Introduction to Speeches Essay Example | Topics and Well Written Essays - 750 words

Introduction to Speeches - Essay Example He notes that one ought to enjoy the works of Aristotle, Shakespeare, Dickens, Shaw, Galsworthy, and Barrie. (Safire 1). The social contract between teachers and students is a speech by professor Jacob Neusner delivered during the orientation of freshmen students at Elizabethtown College. Neusner begins by challenging learners in regard to the amount of money they spend on education at the college. He further shows them how they have been sent by their parents to learn and the good reception they have been accorded by their professors. The speech focuses on opening the minds of the learners by showing them how important it is to do personal reading. The teachers’ contribution is only a small percentage; the large percentage of learning involves personal research. The speech also encourages students to question teachers on anything they deliver to them. Sitting down, listening and taking notes are discouraged. What is vital is discovery. Teacher models are Jesus, Socrates, and Hillel who used unique techniques of instruction (Safire 1). The two speeches show some similarities. Most importantly, the two speeches show the use of various aspects of rhetoric, a technique or art of argumentation or discourse. Both speeches are directed to students with the aim of helping them realize their potential as learners. Most students do not realize the importance of having their own library. They usually borrow books at the time they want to read and later return them to their owners or to the library. A borrowed book, just as Phelps says, can be returned any time the owner wants it back. It cannot be helpful like one’s own book. The purpose of education is to seek knowledge. Having a collection of books will help students have wide knowledge on many disciplines and aspects in life. Neuser’s emphasis on personal research is meant to make students get innovative and creative instead of listening and taking notes for the purpose of passing exams. It is a c hallenge to many who hate teachers who do not give out notes and instead deliver ‘boring lectures’ as many would call them. Rhetoric devices manipulate language with the aim of making the reader or listener understand the message. Aristotle focuses on three components of writing namely ethos, logos, and pathos meant to persuade or appeal to the audience (Jardine and Bacon 45). In the owning of books speech, the thesis is clear and specific. The thesis is supported by strong reasons, is well reasoned and has a credible message. The reasons for owning one’s library speech ensures that the learner gets what she/he wants in the time of need. It also provides them with a platform for improving and expanding their knowledge. Neusner’s speech is an advice to students to gear their efforts toward personal reading and innovativeness. The tone used in both speeches is one of encouragement, challenge, and emphasis on cultivation of knowledge. Both writers are profess ionals in the topics they are talking about. Phelps owns a collection of books while Neusner is a professor. Clear examples to engage the audience’s emotions and imaginations are given in each speech. Appeals and illustrations to the value of education are given by Neusner when he compares good teachers with Jesus, Socrates and Hiller. Phelps also shows how one can interact with Aristotle, Shakespeare, and other great thinkers through

All I really need to know I Learned in Kindergarten Essay Example for Free

All I really need to know I Learned in Kindergarten Essay I can remember my mother telling me for a few weeks before the first day how wonderful school was going to be and how I would meet loads of new friends. She also told me that the other kids are going to be scared just like I was. Turning five years old, and knowing that it was time for me to begin school already, was really very scary. The thought of waking up early and going to school and not being with my mom all morning made me feel sick to my stomach, but I just had to suck it up and go. The first day of kindergarten I was sad but also excited at the same time because I was going to meet new friends and I was going to get to play with them during recess. I remember walking into school with my new back pack; they were the ones that had to two little wheels on it so you wouldnt have to carry it. As I was getting dropped off and hearing my mom telling me bye I started to cry. Being really close to my mom I didnt want her to leave me there all alone. So we walked in together and she told me that I was going to be all right. My mom and my new teacher, Mrs. Fossum were having a hard time getting me to stay there. After they saw that I wouldnt stay, my mom had to stay there with me thru out that whole day. As the first day went on I was making a bunch of friends with my new classmates. When the second day came I wanted my mom to stay at school but I realized that she had to go to work. After she had left I saw a table that had some crayons and some paper on it, so I ventured over to it and stood by the seat watching to see if anyone was going to stop me from drawing. No one came so I took a seat, a piece of paper, and of course a blue coloring pencil just like the one I had at home and started to draw. When the other children saw that I was already hard at work with my drawing, which somewhat looked like a cow, they came and sat down with me. Even the child that didn’t want to leave his father noticed me and came over and started to draw. The little boy started to ask me questions and once he started then everyone started to include me into their group. I learned at a young age that I was not very comfortable meeting new people and doing thing on my own. My mother realized that Mitchell School system was too big of a school for my type of personality and that I do better when I don’t have to adapt to much change.

Article Critique †‘You Have Someone To Trust (2012)

Article Critique – ‘You Have Someone To Trust (2012) Jessica Bowstead Context and Policy Qualitative Research Article Critique – ‘You Have Someone To Trust’ (2012). Jessica Bowstead M2067675 Word Count-1650 Mortimer, J North, K Stead J. (2012). You Have Someone To Trust. Outstanding safeguarding practise in primary schools. Unknown (Unknown), pg1-74. The purpose of this academic piece is to critically evaluate the article ‘You Have Someone to Trust’, it will begin with examining the literature and will discuss data analysis and findings and then will conclude by synthesising evidence as to whether it is a valued piece of work. The article of choice is qualitative. Qualitative research is a term used for research strategies that are aimed at how human beings understand, experience, interpret and produce the social world (Hammersley, 2013). The main strength of qualitative research is it generates an opportunity for great depth and information on the social process (Griffin, 2007). Quantitative data, on the other hand focus’s on counting and classifying features and constructing statistics (Mangell, 2013). Mortimer utilizes the method of ethnography in her research, this largely relies on observation and interviews as an essential aspect of its methods, the researcher endeavours to become part of the research, t aking note of everything they see and hear (Saks and Allsop, 2007). Validity, reliability, and objectivity are criteria used to evaluate the quality of research. As an explanatory method, the content of qualitative research analysis differs from quantitative data, from its assumptions, research purposes, and inference processes, therefore making the criteria unsuitable for qualitative research (Bradley, 1993). Early work conducted by Lincoln and Guba (1985) suggested four measures for evaluating qualitative research: credibility, transferability, dependability, and confirmability. For the purpose of this critical review, the author has chosen the McMaster critical appraisal tool Framework (1998, online). Following a full critical evaluation and checklist, it is apparent that Mortimer’s paper is an interesting but a problematic piece of research. You Have Somebody to Trust (2012) was created with the notion that it would specify criteria for practice in relation to safeguarding children. Policy making relies heavily on the academic literature, from the research it is distinguished how severe a problem is, what actions are required and know how implement it into practice (Exblom, 2002). After school and services failed to recognise and understand former legislation, and a series of serious case reviews, a new framework ‘Practical Tips for Schools’ was created in January 2012 (Mortimer et al, 2012). Mortimer’s study helped build the new framework with her research, this was through an evidence-based approach. You have someone to trust was funded by the Children’s Commission, which was established by the Children’s Act 2004 (Mortimer et al, 2004). Due to the nature of the funding, this research could be seen as one sided. It’s the governments duty to ensure practitioners are following safeguarding procedures (GOV.UK [online]) so one might believe that the results may bias to fit their own aims. However, this has not affected the result or completion of the study. It is essential that studies are clear and coherent due to the research being built on previous research (Dawson, Dawson Overfield 2013) allowing the information to be transferred. Here Mortimer clearly discusses the purpose of study in the first section ‘Executive Summary’. It is also explicitly stated in the second section, ‘Object of the Study’ stating â€Å"The research was in order to identify best professional practice in response to child protection and safeguarding concerns in primary schools’ (Mortimer et al, 2012). Although generalizability is disregarded in qualitative studies (Ali Yusof, 2011) it is important the findings from this article are transferable. Although no two schools are the same, the general operation of a school and their approach to safeguarding should be. In qualitative research it is essential to examine the appropriate literature on the issue of the study, this provides the reader with a rational background of the study (Fink Arlene 2005). Mortimer does draw on a significant amount of literature to contextulize her research. In section four, there is a varied quantity of literature on the chosen subject, including ‘Intervening early’ cited by Eason and Gee 2012 and ‘A shared understanding of outstanding practice’ cited by Ofsted Safeguarding Schools (2011) this is predominantly valuable in that it provides evidence of the subject matter. Generally, there is a clear discussion regarding the literature which in turn strengthens her study. Mortimer has chosen to use purposive sampling, she has completed this by intentionally selecting participants who can contribute a deep understanding of the phenomenon that she is studying (Klenk, 2013). The procedure of sample selection was not highlighted in Mortimer’s report, this could increase transferability. Without this a notion of bias may be questioned due to the deficiency of information. To strengthen her report Mortimer could have stated the sex, race, age and background of the participants. Discarding this information the paper cannot be seen as a true representation of the population (Janson, 2010) which will decrease transferability. Although the sampling information is limited, one can clearly summarize that the type of sampling here is a Maximum Variation Sampling. This involves deliberately selected cases with a wide variation on dimensional interests as an effort to understand the context and created transferbility (Polit Beck, 2013). In the executive summary section it states that ‘ the sample of the school, which were visited were specifically selected to ensure a variation in size, geographical location and demographic intake’(Mortimer et al, 2012). Here Mortimer has addressed the appropriate actions and increased her confimability in relation to the school selection. There was no declaration as to whether all participants took part, allowing the reader to assume that all asked contubuted to the study. Overall, the choice of sample selected for the research purposes is suitable as it does seem to offer a generous opportunity for research into the properties of safeguarding in education. Nevertheless, due to the lack of information provided the results lack confimibility and tranferability. Mortimer does not go into any substantial detail about the process of data collection, in section five there is a vague mention of it however, only basic information is provided. It states that semi structured interviews and survey’s had taken place, but again examples are not specified. The reader was not able to critique the question’s appropiability or comment if they were clearly understood. Survey respondents misunderstand questions more often than one might expect, and the collection process mistakes are difficult to discover and correct (Conrad Schober 2005). To improve the validity of the research, Mortimer could of included member checks. Member checks involve sharing all of the findings with the participants, allowing them to question and comment on the authenticity of the work (Creswell, 2007) this would eliminate any misunderstandings. Forwarding that Mortimer could have piloted her study so she was able to recognise any gaps in her proposal method (Sampson , 2004). The researcher has a clear responsibility to ensure that they protect the right and well being of their participants irrespective of the nature of their research, there are many guidelines that reinforce these principles and many aspects are legally enforceable (Eby, 1991). Mortimer does not discuss any ethical issues that she considered, or whether ethical approval was given. Participants who are subject in a research subject must be competent, have full disclosure of the subject field, understand the process and voluntarily participate (Emanuel, Abdoler Stunkel 2006). This is not disclosed in Mortimer study, therefore the reader is required to assume that the correct ethical procedures were adopted. The data analysis of the study was satisfactory. Mortimer provided a clear breakdown of the data that she gathered. However, no coding was present, coding is an important aspect of a study, it allows studies to be repeated and validated, it makes methods transparent (Shenton, 2004). In Mortimer’s case the coding should of been finalized once the survey was completed and in the case of interviews after the data was collected (Bourque, 2004). She included several direct quotes from participants, which increase the credibility in her research. Quotations give an insight and meaning and illustrate the argument (Holloway Wheeler, 2013) facilitating the reader to understand how the findings were presented. However, it ought to be recognized that her findings are clearly presented and concluded. You have someone to trust (2012) can be seen as having an insignificant amount of credibility. Credibility can be defined as ‘The plausibility of one’s study’ (Pitney Parker 2009). This article is a recent document created in 2012, suggesting that the information if current and up to date, furthering that, credible sources have been researched through the paper such as the NSPCC Safeguarding For Children. The investigators, background and qualification are unknown, Patton 1990 believes that the credibility of the researcher is especially important as it is the person who collects the data. It is believed that this is equally as important as the procedure credibility (Alkin, Daillak White, 1979). Beyond that, triangulation is a credible strategy that Mortimer does practice. Individual interviews, focus groups and surveys are used along with supporting data from documents. Other credible strategies include member checks and a prolonged study time (Munkhjargal, 2006). However, these were not applied throughout Mortimers study. Through triangulation of data collection methods, interviewing and data analysis, Mortimer has enhanced the validity of her work. Alongside these methods of data collection Mortimer has kept her focus on the objectives of her study. Mortimer has created transferability in her research through referencing literature collected on similar topics and areas. The research intentions are indeed found as a result of the work. That being stated, the subject field was very brief and a large amount of data could have been supplied to enhance the validity of the article. Without these any reader may believe that she has become too subjective in her decisions to understand her participants, reducing confimability in her work. Nevertheless, one can expect to ensure comparable results in similar settings from this study, making it clear that the researcher was dependable. On a whole it is clear that the research was valuable, ‘Practical Tips For Schools’ was created and the objective of the study achieved. References Akin, M, Daillak, R White, P (1979) Using evaluation: does evaluation make a difference? Beverly Hills: Sage Volume 76. Ali, A Youseff H. (2011). Quality in Qualitative Studies. Issues in Social and Environement Accounting. 5 (1/2), p25-64. Bourque, Linda B. Coding. In The Sage Encyclopedia of Social Science Research Methods. Eds. Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1, 132-136. Thousand Oaks, Calif.: Sage, 2004. Bradley, J. (1993). Methodological issues and practices in qualitative research. Library Quarterly, 63 (4), 431-449. Conrad, F Schober, M. (2005). Journal of Official Statistics. Promoting Uniform Question Understanding in Today’s. 21 (2), P215-231 Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd Ed.). Thousand Oaks, CA: Sage. Creswell, JW. (1998). Qualitative Inquiry and Research Design Choosing Among Five Traditions. Thousand Oaks, CA: Sage Publications. Dawson, M, Dawson, B Overfield, J. (2013). Reading for Your Research Project. In: Unknown Communication Skills for Biosciences. Unknown: Wiley Blackwell. p67. Eby M 1991, Ethical issues in nursing research: the wider picture. Nurse Researcher 3 (1), 5-13 Emanuel, E Abdoler, E Stunkel, L. (2006). How to treat people who Participate in research. Research Ethics. Unknown (6), p7. Fink Arlene (2005). Conducting Research Literture. 2nd Ed. London: SAGE. p46-58. Griffin, C. (2007). The advantages and limitation of qualitative research. Unknown. 11 (3), p127-156. Hammersley, M (2013). What is qualitative research?. London: Bloomsbury. p2. Holloway, I Whealer, s (2013). Qualitative Research in Nursing and Healthcare. 3rd Ed. West Sussex: Blackwell Publishing. p325. Jenson, H. (2010). The Logic of Qualitative Survey Research and its Position in the Field of Social Research Methods. Qualitative Social Research. 11 (2), p. Klente, K (2008). Qualitative Research in The Study of Leadership. Bingley: Emerald Group. p11. Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., Westmorland, M.. (2007). Critical Review Form. Available: http://www.srsmcmaster.ca/Portals/20/pdf/ebp/qualreview_version2.0.pdf. Last accessed 15th Jan 2015. Lincoln, YS. Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications Mangel, S K (2013). Research Methodology in Behavioural Science. Unknown: PH Learning Privert Limited. p45 Munkhjargal, D. (2006). Data analysis. The Relationship Between Mathematical Discourse and the Curriculum. Unknown (3), p90. Patton, M (1990) Qualitative Education and Research Methods. 2nd Ed Newbury Park: Sage Pitney, W Parker, J (2009). Qualitative Research in Physical Activity and the Health Professions. Canada: Unknown. P63-64. Potit, F Beck, C (2013). Essentials of Nursing Research. 8th Ed. Unknown: Walter Klue Health. p285. Saks, M., and Allsop, J., (2007) Researching Health, Qualitative, Quantitative and Mixed Methods. London. Sage Sampson, H. (2005). Qualitative Research. Navigating the waves: the usefulness of piloting in research. 4 (3), p383-402. Shenton, Andrew K. â€Å"The analysis of qualitative data in LIS research projects: A possible approach.† Education for Information 22 (2004): 143-162 Unknown. (2014). GOV.UK. Available: https://www.gov.uk/schools-colleges-childrens-services/safeguarding-children. Last accessed 15th Jan 2015. 1

Ocean Contaminants and the Impact of El Nino :: California Beaches Environmental Essays

Ocean Contaminants and the Impact of El Nino The ocean is inhabited by many and loved by all. Whether you surf the waves or use it for recreational purposes, its important to us all. There are dangers to the ocean that anyone who bathes in it should be aware of. Besides the obvious dangers of the current and the pounding waves, there are possible microscopic enemies at large. Every year the beaches are closed for a variety of reasons. Sometimes it may be for a surfing contest, or if the waves are too dangerous, but the most overlooked may be ocean contaminants. Around 20% of ocean water pollution occurs naturally. Its important for the public to aware of the contaminants that reach our waters and how they get there. OCEAN CONTAMINANTS FROM HUMAN ACTIVITIES Viruses in the ocean, as products of human activities, are potentially dangerous contaminants of many coastal waters. Total coliform bacteria are a collection of relatively harmless microorganisms that live in large numbers in the intestines of man and warm- and cold-blooded animals. They aid in the digestion of food. A specific subgroup of this collection is the fecal coliform bacteria, the most common member being Escherichia coli or E.Coli. These organisms may be separated from the total coliform group by their ability to grow at elevated temperatures and are associated only with the fecal material or warm-blooded animals. Fecal Coliform is the bacterium that forms in water from fece of humans and other warm-blooded animals. These types of feces can enter directly by animals, such as birds, by discharging into river. Feces also enter water by agricultural and storm run off carrying animal waste, and human sewage discharge.(www.stale.ky.us) The presence of fecal coliform bacteria i n aquatic environments indicates that the water has been contaminated with the fecal material of man or other animals. Fecal coliform is not dangerous itself. Its the pathogens that may be found along with fecal coliform that is harmful. Human pathogenic viruses are not only found in the millions of gallons of variously treated human wastes dumped directly into coastal waters from sewage outfalls, but also from runoff from numberous storm drain sewers. Fecal coliform measures are important because they can help determine the probability of contracting a disease from the water. So, the more fecal coliform, the higher the probability of a disease causing bacteria being found in the water.

Campaign Objectives

The secondary objective of this campaign is to raise funds to further research into the cause of cancer in young children. The campaign will call for donations to fund research grants, facilitate research hospitals, and fund cancer programs to aid in conquering this disease. The donations will be the main source of funding for these programs and will be distributed accordingly to the appropriate destinations to ensure that nothing is squandered and that the cause will move forward.Tertiary Objective The tertiary objective of this campaign is to move the government of Canada o aid those who are suffering from children's brain cancer and to support the research of children's brain cancer as strongly as it does other cancers. Brain cancer is one of the rarest and most deadly forms of cancer, yet it does not receive hardly as much support as it should from the government, which funds research to other, more common forms of cancer.Conclusion Singling out the target audience and giving the m a message that they cannot ignore, as well as educating the general population as well can achieve these objectives. This campaign is about raising awareness and generating action, both of which will help to further push the movement to discover what causes brain cancer in young children and to eradicate it once and for all, for all generations. Primary Target Add mince The primary audience that this campaign will look to reach is males and females aged 25+ who have been affected by children's brain cancer, either within their own family or someone that they know.This is the age group that is beginning to take notice of important issues that are taking place currently, and are able to actively participate in helping certain causes that are close to them. People in this age group are also either know of people who are starting a family, beginning families of their own, or already have a family (children, nephews, etc. ). This will be a strong motivating factor for them to actively participate in this campaign.The primary target contains both males and females, as this message is for everyone to hear and participate. This target have part time jobs and are able to contribute monetarily if they feel obligated too, but they also love to share things with other people in their social media circles. This will be important to further expand the message of the campaign. This target audience is in contact with various forms of advertising every day and is kept up to date by different forms of social media as to what people in their social circles are talking about.This is an important vehicle for information to be shared and the best way to reach this demographic. There is no distinction between race, gender, sexual orientation, religion, or culture. This is an issue that does not see any of these things and neither will the campaign to end it. There is such a diverse population in Canada that everyone in some way is affected and everyone can make a difference. Prima ry Demographic Chart Characteristics Minimal Data Additional Data Age 25 + 70. % of Canada's total population Gender Male Education High School College university This target has completed high school and received at least one form of post secondary education or are currently enrolled Religion Various Race Principal Language Spoken English French Non-official Languages 59. 7% English 27. 6% French 12. 7% other Coco patio n Student Employed Retired The majority of this target group has graduated from high school and a post secondary institution and are either currently employed in their chosen field f study, or have retired from that field.Individual Income $0-$10,000 $1 0,oho + $0-10,000: Student working part-time $10,000 -F: Full and part-time workers Marital Status Single Married Living With Partner Common-Law Divorced/Separated Household Type With Children Without Children Nuclear Family Single Parents 9,389,700: The total number of families in Canada Type of Home unit Home Apart ment/Condo Residence (Dorm) Home Ownership Own Rent Monthly Rent Payments Monthly Mortgage Payments Home Location Nationwide Large Urban Centers Us burs Rural Areas Principal Shopper self Family MemberAudience As A Consumer Primary Audience Who They buy items for themselves as well as for their loved ones, family members, children, etc. What They purchase life's necessities; food, water, clothing etc. For themselves or for the people they live with. They purchase luxury items online, download movies and music wirelessly, and watch most of their television online They are aware of which brands are popular and make conscious decisions to purchase those brands They purchase items that are directly related to a cause that they are passionate about or that they feel need their support WhereThey buy their clothing either online or in specialty malls or outlets. They buy their food from various different grocery stores depending on their personal or household incomes They purchase other th ings they need for their homes at specific retailers specializing in those needs When They buy the necessities such as food when they deem it necessary (once a week, once every two weeks, etc) . They purchase expensive items when they can afford it They buy things according to specific holidays or events; birthdays, anniversaries, Christmas, etc.They make purchase from home online when hey can relax and not feel rushed, or when they have the time to physically go somewhere and buy, Why Some purchases are basic and are required for living Purchases are made on instinct when they are in need of a positive feeling or when they feel they deserve to splurge They purchase items where portions go to a cause they are sympathetic towards or believe can help make a difference. They purchase items to celebrate special occasions. How Debit and credit are the most common Cash is used when it is a smaller item or when they had the time to go to the bank and withdraw the necessary amount.Chirograp hy's Activities They are involved in social media They watch popular television shows and movies They work hard at their jobs They enjoy various leisure activities They enjoy spending time with loved ones They enjoy reading about the latest world news They ensure to spend time with their children They are health conscious Caring for a child with brain cancer Researching brain cancer and treatments Interests If they have them, their children Reading Social Media Technologically savvy High brand recognition Image conscious Their children's extracurricular activities Enjoys positive recognition Enjoys high priced commoditiesBeing part of a community World events Medical developments in the field of brain cancer Opinions Children are the future of the country Children should be nurtured and allowed to grow up to be healthy, normal adults Health Care should be more expansive Things are getting more and more expensive It is hard to make a good living now Cancer is a terrible issue and nee ds to be studied intensely Cancer in children is devastating Secondary Target Audience The secondary target audience that this campaign will reach is Canadians aged 25 + years of age who have never had any experience with children's rain cancer.These are people who have already established families and are in a position to assist in seeking an end to children's brain cancer. These Canadians may not have necessarily had any experience with children's brain cancer, but they know someone who has been affected by some form of cancer in their lifetime. They are aware of the devastation cancer can cause and have strong opinions and feelings about it. This target group is also composed of males and females (50/50), and aims to bring awareness and a call to action for those who do not have a personal experience with children's brain cancer.

Peer Pressure Speech Essay

â€Å"He who saves one life it is as though he saves the world†. You make the call, you have control over what you want to do or not do. Do you really want to do it, or are you too scared to stand up for yourself and just say no? You must stand up for yourself, and be confident with your decision. What if you say yes? What if you decide not to stand up for yourself? What if you are not confident? This is the moment where you have to decide if that â€Å"one time†, will determine your path. But you really have to stop and think for a moment. Is what you are doing a complete and true definition of you? Whose life are you really leading? There are two kinds of peer pressure. The Positive kind, and the Negative kind. The positive kind of peer pressure is, being pressured or convinced to do a certain task that you may not have had the confidence to complete or to do yourself. Another kind of positive peer pressure is when friends convince you not to do something that may not have been in your best interest. Negative peer pressure is just what it sounds like—It is when Peers try to make you think that they know what is best for you. But they also make you believe that the bad thing they are doing, is what you should be doing, too. They try to direct you down a path, which is not the correct one. They push for you to have JUST ONE drink. To smoke JUST ONE cigarette†¦. But, the thing that you can do to save yourself is not always the easiest thing to do– saying NO. But just saying no may or may not be the end of the problem. What it means is that you have to be certain and confident with your choice, and have the inner strength to know that you are doing the right thing. Being accepted by people who want you to be a follower, and to go down what may be the wrong path, is being accepted or thinking that you will be accepted by people who are not really your friends. Many people forget what the true definition of friend is. Why are people so willing to give into peer pressure? Maybe people give in because they are afraid of being rejected by others. Maybe they give in because they want to appear grown up. They don’t want to be made fun of; they don’t want to hurt someone’s feelings; they aren’t sure of what they really want; they don’t know how to get out of the situation. We all feel it! We all do it! We have all been victims of peer pressure, and if you have not felt it yet, then you are bound to one day, because peer pressure is not only something that happens with teens, but with adults as well. Even adults feel peer pressure – to have a nicer car, a nicer house, different clothes†¦etc†¦ Unfortunately, negative peer pressure is never going to disappear. There will always be someone who will try to tempt you with something, try to convince you of something, use you for something. While we can’t change other people so easily, what we can change is how we react to negative peer pressure. It takes a lot of courage to stand up and walk away, when other people are doing something that you don’t want to do. It takes leadership to show the right path. It is so hard when â€Å"everyone† is drinking, when â€Å"everyone† is smoking pot, and you aren’t. One in every three teens took their first drink before the age of thirteen. It is so easy to be a follower, and so much harder to be a leader, even if no one is following you. People need to realize that forcing or badgering or humiliating someone into taking a drink, is not being a leader. You don’t know someone’s reasons for not drinking, you don’t know if they are taking medicine that might really affect them if they drink, or if they have a medical condition that would be affected if they drink. So they feel pressured, take a couple of drinks, then get really sick, or get in an accident. Pretty negative right? We have all heard about teen drug use since we were in middle school. We all remember that middle school was a really hard time, as we were trying to be so mature, and were still so young, and were trying to find an identity. Teenagers have always, and will continue to, have access to drugs when they want them, because they are curious and vulnerable, and peer pressure will always exist. The temptation to some how and some way, run away from things in our lives that cause conflicts, can let us become the victims of peer pressure, and drug use. Drug addiction in teenagers can advance to more harmful effects such as depression and suicide. One out of every three kids has been given, offered or sold drugs in High school and Middle School and one in every four of 17 and 18 year olds smoke regularly. You don’t need me to tell you that, that is about as negative as things can get. You have the choice, and you have the control to stand up for yourself. Here’s the thing, you’ll never be able to stop peer pressure. People will always want you to be like them, because they want someone to drag along—it gives them more confidence and strength. But you can only hope that there will be good people out there that will encourage people to do good things, instead of bad. If negative peer pressure was to end, and all we were left with was positive peer pressure, we would be living in a society that would be making great advancements in the right direction. For example, Relay for Life is a very important program that takes place not only in our community but also in communities all over our country. Kids raise money for, and awareness of cancer, by taking part in an all night walk-a-thon. By pressuring our peers to attend such an impressive community event, we are making a gigantic step toward finding a cure for all kinds of cancers. It is events and moments like these, which can change the world. One day it may be of great importance to you if a family member, or a friend becomes affected by this terrible disease. Pressuring your peers to take part in doing good for the world is the greatest form of positive peer pressure and leadership. Now, let’s say that negative peer pressure is allowed, and continues to be a growing problem. Imagine this scenario: You’re at a party, and you see a kid from your school, and it seems as though he is not doing much socially. You approach him, and start harassing him about how he isn’t drinking and that he’s too scared to have a drink. But to show you up, this lonely teen lets down his guard and has one beer, and then another beer, and then another beer, until he’s so drunk its unrecognizable who this person is anymore. You laugh, and walk away, not realizing that this kid who drove there all by himself does not have many friends, and none of them are at the party. The next school day you find out that one of your classmates is dead. He left the party, got in a car, and wrapped himself around a tree, resulting in his tragic death for which not only you but also everyone present at that party is to blame. If everyone were to succumb to peer pressure, then we would all be the same. For example, lets talk about the clothes we wear—if peer pressure said that everyone should wear only clothing from Hollister, then we would all look alike. Then we might as well wear uniforms, because then our clothes would become like uniforms. And if every one lived in the same kind of house, and drove the same kind of car, had the same kind of dog, went to the same places for vacation, it would seem like communist Russia, and not the free country that we live in. Although that is taking it to an extreme, and seems silly, that is precisely what peer pressure is, if there was no one to stand up for themselves. So, are you someone who wants to save a life or someone who wants to sabotage a life? Are you a leader or a follower? If you are a follower, or a life saboteur, do you want to change, and if not, why not? Are you happier making someone else unhappy? Remember, if you change one life, save one life, then it is something that can change the world, one person at a time†¦