Life at an All Boys School Essay -- Personal Narrative, essay about my

I hadn't planned on going to a private school; in fact the idea disgusted me. My sister tried it for an entire four days, then she quit and went to a public school with all of her friends and never looked back. I guess that I thought the same thing would happen to me if I ever went to a private school. Â   In the spring of seventh grade, my parents made me take the acceptance test for McCallie, the all boys private school full of rich snobs, nerds, and especially queers. I didn't know much about the school except that none of my friends went there and all of the gossip(which turned out to be false)from my friends about turnng gay from being around only boys and no girls. Nevertheless I took the test and was excepted much to my dismay. Â   The first question that came to mind was what it would be like to go through the entire school day without seeing a single member of the opposite sex. My entire career as a student involved girls, from when I was real little and hated being chased by them on the playground, until I was the one doing the chasing. Having a girlfriend meant seeing her all day, everyday. You could really tell the boys who had girlfriends because they always came to school looking their best for their girl, the single boys came looking sloppy. Â   Before school started, I went to a McCallie-GPS dance that an old friend invited me to. Here was my chance to meet the new set of girls that I would get to know for the rest of my high school life. What a disappointment. They were nothing in comparison to the pretty Signal Mountain girls that I had grown up with since I was three. Not that they were that much more unattractive, but that their personalities were so much dif... ... of gays at McCallie as there are at these other schools, but they keep it to themselves for their own good. I guess it's more excepted when you go to a co-ed school of thousands. Â   It's hard to imagine McCallie as a co-ed school. I would probably do more staring than studying. Boys would come to school actually caring about their appearance. Perhaps the worst that would happen would be that level of learning would go down. Â   Life at an all boys school is a real learning experience. Classes without girls, boys who are different from the excepted norm are afraid to be themselves because people like me wouldn't want to be around them, and an easier and better way of learning is what a boy will find at an all boys private school. So if your a boy who plans to attend an all boys private school, don't believe everything that people say.

Contribution of Savigny and Maine to Malaysian Constitution Essay

The views of Maine and Savigny had indeed contributed to some provisions in the Federal Constitution of Malaysia. Before the discussion proceeds in looking into provision that reflects the views of Maine and Savigny, it is better for us to understand first, what are the views suggested, or rather arguments put forward by these two jurists. The first jurist of the discussion is Savigny. Friedrich Carl von Savigny (21 February 1779 – 25 October 1861) was a German jurist and legal scholar who was one of the founders of the influential â€Å"historical school† of jurisprudence. He advocated that the meaning and content of existing bodies of law be analyzed through research into their historical origins and modes of transformation. Savigny’s great works are the Recht des Besitzes and the Beruf unserer Zeit fur Gesetzgebung. In 1814, the wave of German nationalism inspired by the war of liberation against Napoleon led the Heidelberg law professor Thibaut to demand a unified civil code for all the German states. Savigny opposed this demand for an immediate codification of German law in a famous pamphlet, â€Å"Vom Beruf unserer Zeit fur Gesetzgebung und Rechtswissenschaft† (1814; â€Å"Of the Vocation of Our Age for Legislation and Jurisprudence†), that started juristic thought along a new path. To Savigny, a hasty legal codification was something to be avoided, since the one essential prerequisite for such a codification was a deep and far-reaching appreciation of the spirit of the particular community. Savigny’s jurisprudential perspective was in part inspired by the Romantic Movement, which took the form in Germany of a movement harking back to the simplest tribal origins of the German people, to their folk songs and tales and to their distinctive ethos, or Volksgeist (â€Å"national spirit†). To the Romantics, the national spirit thus became the ultimate datum to be explored in its various manifestations. The Volkgeist theory introduced by Savigny seeks to shed the light that law is an expression of will of people or manifestation of people’s spirit. From this point of view law is not something that can be devised by means of rational formal legislation but rather originates in the unique spirit of a particular people and is expressed spontaneously in custom and, much later, in the formal decisions of judges. Law grows with the growth, strength with the strength of people, and dies away as the nation loses its nationality. This can also be explained further by looking at the stages of development of law by Savigny, in which, firstly, the political element, where the law is not found in legislation but in the spirit of people; secondly, the technical element, where the law is technical and needs particular expertise to develop it; and lastly, the loss of national identity, where when the society no longer needs the first and the second stage, this is when the people no longer wants the law and wanted a new one. Moreover, he rejected natural law and positive law as law should be made by the will of the people. Savigny pointed out that legislation and law codes can, at most, give mere verbal expression to a body of existing law whose meaning and content can only be discovered by careful historical investigations. Historical jurisprudence opposed not only attempts at codification but also those rationalist thinkers who sought to derive legal theories from general and universal principles without respect to the characteristics and customs of a particular people. Savigny sought rather to uncover the content of existing law through historical research. He held that legal science should be both historical and systematic, meaning that it should endeavour to show the inner coherence of the material handed down in the historical sources. The second jurist of the discussion is Sir Henry Maine. Sir Henry James Sumner Maine (15 August 1822 – 3 February 1888) was a Professor of Civil Law at Oxford University in 1847. He is famous for the thesis outlined in Ancient Law (1861). He studied the beginning of law, in which he concluded that ancient law was derived from codes of Manu and Narada, the Brehon Laws, the Twelve Tables and Homer. He was learned in English, Roman, and Hindu laws and also knowledge of Celtic systems. Instead of stressing the uniqueness of national institutions, he brought to bear a scientific urge to unify, classify and generalize the evolution of different legal orders. He was the first and still remains the greatest representative of the historical movement in England. He introduced a theory based on customary law known as the anthropological approach. The anthropological approach is a study of human being based on custom. Maine set out to discover whether a pattern of legal development could be extracted from a comparative examination of different system, especially between Roman law and the common law, which then he was led to distinguish between what he called ‘static’ and ‘progressive’ societies. ‘Static’ societies are regarded as undeveloped society and society whom do not progress. ‘Progressive’ societies are of which the societies proceed to develop the law by three methods; fiction, equity, and legislation. Generally, Maine believed that no human institution was permanent, and that change was not necessarily for the better. An example would be when societies progressed from hunters to farmers to pastorals. Maine stated that in early societies, both ‘static’ and ‘progressive’, the legal condition of the individual is determined by status, i. e. his claims, duties, liberties, are determined by law. The coming of ‘progressive’ societies witnesses the disintegration of status and determination of the legal condition of the individual by free negotiation on his part. One of Maine’s famous generalizations reads: ‘the movement of progressive societies has hitherto been a movement from status to contract’. This is where rather than a society based on stratified system, Maine proposes the concept of moving towards a contract society where everyone is free to negotiation at his own terms. According to Maine, there has been modification of later development, namely by means of fiction, equity and legislation. Deliberate legislation is now seen to have been an early method of law-making with fiction and equity coming at later stage. The codes, which one finds at the culmination of the primitive period, were chiefly collections of earlier legislation. Primitive law was by no means as rigid as Maine though nor were people inflexible bound by it. It is generally agreed that even in primitive societies, people do control their destinies, that they are by no means blindly subservient to custom. The conscious purpose of achieving some end precedes the adaptation of human behavior, and the adaptation of behavior is followed by adaptation of the structure of social organization. As it is now clear the views and propositions put forward by both Savigny and Maine, the discussion will be prolong in discussing the contribution of their ideas in its application to the Malaysian Constitution (Federal Constitution 1957). The Malaysian Constitution was drafted by taking into account the legacy of the past and product of customs, traditions and beliefs prevalent in different communities, and the need of the people. This is in line with Savigny’s view that law is not an abstract set of rules imposed on society but has deep roots in social and economic factors and the attitude of its past and present members of the society. The social contract which Malaysian Constitution was mainly based, a form bargain made by the citizen; that they would all have a place in the new independent nation, but not without some compromise and sacrifice on everyone’s part. This social contract has always been a crucial and sometimes contentious part of the nation’s constitution. The Reid Commission and the Alliance tried hard to take into consideration the different, and times divergent concerns on the ground. â€Å"The Constitution gave everyone something and to no one everything. Everyone got something in terms of citizenship, cultural pluralism and economic/commercial rights. The constitution did try to walk the middle path. †(Tunku Abdul Rahman, 1957) In the same 1957 speech upon returning from London, Tunku acknowledged that while it was important to have a constitution that was agreeable to most people, there would come a time when change was required. â€Å"Any constitution prepared today is not immutable. It can be changed, modified or improved according to the wishes of the people,† he said. The importance to have our own unique constitution is that, it tells us the position of a state itself. How independent and how the constitution would be accepted by the citizen. That it seeks to constitution describing the position of the individual vis-a-vis the state. It seeks to achieve a fair balance between the right of the state and the rights of the citizen, it confers on the citizen some basic rights and provides perimeter within which these rights can be exercised. The concept of Volksgeist is deeply entrenches in our constitution as it is after all the manifestation of the spirit and consciousness of the people and not from deliberate legislation. The social contract is the â€Å"spirit of the people who evolved around it†. This notion can be seen in the Commission chaired by Lord Reid in 1965 to formulate and draft and refine the Constitution of the Federation of Malaya. The commission sought the views of political parties, non-political organizations and individuals on the form of government and racial structure appropriate for this country. This is of course based on the historical, beliefs and cultural background of the society at that point of time. The memorandum of the Alliance had gained precedence in which the memorandum centers its concern at mutual interest and strengthening the nation’s democratic system of the government. The memorandum took into account in to five main factors namely the position of the Malays rulers, Islam as the official religion of the Federation, position of the Malay language, the special rights of the Malays and equal citizenship. We are going to look into these factors one by one. Firstly, the demand is that for the power of the Malay rulers to be preserved, which is conferred under Article 38 of the Constitution that established the conference of Rulers or ‘Durbar’. The council will act as the protector of the Malays, custom and religion. This power is materialized where the conference of ruler have need to be consulted in amending the Constitution and some other privileges in particular, those Articles which have been â€Å"entrenched†, namely those pertaining to the status of the rulers, the special privileges of the indigenous Bumiputera (Article 153 of the Constitution), the status of the Malay language as the National language, and the clause governing the entrenchment of such Articles. In the case of the Malays, these privileges related to the reservation of their position in the public services, of scholarship and other similar educational and training facilities (Article 153). Parliament is also empowered to reserve and for alienation to the Malays (Article 89 and Article 90) and also to restrict enlistment in the Malay regiment which to some extend violates right to equality of the people under Article 8 of the constitution but however in the spirit of the citizen itself. In the matter of religion, Islam was made the religion of the Federation. Tunku Abdul Rahman at the time was under pressure from the UMNO argued that the inclusion of Article 3 was important psychologically to the Malays. Nevertheless in recognizing the objections of the Rulers also the concern of the non-Malays, two provisos were included in the article in which it would not affect the position of the rulers in their respective state as head of Islam and that the practice and propagation of other religion in the federation would be assured. As for language that is entrenched under Article 152 of the Constitution, the Alliance agreed to UMNO’s proposal that Malay be the official language but that there would be no objections to the use of Chinese and Tamil for unofficial purpose. It was further guaranteed that the proviso in Article 152 will allow the teaching of Chinese and Tamil and that there would schools for the respective races. Among these five issues, the biggest bargain that the Bumiputera has offered during the drafting of the constitution must be the social contract in which the Malays would accept the jus soli citizenship and the minorities would settle with the special privilege conferred to the Bumiputera. The liberal citizenship requirement was a major concession from the Malays for with this agreement; large number of non-Malays became citizens. In exchange for liberalizing citizenship requirement, non-Malays leaders in the alliance accepted the special position of the Malays. Thus it can be seen the constitution of Malaysia largely drafted around the notion of Volksgeist; law should always conform to the popular consciousness. Hence, the provisions of the constitution was not the result of an arbitrary act of legislation but developed as a response to the impersonal powers to be found in the people’s national spirit. As mentioned earlier, Maine opines that a society should move towards a â€Å"contract society† from a â€Å"status society†, where individuals of the disadvantages group will be able rise above their discrimination, that is, the structure of society and rules of the game, so to speak, must be changed in order to achieve ethnic equality. The progress however, must not disregard the customs of the society. The notion of progress from status to contract is depending on the society itself. The application of Maine’s proposition is a bit different as Malaysia, from moving to status contract, Malaysia is progressing from contract society to planned society. To clearly observe the progress if the society in Malaysia from a status society, to a contract society, then to a planned society, while respecting the custom of the society, entrenched in the provisions of the Malaysian Constitution; we should first look in to the history of Malaysia. The Malaysian Constitution is the product of the political, economic and social development of the stratified people that can be traced back to the Malacca Sultanates. The highest ground of administration was the Sultan and it stays the way it is as the system was so to say, perfectly working at the time. The Sultan controls the government, act as the supreme command of the military power and symbolize the unity of the welfare. There was no issue of inequality of right as the society at that time as the citizen was so contented with the idea of leaded by a Ruler. It was only until the British colonial period commenced that the issue of advancing the society emerged. Treaty of the Federation 1895 which have the common clause that the four states; Selangor, Pahang, Negeri Sembilan and Perak to accept British officer that act as Resident General.

The Diversity Of The Film Films - 1943 Words

Diversity in films is important because representation matters. Viewers are drawn to shows with ethnically diverse lead cast members. Mostly all viewers love to watch shows that reflect and relate to their own experiences. Reddigari, a freelance writer, also expresses the question of why we lack diversity in films. â€Å"Hollywood has been producing inspiring films intended to capture the beauty, joy and sorrow in everyday life. As much as we love our favorite movies, we can’t help but notice that many of them fail to capture the life experiences of all moviegoers, leaving the voices of millions of Americans from diverse backgrounds underrepresented† (This Tumblr Shows the Startling Lack of Diversity in Film). Diversity in films is an important topic in society because it represents equality and people of color to look up to. People of all races enjoy a good film or tv show but, they sometimes are not being represented equally. Representation matters because, it is important to teach the younger generations about their race’s worldview on what they find normal. Kenneth and Mamie Clark conducted a psychological study where, â€Å"children were shown two dolls, one black and one white. They were asked to choose which one they preferred, which one was ‘bad’ and which one was ‘good.’ The results were the same across races: the children generally preferred the white doll and saw that doll as ‘good’†¦. but it is really no surprise if you look at the media these children are consuming†(TheShow MoreRelatedFilm Analysis : More Diversity849 Words   |  4 PagesMore diversity When people look at most of today’s TV shows, advertisements, and films what do they see? They see a lot of white people. The ratio of white to other races is very unproportioned. Tv, and shows movies are usually a lot of white people with the occasional black friend. In almost every film, an Indians have a strong stereotypical Indian accent. 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The Role Of Peer Assessment On The Classroom - 1496 Words

The role of peer-assessment in the classroom As I have been investigating the role of peer-assessment in writing I have reviewed the literature concerning the implementation of these methods in the classroom. Falchikov Goldfinch (2000, p. 287) give a definition of peer and self-assessment as; ‘In both of these activities, students are engaging with criteria and standards, and applying them to make judgements. In self assessment, students judge their own work, while in peer assessment they judge the work of their peers.’ A deeper definition comes from Black Wiliam (2001, p.2); â€Å"An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their [students] in assessing themselves†¦show more content†¦Sadler (1989, p.83) merits the process of peer-assessing in stating that it is valuable as the ‘interchange will be in language that they naturally use’ - therefore meaning is constructed in a different way. Peer and self- assessment is a type of formative assessment for learning as oppose to a summative form – it is concerned with how to take information about the students learning process and subsequently use the data collected to optimize learning. Researchers have been keen to investigate whether formative assessment can have measurable positive impact on learning (Black, Harrison, and Lee 2003; Black and William 1998). Kollar and Fischer (2010, p 305) Black William (1998) have been researching formative assessment since 1996. Their large-scale review found that formative reform raises standards in schools lending it to be used to inform the Key Stage 3 Strategy, as well as the Primary National Strategy. In 1998 they conducted a four-year study ‘Inside the Black Box-Raising Standards Through Classroom Assessment’ a meta-analysis in which they investigated worldwide for effective classroom based research. They identified 700 studies, but were judicious in choosing only those with large effect sizes and reliable design. The study measured learning gains by comparing (a) the average improvements in pupils scores on tests with (b) the range of scores that are found for typical groups of pupils on theseShow MoreRelatedThe Current Practice Of Classroom Assessment1369 Words   |  6 PagesKorean teacher to assess student’s skills. The questionnaire provides details about the current practice of classroom assessment . It was noticed that in Korean middle schools performance based tasks were mainly focused, classroom speaking assessment was mostly conducted in the form of testing using speaking performance tasks to evaluate the topic or follow the education policy of Korea. Assessment practices involve high order thinking and active participation. It includes performance tasks such as oralRead MoreThe Current Practice Of Classroom Assessment1479 Words   |  6 Pagesits form and meaning depend on the context, the participants, their experiences, the environment and the purpose for speaking† Assessment is generally defined as â€Å"a process of monitoring or keeping track of the learner’s progress† (Rea-Dickins, 2000, p.376). For good assessment, teacher has to be assessment literate means that they should have knowledge about the assessment strategies, techniques and concepts (Rogier, 2014). According to Lee (2010) quantitative method to collect data concerning theRead MoreThe R Assessment Is An Early Childhood Environment Rating Scale1712 Words   |  7 PagesThe ECERS-R assessment is an early childhood environment rating scale that assesses group programs serving children ages two through five. The assessment incorporates seven categories that focus on the various interactions that take place within a classroom setting. They include interactions with environment, teachers, parents, and other children. The ECERS-R emphasizes the inclusion of children with disabilities and cultural diversity. For this assessment, the chosen facility is the CornerstoneRead MoreR Assessment : An Environmental Rating Scale1726 Words   |  7 PagesThe ECERS-R assessment is an environmental rating scale that is designed to assess group programs that serve children ages two through five. The assessment is constructed into seven categories that focus on the various interactions that take pla ce within a classroom setting. They include interactions with environment, teachers, parents, and other children. For this assessment, the chosen facility is the Cornerstone Center for Early Learning. 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The Rise Of Corporate Capitalism - 1398 Words

Intro: After the Civil War, industrialization kicked off (an after-effect of the Market Revolution). But rather than attempt to control it, the government bowed out instead, claiming itself laissez-faire under Adam Smith’s capitalism ideas, and letting the industrial chips fall where they may. However, it appears the government couldn’t let the â€Å"invisible hand† decide the fate of the U.S. market, so they began to intervene in business affairs despite their original pledge not to. The government assisted a great deal in the rise of corporate capitalism (business economy run by corporations and monopolies such as the Standard Oil Company and the U.S. Steel Company) through its laissez-faire policies, railroad involvement, and corruption. T: The U.S. government assisted in the rise of corporations by its laissez-faire policies. R: Take, for instance, the wrong-doings of the railroads and the Sherman Anti-Trust Act. 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They believed the cure was to create a society without a stratified social systemRead MoreAdam Smith And Karl Marx1674 Words   |  7 Pagesthat produced neoliberalism. In this context, Marx and Marxism are utilized to expose and deconstruct the shortcomings of both liberalism and neoliberalism and their limits in providing solutions to the structural symptoms of liberal and neoliberal capitalism. Adam Smith was key in articulating early Enlightenment liberalism as an alternative to the increasing state powers and their subsequent involvement in regulating not only markets but also individual liberties. For Adam Smith, the free flow ofRead MoreAn Essay on Cause and Effect972 Words   |  4 Pagescounterparts (Shelden, Tracy Brown, 2004). Due to these changes, significant changes were implicated on child development, teaching styles and general up bringing andof children along with family lifestyles and traditional ties all around the world. 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In the late 20th century, Democracy triumphed over al l other major ideological systems, so overpowering was its victory that former critics now began to advocate their own democratic credentials. The vigorous rise of democracy has continued ever since and today there are over 112 self-proclaimed democratic countries around the world(Kekic 2007), whether all these countries are truly democratic or not is debatable and which will be discussed further in the essayRead MoreRussia And The Soviet Union1670 Words   |  7 Pages the West opposed the communist nation ideologically, the capitalist West feared communism. Communism was the reason that the Soviet Union was not compatible with the Western capitalist nations. With the end of the Soviet Union and the birth of capitalism in Russia, the West believed that their eastern problem was over, although as time would tell this assumption would be incorrect. Over the next decade, Russia would exert their power over boarding nations trying to join NATO, even invading GeorgiaRead MoreThe Basic Concepts Of Marxism1460 Words   |  6 Pagesand more (Marx Engels). On the other hand, the proletariats own nothing, and can only sell their labour to the bourgeoisies they work for (Marx Engels). Under the exploitive and abusive rule of the bourgeoisies, the proletariats band together to rise up and form a revolution against the ruling class (Marx Engels). Collectively, this school of idea is known as Marxism. Marxism critiqued the capitalist structure of its time, which later evolved into the present-day international market-based system

Corporate Veil Free Essays

Introduction The main concept in the assignment is about corporate personality. First of all, we need to clarify the meaning and characteristics of company. In short, company means a body of persons combined for a common object. We will write a custom essay sample on Corporate Veil or any similar topic only for you Order Now A company exist there must be a group of persons that more than 1 persons. In eyes of law, a company is a separate legal personality from its members. In Section 16(5) CA1965, it stated that a body corporate obligations and liabilities are its own, and not those of its participation; it can sue and be sued in its own name; the property is not the property of its participants; and company can enter into a contract. Whilst, we need to understand the types of Joe’s company belong to. In section 16(4), it stated that company divided into 4 types that are limited by shares, limited by guarantee, limited by guarantee and shares and the last one was unlimited companies. While Joe’s company belongs to company limited by shares, it means that member’s liability is limited to unpaid amount on the shares taken up by them, it stated in section 18(3) CA 1965. From the whole assignment, we need to identify whether corporate veil can be lifted in the particular situation. So, we need to obtain an understanding what is corporate veil. Corporate veil it can define as separates company from its members, or we can say that legal person (company) separate from its members. Since company is a separate entity with its members, the company has power to hold land, enjoys perpetual succession even the death of one of its member, the company will not dissolve. Next, we going to identify in what situation corporate veil will be lifted. Lifting the corporate veil it means that separation between company and its participants does not exist anymore. The court will lift the corporate veil when controllers behave some unethical behavior, or controllers concern about their interest much more than other parties’ interest. Corporate veil may be lifted either by the courts/case law or by statutory. Under case law it can be divided into 6 different categories, it shows as below: i. Fraud It means individual used the separate legal entity to do something forbidden from doing to avoid from legal obligation. ii. Agency It means authority or capacity of one person to create legal relations between a person occupying the position of principle and third parties. ii. Group of companies Group of companies means that corporate group structure; corporate veil is lifted to treat the parent company as liable for the acts of the subsidiary. iv. Single economic entities It means each company in a group of companies is a separate legal entity possessed of separate rights and liabilities v. Tax evasion Company trying to reduce tax by inter tran sfer their assets between subsidiary vi. Tortious claims It means allows lawsuits by people who claim that they have been harmed by wrongful acts, including negligence by government agencies or their employees. Under statutory, i. Section 36 Company Act 1965 By this section where the number of members of a company falls to one and the sole remaining member knowingly carries on business for a period longer than six months, he will be personally liable for the debts incurred after the first six months. ii. Section 121(1) (2) Company Act 1965 By this section where an officer signs on behalf of the company, a cheque, promissory note etc, and the company’s name is not properly stated therein, he will be personally liable to the holder of that bill etc, if the company does not pay. ii. Section 67 Company Act 1965 A company cannot give financial assistance directly or indirectly to any person to purchase its own shares. iv. Section 169 Company Act 1965 Directors of a holding company are required to produce group accounts in which the assets, liabilities, profit and losses of the group as a whole are reflected. v. Section 140 Income Tax Act 1967 By this section the Director General of Inlan d Revenue may ignore any transaction or disposition which has the effect of avoiding or evading tax. vi. Section 365(2) Company Act 1965 If a dividend is paid when there are no profits available, every directors and manager of the company who willfully paid or permitted the payment of dividend is guilty of an offense. vii. Section 303(3) Company Act 1965 In the course of a winding up, it appears that an officer of a company who was party to the contracting of a debt had no reasonable expectation that the company would be able to pay the debt, the court may declare that the officer be liable for the payment of the whole or part of the debt. iii. Section 304(1) Company Act 1965 If in the course of a winding up it appears that the business of a company has been carried out on with the intent to defraud creditors or for any fraudulent purpose, the court, on the application of the liquidator, may declare that any persons who were knowing parties to the fraud are liable to make such contributions (if any) to the company’s assets as the court thinks proper. How to cite Corporate Veil, Essay examples

Affects of Social Media on Children free essay sample

Computer Literacy Anjit Bose 05/04/2013 The impact of the social web on our families, children and teens is something that a lot of people do not always think about before using it, or while using it. The impact the social web has can either be detrimental or very helpful and positive. Of course, this depends on which social web platform is being used and how it is being used. The social web is a set of  social relations  that link people through the  World Wide Web. Joshua porter defines it as: â€Å"The Web is more a social creation than a technical one. I designed it for a social effectto help people work togetherand not as a technical toy. The ultimate goal of the Web is to support and improve our weblike existence in the world. We clump into families, associations, and companies. We develop trust across the miles and distrust around the corner. What we believe, endorse, agree with, and depend on is representable and, increasingly, represented on the Web†. 2] Porter, Joshua (2008). Designing for the Social Web. Berkley,  CA: New Riders. pp. 1–32. The social web is truly an online community where people come to interact with one another, grown and learn from them. Now, how the social web is sued is solely dependent on the person. The social web is just a tool we use to reach to others in our everyday life. Some may call the social web a â€Å"highschoolish† socialization platform. The social web can be very quick to turn on your, depending on how you are using it. The truth is that the social web is usually not a very healthy or good atmosphere for a family, teen or child. Again, this depends on how it is being used and where. Even on the â€Å"safe sites† people are open to things that they may not want to see or experience. You may ask what some of the safer sights may be, well, platforms like pinterest can to the eye seem totally harm less, but if a child see’s something that is not age appropriate, it has now become a place where your children should not be. Monitoring these different platforms is really where our jobs come in when we are talking about the effects on teens and children. Now a days, teens and children are easily manipulated by friends and peers and use the social web to express† there new found freedom and new found thoughts. Most of the time, platforms like Facebook, Instagram, Twitter and Myspace tend to have things on them that are not age appropriate for the teen or child. They get exposed to all of these things because of how open these platforms are and the lack of restrictions on the sites themselves. Now, don’t get me wrong, I understand that the web is an open door, for all to use, but when children are involved, the sights should be held to a certain standard of what to allow and what to not allow as far as what images are being seen and used and the context that is being written. I do appreciate that the COPPA state that a child younger than 13 should not be allowed to use any social media website. This puts the responsibility back on the parents to be more careful and do there due diligence when it comes to what their children are doing online. It is important that parents have set rules and imitations on what their children are allowed to do on social media. Evaluating the sites and setting up personal privacy computer limitations is necessary when allowing your children to be part of the social media. A good way to do this is by setting up an account where both the parent and the child have open access and can be checked periodically for whatever reason necessary. Sometimes, it may not be your child that is the one going against your the â€Å"rules† but they may be the victims of online bullying, cyber stalking and even someone trying to start an inappropriate relationship with them. Some ways parents can help with making their children safer are: you must be your children’s friend on facebook, having the computer in an open area in the house, making sure your children only socialize with people that they know, and also sit down with their children and decide how much time should be spent on their social web choice. Also, making sure the children have other extracurricular activities outside of the home can take their mind off of the â€Å"social web† and can focus on more healthy ways of socializing with people and their friends. There are many risks when it comes to the use of social media with teens and children. Sexting is one the biggest issues now a days with teens. Sexting can be defined as â€Å"sending, receiving, or forwarding sexually explicit messages, photographs, or images via cell phone, computer, or other digital devices. † Berkshire District Attorney. Sexting. Pittsfield, MA: Commonwealth of Massachusetts; 2010. Many of these messages are sent via Facebook or Myspace and are rapidly forwarded to others on the internet to see. A recent survey has shown that more than 20% of teens have sent or posted nude or partially nude pictures of themselves. This act can be very detrimental for the teen’s life. They are usually publicly humiliated and feel terribly ashamed, with guilt and no self worth. Also, once these images are on the web, they are there forever and can be hacked and used as child pornography. Quite a few different reports suggest that about eighty-three percent of American youth use their phones for email, mobile internet and texting. One of the reports states that these American teens send and receive text messages 144 times a day. If the teens are not texting, they are usually on social networking sites like Facebook and Twitter. This is where they chat, share photos and share/post videos. The social web can also be a place where teens and children learn to be more creative and can also learn to communicate in a way that is needed and real. A lot of children and teens feel like they are more easily heard over social media platforms. They feel more comfortable explaining there feelings, emotions and whatever they may be going through in their life’s. They can also use the social web by using podcast, blogs, and videos. Parents need to also be careful on how they use the social web themselves. They need to set an example for their own children so that they can see how to use the social web in a good and healthy way. Parents and adults should not spend too much time on the social web, especially in front of their children. It really is true when people say you do what you grew up seeing. There are a lot of different platforms that parents can also use to â€Å"socialize† and communicate with others. A lot of the time it can be pretty safe for parents to use to social web platforms, but there are a lot of things that they need to be careful with to protect their family and their marriage. The social web is filled with different ways to reach out to people that you may have no business reaching out to. While using social platforms can be great to communicate with old friends and long distance family, it can create an open door for old relationships and feelings to come back and arise from the dead if they are not strong, deeply rooted and committed to their marriage. Finding an old friend or fling can have that â€Å"wow† factor. What this means is that when you see them all over again it reminds you of how great they used to be and how you miss them. Again, this is not every marriage, but it is something that happens often and we need to be aware of it. Four of five U. S. divorce attorneys say they have seen a rise in divorce cases with social networking involved, according to the American Academy of Matrimonial Lawyers. The social web also can also be a platform for healthy relationships to begin. You can find old friends and flings and have a new opportunity of getting to know them again and potentially having the relationship that you wish you could have had years ago. Out of 50 couples married in the U. S. in 2011, at least one met through a social networking site, according to  Ã¢â‚¬Å"The Wedding Report. † Using the social web can connect people in amazing ways, we just have to be careful in how we use it. Like everything, too much of anything that’s seems good, can and is usually bad for you. We must use the social web with discretion. Our families need to make sure that we stay together and put boundaries on how the social media impacts us. The way we interact as a family is what sets the standards for our children and their children to come. We cannot allow the social web to come in between the much needed family time we need and must have, and also the very much needed personal time that we all need to our selves. The social media has replaced the personal interaction that families use to have, or the little interaction that was there with all of the other distractions in our lives. Some healthy ways to keep our families together are arranging some set weekly family time. Some activities could include family walks, weekly â€Å"eat out for dinner†, and exercising together. All in all, the social web can be a place where both good and bad can come from it. We can all say what type of impacts it has on each other, but what is important is how we choose to use the knowledge that we have, and begin to change how we allow the social media to control our children and the dynamics of our families. Let’s start using the old school way of communicating again, at least within our family and loved ones. There is nothing like having a face to face conversation with the person you love, it is truly the best way to communicate.