popular slasher films are the Halloween series, the Scream series, and the Friday the Thirteenth series, the ones I will be discussing are Halloween and Halloween H2O. Slasher films tell a “story of a psychokiller who slashes to death a string of mostly female victims, one by one, until he is subdued or killed, usually by the one who has survived.” (Clover, Men 21) The one who has survived is known as the final girl. Many scholars such as Carl J. Clover, Kelly Connelly, and Davinia Thornley discuss this character in their studies on gender roles in slasher films. These movies are filled with violence, sex, and murder, but they also show their audience the different gender roles that are being played.
In these films we see two main characters, showing the two different gender roles; one being the “male monster” and two being the “final girl”. The final girl is described as the girl who comes out on top, the girl who out last everyone else and survives long enough to be rescued, most often by a male. She is said to be smart, watchful, and asexual (meaning these girls do not engage in sexual acts). (39) The male monster is the psychokiller of these films. He is the one chasing after everyone else, killing everyone he encounters, mainly the final girl’s friends, to eventually gain access to the final girl.
In my study I will be discussing these two main roles. I will also be discussing how violence and sexual acts play a part in these movies, since the final girl does not engage in these sexual acts. I will do this by discussing the material I found throughout my research as well as the research I will be conducting through my questionnaires. Through these questionnaires I hope to answer the questions “Are violent acts directed more toward women in slasher films?” and “Are females portrayed as victims more often than males in slasher films?” I will also be asking “Why do you think these violent acts are happening to those characters who engage in sexual acts, keep in mind the gender roles being played?’ Based on the opinions of my test subject’s opinions and see if they compare to the conversations happening between the scholars. I want to see if how society views these characters match up with what these scholars have studied.
Clover, Carol J. Men, Women, and Chain Saws: Gender in the Modern Horror Film. Princeton: Princeton University Press, 1992.
ReplyDeleteConnelly, Kelly. “Defearing The Male Monster In Halloween And Halloween H2O.” Journal Of
Popular Film & Television 35.1 (2007): 12-21. Film & Television Literature Index. Web. 17 Feb. 2013.
Sapolsky, Barry S., Fred Molitor, and Sarah Luque. “Sex And Violence In Slasher Films:
Re-Examining The Assumtions.” Journalism & Mass Communications Quarterly
80.1 (2003): 28-38. Film & Television Literature Index Web. 8 Feb. 2013.
Thornley, Davinia. “THE ‘SCREAM’ REFLEX: Meta Horror AND POPULAR CULTURE.”
Metro 2006: 140+. Film & Television Literature Index. Web. 8 Feb. 2013.
Merley Michel
DeletePeer Review
Focus: I can see that your paper is focus on studying the view society places on the the gender role in slasher movies. You are hoping to do some questionnaire from views of this movie and watch them and analyze them as well.
First Impression: My first impression of this Literature review is that is lacking actual analyst of the literature you chose to study. You didn't give much information on any research in this field or any adjacent field. I'm sure as minute the research maybe it still exits.Many there aren't any papers written specially about your inquiry, but there as to be adjacent research i.e. research closely related to your question to help fill some kind of foundations. Maybe you should look into this to expand your literature review.
Introductions: The introduction as one of the three citation i spotted in this review. It clearly states what you want to research even stares to note as to how you want to research it. It introduce some of the other people in your discourse community, but i like said before you need to expand. It simply states a few major claims but overall more details need to be added, such as who started this inquiry, why is it of interest, what are opposing views on it? Really need to layout the conversation that you are participating in.
Subject Heading: I see none.
Conclusion:You end with a good segway with into your method section. Actually your last paragraph look like it belongs in your method section. you should use your conclusion to show where your research specifically comes into play while wrapping up your literature review. This part of your paper should also clearly state your niche.
Niche: Your niche isnt too clearly state i think that is because you dont clearly analyze your literature. If you expand your research base you will be able to clearly state a niche.
Other criteria: The review is organize with the basic beginning, middle and end. you have good transition, you are focused on your topic, and have good syntax.
Overall: If you expand the research you analyze this will expand your lit review and bring more depth to it and help build the rest of your paper.
Good Luck with your research look very interesting.
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ReplyDeleteStephanie Smith
ReplyDeleteProfessor Joseph Longhany
ENC 1102
26 March 2013
Literature Review
There has been much discussion amongst the bilingual community on how being bilingual is a highly beneficial tool throughout life. But how can we as a community of educators make sure our students whether they be our own children or a classroom full of student reap the maximum benefits of being bilingual? To start off, the way we teach our students a second language is the primary factor in how beneficial it will be. King writes that we pick up these teaching habits from as early as our childhood. King says that the way we are taught our second language is more than likely the way we will teach our children and they will teach their children. But thankfully just by educating ourselves within the bilingual community we can change those habits and have many generations to come benefit from some small changes (Bialystok). What my study will focus on is the correlation between the techniques used and the success of a child in their second language acquisition.
Bilingual Environment: Teaching a child a second language in a bilingual environment can be greatly beneficial and one of the greatest aids throughout the entire process. Many scholars discuss the benefits of bilingual teaching environments as a tool in secondary language attainment (De Houwer, King). More specifically, King found in his research that those children who practiced both languages in the home had a higher success rate in learning the language. These children had the advantage of being constantly surrounded by the language and therefore learned the accent better.
Parental Concerns/Myths: When it comes to teaching children there are many myths and misunderstandings such as speech impediments, primary language interfering, and code switching. Many scholars have gone through and proven that these myths which have been causing concerns amongst the parents really are just myths and are not valid at all (King, Shine, Wren, Bialystok, De Houwer). More specifically, in the book Bialystok writes we see exactly what the concerns of the parents are and how all of those concerns stem from the same root, the fact that many people are uneducated when it comes to bilingualism. Bialystok claims that this ignorance makes parents more susceptible to believing all of these myths.
Motivation: The motivation behind learning a second language has a lot to do with the success in your grammatical skills and your oral skills. The different types of motivation talked about the most are cultural in the sense that either the person learning or the parent of the child want to preserve their culture through the different generations or if the person is older they may want to learn a second language for educational purposes such as school (Negueruela, King). More specifically Negueruela writes about a Spanish speaker who does not preform well in the language but still wants to continue in this language. He writes that her reasons may be more emotionally attached to the culture more than anything. He continues by claiming that success in learning another language is more likely to be linked to the “three ,main qualities of second language classroom movitvation: dynamic or changing, historical, and mediating.”
Difference in Learning: Some parents and teacher assume that learning the second language is a very similar process to learning the first one, but that is not nearly the case. In learning the first and second language the child goes through an entirely different process (Shrine, Wren). More specifically Shine talks about how learning the first language is “acquired” and how the second language is more “learned”. He also says that first language acquisition is the process of natural assimilation, where as learning your second language is a conscious one. Wren also points out that when children are learning the second language a lot more on-hand and oral lessons are needed. This means that having the child or the person learning the second language actually be tested orally and have conversation in the language is highly beneficial and recommended.
ReplyDeleteYoung Children: There have been many different studies conducted on young children and bilingualism. The minor findings about young children is that the way you teach them their second language is the way they are more than likely going to teach their children a second language (King). The major finding that Lanza talks about though is code switching amongst young children. Previous research has talked about how it is believed that older children tend to code switching which is when they are speaking one language and throw in a word from the other language. Lanza write that he believes that children as young as two years old are showing signs of code switching. Code switching, in contrast to what is previously believed, actually shows high thinking processes on the part of the child (Lanza). All of these findings have one thing in common; they all show that young children are much more cognitively aware than we think they are. Whether it be with retaining and storing information to later use to teach their own children or code switching these children are a lot more intuitive then we may realize.
Teaching Techniques: The biggest discussion in the bilingual community has to do with the different teaching techniques involved in the process. They talk about everything dealing with teaching techniques: from why people teach how they teach to how people should teach. According to King parents teach their kids a second language based on how they themselves were taught their second language. He says this is the reason we have to be so careful about our teaching habits because they will carry on through generations. Some of the actual teaching techniques recommended include: teaching in a bilingual environment, teaching using the oral and communicative language technique (oral method), and teaching with direct involvement from the student (De Houwer, Shine).
Through the research done by previous scholars on the topic of bilingualism it can be seen that the majority of scholars agree that while being bilingual is beneficial, those benefits are not being reached to the full potential due to the simple fact that we are just not educated enough. There have been many studies showing that teaching in a bilingual environment, being motivated by emotions, and teaching with oral, direct, and interactive ways are all ways to optimize the benefits of knowing a second language. However, there have not been studies showing how the ways children are taught actually affect them. Which techniques are most impacting than others? How much more will these benefits help the child? These are the different gaps I aim to fill with my research.
1. The focus of the essay is how can the benefits of being bilingual be optimized. She takes bilingual families and asks each family how they taught their children a second language. She will then have the kids take an oral exam and a written exam and use those results to correlate if the techniques used by the parents effect the skill level of the second language. the topic is clearly defined and appropriately narrowed.
Delete2. I thought it was really thorough and the strengths included the actual meat of the paper and the citation usage. The weaknesses were the grammatical errors, some repetition and MLA format mishaps.
3.Overall a great intro that establishes a territory and adds a focus.
4. Subject heading were extremely effective I believe, however I would change one of the headings from "motivation" to "motivation to learn".
5. Overall GREAT conclusion. She restates all important facts and emphasizes her point.
6.She also indicates a gap within the current conversation. She states that it already known that being bilingual gives you advantages, however, what hasn't been talked much about is what technique is best used to teach your child a second language.
7.She does a great job of integrating her sources throughout the paper. She adds the right amount of sources per paragraph. She is missing her work cited at the end however.
8. Margins are different on this program so I am not sure how the formatting of the official paper looks like.
9. She does maintain a very good focus only moves off focus to further a point or add a specific example.
10. I believe that it has a sufficient amount of information. It is a little shorter than mine was personally but she has all the information needed.
11. The transitions were well planned and gracefully smooth. I enjoyed the paper overall and cannot wait to see the results and experiments.
This comment has been removed by the author.
ReplyDeleteKaitlyn Lopez
ReplyDeleteJoseph Longhany
ENC 1102
March 25, 2013
Literature Review
There has been much discussion about the relationship between music and emotion within individuals. There has been a large supply of research dealing with this exact subject. After reading all the conclusions of several different authors it is obvious that there is a basic agreement that music can in fact influence an individual’s emotions. There have been several different experiments leading to this agreement. Some authors such as Miu and Petrini tested this relationship using visual stimuli. Other researchers such as Eschrich, Gridley, Hunter, and Juslin tested the relationship using auditory stimuli. Several factors have been used in research in order to conclude music induced emotions are in fact very real. These factors include previous perceptions of stimuli and musical factors (tempo, major key, minor key, etc). One specific emotion that has been tested regularly and has been shown to be easily manipulated is sadness. Several researchers such as Eschrich, Hunter, and Vuoskoski have tested specifically for the effects of music on an individual’s sense of sadness and have concluded that sadness can in fact be influenced, heightened and lessened, through the use of music. Before I begin explaining my aim to this specific study, I will explain all this previous research in greater detail in order for you to fully understand the conversation that is currently at play.
Visual Testing. Music-induced emotions in a subject could be tested in several ways. The subjects could be tested by experiencing the music visually, experiencing the music through auditory stimuli, or experiencing music through audiovisual stimuli. Both Miu and Petrini tested what the visual component of music can do to a subject’s emotional response. Miu tested the effects of cognitive empathy, knowing what the other person feels and what they are thinking, towards a musical performer and its effects on music induced emotions. The researchers concluded that cognitive empathy towards a performer does in fact influence and manipulate a subject’s emotions while listening to music. Petrini, concluded that when exposed to audiovisual stimuli two regions responded with more activity.
Audio Testing. Along with visually testing, audio testing is just as if not more common in testing for music induced emotions. Petrini also tested his subjects using strictly audio stimuli. After having listened to the music he asked his subjects to decide which emotion they felt the music most closely resembled. The results for this specific experiment showed that when dealing with musical stimuli the auditory information is dominant over the visual (Petrini 4). Juslin also used auditory stimuli to test his subjects. In Hunter’s experiment, subjects were asked to listen to music and then asked to rate the music based on its emotional expression (happy, sad, angry, fearful, and tender). Both Gridley and Hunter also tested the relationship between music and emotions through the use of auditory stimuli. Both researchers used a scale system within their experiments. This form of experimenting is a common and effective way to show the correlation between emotions and music. Several other factors however come to play when dealing with music induced emotions.
Previous Perceptions. One of the many factors found to influence intensity of an individual’s response to a given musical stimuli is previous perception. Both familiarity with a musical stimuli and preconceived notions have been proven to raise the level of intensity in a subject’s emotional response (Gridley, Vuoskoski). More specifically in Vuoskoski’s research, the authors concluded that those subjects who had selected their music had a stronger response than those subjects who had music chosen for them. Vuoskoski and his researchers also found that unfamiliar music managed to only induce an emotional state in subjects who identified as empathetic (Vuoskoski 211). Gridley also researched the effects of previous perceptions. Gridley tested the effects of exposing a subject to a previous individual’s perception of the stimuli. Interestingly, Gridley found a significant difference in primed and non-primed subjects from only one of the two universities tested. This concludes that more testing should be done to decide whether an individual’s domain is a significant factor.
ReplyDeleteMusical and Physical Factors. Another factor that has been tested when dealing with music induced emotions was musical factors. Musical factors include tempo, specific key, etc. In Hunter’s experiment, subjects were asked to listen to a given musical stimuli each with a different tempo and key. The results concluded that happiness ratings rose when listening to fast tempo and major-key music, whereas sadness ratings rose when listening to slow tempo and minor-key music. A mix of emotional responses occurred when subjects were given mixed cues (fast tempo and minor key, slow tempo and major key). Juslin also used musical factors to test his subjects. Each subject was asked to listen to musical stimuli. The researchers created their music by manipulating eight different factors: pitch, mode, melodic expression, rhythm, tempo, sound level, articulation, and timbre. His results concluded that “…musical features are associated with each emotion; suggested that different musical features were important for different emotions; indicated that some features (e.g. tempo) were more powerful than others overall; and revealed that interactions made significant but small contributions to the predictive power of the regression models (Juslin, Lindstom 364). Eschrich also used variables such as arousal, valence, emotional intensity, loudness, and length to test if an individual was more likely to store and remember emotional music over less emotional music years after the initial listen. “The level of processing manipulation in conjunction with the incidental memory task confirms that emotional information in music is processed automatically and implicitly (Eschrich, Munte, Altenmuller 5). Physical factors were also used to test the effects of music on emotions. Miu for example used variables such as heart rate, skin conductance levels, and respiration rates to record the intensity of the emotion being felt.
Sadness in Music. Several experiments that I have read so far deal specifically with sadness. Vuoskoski’s experiment was used to research if whether listening to sad music could induce sad feelings and emotions to go along with it. He tested the difference between sadness inducing music that had been chosen for the subjects or songs the subjects had chosen themselves. “…self-selected sadness inducing music could indeed induce memory and judgment effects that were significantly different from the neutral condition-despite the fact that the self-selected, familiar music was loved by the participants.
However, the experimenter-selected, unfamiliar sad music managed to induce a sad emotional state only in empathetic participants” (Vuoskoski, Eerola 211). In Eschrich’s experiment we again see that songs rated with high arousal, valence, and emotional intensity, such as high rates of sadness, tend to be remembered better. Sadness comes in to play again with Hunter’s experiment where he states that sadness rates rose when subjects listen to slower tempo music and minor key music.
ReplyDeleteThrough the analysis of all these researchers on the relationship of music and emotion we can come to terms that music can in fact influence emotion whether through the temp of the music, the speed of the music, the emotional intensity of the music, previous perceptions of the music, the performer’s expression during the music, etc. Because all of these researchers have come to agreement in some way or another, the aim for the research is not to identify if a relationship between music and an individual’s emotion exists, but rather to test to what level music can in fact manipulate an individual’s emotional state. I plan to test the extent to which I can both heighten and lessen an individual’s response to neutral stimuli by simply adding music. I will test three separate emotions including sadness, happiness, and suspense. After I have recorded all the data I will see if any of the three emotions were significantly easier to manipulate than the others, or if all three of the emotions work the same. I hypothesize that I will be able to manipulate each emotion significantly by the simple addition of music. However, I believe that I can heighten both sadness and the feeling of suspense much more drastically than I can the feeling of happiness.
Works Cited
ReplyDeleteEschrich, S., Münte, T. F., & Altenmüller, E. O. (2008). Unforgettable film music: The role of emotion in episodic long-term memory for music. BMC Neuroscience, 91-7.
Gridley, M., & Hoff, R. (2010). Can Sadness Perceptions in Music be Primed?. Psychology Journal, 7(4), 116-120.
Hunter, Patrick G., E. Glenn Schellenberg, and Ulrich Schimmack. "Feelings And Perceptions Of Happiness And Sadness Induced By Music: Similarities, Differences, And Mixed Emotions." Psychology Of Aesthetics, Creativity, And The Arts 4.1 (2010): 47-56. PsycARTICLES. Web. 12 Mar. 2013.
JUSLIN, P. N., & LINDSTRÖM, E. (2010). Musical Expression of E motions: Modelling Listeners' Judgements of Composed and Performed Features. Music Analysis, 29(1-3), 334-364.
Miu, A. C., & Balteş, F. (2012). Empathy Manipulation Impacts Music-Induced Emotions: A Psychophysiological Study on Opera. Plos ONE, 7(1), 1-6.
Petrini, K., Crabbe, F., Sheridan, C., & Pollick, F. E. (2011). The Music of Your Emotions: Neural Substrates Involved in Detection of Emotional Correspondence between Auditory and Visual Music Actions. Plos ONE, 6(4), 1-10.
Vuoskoski, Jonna K., and Tuomas Eerola. "Can Sad Music Really Make You Sad? Indirect Measures Of Affective States Induced By Music And Autobiographical Memories." Psychology Of Aesthetics, Creativity, And The Arts 6.3 (2012): 204-213. PsycARTICLES. Web. 11 Mar. 2013.
1. The introduction was good in describing the focus of the essay. The only thing I would suggest is adding a sentence or two in the introduction to show what you are looking for and why you are presenting your reader with all this information.
Delete2. Very smooth transitions between sub-headings! Well done! Also very good job with the using all of your different sources and blending their ideas together. There were no "unknowns" in any of the sub headings.
3. Good job of establishing territory and providing context for the issue. The only things I would fix are your citations and maybe introduce your purpose of study instead of saying "before i begin..."
4. I feel you have very well planned out subject headings. The only other things i could maybe suggest is maybe another subheading with another reason why music affects people's emotions.
5. The conclusion was very effective. The only thing I would change is that I feel that some of the the conclusion part got a little "methody" (if that was a word). I think you should maybe take that part out.
6-8. Job well done on the niche identifications, synthesis integration and documentation of sources, and organization of paragraphs.
9. The only part that i felt was a little bit unfocused was the "music and physical factors" section. I felt like you were a little unorganized at times in this paragraph.
10. I thought the scope of your literature review was well done too. You did a very good job of going in depth into the different things you are going to be looking at within your paper!
11. See number 2
Merley Michel
ReplyDeleteENC 1102
Joseph Longhany
Literature Review
Introduction
One of the most important ways in which human beings are distinguished from other animals is communication. Even though all animals also communicate with each other, humans are the only ones that have been able to develop a comprehensive system of language to portray our feelings and emotions. At the same time, communication is a very complex process. It not only involves the individuals who talk to each other but also whole communities. People can be distinguished based on their communication styles, as different cultures and societies have different ways of communicating. Even within the same society and community, different types of people communicate in a different way. For instance, children have a distinct communication style, as do the elderly. Many researchers have also noted that males and females tend to communicate within themselves and with each other in different manners. That is, males tend to communicate in a particular manner amongst themselves and in a different manner when talking to females; the same is true for females. An interesting thing to note is that even though these gender differences exist in communication styles, they become even more distinct for homosexuals. This study aims at finding out whether gay and lesbian couples communicate in the same way as heterosexual couples, and what the differences and similarities are between the way that gay and lesbian couples communicate.
Research Question
How does gender role identification affect communication within intimate relationship?
Review of the Literature
ReplyDeleteTo answer the question of different communication styles amongst the genders and homosexual couples, various aspects of communication and ideas have to be considered. For instance, one of the most important things to note is that gender differences do exist in males and females. These include biological, physiological, psychological, emotional, and attitudinal differences. Yet, even with all these differences, researchers also note that both males and females are essentially humans, which is why they have many similarities as well. Comparing the two genders can be quite difficult, as one cannot say that either one of them is better or worse than the other in any respect. However, some of things to note is that males and females do differ because of biological determinants, social environments that force their development and their interaction with these two environments. This is why the literature review would focus on research on sex and gender differences, gender communication research, and same-gender communication research.
Many researchers talk about how human behavior is greatly influenced by biology (e.g. Freedman, 1964; Klaiber, Kobayashi & Vogel, 1968; Gray, 1971; Gray, & ButTery, 1971; Broverman, Fairweather, & Hutt, 1972; Dawson, 1972; Hutt, 1972abc; Scarf, 1972; Brindley, Clarke, Hutt, Robinson, & Wethli, 1973; Stassinopoulos, 1973; Archer, 1976). According to these researches, gender differences are explained by genetic differences between men and women. However, these findings have largely been debated, as many researchers claim that genes do not control behavior, because they are used in controlling the enzymes in the body. According to Hoyenga (1993), men and women have different brains because of their genetic differences, which is why they have different communication styles. These differences are also often attributed to certain chemicals that can be found in the body, such as estrogen that results in females having shorter average heights than men (Hutt, 1972, pp.34-38). According to Anne Moir (1991), “that virtually every professional scientist and researcher into the subject has concluded that the brains of men and women are different” (p.9). All of these researchers show that men and women have different brains, which is why they also tend to communicate differently.
Another perspective is the environmental perspective. According to various researchers, the reason why men and women have different communication styles is because of the way they interact with each other in society. It is depicted that boys and girls from an early age are taught to act and talk in a particular manner, which results in their having different communication styles (Gottman, 1994; Hoyenga, 1993; Lloyd & Archer, 1976; Noller, 1980; Notman, 1990; Rosenthal, 1979; Tannen, 1990). Such researchers claim that the environment thrusts various society-related gender roles on us, which is why they believe that it is the environment and not biology that determines the way that we tend to act and communicate differently because of our gender differences. For instance, differences on how mothers communicate with their sons and daughters have been noted in many researches (Bell & Harper, 1977 ; Brown, 1979; Lewis & Weinraub, 1974; Moss, 1974; Rosenthal, 1982, National Public Radio, 1996). It has also been found that parents tend to encourage various gender-appropriate roles in their children, such as making the boys wear blue and not allowing them to play with dolls etc. (Roopnarine, 1984). When the children grow up, these roles become more evident, especially in terms of the communication styles.
Many researchers have noted various gender differences in communication, such as women using more hedges in conversations (Fishman, 1978), using fewer words in descriptions (Swacker, 1975) and more tag questions and being less direct (Lakoff, 1975; Tannen, 1986). It is interesting to note that some researchers, e.t. Aries (1996) has reported some contradictory findings. Various other differences in communication styles of men and women have been found in various researches (e.g. Hall, 1979; Rosenthal, et. al, 1979; Fishman, 1983; Tannen, 1994). Women tend to be more nurturing and have dependent styles of communication (Komarovsky, 1950; Wallin, 1950; Garai & Scheinfeld, 1968; Bond & Vinacke, 1974; Gitter, Black & Mostofsky, 1972; Hoffman, 1977; Fitzpatrick, 1981). It has often been noted that gender stereotyping also plays a large role in the way that people tend to communicate with each other. For example, Ragan (1989) believes that “perceived differences ...far outweigh actual differences confirmed by empirical studies” (p.180). All these researchers have found that men and women not only have different communication styles on their own, but they tend to have different ways of communicating with each other and within each other. For instance, when men talk to other men, they tend to have different communication styles compared to when men talk to women. Similarly, women have different communication styles when they talk to other women compared to when they talk to men. This becomes even more complex when the men and women communicating with each other are in a relationship, as people in relationships have a very distinct mode of communication that has been noted in all the above researches. It shows that when a man and woman are in a relationship, they tend to have different communication styles while talking to each other, both for men as well as for the women.
ReplyDeleteWhat is interesting to note is that even though men and women tend to have different communication styles in terms of their heterosexual relationships, research suggests that when gay and lesbian couples communicate, their styles tend to be very similar. Even though the number of studies on this subject is limited, some studies do purport these similarities. For example, Mulac, Wiemann, Widenmann & Gibson (1988) conducted a study that showed that various similarities existed between the way that gays and lesbians communicated with their partners. At the same time, some studies (e.g. Hacker, 1981), did not find any significant differences. One of the reasons for this is the power roles that tend to come at play in communication between couples. In gay and lesbian couples, it was found that power play existed just like it did in heterosexual couples; however, the difference was that heterosexual couples, there was always one gender that had more power over the other. Yet, in a homosexual couple, same gender had power over the other gender, which made the communication styles in lesbians very similar to the ones in gays, as they were both communicating to same-gendered people. This can be compared with the results of the researches that depict that men tend to communicate amongst each other in different way than when they talk to women and the same for women. At the same time, it was found that friendship plays a much more important role in homosexual couples than it does in heterosexual ones, which makes the communication style very similar for gays and lesbians (Peplau & Cochran, l990, p.344).
Conclusion
ReplyDeleteThus, we find that various researches exist on gender differences and differences in communication styles of the genders. At the same time, the researchers are not cohesive, in that some point to biological differences being the reasons while other talk about environmental ones. Yet, both kinds of researchers agree that gender differences do exist and that there are significant differences in the way that men and women communicate, both with each other and amongst each other. Differences in communication styles of couples were also noted for both genders. However, what is surprising is that it was found that gays and lesbians tend to have much more similar styles of communication than differences. This may be attributed to the power roles that they tend to place on each other as well as the values that they have in terms of their unique relationship status.
Work Cited
Adelson, J. (1985). What we don't know about sex differences. New Perspectives, 17,9-14.
Andrews, P. ( 1987). Gender differences in persuasive communication and attribution of success and failure. Human Communication Research. 13 (3).372-385.
Archer, J. (1976). Biological explanations of psychological differences. In B. Lloyd and J. Archer (Eds.), Exploring Sex differences. New York: Academic Press.
Aries, E. (1987). Gender and communication. In P. Shaver & C.Hendrick (Eds.), Sex and Gender (149-176). Newbury Park, CA: Sage Publications.
Bleier. R. ( 1991). Gender ideology and the brain: Sex differences research. In M. Notman, Women and men: New perspectives on gender difference. Washington, D.C.: American Psychiatric Press.
Cardell, M., Fin, S., & Mareck, J. ( 1982). Sex-role identity, sex-role behavior, and satisfaction in heterosexual, lesbian, and gay male couples. Psychology of Women Quarterly. 5,3,488-494.
Chesboro, J.W. (1981). Gayspeak: Gay males and lesbian communication. New York: Pilgram Press.
Derlega, V.J., Durham, B., Gockel, B., & Sholis, D. (1981). Sex differences in disclosures effects of topic content, friendship, and partner's sex. Roles. 7, 433-447.
Hall, J. (1984). Nonverbal sex differences: Communication accuracy and expressive style. Baltimore, MD: The Johns Hopkins University Press.
Henley, N.M. (1995). Politics revisited: What do we know today. In P.J. Kalbfleisch & M.J. Cody, (Eds.), Gender. power and communication in human relationships. (pp.10-61) Hillsdale, NJ: Lawrence Erlbaum Associates.
Layng, A. (1993). Why can't we act like the opposite sex? Today Magazine. p.87-89
Markel, N.N., Long, J.F., & Saine, T.J. (1976). Sex effects in conversational interaction: Another look at male dominance. Human Communication Research. 2, 356-364.
Mulac, A., Lundell, T.L. & Bradac, J.J. (1986). Male/female language differences and attributional consequences in a public speaking situation: Toward an explanation of the gender-linked language effect. Communication Monographs. 53, 115-129.
Pitcher, E.G. & Schultz, L.H. (1983). Boys and girls at play: The development of sex roles. NY: Holt, Rinehart, & Vinston.
Simkins-Bullock, J. & Wildman, B. (1991). An investigation into the relationship between gender and language. Sex Roles. 24, 149-160.
Stewart, L.P., Cooper, P.J. & Friedley, S.A. (1986). Communication betweep the sexes: Sex differences and sex-role stereotypes; Scottsdale, AZ: Gorsuch Scarisbrick.
Tanenbaum, J. (1989). Male & female realities: Understanding the opposite
RX• Sugar Land, TX: Candle Publishing Company.
West, C. & Zimmerman, D.H. (1987). Doing gender. Gender and Society. 1, 125-151.
Wood, J. & Lenze, L.F. (1991). Gender and the development of the self: Inclusive pedagogy in interpersonal communication. Women's Studies in Communication, 14, 1-23.
Zimmerman, D.H. & West. C. (1975). Sex roles. interruptions and silences in conversations. In B. Thorne & N. Henley (Eds.). Language and sex: Difference and dominance (pp 105-126). Rowley MA: Newbury House.
Rita-Nicole Gross
ReplyDeleteProfessor Longhany
ENC 1102
26 March 2013
The Effects of Food on One’s Mood and Behavior
ABSTRACT
There are thousands of people who depend on antidepressants because they face disorders such as depression or anxiety. Antidepressants are used to correct chemical imbalances of neurotransmitters in the brain (Nordqvist, Christian 1; Pehrson, Alan L. 136). There are numerous food products that affect the production levels of neurotransmitters and serotonin; these chemicals affect ones mood and behavior. These food products are found in many common items such as carbohydrates and chocolate. Chocolate also contains endorphins, which release hormones that produce a positive mood state (Christie, Catherine 1). If there are food products that affect one’s mood and behavior, then can food be used therapeutically? When someone is upset, will eating chocolate have a big enough effect to alter their mood, or if someone is feeling anxious can they eat carbohydrates to calm their nerves? These questions are important because many people in the world rely on antidepressants to “cure” their depression or anxiety, however there may be an alternative. This case study contains two trials; the first contains participants eating whichever food products they choose, and the second is based off a diet containing foods that increase the production of neurotransmitters and serotonin. The results from this study were used to determine if the consumption of specific food products could be used as an alternative therapy for depression and anxiety.
ALTERNATIVE THERAPIES
There are multiple specialists that have raised the question; can food and nutrients be used therapeutically to treat common problems such as depression, insomnia, hyperactivity, chronic pain, and carbohydrate cravings (Brody, Jane E; Wray, J. A., and T. S. Parry; Brinkworth, Grant, Manny Noakes, and Philip Mohr 32)? One researcher, Jane E. Brody, suggests consuming a diet high in protein and low in carbohydrates before doing a complicated job that requires concentration and alertness (Brody, Jane E 1). If a diet contains an abundance of protein and minimal carbohydrates helps one to concentrate, then can a diet high in carbohydrates and low in protein be used to make a person calmer, maybe even drowsy?
There are other researches that have tested the effects ways to resisting craved food and the ways that this affects ones mood and behavior (Wray, J. A., and T. S. Parry 257; Brinkworth, Grant, Manny Noakes, and Philip Mohr 36; Moreno-Dominguez, S 114). Observing a focus group with restrictions of sugar in ones diet, restriction of certain dairy products, and supplements of food high in vitamins, were one way of how patients were tested. Two other studies investigate primary ways of resisting the consumption of chocolate (Brinkworth, Grant, Manny Noakes, and Philip Mohr 36; Moreno-Dominguez, S 114). All of these tests observe the inverse relation between serotonin and human aggression. It is often portrayed as “reliable,” “strong,” and “well established” despite decades of conflicting reports and widely recognized methodological limitations (Duke, Aaron A 76). Serotonin helps one to relax, therefore these tests provide an opposite affect due to the resisting; these restrictions create aggression and irritability.
(part 2)
ReplyDeleteTHEORIES OF INCREASING SEROTONIN PRODUCTION
Several studies demonstrated that many kinds of food products especially carbohydrates, such as candy, cereal, and pasta, can raise the level of a brain chemical, serotonin, that is associated with feeling relaxed, calm, sleepy, less depressed and less sensitive to pain (Brody, Jane E 1; Christie, Catherine 1). This may be why so many people report that they binge on carbohydrates when they feel anxious or depressed. Carbohydrates can be used to make someone relax, but for how long? People binge on carbohydrates when they feel anxious or depressed, can this substitute for an antidepressant?
Researchers, Wurtman and Wurtman (1989), developed a theory based on carbohydrates. Their theory suggests that a diet rich in carbohydrates can relieve depression and elevate mood but may lead to obesity, pre-menstrual syndrome, and seasonal affective disorder (Hopf, Sarah-Marie 1). They theorized that when a patient makes a self-medicating attempt it increases their chances of developing one of these disorders, but what if they were given a specific diet, including proportion sizes and proper food choices that will produce the effects they are looking to obtain from eating carbohydrates?
Eating carbohydrates can make one feel relaxed, however eating too many can decrease one’s performance and energy level. Christie, Catherine states, “people are more alert when their brains are producing the neurotransmitters dopamine and norepinephrine, while serotonin production in the brain has been associated with a more calming, anxiety-reducing effect”.
THE PRODUCTION OF NEUROTRNASMITTERS AND ENDORPHINS
Just like how food products can produce serotonin, they can also influencing the level of brain chemicals called neurotransmitters. Neurotransmitters are produced when consuming food products containing amino acids such as brown rice, eggs, spinach, fish, and dairy products (Omote, Hiroshi 39). Eating these foods can help one to concentrate better and allow one to be more focused. Neurotransmitters help to boost one’s mood, giving them a happier state of mind and more energy. Antidepressants are used to correct chemical imbalances of neurotransmitters in the brain (Nordqvist, Christian 1). Can eating an abundance of food products that release neurotransmitter have a similar affect of the one created by antidepressants? Hopf’s studies suggest that foods directly influencing brain neurotransmitter systems that have the greatest effects on mood.
Chocolate is another food product that releases neurotransmitters, as well as endorphins. Endorphins are the body's natural opiate-like chemicals that produce a positive mood state, decreased pain sensitivity, and reduced stress (Christie, Catherine 1). Endorphins are released when a person is in pain, during starvation, and during exercise (Christie, Catherine 1). Chocolate consumption stimulates the release of endorphins into the body, which produce a peaceful or happy feeling, which may explain why some people crave chocolate when they're feeling depressed (Christie, Catherine 1). However, chocolate also contains theobromine, which is similar to caffeine but is milder, longer lasting and has antidepressant effects that increase one’s feeling of well being (Lee, Mathew 1). By eating these foods endorphins are released and help you to feel happier and decrease feelings of depression (Lee, Mathew 1).
(part 3)
ReplyDeleteTHE EFFECTS OF CHOCOLATE
Michener and Rozin conducted an important experiment based on the effects of chocolate and caffeine. Their research showed that the unique taste and feel of chocolate in the mouth is responsible for the chocolate craving; therefore, chocolate can serve as a powerful mood enhancer (Hopf, Sarah-Marie 1).
Mathew Lee is a writer for the Livestrong foundation, addressing people on ways to improve their mental health (Lee, Mathew 1). He says that chocolate contains many mood-enhancing properties that are similar to numerous drug-like chemicals (Lee, Mathew). He shares an example of THC, which is the chemical found in marijuana, and how it is very similar to the chemical anandamide that is found in chocolate (Lee, Mathew 1). Anadamide contains healthy compounds that can boost ones mood without damaging their health (Lee, Mathew). Chocolate also contains theobromine, which is similar to caffine but is milder, longer lasting and has antidepressant effects and an increased feeling of well-being (Lee, Mathew 1). By eating these foods endorphins are released and help you to feel happier and decrease feelings of depression (Lee, Mathew 1).
WHAT ARE FOOD PRODUCTS THAT AFFECT SMALLER SYMPTOMS
Food products such as caffeine, sugar, omega-3, and iron, can also affect ones mood and behavior (Hopf, Sarah-Marie 1). Caffeine blocks adenosine receptors in the brain and can relieve headaches, drowsiness and fatigue (Hopf, Sarah-Marie 1). Short-term caffeine deprivation in regular users can lead to withdrawal symptoms (Hopf, Sarah-Marie 1). Low blood levels of polyunsaturated omega-3 fatty acids are associated with depression, pessimism and impulsivity (Hopf, Sarah-Marie 1). In addition, they can play a role in major depressive disorder, bipolar disorder, schizophrenia, substance abuse and attention deficit disorder (Hopf, Sarah-Marie 1). Iron deficiency anemia can result in depressed mood, lethargy and problems with attention (Hopf, Sarah-Marie 1). A low iron status is most common among women, children, vegetarians, and people who follow a diet (Hopf, Sarah-Marie 1). It has also been stated that sugar makes children hyperactive and that sugar-free diets can curb aggression in prison inmates; which is why the use of candy helps to soothe a crying child and of hot milk and honey is used to induce sleep (Brody, Jane E 1).
(part 4)
ReplyDeleteCONCLUSION
Numerous food products affect the production levels of serotonin, neurotransmitters, and endorphins, which are chemicals that affect ones mood and behavior. These food products are found in many common items such as carbohydrates, proteins, and chocolate.
There are many different variables that will alter the reaction on will have when consuming different food products. The way food effect’s ones mood and behavior can depend on the time of day, the type and macronutrient composition of food, the amount of food consumed, and the age and dietary history of the subject (Hopf, Sarah-Marie 1). Gender and age also effect’s the way that ones mood and behavior will be altered by certain food choices (Hopf, Sarah-Marie 1). A stable brain serotonin level and neurotransmitter level is associated with a positive mood state (Christie, Catherine 1). That is one reason why antidepressants are used (to correct chemical imbalances of neurotransmitters in the brain). It appears that women have a greater sensitivity than men to changes in these brain chemicals; mood swings during the menstrual cycle and menopause are caused by hormonal changes that influence the production of serotonin and neurotransmitters (Christie, Catherine 1). Mood can also influence our food choices and expectations on the effects of certain foods can influence our perception (Hopf, Sarah-Marie 1). Mathew Lee notes, that in the May 2006 issue of "Appetite," researchers at the University of Würzburg, Germany, said that feeling guilty about eating chocolate might negate its positive effects on mood.
This study was done based around a focus group of students that were the same age, different genders, and contained information based upon different times of the day. Due to they’re being so many variables that can affect the way one may react towards different food types, more research on this subject must be done. It is important to continue learning more on this subject because it could lead to an alternative therapy for depression or anxiety, and replace antidepressants.
(part 5)
ReplyDeleteWORK CITED
Brinkworth, Grant, Manny Noakes, and Philip Mohr. "A Comparison of Cognitive
Restructuring and Cognitive Defusion as Strategies for Resisting a Craved Food."
Psychology & Health Oct2012 Supplement. By Robyn Moffitt. Vol. 27. N.p.:
Taylor and Francis Founation, n.d. 74. SPORTDiscus. Web. 27 Feb. 2013.
Brody, Jane E. "How Diet Can Affect Mood And Behavior." Home & Garden. The New
York Times Company, 17 Nov. 1982. Web. 27 Feb. 2013.
Christie, Catherine. "Mood-Food Relationships." Diet.com. Diet Health Inc., 1 Mar.
2013. Web. 1 Mar. 2013.
Duke, Aaron A., Laurent Begue, Rob Bell, and Tory Eisenlohr-Moul. "Revisiting the Serotonin–
Aggression Relation in Humans: A Meta-Analysis." Revisiting the Serotonin–Aggression
Relation in Humans: A Meta-Analysis. N.p.: US: American Psychological Association, n.d.
PsycARTICLES. Web. 13 Mar. 2013.
Hopf, Sarah-Marie. "You Are What You Eat: How Food Affects Your Mood."
Dartmouth Undergraduate Journal of Science (2011): n. pag. DUJS Online. 3
Feb. 2011. Web. 11 Mar. 2013.
Lee, Mathew. "How Does Chocolate Affect a Person's Mood?" LIVESTRONG.COM. The
Livestrong Foundation, 30 July 2011. Web. 1 Mar. 2013.
Moreno-Dominguez, S., S. Rodriguez-Ruiz, M. Martin, and CS Warren. "Experimental Effects of
Chocolate Deprivation on Cravings, Mood, and Consumption in High and Low Chocolate-
cravers." Social Sciences Citation Index. ACADEMIC PRESS LTD- ELSEVIER SCIENCE LTD,
Feb. 2012. Web. Mar. 2013.
Nordqvist, Christian. "What Are Antidepressants?" Medical News Today.
MediLexicon International, 26 July 2012. Web. 4 Mar. 2013.
Omote, Hiroshi, and Yoshinori Moriyama. "Vesicular Neurotransmitter Transporters: An
Approach for Studying Transporters With Purified Proteins." 2013 ed. Vol. 28. P39.
SPORTDiscus. N.p., Jan. 2013. Web. Mar. 2013.
Pehrson, Alan L., Thomas Cremers, Cecile Betry, Marieke Van Der Hart, and Laerke Jørgensen.
"Lu AA21004, a Novel Multimodal Antidepressant, Produces Regionally Selective
Increases of Multiple Neurotransmitters." Academic Search Premier. N.p., Feb. 2013.
Web. Mar. 2013.
Wray, J. A., and T. S. Parry. "Utilization of Alternative Therapies in Attention deficit
Hyperactivity Disorder." Journal of Paediatrics and Child Health. By T. G.
Stubberfield. 1999 ed. Vol. 35. N.p.: n.p., n.d. 450-53. One Search. Web. 26 Feb.
2013.
1. Focus: The focus of the essay is how food affects ones mood and behavior. The topic is clearly defined and narrowed. I know the point that the author is trying to get across. Also, the research is pretty extensive. The author has a lot of sources to work with which shows in her paper.
Delete2. First Impressions: I really like what has been written so far. The topic itself was enough to draw me into the paper. I was curious to see in what ways food affected one’s mood. It made me wonder how some of these foods make me act or feel on any given day. I believe that this Literature review meets the assignment requirements. Even though there is a lot of information in this Literature review, I don’t really feel as if it is too repetitive.
3. Introduction: The introduction is very well written. The author establishes the territory and states what the rest of the paper will be about. The introduction isn’t long in length, but it doesn’t have to be. It is short, sweet and to the point. I also think that it is important that the author brought in a few of her major players right out of the gate. Because of this, I was able to know what authors agreed and disagreed on.
4. Subject Headings: The subject headings are precise and they address what the author wants to talk about. I’m sure that there could be more headings, but I like and agree with the ones the author has so far.
5. Conclusion: The conclusion is effective and it brings together the authors that were used in the conversation of the literature review. The author states what the gap was by raising the question and then answering it to the best of her ability with the information known. I know the conclusion will be even better when the paper is finished because more research will have been done.
6. Niche: I agree with the effectiveness of the authors current niche, but the author could also take it another route by finding a study/conducting a study of having a focus group journal about what they eat then write down their mood following a period of time after the food was eaten.
7. Synthesis, Integration and Documentation of the Sources: The author uses the sources very well. The author is able to make these sources have a conversation and she also sites the authors correctly. It is easy for me to keep up with the conversation between them all.
8. Organization and Paragraphs: Each paragraph has a main idea and it also states in the title. I didn’t notice that any paragraphs needed to be combined. As a matter of fact, the author could probably make more paragraphs out of the information that she already has.
9. Focus and Relevance: The writer stays on topic with what she stated in the introduction. The ideas are appropriately prioritized and they stay on topic.
10. Scope: I think that the author has a great grasp on the information so far. She is familiar with the claims that other scholars have made. It will be interesting to see what else she finds. The author has a lot of sources and she shows it in her literature review.
11. Transitions: The transitions are done well and each idea leads to the next in a very smooth way. I didn’t see any missing links in logic.
Matt Barnes
ReplyDeletePr. Longhany
3/26/13
ENC-1102
Literature Review
Football is currently the most popular sport in America, it is also one of the most dangerous however. These dangers include head injuries which often result in some sort of brain disorder such as CTE(Chronic Traumatic Enchephalopathy) which is a degenerative brain disorder linked to repeated blows to the head. These injuries to many former players in the NFL has led to a gathering of 4,000 lawsuits. “These lawsuits claim tortious conduct on the part of the NFL resulting in neuro-degenerative disease and injury to professional football players.” (Belote) these articles were filed as tort lawsuits, which is a type of lawsuit that claims damages are required for employee’s because of an unknown danger that was caused to the works, prior to the NFL’s lawsuit these types of lawsuits were mainly filed by construction workers who felt that they had been unknowingly been exposed to hazardous chemicals such as asbestos.
One of the most important parts of the litigation that is currently going on is about the NFL’s possible concealment of facts about concussions and the dangers that they pose (Bernstein, Fisher, Meyers) however while all have written about NFL concealment they are split on whether or not they believe the NFL concealed information from the players. A substantial part of this case rests on whether or not the league "knew and concealed from players' that their health was endangered by head injuries in the work environment.” (Meyers). Meyer’s article goes on to say that the NFL did indeed knowingly cover up the information on the injuries and that they were at fault for the injuries. However some articles such as Bernstein’s article, which is a more neutral argument and while it does cover that certain information such as ” concussions could be easily cured by rest after a player had received one and that players with a history of concussion issues are not more likely to receive one than any other player.” (Bernstein) were false that they were not doctored to be that way and that afterwards the league did create the 2007 NFL concussion guidelines which helped to prevent more concussions from occurring. While Fisher’s article claims, that with the NFLPA (National Football League Players Association) proving fraud was committed by the NFL their likelihood of winning the case would increase significantly.
Another major point covered in the examination is what exactly is tort law and how does it affect the lawsuits (Bernstein, Belote) The claims made are separate in each issue with Belote saying that they are within their legal right to dismiss any claims under tort lawsuits because of the federal labor laws and the fact that the NFL has its own union (NFLPA). While Bernstein is claiming that tort law is in effect because of the falsified study created by the NFL which claimed that there was no real danger facing these players. This is an important issue because the interpretation of tort law as applied to the NFLPA will essentially decide whether or not there really is a case.
Part 2
ReplyDeleteLabor laws are what drive the tort lawsuit and there are several articles by several authors that detail the importance of federal labor law in each of these cases. (Belote, Fisher) The most important part of the labor laws is section 301 because “The league also can argue that Section 301 of federal labor law covers any claims since the players operate under a union contract that includes provisions for workplace injuries. “ (Fisher) which would be an end to any lawsuits filed. Both articles seem to believe that this is a possible end for the lawsuits, however if fraud is proven by the NFL then section 301 would no longer be of any importance to the lawsuits.
As is shown there are many articles about the legal ramifications that could cause harm to the league through a loss of revenue but what I wish to analyze is what kind of harm is this doing to the fan base of the NFL, for instance is it causing the fans to believe that the NFL doesn’t care about its players and only wants the money or do they feel that the NFL is being victimized by former players who feel that they can earn a few extra dollars from this lawsuit.
Work Cited
ReplyDeleteBelote, Clark. "Football and Torts: Two American Traditions and the NFL Concussion Litigation." Nflconcussionlitigation.com. N.p., Fall 2012. Web. 04 Mar. 2013.
44 U. Tol. L. Rev. 245. (Fall, 2012 ): 20293 words. LexisNexis Academic. Web. Date Accessed: 2013/03/12.
Fisher, Daniel. "NFL Concussion Suit Likely To Get Sacked By Employment Law." Forbes. Forbes Magazine, 12 June 2012. Web. 12 Mar. 2013.
Bernstein, Amy L. "Into the Red Zone: How the National Football League's Quest to Curb Concussions and Concussion-Related Injuries Could Affect Players' Legal Recovery."Seton Hall Journal of Sports & Entertainment Law 1 June 2012: 273-303.Lexusnexus. Web. 10 Mar. 2013.
Epstein, Owen C. "The Expanding Coverage of Section 301 of the Labor-Management Relations Act." Labor Law Journal 1 July 1975: 439-51. Business Source Premier. Web. 10 Mar. 2013.
J Bailes, et al. "Chronic Traumatic Encephalopathy (CTE) In A National Football League Player: Case Report And Emerging Medicolegal Practice Questions." Journal Of Forensic Nursing 6.1 (2010): 40-46. CINAHL Plus with Full Text. Web. 12 Mar. 2013.
Heiner, Jennifer Ann, student author. "Concussions In The National Football League: Jani V. Bert Bell/Pete Rozelle NFL Player Ret. Plan And A Legal Analysis Of The NFL's 2007 Concussion Management Guidelines." Seton Hall Journal Of Sports & Entertainment Law 18.1 (2008): 255-296. Index to Legal Periodicals & Books Full Text (H.W. Wilson). Web. 12 Mar. 2013.
Alexis Dickison
ReplyDeleteLiterature Review
How Does Being Biracial Affect Identity?
There has been a lot of question asked to me over the years about whether I call myself black or white. Truth is, I can identify with both. The history of being a biracial individual runs very deep. There are so many negative connotations that go along with being biracial. This is especially true when it comes to the word “mulatto” or as Durthy Washington calls it, the “M” word. “Historically, society viewed mulattos as amoral and sexually promiscuous”(Washington). We will get into the use of that word and how the historic negative connotations that have come with being biracial, has affected what present day biracial individuals identify with today.
The Infamous “M” Word
In the article The Name Game written by Rainer Spencer, Spencer argues that not only the word “mulatto” must go, but the word “biracial” as well. “If mulatto goes the way of alchemy and flat-Earth theory, then biracial must go as well”(Spencer). Washington both agrees with Spencer and disagrees. She understands that the word “mulatto” must go, but she doesn’t understand why the word “biracial” must go as well. Why would you deny what you are? There are 4 interesting bullet points that I go from Washington article as well. When she was attended a session called, “Crossing Boundaries: The Function of Passing in Hollywood and Independent Black Films,” at the University of Cincinnati, her professor said that the “tragic mulatto” encompassed several distinct characteristics.
1. She is from a Black-White union.
2. She tries to deny her Black heritage and pass for White.
3. She is usually in love with a White man who represents a rejecting father figure.
4. She carries out he deception and crosses the color barrier. However, by the films end, she grudgingly returns to her “Black” roots. She remains trapped in her personal and cultural identity crisis.
We are so used to what we have seen in films that we do not know what is real and what is not. Speaking of films, this brings me to my next point.
ReplyDeleteYou Look Black, but You Only Claim to be White?
During my research I have came across some pretty interesting things, but none threw me off more than an episode I saw online of the Tyra Show. The whole episode was about women who look like they are completely one race, but identify with the one they look nothing like. There was a girl named Carmen who was biracial. Although she looked completely black, she didn’t claim her black side. Not only that, things began to get extreme. There were pictures found of her online with a Ku Klux Klan hood on. This is a complete disgrace. There was also a picture of her in her bedroom with a huge confederate flag hanging up in her room. It’s very clear that she only claims her white side. I wish I were able to dig deeper into her identification process. There has to be something in her past that made her act this way.
Conclusion
There are so many more sources that I do have but I am honestly not sure how to tie them all together. Even though this is an amazing topic, it is a broad topic as well. There are a few gaps I have that I know will be filled. I’m looking forward to tying in my interview results into what I have found so far.
Work Cited
Washington, D. (1994, Jul 31). On being biracial. Interrace, 5, 27-27. Retrieved from http://ezproxy.net.ucf.edu/login?url=http://search.proquest.com/docview/218828387?accountid=10003
Hairston, K. P. (1999, Apr 30). Growing up biracial in america. Next Step Magazine, , 28-28. Retrieved from http://ezproxy.net.ucf.edu/login?url=http://search.proquest.com/docview/236980475?accountid=10003
Spencer, R. (1994, Sep 30). The name game. Interrace, 5, 19-19. Retrieved from http://ezproxy.net.ucf.edu/login?url=http://search.proquest.com/docview/218873315?accountid=10003
'The main reason to produce this book was to understand how children of mixed races go through the identification process'. (2010, Feb 12). India Abroad. Retrieved from http://ezproxy.net.ucf.edu/login?url=http://search.proquest.com/docview/362865705?accountid=10003
Carigo, V. T. (2000, Jun 30). Growing up biracial: TALKING ABOVE THE WHISPER; interracial children need to know both sides of the coin. Raising Black and Biracial Children, 5, 14-14. Retrieved from http://ezproxy.net.ucf.edu/login?url=http://search.proquest.com/docview/235105395?accountid=10003
Nicholas Borimonoff
ReplyDeleteJoseph Longhany
ENC 1102
April 1, 2013
Literature Review
1. Evolution of Independent Cinema
The independent film industry was born into existence in the last couple decades and has already started to see many changes (Marcks; Tzioumakis). In the 1960s, universities began to start film departments and, by the 1970s, many students began to receive scholarships, which then helped students build their own foundations to independently produce films (Tzioumakis). Greg Marcks is worried that the birth of studio independents will eventually make independent cinema extinct. Marcks states that a film was considered independent if it raised its financing without the help of a studio (Marcks 8).
2. Rapidly Growing Technology
When the creation of motion pictures came into existence, film was the medium used, but the medium has changed to digital camera with the industry’s technology advancing in recent years (Side by Side). Although it is important to have amazing visuals through the new technology being created, many films are losing value because they lack a well thought-out storyline. Directors know how to target an audience with certain camera movements and angles to excite rather than tell a moving story (Denby). Another medium that is changing the film industry is motion capture, being an amazing tool used in recent films, like Avatar and Rise of the Planet of the Apes (Freedman). All the different aspects of new technology being created are changing the way the film industry works.
We know so much of how the film industry is changing, with the new technology being created to independent films evolving themselves. Many filmmakers and critics talk about how cinema is evolving, but no one has really asked what is being done to change a possible downward spiral of the film industry. I plan on surveying aspiring filmmakers to see what they are interested in creating and for what purposes. I also want to see if moviegoers have an influence in what is being produced in the industry.
Works Cited
DENBY, DAVID. "Has Hollywood Murdered The Movies?." New Republic 243.15 (2012): 29-40. Film & Television Literature Index. Web. 25 Feb. 2013.
Freedman, Yacov. "Is It Real…Or Is It Motion Capture? The Battle To Redefine Animation In The Age Of Digital Performance." Velvet Light Trap: A Critical Journal Of Film & Television 69 (2012): 38-49. Film & Television Literature I ndex. Web. 9 Feb. 2013
MARCKS, GREG. "The Rise Of The "Studio Independents." Film Quarterly 61.4 (2008): 8-9. Film & Television Literature Index. Web. 12 Feb. 2013.
McClintock, Pamela. "More From Less." Daily Variety 306.48 (2010): 1-13. Film & Television Literature Index. Web. 7 Feb. 2013.
Side by Side. Dir. Christopher Kenneally. Perf. Keanu Reeves. Company Films, 2012. Film.
Staiger, Janet. "Considering The Script As Blueprint." Northern Lights: Film & Media Studies Yearbook 10.1 (2012): 75-90. Film & Television Literature Index. Web. 1 0 Feb. 2013.
Tzioumakis, Yannis. "Academic Discourses And American Independent Cinema: In Search Of A Field Of Studies. Part 1: From The Beginnings To The 1980S." New Review Of Film & Television Studies 9.2 (2011): 105-131. Film & Television Literature Index. Web. 17 Feb. 2013.
Literature Review
ReplyDeleteIntroduction
Throughout the last several or so decades, worldwide obesity rates have been steadily on the rise. The World Health Organization (WHO) estimated that globally in 2005, approximately 1.6 billion adults were overweight and at least 400 million adults were obese. They also predicted that by 2015, approximately 2.3 billion adults would be overweight and more than 700 million would be obese [1]. Obesity generally correlates with excess consumption of foods high in fat and sugar content, and that are processed or artificial. In addition, obesity has various negative impacts on society, mostly through economic expenses and health related diseases, “overweight and obesity are known risk factors for a number of chronic medical conditions, like cancer, diabetes, or heart disease, which in turn are primary drivers of health care spending, disability, and death” (Denizar). The effects of obesity are often vaguely glanced at and overlooked, realistically it is an emerging problem, especially regarding new policy implementations in our health care system.
Through interest in overall prosperity with regards to health, the environment, politics, and economics I sought to investigate food choice motives in order to gain a better understanding of the contributing factors to obesity. What we eat affects all of these elements; therefore it is necessary that we explore the reasons behind why we eat what we do.
Delving into the rationale behind food related decisions, or our food choice motives, various factors play into our decisions, including price, convenience, mood, sensory appeal, weight control, natural content, and ethnic influences. Differences in age and gender, and parental influences in early stages of life have been linked to shape our decisions in food choices as well; these distinctive attributes contribute to the individual personality differences of each person, creating rationale that goes beyond most statistical measurement. Studies have shown that food choice motives (FCMs) vary among countries (Prescott, Young, O’Neill, Yau, & Stevens, 2002). For example, in Japan price was the most important factor for consumers, but in New Zealand it was sensory appeal [2]. Socioeconomic factors contribute a great deal to our FCMs, for example, price was the most important motive for those with low incomes, whereas sensory appeal was most important for those with high incomes [2]. These factors all play their part in the process of making our food choices, in order to better cope with the ever so increasing obesity rates it is necessary to determine which motives contribute the most regarding food choice.
Motives
ReplyDeleteIn order to understand the development of food choice motives, it is necessary to examine early influence, especially in the adolescent years. Family characteristics such as parental role modeling for eating, parental encouragement, parents’ nutrition knowledge, parents’ food preferences and feeding practices are among the main determinants of children’s food intakes (Davison & Birch, 2001). Parental food intakes are determined by several individual factors such as nutrition knowledge, health concern, food choice motives and attitudes, such as having a positive or negative feeling for certain foods (Pollard, Kirk, & Cade, 2002). Through a study conducted by the Folkhälsan Research Center in Helsinki, Finland, focusing on health behaviors and their determinants in school children 9–13 years of age, research results determined that the ‘health and natural content’ dimension of the FCMs was most strongly associated with children’s food intakes. Children of parents who considered ‘health and natural content’ as an important FCM had a higher intake of nutrient-dense foods and a lower intake of energy-rich foods. Sensory appeal was positively associated with children’s intake of nutrient-dense foods, but not with energy-rich foods. Convenience was negatively associated with intake of nutrient-dense foods but positively associated with intake of energy-rich foods. In contrast, weight control, price, and mood were not associated with children’s food intakes. [2] With a general overview of some motives that play into adolescent food decisions, we now look to early adulthood, where I will be doing most of my research.
Focusing on early adulthood food choice motives, specifically individuals in the collegiate setting, the increasing influence from technology through the media is very noticeable amongst the general population. It is clear that there is an altered mindset when we make food based decisions as we come into adulthood than during the adolescent years. Media idealization, portraying aesthetic ‘perfection’, can be correlated with weight control concern. Several studies have shown that body image related emotions seem to be influenced by many adjacent factors such as, for example exposure to photos of slim female models (Waller, Hamilton, & Shaw, 1992). The psychological factor of mood also begins to play an increasing role in dietary choice, as stress becomes more present beginning in this stage.
As a college student there is a general stigma associated with entrance into higher education, also known as “the freshman 15.” The reasons behind this weight gain are mainly attributed to stress, cafeteria dining, laziness, and parental freedom. For some, this weight gain is nonexistent, but there are supportive cases proving its presence. Focusing on food choice motives amongst college students, I seek to answer “what motives play the greatest determinant in our food consumption?”, and “what factors contribute most to the ‘freshman 15’?”
Food Choice Questionnaire
ReplyDeleteInitially lacking a proper way of measuring health related and non-health-related food choice motive factors systemically, development of the Food Choice Questionnaire (FCQ) emerged through means of factor analysis. The FCQ was developed in England by Steptoe, Pollard, and Wardle, and measures the degree of influence that nine factors, ranging from economic rationale to mood, have on our food choice motives. The FCQ is currently an effective measure in determining the factors playing into our food related decisions, although in order to measure FCMs in non-developed countries the model needs to be adjusted in order to account for the different customs and lifestyles. Previous methods were conducted but proved to be limited, for example, “repertory grid approaches have been attempted, but these are time-consuming and patterns tend not to be stable across individuals (Bell et al., 1981; Tuorila & Pangborn, 1988)” (Steptoe). In addition, “ratings of different foods on dimensions such as pleasure, health, tradition, convenience, familiarity, prestige and price were described by Lau et al. (1984) and by Rappaport and coworkers (1992), but in neither case was a formal set of measures developed” (Steptoe). Through limited individual efforts to establish an adapted means of measurement adhering to all factors of food choice, came more customary ways to combine the various approaches in order to more accurately distinguish the level of influence each motive plays. More commonplace questionnaires developed with a focus on eating disorders, including the restraint scale (Polivy, Herman & Warsh, 1978), the Three Factor Eating Questionnaire (Stunkard & Messick, 1985) and the Dutch Eating Behaviour Questionnaire (Van Strein et al., 1986) these did not seek out the factors relating to food choice, instead they sought out to examine excessive consumption and food intake restraints. Formulating a more extensive tool, in the 18-item Reasons for Eating Scale devised by Harmatz and Kerr (1981), certain factors emerged, emphasizing the importance of sensory appeal, habit and satisfaction in food preparation. This scale was limited, and developed primarily for examination of obesity.
The Food Choice Questionnaire aims to provide legitimate based statistical analysis on our motives and could serve to better explain reasoning for our consumption patterns, health, and consumer psychology. However the questionnaire is missing a key element: the FCQ’s empirical data does not support the “robustness” of its nine factor design, as it cannot provide insight for the problem despite having its generalizations altered.
Work Cited:
ReplyDelete[1] WHO: Obesity-preventing and managing the global epidemic. Geneva: World Health Organization; 1997.
[2] Roos, E, R Lehto, and C Ray. “Parental Family Food Choice Motives And Children's Food Intake.” Food Quality And Preference
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Prescott et al., 2002 J. Prescott, O. Young, L. O’Neill, N.J.N. Yau, R. Stevens “Motives for food choice. A comparison of consumers from Japan, Taiwan, Malaysia and New Zealand”. Food Quality and Preference, 13 (2002), pp. 489–495
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