The Dangers Of Cyber Bullying

The Dangers Of Cyber Bullying Todays children and young people have grown up in a world that is very different from that of most adults. As mobile phones and internet use become increasingly common, so has the misuse of technology. Many young people experience the internet and mobile phones as a positive, productive and creative part of their activities and development of their identities; information communication technologies support social activity that allows young people to feel connected to their peers. This research will explore the various ways that cyber bullying has become prominent in todays youth. Bullying does not only prevail in schools now, but also in the Internet. Todays technology and internet play a major role in cyber bullying. Every day of our lives we are exposed to the benefits of technology; innovations such as mobile phones enable us to communicate, and collaborate more effectively than before. However, in the possession of those who wish to inflict harm upon others, these inventions can be leveraged for nefarious purposes. One severely dangerous and unfortunately obscure application of technology is cyber bullying. Cyber bullying is when a child or teen is threatened, humiliated, or harassed by another child or teen using the internet, mobile phones, or any other digital technology. Cyber bullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, intended to harm (Belsley). Cyber bullying has been used to augment bullying that is occurring in school. The major differences between cyber bullying and traditional bullying are that the bully does not have to see the victims reaction to the harassment, the victim can remain anonymous, the harassment can occur at anytime, and the audience has the potential to be worldwide. Parents are not currently familiar with cyber bullying, but this aspect of cyber bullying will change with time. Many of the strategies that were successful with traditional bullying could be applied to cyber bullying. If adults become involved in this kind of behavior, it is called adult cyber-harassment (YoungWomensHealth). This is a far cry from the bullying behavior from days gone by. I interviewed people from two different generations. Carrie was in high school in the late 1940s. Alana: Was your school setting similar to that of today? Carrie: No, we were all taught in a one room schoolhouse. Grades one to seven learned lessons together. Alana: Was there any bullying going on back then? Carrie: No. Just chiding or what some folks call doing the dozens. Children were accustomed to behaving. They cared about what their parents thought. They never wanted to embarrass their parents. It was respectful almost all of the time. Alana: Did any child kill themselves over being picked on? Carrie: No. Never. Alana: Thank you for your input. Aishah was in high school in the 1980s. Alana: How were children bullied when you were in school, and was there a lot of it? Aishah: Oh yeah. There was bullying back in those school days. It wasnt viscious like it is today, though. Alana: What did children do or say? Aishah: They would write ugly messages on bathroom stalls and student desks or pass ugly notes in class. Alana: Did anyone fight over rumors and name-calling? Aishah: They fought and were friends the next day. Alana: You all used computers. Who was bullied by computer? Aishah: Please, not too many people had a home computer. They were kind of expensive back then, and we played Space Invaders and one other game on them. Thats it. Alana: Did teens and pre-teens have cell phones or other electronic communication devices at that time. Aishah: Oh absolutely not. Those were very expensive back then, as were the charges. Only doctors, lawyers and drug dealers carried cell phones and pagers. Alana: Does it seems as though all of the new electronic forms of communication have contributed to cyber bullying. Aishah: I do. 100 percent! Numerous physical and mental ailments can ensue from online harassment in youth and adults all over the world. Whereas traditional bullying is confined usually within school boundaries, cyber-bullying can take place at any time or place, even in the privacy of ones home. Therefore, students who are electronically engaged can be cyber bullied at any time. Options for escape are extremely limited, with the principal options being either to cease using the Internet or ignore the harasser. Preliminary research by Willard suggests cyber-bullying may produce even more damage to youth, with such consequences ranging from low self-esteem, anxiety, anger, depression, school absenteeism, poor grades, an increased tendency to violate against others, to youth suicide (Willard). Examples of cyber bullying are sending threatening or offensive e-mails, instant messages, or cell phone text messages directly to the victim (WiredKids). Some cyber bullies berate their intended victims by sending mass e-mails, or text messages, to a large group of their peers to humiliate them. The appeal of using instant messaging, email or other communication platforms for bullies is the advantage of covert humiliation. Users can hide behind their IP address, which is little accountability for their actions, and the probability of the abuse being traced to an individual culprit being slim to none. Temporary email accounts and pseudonyms in chat rooms, instant messaging programs, and other Internet venues can make it very difficult for individuals to determine the identity of aggressors. The nature of much of this of this cruelty also prevents blame from being duly laid. The phenomena deals more with the ability to reach such a wide audience and humiliate, threaten, or virtually destroy the reputation of another with a single click of a mouse or the send button on a mobile phone. Although rumors spread fast with word of mouth, they are not able to reach as many people in such a short period of time as they would with text messaging. It is very difficult to defend oneself from cyber bullying when the audience is vast, and the perpetrator is often anonymous. Those who bully others seek to establish power and control over others that they perceive to be weaker than them (Belsley). The motivation of bullies is sometimes due to a lack of confidence and a desire for control. Bullying on the computer is quite cowardly, because the perpetrator wont confront their victim in person. The lack of face-to-face interaction in cyber bullying, reduces empathy in bullies and the fear of getting caught. Cyber bullying is strange thing. Although there is no physical violence, cyber bullying can be more frightening to the targets because there are, potentially, an unlimited number of witnesses. When bullying is anonymous, targets are unaware of whom to watch out for or respond to attacks; which can lead to feelings of helplessness. Over half of teenagers who are targeted by cyber bullies never actually report it. Cyber bullying often occurs away from adults. Therefore, witnesses or bystanders to cyber bullying have a very important role to play when it comes to putting an end to it. They represent social consensus and in this capacity, have an important role to play in stopping or supporting cyber bullying (BeWebAware). The latest technologies used by cyber bullies are camera phones, built-in digital cameras into the phones, add new dimensions to the problem. Cyber bullies use them to take pictures of a victim in the restroom or locker rooms and post them on the web or send them to others through e-mail or picture messaging on a cell phone. Violent fights at schools are captured by students on their mobile phones and then sent to others or posted on websites like YouTube, MySpace, or Face book for others to view and comment on, causing harm to the victims. Now school administrators and teachers are being asked to oversee students in cyberspace, which anyone can access just about anywhere, anytime, day or night (Franek). If the offending media is a video file of a schoolgirl in a compromising situation that is being shared from phone to phone, is everyone who has a copy of the file worthy of punishment? It is these issues, and many more that have prompted a timely increase in the awareness of cyber b ullying. On social networking sites, they allow you to tag the names of people who appear in a photo. This simple act can lead to cyber bullying, as these photos will appear in any search engine under the persons name, allowing the victims to be exposed. Children and teens write messages for all of their friends to see in blogs. However, kids sometimes use these blogs to damage one anothers reputations or invade their privacy (WiredKids). Sometimes teens set up fake profile pages, impersonating others, degrading them and saying things designed to harm and humiliate them. MySpace is the number one social networking site for high school age students and younger. Most kids use MySpace to set up profiles and share information about themselves, their favorite music, Hollywood stars and other interests with kids in their school or neighborhood. For most, MySpace represents a fun form of self-expression that utilizes the latest online technology. However it is executed, cyber bullying on MySpace remains a significant problem. While many chalk it up to kids being kids, more and more are starting to realize that a nasty post on someones MySpace page is as bad or worse that a taunt yelled across the schoolyard. Facebook is similar to MySpace except that it is geared towards a slightly older audience, the music and customization functionality is a lot less robust than found on MySpace, but is still being used by cyber bullies to harass their classmates and ex-friends. The rules of engagement are similar to those found in MySpace. People will either use their own profile to harass others, or create fake identities and build profiles to harass other people or dupe them into thinking another person is interested in them, romantically or as a friend. When on Facebook, sometimes you get requests from people you dont know through your friends. Many teens want to seem popular so they accept the unknown people, to expand their friends to try and get as many as possible. When a friend doesnt like something youve said or done, they can bad mouth you to the people that are on your friends list. One of the fastest growing social media enterprises, Twitter, allows people to follow one another by posting regular updates about their activities. Twitter is seeing a growing number of cyber bullying incidents as more and more kids figure out how to post hateful, harassing information about their friends and deliver it via Tweet to as many followers of the site as they can. In the most extreme cases of cyber bullying, many kids are going to the trouble of building entire websites from scratch in order to use them to humiliate another individual. A common method for doing this is to buy a URL from godaddy.com that humiliates the target such as: www.ambersisugly.com, then fill it with unkind postings and photos. Photoshopping a person into uncompromising positions is a highly used form of cyber bullying, then spreading word about the site to others via email, social networking, etc. Many kids today are playing interactive games on gaming devices such as X-Box Live and Sony Play Station 2 Network. Multiplayer online games and virtual worlds can be venues for harassment and cyber bullying. These gaming devices allows teens to communicate by chat and live Internet phone with anyone they find themselves matched with in an online game. Sometimes the kids verbally abuse the other kids, using threats and crude language. Sometimes they take it further, by locking them out of games, passing false rumors about them or hacking into their accounts (Willard). Yet, interactive gaming is what kids and teens enjoy the most. And what used to be a solitary and isolating activity is now a community and social activity. As entertaining as interactive gaming is, parents should be aware that their children can speak, using their own voice, with strangers online. Xbox comes with built-in parental controls, which prevent the child from using voice chat until the parent feels they are able to handle it safely. They need to be aware that networked gaming devices offer voice chat (WiredKids). They also need to understand that many other interactive voiced games can be accessed online using an ordinary headset. Some teens who get involved in cyber bullying dont realize the impact or consequence of what they say online or in a text message. They may feel that saying something online or via a text message is not as bad as if they said it in person. The bully then sits back and gains gratification from seeing others engage in destructive behavior towards each other (Field). It may even start out as a joke. Others use cyber bullying because they dont have the courage to say something face to face. Either way you look at it, cyber bullying is wrong because the remarks are usually untrue, very hurtful and can be damaging to the victim. If educators and administrators could create and use blogs to educate students about cyber-bullying in language that students can understand and to which they can relate, it may be a more appropriate medium for implementing guidelines as opposed to the more traditional and older-fashioned approaches. Web blogs represent a new medium for computer-mediated communication that may offer discernment into the ways of young peoples self-expression and relationships in peer groups. Schools need to educate students and parents about cyber bullying. They need to inform parents and students of acceptable computer use policies in writing at the beginning of the school year and strictly reinforce these policies throughout the school year. It is recommended that there be a clause in the policy allowing school officials to discipline students for violating the acceptable use policies when not using school computers under certain circumstances (COPS). The policies should be posted visibly in areas where computers will be used by students. A penalty for students violating any acceptable policy should be suspension of their computer privileges. All children and teens have a way of showing their emotions or signs that something is wrong. Parents and teachers sometimes mistake these signs as normal behavior. It is not until this behavior gets out of hand or creates problems, that someone grows concerned and begins to ask questions. Signs that a child is being cyber bullied can vary. A few things to look for are: signs of emotional distress during or after using the internet, withdrawal from friends and activities, avoidance of school or group gatherings, slipping grades and acting out in anger at home, or changes in mood, behavior, sleep, or appetite (KidsHealth). Children who are victims of cyber bullying normally do not tell anyone, because they feel afraid or are embarrassed. There have been many high profile and tragic incidents in the media in recent years which have linked adolescent suicides to experiences with cyber bullying. The connection between suicide and interpersonal aggression is certainly nothing new, as a number of studies have documented the association between bullying and suicide. Those who experience bullying, and those who bully, report higher levels of suicidal ideation and are more likely to have attempted suicide. Some people who end their lives or attempt suicide might be trying to escape feelings of rejection, hurt, or loss. Others might be angry, ashamed, or guilty about something. Some people may be worried about disappointing friends or family members. And some may feel unwanted, unloved, victimized, or like theyre a burden to others (KidsHealth). The following is an account of real-life examples. Thirteen-year-old Megan Meier of Dardenne Prairie, Missouri was, by all accounts, a sweet, loving young lady. Megans parents vigilantly monitored Megans Internet use, going so far as refusing to give Megan access to her own MySpace account unless one of them was there to input the secret password. Shortly before her fourteenth birthday, a cute boy name Josh sent Megan an electronic request to be added as a friend to her MySpace account. For the next six weeks, Megan and Josh exchanged on-line correspondence and Megan began to have a rosier outlook on life as there was now a cute boy who thought she was pretty; Megan had suffered for years with weight issues and depression. Suddenly, and inexplicably, Megan received a message from Josh ending their on-line relationship because he had heard that she was not nice to her friends. Josh had also shared some of the private content of their prior conversations with other classmates on MySpac e which led those classmates to launch an online attack against her, calling her vicious names. Later that evening, Megans mother found her hanging by a belt in her bedroom closet; she died the next day. Sadly, Megans story gets much worse. Weeks later it would be revealed that Josh was an imaginary persona, allegedly created by the mother of one of Megans former friends. The mother, the former friend, an eighteen-year-old employee of the mother, and several other of Megans classmates all took turns pretending to be Josh, writing messages and causing Megan to reveal personal and private information to an audience that she believed was a cute boy that liked her (Pokin). Eerily similar, is the story of thirteen-year-old Ryan Halligan of Essex Junction, Vermont. Ryan had struggled during his early years in school and had self-esteem issues as a result. Beginning in the fifth grade, he was bullied by another boy in school. The bullying persisted until seventh grade when Ryan was able to fend for himself during a physical altercation with the bully. After that, Ryan and the bully became friends and Ryan revealed potentially embarrassing confidences to the boy. The boy then revealed these stories to classmates via the Internet, starting rumors about Ryans sexual orientation. Later that summer, Ryan began chatting on-line with one of the most popular girls in school. Like Megan Meier, he felt comfortable enough with the girl to discuss topics that he would not necessarily want others to know about. When the school year began, Ryan approached the girl only to be rejected in front of her friends. She informed Ryan that the on-line relationship had been a joke, and that she had shared the contents of their chats with her friends. Unable to deal with the humiliation, Ryan committed suicide (Halligan). These are extremes but far from unique examples of devastation wrought by cyber bullying. Since Halligan and Meierss death, more and more children are logging onto the internet, so its likely that online bullying, including sending threatening messages, displaying private messages and posting embarrassing video and photos online, is also increasing. There are no laws that specifically address cyber bullying. Cyber bullying offences can fall under other laws depending on the state. Victims of cyber bullying should not respond to the cyber bully, as the situation can escalate into serious incidents offline. Keeping electronic and printed evidence to document incidents and reporting serious incidents to law enforcement officials is recommended. What can you do to protect yourself and your family from the consequences of cyber bullying? First, get involved with your childs online activities. Require that all passwords be divulged to you, and make it a policy to audit regularly. If your child has an online web page, such as those on MySpace, visit it often to see what he or she is posting. This includes both the parents of the bullies and the victims. Next, there needs to be frank talk to other parents about what is going on in your childs online life. You would be surprised how much other parents could tell you about your own child. Finally, if your child is bullying someone, make sure he knows the potential educational, criminal or financial consequences of such behavior. If you discover that your child is a victim of bullying, consider having her see a counselor to ensure that there are no issues that would cause her to crack under the pressure. Although most kids are able to live through the ordeal, there are some kids such as Megan and Ryan who may have underlying issues that need to be addressed (Curier). Finally, if your child is being ridiculed for an issue that could be easily improved with the proper attention, parents should not delay in getting help for the youngster. This issue is not going away, and begs for much more attention and a host of solutions to cease what is definitely one of the most troubling trends of our times.

Blacks and Latinos in America Essay -- American History Culture Ethnic

Blacks and Latinos in America   Ã‚  Ã‚  Ã‚  Ã‚  Through our readings of the Mexicans in the U.S. and the African-American experience modules, we begin to understand the formation of identity through the hardships minorities faced from discrimination. In this paper, I am going to compare and contrast the ideas of identity shown through the readings. These two modules exemplify the theme of identity. We see how Blacks and Latinos tried to find their identity both personally and as a culture through the forced lifestyles they had to live.   Ã‚  Ã‚  Ã‚  Ã‚  Identity is one of the main questions throughout all of our readings, because it is hard for people to accept who they are in society. Accepting their identity as a minority with little if any freedoms sparks many of the social problems which I will show happening in all communities and cultures. The main issue we will discuss is how social environments effect the search for identity. The Mexicans in the U.S. module gives us examples how Mexicans try to keep their customs while living in a discriminated environment by the Whites. This module also gives us examples how people are searching for personal identity while struggling with cultural traditions. Finally, the African-American module gives us more examples to compare with the Mexicans in the U.S. module, because these readings deal with Blacks finding personal identity also through discrimination from the Whites. To properly understand the theme of identity, we must first look the factors influencing it.   Ã‚  Ã‚  Ã‚  Ã‚  The first influence we see in both modules is discrimination. The Whites as a whole did not give any acceptance towards both cultures. There were several barriers keeping the Blacks and Mexicans from breaking the lines between them and the Whites. First, the Whites saw both groups of people as minorities. They felt both subcultures were unequal from the beginning, therefore holding discriminating beliefs about the cultures from which both groups came from. Also, the Whites were very angry with these groups, who were trying to share the same freedoms.   Ã‚  Ã‚  Ã‚  Ã‚  Next, both the Blacks and Mexicans lived through their cultures and traditions from ancestors. It was very hard for either group to compete with the Whites' economy and lifestyles while keeping their beliefs strong. Now that we have an understanding of the influences on both groups' identity struggles, we w... ...d upon them as the Mexicans.   Ã‚  Ã‚  Ã‚  Ã‚  In The Autobiography of Malcolm X, Malcolm is told by his 8th grade teacher to think realistically about career goals. He is told to drop his ideas of becoming a lawyer, and look into the field of carpentry, which was a stereotypical Black job. Blacks were being discriminated against in all aspects of their lives. Even as maturing students, they were told what to do with their lives, simply because Whites did not believe Blacks should hold the same freedoms. In the movie, Eye on the Prize, we see how Blacks tried to keep their cultural values while living in the "White mans world." Like the Mexicans, Blacks had a societal identity, yet they faced many hardships in trying to find their personal identity.   Ã‚  Ã‚  Ã‚  Ã‚  As we have seen, the role of identity is a key issue in our history. The discrimination and stereotypes pressed upon the Blacks and Mexicans changed their ideas of personal and social identity. The factors that influence identity also made the understanding of this idea hard for both groups. The role that identity played in both groups was a key concept for them to understand in creating their new individuality in the "White America."

City environment by non-visual senses

Introduction:It is known to all, the ocular feeling of metropolis environment is intuitively the most direct and powerful centripetal experience for citizens with good sight. It is beyond uncertainties that visual sense plays a dominant function among all the senses. Ocular sense provides more information for people when they situate in a new topographic point, particularly the orientation in infinite. Porteous ( 1996, p. 3 ) one time mentioned, vision is active and intensive: ‘we expression ; odors and sounds come to us. ‘ The prejudice of ocular sense can besides be easy found in the most of the building procedure – Architects nowadays focus more on ocular environment. Although vision is the really of import sense, the urban environment is non merely perceived by eyes. The changing of the information we receive from eyes is merely the really initial measure of the centripetal experience. The developing and underexploited non-visual senses besides contribute vastl y to the profusion of the perceptual experience and knowledge. In this research, the research worker will analyze what roles do non-visual senses play in urban infinites and how/what will people comprehend a topographic point without sight. In peculiar, the research will concentrate on the different maps of each sense and how to the usage them ( e.g. sound, touch, odor, gustatory sensation ) to do a public infinite work successfully and alone. The end of this survey is to polish our current apprehension of feeling a topographic point and to supply an intensive reading of non-visual senses which has been ignored by most of interior decorators and users. From a long-run position, the consequences of this research can besides cast some new visible radiation in making a public infinite which is combined both the ocular and non-visual senses and offers more centripetal experiences to people.Background.Constricted, we understand and interpret the metropolis through the proficient instead than the sensory, yet it is the sensory from which we build experiencing and emotion and through which our personal psychological landscapes are built. These in bend determine how good or severely a topographic point works – even economically, allow entirely socially or culturally – and how it feels to its dwellers and visitants. ( Landry 2006 p40 ) If our apprehension is limited to a ocular apprehension, we merely concentrate on forms. If, nevertheless, we go beyond visual aspects, we start a spacial apprehension, a three dimensional experience. We can come in this infinite, instead than merely see it. The same applies to the design of infinites. We do non make mere visual aspects but infinites that we can utilize for different intents. ( Madanipour 1996 p99 ) As the citations at the beginning of this chapter high spot, citizens are affected intensively by the infinites and topographic points – non merely the organic structure, but besides the heads and senses every bit good. Since the early 1960s, the knowledge of environmental perceptual experience has developed. Along with the increasing surveies being conducted, there now generates a critical organic structure on people ‘s perceptual experience of their urban milieus. The construct of mental ‘maps ‘ and images of metropoliss are the nucleus surveies for sense of topographic point in the field. More significantly, the publication of Kevin Lynch ‘s The Image of the City ( 1960 ) is the important work in the field of urban imagination. Furthermore, harmonizing to the reactions of human sensory system, the four most valuable senses in feeling the environment are vision, hearing, touch and odor. The research and articles around the subject ‘sense of topo graphic point ‘ were so flourished. It is widely considered that most public infinites is a ocular 1, as Fran & A ; ccedil ; ois Molnar ( 1997 ) points out, ‘visual system is sensitive to spacial frequences, of which some seem privileged. ‘ and ‘responds straight to each of a figure of different spacial frequences ‘ ( p.227 ) However, it has been argued that the experience of public infinites besides affect the senses in other ways. In the foreword of the October 1991 issue of The Architectural Review, the editor provinces: ‘we appreciate a topographic point non merely by its impact on our ocular cerebral mantle but by the manner in which it sounds, it feels and odors. ‘ ( p.5 ) The geographic expeditions of the relationship between each different sense and how they relate with infinite are besides good developed. For case, Lang ( 1994 ) points out that an environment ‘s ‘soundscape ‘ ‘can be orchestrated in much the same manner as its ocular qualities by the pick of stuffs used for the surfaces of the environment and the nature of objects within it. ‘ ( p.33 ) Furthermore, another designer, Juhani Pallasmaa examined the representation of touch in his book The Eyes of the Skin ( 2005 ) ; he claimed that ‘Vision reveals what touch already knows. We could beli eve of the sense of touch as the unconscious of vision. ‘ It is true that designers and research workers have already noticed the importance portion that both the ocular and non-visual senses play in urban infinite. Therefore, based on the old surveies and statements, this research will turn out the maps of non-visual senses harmonizing to a series of methods and the consequences of the research will be utile in later relevant design undertaking.Theoretical model.Although some recent surveies enriched the literature of centripetal design, there is still however an ignorance of non-visual senses for bulk of people. Furthermore, it is common to detect that non-visual senses are underplayed and developing in pattern. Although non-visual senses contribute to a profusion of comprehending a topographic point, it seems that the cardinal maps of non-visual senses are wholly forgotten by most of interior decorators. For this ground, the creative activity of some public infinites presen ts is deficiency of assorted or exciting experience for users. To turn to this ignorance in planing, this research is conducted to specifically research what roles do non-visual senses play in urban infinites and how people perceive a topographic point without sight. These are two core research inquiries of this proposed research, the research is conducted through two stairss – the observations and interviews of blind people and blindfolded experiments in sighted people. Sing the inquiry which mentioned at the beginning of the proposal that why non-visual senses are easy ignored by most of people? Although the experience of a infinite is composed of the information from every sense, as Landry ( 2006 ) mentioned ‘sight are better articulated, because in general we have a rich vocabulary about physical visual aspect ‘ ( p50 ) and most of users, include interior decorators for public infinite are the people with good eye-sight. Therefore, in order to reply the inquiries of what sort of information of the milieus will users receive via non-visual senses and what will the infinite nowadays without the sense of sight, unsighted people is chosen as the sample to analyze, as they correspond with the research conditions – they can merely read the milieus by sound, touch, odor and even gustatory sensation. The 2nd portion of the research is to blindfold sighted individuals and inquire them to walk through the metropolis. During this procedure, they simulate the behavior of blind participants and perceive the milieus from the unsighted people ‘s position. Catherine Thinus-blanc & A ; Florence Gannet ( 1997 ) claims in their research paper Representations of Space in Blind Persons, the grounds that other centripetal modes besides contribute to spacial experience is ‘when sighted participants are blindfolded and asked to execute spacial undertaking with non-visual-relevant information, which they accomplish without trouble ‘ this is why the research worker choose this attack to make the experiment. It will non merely re-prove the consequences from first measure that how other senses conveying the characteristic of metropolis environment, but besides give a direct and strong comparing between ocular and non-visual senses to the sighted participants. And the comparing betw een these two sorts of sense will be clearly suggested once the information was collected.Methodology.The research adopts a qualitative methodological analysis in order to lend the profusion of the literature of the field. It is really of import to indicate out that any specific method or technique is selected after serious consideration on what is theoretically desirable and what is practically and ethically possible. Finally the research selected observation and qualitative semi-structured interviews which are identified as the most suited techniques for the research harmonizing to the specific research aims and context to research the map and position of each non-visual sense, like sound, touch, odor and gustatory sensation. The remainder of this subdivision describes the inside informations of the conductivity of this research.Individual observation and interviewsAs mentioned above, the first portion of the research is to detect blind people ‘s behavior. The sample is cons isted of 10 single participants. Sing the ethical issues, all the participants will be informed before observation and interview conductivity that the information obtained in the research would maintain confidentially. Those participants will be observed two hours per twenty-four hours for their behavior in the day-to-day life and the observation of the spacial public presentations of blind people will be undertaken in topographic points where participants carry out their day-to-day activities, like eating houses, street, or cafe store. In order to research in deepness, some of participants ( about non more than five ) are chosen as the sources to carry on the interview. Semi-structured interview technique was besides employed with the consideration of the aim of the research, which is conducted in random clip after observation finished and arranged between 30 proceedingss to one hr long. The chief purpose of the interview is to complement the losing portion of observation and to re -prove the statements from the relevant paperss and surveies. Therefore, it will get down with wide inquiries and follow up harmonizing to participant ‘s replies. Participants are encouraged to speak freely during the whole procedure. The qualitative semi-structured interview inquiries are listed below:When you walking through the public infinite, which portion will you notice at the beginning? Which sense ( touch, sound, odor, and gustatory sensation ) will assist you to comprehend it?Is there an imagination map in your head when you walking through the metropolis?( If yes, inquire the participant to depict by and large how it forms )Which sense offers more information and aid you more to comprehend metropolis environment when you walking through the metropolis?Have you got the knowledge of colorss?( If yes, inquire the participant to ( a ) stipulate what colors are, ( B ) describe what the color expression like in his head, and ( degree Celsius ) how this knowledge signifier s by non-visual senses. )Which sense will assist you to find the waies and how can you find it?Have you got an apprehension of different distance? How can you understand it?Are there any attacks for you to state the differences from different sorts of infinite?Have you of all time traveled to another metropolis?( If yes, inquire the participant to depict the metropolis feeling in his head and stipulate how he feels that by non-visual senses. ) Due to the length of interviews, each interview was recorded to enable subsequent analysis of informations and word for word citations and permit the research worker to to the full concentrate on the conversation and non distracted by efforts to take notes. The common points of each participant should be summed up after analyzing. The research worker will compare the consequences with the statement from old surveies and polish how non-visual senses contribute when comprehending a public infinite.Blindfolded experimentsThe sum of the participants is around 20 or more sighted people. Experiments will take topographic point in the metropolis Centre of Nottingham. Participants will divided into little groups with maximal three people, a blindfolded one, a usher and a recording equipment, for the intent of convenience and effectual. A path map will besides be determined before get downing – from Old Market Square to Victoria Centre. The experiment starts in forepart of the City Cou ncil. The participant will walk across the cardinal of Old Market Square in darkness merely by following the voice instructions from the usher. When arrives the H2O pool located in the West of the square, the participant demand turn right and walk along the south side of the square. Then, after walking through the busy paving and traversing the traffic route, they will get at Victoria Centre. The concluding measure is to walk into the edifice and see the inside of it from non-visual facets. As is can be seen from the descriptions, the path of the experiment includes assorted alterations of the milieus – from level land to inclined surface, from exterior to interior and from the unfastened infinite to linear infinite as good. Therefore, every bantam alteration that represent on the participant should be recorded carefully. More significantly, after the blind journey, the blindfolded 1s will be asked to retrace the path with sight and the retraced path will besides be drawn dow n in order to contrast to the former 1. Furthermore, they will besides be required to show their perceptual experiences of milieus by drawings – abstract drawings about spacial feelings when they are unsighted. Each member in the group will make the experiment in bend. More participants can be chosen indiscriminately from the Old Market Square. The intent of the experiment is to hold a comparing between ocular and non-visual senses and happen out the chief characters of non-visual senses when vision is non the dominant 1. Interview them after or during the experiment about their feelings. Similar with the old one, it will get down with wide inquiries and follow up harmonizing to participant ‘s replies. The list of inquiry for interviews is stated as followers.Is the infinite represents every bit same as before when you blindfolded? Can you stipulate the differences?Can you depict your feelings now? Are at that place any alterations in the encircled infinite?( Ask these inquiries when participant is closer to the H2O pool which is located in the West of Old Market Square. )Can you detect the alteration of the ground/change of the air current way?How does the infinite represent now? Which sense aid you feel like that?( Ask these inquiries on the manner to Victoria Centre. e.g. walking through the pavement/crossroad. )Ma ke the spacial feelings alteration when you enter the Victoria Centre?( Ask this inquiry when come ining the Victoria Centre and if yes, inquire the participant to stipulate the differences. )What is the difference between exterior and interior infinite?When experiments have been done, the characters of non-visual senses will be summed up harmonizing to the experiment and interview records. The research worker will research the functions that non-visual senses play in showing the metropolis environment and set about a situational analysis on the abstract drawings and compare the retrace path with the old one.Experiment illustration.The followers is the record of a blindfolded experiment conducted by the research worker and her group members. It follows the stairss that described antecedently in the proposal. The experiment lasted about one and half hr and took topographic point in metropolis Centre of Nottingham on 19th October 2009. The followers are some infusions of the reply to the interviews: â€Å" †¦ After my eyes covered by my scarf, I can non see anything in forepart of me. Everything seems to be unknown and unsafe. The old familiar environing now turns into a universe which is like a cryptic black hole†¦ â€Å" â€Å" †¦ at the clip I lost my sight, the non-visual senses become stronger and more sensitive than usual, particularly hearing and touch†¦ I received bantam alterations from environing more easy and rapidly. Furthermore, I found that I can comprehend the environment in determining the infinite by voices around me†¦ † â€Å" †¦ while I was walking through the street, the next infinite seems to be composed of legion faces and lines. I have to state this is the really interesting and originative portion of the experiment†¦ â€Å" â€Å" †¦ interestingly, at the clip I entered the Victoria Centre, the character of the voice changed evidently. This helps me to cognize that I have already entered the inside of the edifice†¦ it seems like we are now in a immense glass box. Voice no longer stand for on planes, but comes from every way in three dimensions†¦ † These are some abstract drawings that drawn by the participants after the experiment. The participant is required to utilize simple phrases or sentences to explicate the abstract drawings.Mentions:Malnar, J.M. ; Vodvarka, F. ( 2004 ) . Centripetal Design, University of Minnesota Press.Henry, S. ( 2008 ) . Convivial Urban Spaces: Making Effective Public Places, Earthscan Publications Ltd. Press.Pallasmaa, J. ( 2005 ) . The Eyes of the Skin: Architecture and the Senses, Academy Press.Carmona, M. ; Heath, T. ; Oc, T. ; Tiesdell S. ( 2003 ) . Public Places-Urban Spaces: The Dimensions of Urban Design, Oxford: Architectural Press.Kevin, L. ( 1960 ) . The Image of the City, The MIT Press.Catherine, T. B. ; Florence, G. ( 1997 ) . Representation of Space in Blind Persons: Vision as a Spatial Sense ; Psychological Bulletin, ( 1997 ) . Vol. 121, No. 1 20-42, American Psychological Association Press.

Environmental Technology Stormwater Pollution Prevention...

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