A Vision from the Past:The Accuracy of Autobiographical Memory

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Autobiographical memory is not as reliable and accurate as most people think. In fact, autobiographical memory can be fallible, incomplete and susceptible to external factors. The paradigm, however, is that people are most likely to trust themselves and their own memories more than anything else and will generally stick to their own story, even in the face of contrary evidence.

Autobiographical memories are specific, long-lasting and generally carry a great deal of personal significance. Memory for events is the largest component of autobiographical memory and is comprised of three separate but related domains, (1) memory for specific events that have happened to you, () memory for general events, which gives you a broad sequence of actions in an event, and () a generic summary of your life, which enables you to answer basic questions someone might ask about you to get to know you better. Accessing this information is generally accomplished by entering the event memory at the general-event level, although the information is at the specific-event level.

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Over the past several years, there has been an increase in the number of cases of adults undergoing psychotherapy claiming to have recovered long-repressed memories of sexual abuse at the hands of parents or other family members. Unfortunately, it is often difficult to determine whether and in what sense these types of individual memories are true or false. The extreme emotional stress of both the patients and their families highlights the importance memory plays in our lives, regardless of accuracy.

One category of autobiographical memory, known as flashbulb memory, is exceptionally vivid. Flashbulb memory is the memory for a situation in which a person first learned of a very surprising and emotionally arousing event. This typically involves memories of events of national or international significance, such as the assassination of President Kennedy or Dr. Martin Luther King, Jr., the Columbia disintegration, or the verdict in the Rodney King beating trial. Related to flashbulb memory are the six 'Canonical Categories of Information' in flashbulb memories (Brown & Kulik, 177), which includes place, ongoing event, informant, affect in others, own affect, and aftermath. This can best be shown in recounting two different persons' recounting the same event. First, Brown's account of the assassination of President Kennedy

I was on the telephone with Miss Johnson, the Dean's secretary, about some departmental business. Suddenly, she broke in with "Excuse me a moment; everyone is excited about something. What? Mr. Kennedy has been shot!" We hung up, I opened my door to hear further news, as it came in, and then resumed my work on some forgotten business that 'had to be finished' that day.

Next, Kulik recounts the assassination of President Kennedy

I was seated in a sixth-grade music class, and over the intercom I was told that the president had been shot. At first, everyone just looked at each other. Then the class started yelling, and the music teacher tried to calm everyone down. About ten minutes later, I heard over the intercom that Kennedy had died and that everyone should return to their homeroom. I remember that when I got to my homeroom, my teacher was crying and everyone was standing in a state of shock. They told us to go home.

On the other hand, one of the problems associated with flashbulb memory is veridicality. Veridicality means not taking recalled memories at face value as being accurate. The best example is Neisser's (18) erroneous flashbulb memory of Pearl Harbor

For many years I have remembered how I heard of the news of the Japanese attack on Pearl Harbor, which occurred on the day before my thirteenth birthday. I recall sitting in the living room of our house -- we only lived in that house for one year, but I remember it well -- listening to a baseball game on the radio. The game was interrupted by an announcement of the attack, and I rushed upstairs to tell my mother. This memory has been so clear for so long that I never confronted its inherent absurdity until last year no one broadcasts baseball games in December!

A study on the accuracy of personal memories (Field, 181) found a .88 correlation for factual information among family members, but a .4 correlation for emotions and attitudes. This is because the memory for events reflects what we expect to happen, not what may have actually occurred. It is because of this that unexpected events and new events or first-time experiences are better remembered. If a person does not have an existing script for the event, or if the event is atypical enough not to easily fit an existing script, you cannot mould the experience to your expectations.

Over time specific events become merged into a general event. For example, all of the times you have been to the dentist would have blurred into a generic script, which incorporates all the key experiences and actions that are typical of that event. After the specific event has become consolidated into the script, only distinctive events are likely to be specifically remembered. By this I mean events when something unusual, interesting or humorous happened.

The power of these scripts can be so strong that people often feel they remember details of a specific event that never actually happened. This is because the event is typical of the type of script for that event. This can have negative consequences, because inaccurate memories can be both costly and dangerous, and can lead to faulty conclusions.

Age is one cause of inaccuracies in memory. In studies comparing the autobiographical memory of younger and older adults, results showed that younger and older adults do not differ in their ability to recall the gist of an autobiographical event. Younger adults, however, were better at dating the event. (Bluck 1)

It has also been proven that differences in gender can suggest differences in memory recollection. In a series of studies conducted by Davis (1), both children and adult males and females were tested on their autobiographical memory using various techniques. According to the study, females displayed a better autobiographical memory for childhood experiences than males did. This finding was consistent across independent samples of participants, both in Australia and in the United States. Under both free-recall and cued-recall conditions, females remembered more childhood memories than males did, and they were generally faster in accessing the memories recalled.

The enhanced recall of females was evident in adults remembering back to childhood as well as in children themselves. This was also seen across events involving a diverse range of emotions experienced by both the subject and others, and was seen even when memories associated with emotion were not specifically requested. Further analysis revealed the enhanced recall of females was specific to autobiographical memories of events associated with emotion, while there was no gender difference apparent in the number of non-emotional events recalled.

In his book, White Gloves, how we create ourselves through memory, John Kotre recounts the studies of psychologist Craig Barclay, who demonstrated people will accept altered memories as their own if they are consistent the script they already have. The more distinctive an event - the more the event breaks with your script for that type of event - the better the memory for that particular event will be. The failure to remember trivial events demonstrates how people pay little attention to routine actions that are already scripted. To remember an event you need to look for distinctive details.

One fascinating topic in this area is the study of event memory in diary studies. In a 178 study, a Dutch psychologist called Willem Wagenaar recorded his days events every day for six years, noting down who was involved, what the event was, where it occurred, when it occurred. Of these, Wagenaar was hoping to discover the best cue for optimal retrieval. At the conclusion of his study he reported that what was the best cue, followed by who and where. When was the least effective of the cues. Later, Wagenaar reanalysed his data, and found that most of the difference in the memorability of these cues was due to their relative distinctiveness. Thus, the nature of the event is usually the most distinctive aspect of the event, while the people involved and the location are usually more distinctive bits of information than the date or time of occurrence.

One final question is what do autobiographical memories represent. The answer depends upon what is being examined. Information about the location of an event or about the date of occurrence of an event are usually inferred. However, factual information is in the form of actors, actions, and locations. Context-specific sensory and perceptual attributes are always present, while imagery is frequently present. Finally, the experience of remembering is always present, and the duration of the memory can last for years.

Memory is a constructive process that is influenced by a wide range of cognitive and social events, including information that is provided during the encoding of the original event, during storage of that memory, and during the retrieval of that memory.

Memory research and clinical studies has made it clear that memories are far from perfect records of past events. Having accurate memories of one's past is important and perhaps more care should be given in obtaining and securing information about the personal past.

Take an event that affected the life of more than one person. In each person's retelling of the story, one might find significant differences. The reason behind this is that autobiographical memory is extremely susceptible to change. These memories with a great deal of psychological significance prove to alter themselves within a particular individual, based on the affect they have had on that individual. As time passes, these memories remain intact. Their chronological placement, however, can become questionable. Quite often, these memories can have such a great impact on a person that the event stays in their long term memory for a very long time. Often, the interpretation of a memory that has changed can shed light on a person's situation. It is for this reason that autobiographical memories are important cues for psychologists, though not necessarily accurate.

Bibliography

Bluck, Susan; Levine, Linda J; Laulhere, Tracy M. (1) Autobiographical remembering and hypermnesia A comparison of older and younger adults. Psychology & Aging, 4, (Vol. 14, 671-68).

Brown, R., & Kulik, J. (177). Flashbulb memories. Cognition, 5, (7-).

Davis, Penelope J. (1). Gender differences in autobiographical memory for childhood emotional experiences. Journal of Personality & Social Psychology, , (Vol. 76, 48-510).

Kotre, J. (16). White gloves How we create ourselves through memory. New York W.W. Norton & Company.

Neisser, U. (18), Memory Observed Remembering in Natural Contexts. San Francisco Freeman.

Schacter, D. L. (16). Searching for memory The brain, the mind, and the past. New York, NY Basic Books.

Wagenaar, W. (186), My memory a study of autobiographical memory over six years. Cognitive Psychology, (Vol. 18, 5-5).

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E-mail

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The transmission of computer-based messages over telecommunication technology.

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In the world of marketing, email can be a high-risk, high-reward medium. Response rates often run much higher than comparable Web advertisements, but there is also the risk of tarnishing a companys brand, or even landing on an email blacklist. Marketers are advised to obtain permission from recipients, and make an extra effort to understand email issues from the recipients point of view.

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As with many e words, there is a lingering debate on whether the spelling should be email or e-mail. While it is argued that the spelling e-mail represents the proper handling of electronic mail, it is also argued that English is a living language, especially Web English, and words change over time to reflect usage. Everyday usage seems to greatly favor the simpler version by almost a 101 ratio, at least according to a comparative search on Google.

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Definition

The transmission of computer-based messages over telecommunication technology.

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In the world of marketing, email can be a high-risk, high-reward medium. Response rates often run much higher than comparable Web advertisements, but there is also the risk of tarnishing a companys brand, or even landing on an email blacklist. Marketers are advised to obtain permission from recipients, and make an extra effort to understand email issues from the recipients point of view.

- - -

As with many e words, there is a lingering debate on whether the spelling should be email or e-mail. While it is argued that the spelling e-mail represents the proper handling of electronic mail, it is also argued that English is a living language, especially Web English, and words change over time to reflect usage. Everyday usage seems to greatly favor the simpler version by almost a 101 ratio, at least according to a comparative search on Google.

Synonyms

electronic mail

email

Definition

The transmission of computer-based messages over telecommunication technology.

Information

In the world of marketing, email can be a high-risk, high-reward medium. Response rates often run much higher than comparable Web advertisements, but there is also the risk of tarnishing a companys brand, or even landing on an email blacklist. Marketers are advised to obtain permission from recipients, and make an extra effort to understand email issues from the recipients point of view.

- - -

As with many e words, there is a lingering debate on whether the spelling should be email or e-mail. While it is argued that the spelling e-mail represents the proper handling of electronic mail, it is also argued that English is a living language, especially Web English, and words change over time to reflect usage. Everyday usage seems to greatly favor the simpler version by almost a 101 ratio, at least according to a comparative search on Google.

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electronic mail

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Formal Education: Who Cast the First Role?

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Paulo Freire believed in his theory, known as "The "Banking" Concept of Education. His theory is written to show how students and teachers behave in a formal educational system. Freire feels students and teachers are cast into different roles that are followed throughout students' education. The roles vary throughout the article; the teacher is cast as a narrator, a lender and owner of knowledge, all knowing and powerful, and an oppressor. Students are also placed in different roles; they are portrayed as passive, uncaring, uncurious, oppressed "containers" without the ability to think on their own and form their own opinions. Many people would blame society because students and teachers are cast into these roles, which may be seen as unfair. People can blame society as much as they would like; however, when push comes to shove anyone who isn't working toward changing the system is a part of the problem of the system. People play an important part in casting teachers and students into the roles they follow. Students and teachers are also responsible for the roles they are cast into because they cast themselves into these roles at times, as well. An example of how such roles are issued and followed is portrayed very well in a class preparing the students for the Scholastic Aptitude Test (SAT) with a teacher who will be called Ms. Ery.

In this classroom setting, the students were learning the necessary mathematical skills to be successful on the SAT. While Ms. Ery had the ability to teach her students these skills well, she was the authority figure, and she had to stay that way at all costs. Freire would say that "…the teacher confuses the authority of knowledge with his or her own professional authority…." This was certainly true in this case. Only certain methods of solving the problems were allowed to be used by the students. They weren't allowed to use the comfortable mathematical formulas they knew how to manipulate expertly. Instead, they had to use shortcuts whether they felt comfortable using them or not. One student decided to use the old comfortable methods anyway because she felt comfortable with it and was scolded for doing so. Ms. Ery made it her job to point out that it was not the way she taught it; therefore, it could not be used as a method in her classroom. This also shows that Freire was correct when he said "…the teacher disciplines and the students are disciplined…." Although the student got the correct answer, it was believed by the teacher to be undermining her authority; therefore, she disciplined the student accordingly. Students and their parents have placed the teacher in this role of authority. Parents and students alike feel comfortable knowing the teacher knows all the answers and has all the knowledge. Questioning this knowledge or going against what the teacher has said alters the role of the authority figure given to the teacher by society; it takes away some of the control the teacher has over her students and makes the teacher feel less adequate due to a lower being questioning her authority. It can also make a teacher feel threatened; if the student gains too much knowledge, her job may be in jeopardy because a student knows just as much as she does and sometimes more than she does. This would make her less of an authority figure because the one she is educating would know more than she does on a certain subject. The teacher then imposes a role as an oppressor onto herself.

Ms. Ery is then viewed as an oppressor by her students because of this self-imposed role. Freire would say "Oppression - overwhelming control- is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic…." Ms. Ery's control over her students, the classroom, and the lessons taught show "overwhelming control" on Ms. Ery's, as well as her authority figure's, behalf. Although the students are all in the class for the same purpose, to learn the necessary skills to earn a higher score, they don't all need help in the same areas. Ms. Ery's authority figure has forced her to teach only certain lessons to the students at certain times. Even if a student is ready to move on, that student must be held back at the level of the other students surrounding him or her. "Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence…" which is exactly what is being done by not allowing a student to further his or her knowledge when said student is ready to do so. By oppressing her students, the teacher can be portrayed as a "violent" individual because she hasn't allowed her students to flourish at each individual's own pace. This, however, is not entirely the fault of the teacher. Although she imposed the role of the oppressor onto herself she is also one of the oppressed. Hanging above her head is the fact that these students must do well on the exam they are being forced to take. This means that society has bound her hands with this test and, if her students do not do well, she is not seen as a "good teacher," which puts an extraordinary amount of pressure on her and this is what oppresses her.

Due to this way of teaching, students tend to be treated like "containers" because society says they are the students and this is how the students learn best. Freire says, "Narration (with the teacher as the narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers," into "receptacles" to be filled by the teacher…." This happens quite frequently in Ms. Ery's class. The students copy, word for word, equation by equation, as Ms. Ery writes them. The knowledge she is "filling" the students with is thought to be lent to the students and owned by the teacher. The students then memorize all of this "lent" information, and they are said to have been "filled" with knowledge by their teacher. Freire also stated, "Instead of communicating, the teacher issues communiqus and makes deposits which the students patiently receive, memorize, and repeat…." This occurs quite frequently as well. Ms. Ery does not exchange dialogue with her students; she speaks and the students listen and memorize all she has said to them that day. They do not question Ms. Ery, which means they do not have any "true knowledge," nor does society expect them to have "true knowledge." Freire said, "The students are not called up to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher…." The teacher owns the knowledge the students are being "filled" with and they are expected, by teachers and society, to feel lucky to be able to "borrow" this knowledge from the teacher because children in other countries are not lucky enough to have an education.

This attitude by teachers and parents oppresses the students who then accept a self-imposed passive role that does not teach them how to think on their own. Freire believes,

It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.

Students just adapt to the world surrounding them. Ms. Ery said the students could not do math problems a certain way, and they didn't do it that way. They adapted to her way of teaching and accepted it for what it was education. Because students have learned to adapt so frequently to fit all the needs of their teachers, such as Ms. Ery's students, there is no room for the students to think for themselves nor have any real knowledge of their own. They will never know why they are getting certain answers in Ms. Ery's class, they will just accept that they are getting the correct answers and be satisfied with that. That is not true knowledge; "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other…." as Freire had said. These students, without asking Ms. Ery why they came up with certain numbers as their answers, would never have true knowledge, just memorization skills and nothing more. "Hence in the name of the "preservation of culture and knowledge" we have a system which achieves neither true knowledge nor true culture…."

Freire feels this educational system needs to be changed as do I. I agree with Freire that students need an educational system in which "…the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges teacher-student with students-teachers. The teacher is no longer merely the one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach…." Teachers need to be open to new ideas; they need to be ready to learn from their students and to allow their students to have their own opinions and experiences. I do, however, know that some students and classes call for a system like the banking concept. Certain classes have certain rules, like English must follow certain rules of grammar, which can only be taught by a lecture. Science classes, however, can be more of a hands on experience, which not only teaches the students, but allows the students to teach the teacher. Some students also need the banking concept because being lectured is the only way they are able to learn or they need to be pressed harder than others to get work done. Others do not need it because they learn best by talking, debating, and being open to all different ideas. I believe that the teacher and the students must use dialogue and learn from one another during the educational process. I know society tends to press an education strictly following the confines of the banking concept, but it can be up to the teacher if a class is taught that way. Not everything has to be a lecture and not everything has to be done one way, like with Ms. Ery's math problems. If she was open to new ideas, she would have seen that the student did the work correctly and, if that is how the student felt comfortable doing it, she should not have had a problem with that. Authority needs to remain, but it also needs to be evenly disbursed to all because everyone is a teacher and everyone is a student.

The banking concept of education alone is not responsible for casting teachers and students into unfair roles. Some of this is done by the teacher him or herself; some of these roles are caused by society or higher authority figures, as was the case for Ms. Ery. Society also imposes various roles on the student, but the student self-imposes these roles, also. Despite the roles students and teachers are cast in by society and themselves, there is always a way to change the system. Maybe Freire was right when he talked of needing a "revolution" to change the ways of education. When students and teachers give up the traditional roles shown in the banking concept of education, maybe everyone will learn more than he or she thought possible. Maybe when everyone reflects back on a lifetime of education, after a change, all the "teachers" that the "student" had will be cherished for teaching him or her a lesson no one else had ever been able to teach in the past.

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Equal People, Equal Rights

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Throughout history you can see that the Americans have always seemed to think they were better than someone else in one way or another. It started when our ancestors came to America from Europe. Did we not think that the Indians were savages? They were the ones who were not smart enough to rip apart and civilize the land. After that it was the Africans that were not good enough for the white man. We had to enslave them and turn them into possessions to be bought and traded, and thrown out like yesterday's trash when work was not tolarable. Asians, Jews, Irish, and even the physically and mentally handicapped have all had their share of discrimination. But in our society the laws make it difficult to discriminate. We have determined that gays can not be discriminated against in jobs, housing and the like. But marriage, perhaps understandably, has been placed off limits to them. In the two opposing essays the authors have both given reasons why gays should or should not be given the right to be married.

The essay Let Gays Marry by Andrew Sullivan states many reasons why the American government should allow gay couples to be married. One reason Sullivan states is that "They [gays] are citizens, entitled, like everyone else, to equal protection- no special rights, but simple equality."(Sullivan p.466) Homosexuals are people too, just like their heterosexual counterparts, and everyone should be granted the chance to marry the person they see fit. These men and women want to marry for the same reason everyone else does. They just want to share their love and support with one another. Sullivan also brings up the argument of raising families. If the only purpose of marriage were for procreation, then some would have a valid argument. However, marriage is a great deal more than that. You can ask any happily married couple. Although the strongest point Sullivan brings up is the fact that as times change, we have always changed the laws to work around the ever-changing community. Now most people view others of different races to be just as good as anyone else. With this change we are no longer limited to marrying someone of the same race without becoming a social outcast. Women are now seen as equals, and are no longer the man's property. As society changes we must work around the mold to keep every citizen happy. We no longer degrade other races and sexes so why do we choose to still denigrate the gay members of the community?

The opposing essay, Leave Marriage Alone by William Bennett, does not have many strong arguments to support its case. The only main reason that Bennett really presents is that gays should not marry because, as he states, "many advocates of same-sex marriage simply do not share the same ideal; promiscuity among homosexual males is well known." (Bennett p.467) This is his most relevant example and it is an opinion, not a fact. As for the rest of his essay Bennett gives few additional arguments. For example, he claims that it is dishonorable to be letting couples of the same sex marry. They would shred the foundation of what we now call marriage. He compares gay marriages to other socially unacceptable marriages such as father and daughter or sister and sister. toward the end of his essay he introduces one more topic, family. Bennett has no support behind his ideas and this does not give him a strong case. Bennett basically states that marriage is about raising a family. Although that may be one of the reasons behind marriage, it is not the only one. Obviously if the government is not ready to let gays marry then they will not feel so comfortable letting them raise children.

Bennett's essay was not as strong as it should have been. All his statements are arguable and can be easily defeated. So there might be some promiscuous gay couples, there are many heterosexuals that are promiscuous as well. For example, look at the long list of Elizabeth Taylor's lovers. If anything, for those who take marriage seriously it promotes monogamy and loyalty. People of the same gender are easily capable of maintaining a monogamous relationship with each other and fulfilling their obligations to each other as life partners. Marriage is about love, support, and companionship. If someone of the same sex can offer you that, then let him or her be happy. As for the family issue, there are many people who are not fertile, have a contagious disease, or can not bear children for one reason or another. But our government does not stop these people from getting married. It would be unconstitutional. What makes gays any different from these people? It seems the only reason Bennett does not support gay marriage is that he is uncomfortable with it. Why can't we let people be who they are? These couples are not hurting anyone in doing what they are doing. Granting the right to marry is not going to set a bad example for the children; you can not change someone's sexuality like that. Homosexuals want and need to contribute to society like every other motivated American citizen. They should not be outcasts, shunned by the rest of society. People of all different lifestyles have differences between one another, and usually we celebrate them; why now do we choose to show prejudice to just another difference? Man was created equal and we must give everyone the opportunity to take advantage of their equal rights.

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CIVILIAN CLOTHES POLICY

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LET ME FIRST STATE THAT CIVILIAN CLOTHES ARE A PRIVILEGE, AND IT CAN BE TAKEN AWAY BY THE EXECUTIVE OFFICER AT ANYTIME IF PERSONNEL FAIL TO KEEP UP A CORRECT SEA BAG OR HE/SHE DECIDES NOT TO FOLLOW THE GUIDELINES OF THE CIVILIAN CLOTHES POLICY. CREWMEMBERS ARE AUTHORIZED TO HAVE CIVILIAN CLOTHES ONBOARD SHIP. ALL CLOTHES WHETHER UNIFORM OR CIVILIAN WILL BE KEPT AND STORED IN THE LOCKERS THAT WERE ASSIGNED TO THAT PERSON. CLOTHES MUST BE DECENT AND NOT TATTERED OR WORN OUT, IT MUST BE CLEAN. WHEN WEARING PANTS WITH LOOPS YOU MUST WEAR A BELT. IF CLOTHING IS REVEALING, DEPICTS RACIAL SLURS, PROMOTES DRUGS AND ALCOHOL OR ANYTHING OF THE SORT IS CONSIDERED UNAUTHORIZED. CLOTHING THAT IS TO TIGHT IS ALSO UNAUTHORIZED, THE ONLY EXCEPTION BEING SPORTS GEAR LIKE BIKER SHORTS AND SWIMSUITS..

CIVILIAN CLOTHES ARE RESTRICTED TO THE BERTHING SPACES WITH THE FOLLOWING EXCEPTIONS CIVIS MAY BE WORN ON THE MESSDECKS DURING EVENING MEALS INPORT YOKO AND AFTER THE EVENING MEAL ON THE MESS DECKS, IN SELF SERVICE LAUNDRY AND THE LIBRARY. CIVIS CAN ALSO BE WORN TO AND FROM BERTHING SPACES, THE WEIGHT ROOM AND THE QUARTER DECK.

PT GEAR MAY BE WORN ONBOARD WHEN THE PERSON IS INVOLVED IN PT. ANY CLOTHING BEING TRANSPARENT(SEE THROUGH) IS NOT AUTHORIZED. CIVILIAN SKIRTS ARE TO BE NO SHORTER THAN FOUR INCHES ABOVE THE KNEE. T SHIRTS ARE NOT AUTHORIZED IN FOREIGN PORTS, WHETHER PLAIN WHITE, COLORED OR EVEN WITH DESIGNS. THE CAPTAIN CAN CHANGE THIS DECISION IN SPECIFIC PORTS. SLEEVELESS SHIRTS, TANK TOPS AND WHITE UNDERSHIRTS WILL NOT BE WORN ON LIBERTY. TANK TOPS IS BROKEN DOWN AS BASKETBALL JERSEYS.

IT IS STRESSED THAT BELLY BUTTONS WILL NOT BE SHOWED AT ANY TIME WHILE ON LIBERTY UNLESS YOU ARE AT A POOL OR A BEACH.

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FOOTWEAR THAT DOES NOT PROVIDE MINIMAL PROTECTION TO FEET ARE NOT TO BE WORN ONBOARD USS BLUE RIDGE, EX. SHOWER SHOES, SLIPPERS AND SANDALS. SHOWER SHOES ARE ONLY TO BE WORN TO AND FROM THE SHOWER. BANDANAS, DO RAGS OR HEAD SCARFS ARE NOT AUTHORIZED FOR WEAR AS LIBERTY ATTIRE. A VIOLATION OR ABUSE OF ANYTHING HERE IS GROUNDS FOR LOSING YOUR CIVILIAN CLOTHES PRIVILEGE.

EARRINGS ARE PROHIBITED FOR MALES WHEN IN CIVILIAN ATTIRE IN A DUTY STATUS OR ON A MILITARY INSTALLATION.

I AM HERE BEFORE YOU TODAY BECAUSE I VIOLATED THE CIVILIAN CLOTHES POLICY. I GOT OUT OF MY CAR AND WAS WALKING DOWN THE PIER THE OTHER MORNING WITH A DO-RAG ON MY HEAD. DO-RAGS ARE UNAUTHORIZED ON BASE. I WASNT REALLY THINKING ABOUT IT AND WAS SEEN AND APPROACHED BY MR. PRYOR. BEFORE SPARKLE SHIP COULD EVEN BEGIN I WAS TAKEN OFF OF THE EXCEPTIONAL SAILOR PROGRAM AND PLACED ON THE NON-EXCEPTIONAL SAILOR PROGRAM FOR A TIME DEEMED FIT BY THE CHAIN OF COMMAND. I ASK THAT YOU ALL HEED THIS GMT AND TAKE INTO REGARDS WHAT WAS PUT OUT TO YOU THIS MORNING. THE QUARTERDECK AND PIER WATCHES RESPONSIBLE IN MAINTAINING PERSONNEL FOLLOW THE CIVILIAN CLOTHES POLICY.

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Juvenile Delinquency and Society

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Throughout time, crime has played in an important part in the function of society. We see crime in the news everyday, in our communities, in our schools, and in some cases, even in our immediate families. Which reaches out and takes a stranglehold on the human-interest angle of the general publics mind, and makes us become enveloped in the thought processes of the modern criminal. Along these lines, the fascination with delinquent behavior and the mind of the delinquent has prompted the development of numerous theories, and the continuous, yet rigorous, study of youth behavior. But only recently has the concept of juvenile delinquency become an issue in the way crime among youth is viewed. Our society tends to hold children in special regards in most cases, and the implementation of the juvenile court system led to the development of specific theories such as neutralization, labeling, and social control theories, by people which had a first-hand interest in these juvenile delinquency cases. These theories help investigators, parents, family, peers, and the community, to better understand why our children do what they do. For years, factors such as gender, race, age, and social class, have been the dominant force in research studies to explain the juvenile delinquent and their actions (Hewitt and Regoli, 000). The culture that exists today is different than the American culture twenty years ago, and in twenty years from now, American culture will have yet again, undergone a similar reconstruction. Trends in our daily trials and tribulations, affect how a youth will choose to live his or her own life, whether or not they choose what is right or wrong, or stray from the path of being a model citizen. These factors and how they interact with the relation of the theories of neutralization, labeling, and social control, is crucial to our situation, with fifteen year old Matt, who is of lower class status, and has seen himself involved in the theft of an automobile. To further evaluate this crime, Ill begin to apply these mentioned theories to explain this specific incident. In our example of the neutralization theory in regard to this crime, Matt has stolen a car, and when it comes time for him to pay the piper, or face the effects of his criminal act, more than likely, he will use some sort of neutralization technique to justify his actions. The five neutralization techniques are 1) denial or responsibility, ) denial of injury, ) denial of victim, 4) Condemnations of condemners, and 5) appeal to a higher loyalty (Hewitt and Regoli, 000). As a delinquent youth, Matt comes from a lower class family, therefore, he could state that he stole the car because he needed it more than the owner. He could also state that his crime was committed just for fun. By doing this, Matt is using a very common aspect of this theory otherwise known as, a technique of neutralization (Hewitt and Regoli, 000). Matt could very well assert that since he is a juvenile he is not going to held responsible for his actions, that the act may be ignored in the American justice system, though he is forgetting about the juvenile court system. The next technique he could use would involve the denial or injury, although it is still deemed a criminal act, no one was hurt in the actual crime. The delinquent neutralizes the crime by using such techniques as an explanation that can allow for exceptions to be made (Shields and Whitehall, 14). To apply the fourth neutralization technique to this crime, Matt could possibly blame his parents or friends for his behavior. By placing the blame or cause for the crime on someone else, Matt is able to compare his behavior to that of the person that is reprimanding him, along with whatever positive or negative influence they may have. In further defense of his criminal act, Matt is also susceptible to the fifth neutralization technique, which would allow him to make his act seem somewhat appropriate by stating, for example, that his family needed the car to take a sick family member to the hospital. Any one thing that Matt could use to justify this crime is linked to the fact that he will try to minimize his own moral disapproval of what he did (Dodder and Mitchell, 10). The techniques used in the neutralization theory, are very well thought out attempts that offenders use to lower the guilt they feel that is linked to the crime, which in turn neutralizes their status as an offender (Dodder and Eliason, 000). An additional theory to explain Matts crime is the labeling theory. As a child is growing up, they are subjected to the views of the adults that govern their lives (Hewitt and Regoli, 000). This in turn, allows the youth to mentally become what they are told, which has a built-in tendency to provide for delinquent acts to be committed in the future. For example, one such example of labeling relates to appearance, when a child is told they are physically unattractive, they begin to believe this, and self-confidence levels can plummet (Best and Heckert, 000). Since Matt was stereotyped as a child, told that he would never amount to anything, that his family was white trash, that his life was a waste, he began to believe this. Therefore, his crime was simply a product of being placed into a social category for all of his life. By stealing the car, Matt is dealing with an internal attempt to break free of this mold he has been cast in, yet he has the stigma attached to his persona. He has been told he is a delinquent, therefore, he commits delinquent acts. Parents social class have a great effect on this as well. By being from a lower class family, Matt could have to live every day having his needs thrown in his face by his parents, that have to work themselves very hard to provide basic things. This stress could possibly manifest itself in the labeling of Matt (Hewitt and Regoli, 000). Many juvenile delinquents hold shame in their labels, and have a greater association with the label with which they are identified (Hayes, 000). One might assume that indirect labeling of a child may lead to the transformation of their self-image and the downward spiral of self-esteem (Liu, 000). In actuality, Matt could be a very bright, outgoing, studious, hard-working child, but the negative labels he carries could give him the added confidence or incentive to turn to a delinquent route. Furthermore, we can use the strain theory to explain Matts crime. The basic concept of the strain theory holds the idea that conformity to what our society holds to be conventional is what produces crime as well as, the question as to whether or not the end result is worth it (Hewitt and Regoli, 000). Coming from a lower class family, Matt could have two jobs, one of which he relies on to help pay the bills of his family, and the other in which he relies on the money to be set aside for the future, for perhaps a college education, so someday, he may purchase a car of his own, and be self-sufficient. The way this applies to Matt, happens when he has the idea of owning a car implanted in his mind. Then, his life begins to revolve acquiring whatever means are necessary to have this goal come within his reach. All the while, Matt can be pursuing legitimate means to gain the capital necessary for a fully legal purchase, and the introduction of negative stimuli take over his motives, and thus, begins the strain, which in turn leads to the delinquent theft of an automobile (Mazerolle and Paternoster, 14). One such example of negative stimuli could be, perhaps, Matt is fired or loses one of his jobs due to a layoff or cutbacks. This simple negative setback, is enough to prompt a delinquent act in some instances. In a way, its almost a rebellion to the stress of these negative factors. The value that an adolescent places on a goal such as owning or purchasing their first automobile is an impressionable one, and depending on the mental state, and environment of the juvenile in question, Matt, could very easily be swayed to the delinquent side. Matt could possibly be having problems in school, family trouble, delinquent peers, or a problem with committing to all he initially decided upon to be able to purchase an automobile, all in turn, working against Matt and acting as a barrier to achieving his ultimate goal through traditional or standard means. Also being an adolescent male, which is very easily influenced at age fifteen, studies have found that, males have a different emotional response to crime than a female would, that males are more likely to respond to strain with crime, and that generally, a male is susceptible to more stresses than a female would be, which is yet another factor to consider in this situation (Agnew and Broidy, 17). In relation to the introduction of negative stimuli into Matts agenda, another factor could be the actual loss of positive stimuli. If there is an authority figure that is monitoring his progress, giving him direction and possibly providing him some sort of incentive, and suddenly they slack off, or back down, Matt has greater susceptibility to turning down the path of delinquency. Other factors that play into Matts delinquency are his social support structure (Agnew, ). Similar to the idea that what or who was providing his positive stimuli, his community and environment are important factors in his decision. Being that his family is of lower class, Matt is automatically set up to experience strain due to his social environment, and will be exposed to various adverse conditions, despite his ongoing battle to achieve his goals the legitimate or conventional way. Throughout the course of using these theories to explain Matts crime, a common link is found in each of these theories. The theorists, researchers, and authorities are all interested in finding out what went wrong to decipher the basis of the crime, and why it happened. The concept of juvenile delinquency is still being researched and defined further, and as well, so is the juvenile justice system. With the development of endless theories, delinquency continues to happen on a daily basis, and researchers continually see good boys and girls gone bad. And as students, we can ponder the concepts presented by theorists, and wonder how they can explain or at least help society understand, but what juvenile delinquency actually is, and how to prevent it or lessen it, will be researched, discussed, and debated for years to come, so that society can work more efficiently to help youths such as Matt make the right decision when he is faced with delinquency. Bibliography References Agew, Robert. 1. A General Strain Theory of Community Differences in Crime Rates. Journal of Research in Crime and Delinquency 61. Agnew, Robert., Broidy, Lisa. 17. Gender and Crime A general strain theory perspective. Journal of Research in Crime and Delinquency 475. Best, Amy., Heckert, Druann. 17. Ugly duckling to swan Labeling theory and the stigmatization of red hair. Symbolic Interaction 065. Dodder, R.A., Eliason, Stephen. 000. Neutralization Among Deer Poachers. Journal of Social Psychology 14056. Dodder, R.A., Mitchell, J. 10. Neutralization and Delinquency A comparison by sex and ethnicity. Adolescence 5487. Hayes, Terrell A. 000. Stigmatizing Indebtedness Implications for Labeling Theory. Symbolic Interaction . Hewitt, John D., Regoli, Robert M. 000. Delinquency and Society. Boston, MA McGraw-Hill. Mazerolle, Paul., Paternoster, Raymond. 14. General strain theory and delinquency A replication and extension. Journal of Crime and Research in Delinquency 15. Shields, Ian., Whitehall, Georga C. 14. Neutralization and Delinquency among teenagers. Criminal Justice and Behavior 1. Xiaoru, Liu. 000. The conditional effect of peer groups on the relationship between parental labeling and youth delinquency. Sociological Perspectives 44.

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Romeo and Juliet - Nurse Ridiculous?

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Romeo and Juliet The Nurse

In Shakespeare's Romeo and Juliet the minor but important character of The Nurse can often be viewed by the readers as ridiculous. However, more often than not we find ourselves sympathising with her in spite of this flaw in her character.

Our first impression of the Nurse comes when she is speaking with Juliet and Juliet's Mother, Lady Capulet. From this scene we can clearly see many important sides of the Nurses' character. Immediately we notice that when she is given the slightest opportunity, she continually speaks about anything she feels, whether or not it is related to the subject she was originally asked about or not. This garrulous nature inevitably means she annoys those who surround her, as Lady Capulet demonstrates

"Enough of this. I pray thee hold thy peace"

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Her over-the-top personality and constant talking about insignificant matters does make her seem ridiculous to the readers. Yet, we find ourselves sympathetic and more understanding towards her when we begin to recognise the tremendous care and love she has for Juliet. This is shown in the way she speaks about her and the affectionate way in which she calls her "Jule". Strangely enough, we begin to realise she seems closer to Juliet than her mother. When she hears of a potential marriage between Juliet and Paris she instantly feels happiness and is filled with pride towards Juliet

"Peace, I have done. God mark thee to his grave

thou wast the prettiest babe that e'er I nursed. And

I might live to see thee married once,

I have my wish."

Again, we would associate these kind words to that of a mother speaking to her daughter, which again emphasises the Nurse's care for Juliet. Although I felt impatience with the Nurse to begin with, her obvious care for Juliet throughout these opening scenes clearly creates a more likeable character and a good first impression of the Nurse.

It is clear when the Nurse meets with Romeo in Verona's Streets that our view of the Nurse's ridiculous behaviour is continued. When she approaches Romeo and his friends, he says

" Here's goodly gear! A sail, a sail!"

She has obviously dressed up for the occasion, and with her servant, Peter, acts as if she is a very important person in society. At this point we cannot help but laugh at her foolish behaviour. In this scene she also speaks with Romeo's quick-witted friend Mercutio and she clearly thinks he is very rude. We can see from this scene the Burse is not well educated and is overshadowed by Mercutio intellect. She continually struggles pronouncing long words, as she says to Romeo

"If you be he, sir, I desire some confidence with you"

She says 'confidence' when she clearly meant 'conference'. Mercutio notices this and makes fun of her. Again this leads to the readers feeling pity for the nurse as Romeo's friends ridicule her. Although her eccentric behaviour has led to this, she was willing to put through with it for once purpose; to speak with Romeo for Juliet. Despite her flamboyant way of introducing herself, she gains sympathy from the readers from her desire to help Juliet.

From the beginning of the play, Shakespeare uses the Nurse to bring out one of the main themes of the play, youth and age. The most obvious use of this theme comes across when The Nurse says

"Shame come to Romeo!"

and then Juliet replies instantly

"Blistered be thy tongue

For such a wish!"

Juliet's attitude is very youthful and idealists in defending Romeo, even after he had killed her cousin Tybalt. Towards the end of the Nurses involvement in the play she advises Juliet strongly to reconsider her marriage to the banished Romeo, and marry Paris instead

" Faith, here it isRomeo

Is banished; and all the world to nothing

That he dares ne'er come back to challenge you

….i think it best you married with the County."

She is much more realistic in both circumstances and on both occasions defies what Juliet really wants. I think Shakespeare's use of the Nurse in these scenes contributed vastly to the theme of youth and age and through this create, as Shakespeare intended, a sympathetic view towards Juliet.

At times during the play, we are in danger of losing sympathy towards the Nurse, and no more so than in the two scenes she turns her back on Juliet. She thinks Juliet should leave Romeo and because Juliet dismisses the idea immediately, the Nurse will not risk helping Juliet anymore. However we come to realise she only acts this way because she always wants best for Juliet. The Nurse thinks Juliet will lead an easier life with Paris and she will be on friendly terms with her parents. I think, throughout the play, continually the Nurse does what she thinks is best for Juliet. She worries about her happiness and repeatedly assists Juliet in her relationship with Romeo, even though it was a risk to her job. This clearly makes the readers feel immense sympathy with the Nurse, especially when it becomes apparent in this scene.

In conclusion, I think, even though her antics and personality may irritate the readers at times during the play, and occasionally result in an indifferent view of the Nurse, we come to like and sympathises towards her through her absurdity, commonness and most of all, her undying care for Juliet.

Please note that this sample paper on Romeo and Juliet - Nurse Ridiculous? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Romeo and Juliet - Nurse Ridiculous?, we are here to assist you. Your essay on Romeo and Juliet - Nurse Ridiculous? will be written from scratch, so you do not have to worry about its originality.

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