Sense of Community Among University Students | Research

Sense of Community Among University Students | Research The study is primarily aimed at identifying level of sense of community among students who enrolled in the psychology and social work programmes at Universiti Malaysia Sabah, Kota Kinabalu. It was also carried out to investigate whether there were relationships between a sense of community and altruistic behaviour, academic achievement, age, and students involvement in club or organizational activities. One hundred and fifty one students participated in this study. A questionnaire that comprised of three sections was adapted and further developed to measure the schools sense of community, altruistic behaviour scale, and demographic background of the sample. In this study, membership, influence, integration and fulfillment of needs, and shared emotional connection as proposed by McMillan and Chavis (1986) are the subscales for the measurement of sense of community. Rushtons (1981) Self-Report Altruism Scale (SRAS) was used to measure altruistic behaviour. Furthermore, the study attemp ted to compare the level of sense of community between programmes, gender, ethnicity, and year of study. Age was the only variable found to be correlated with a sense of community. There was no difference found between any of those variables studied. INTRODUCTION The aim of this research was to analyse the university students sense of community, or their perception towards their school community, which focused on issues pertaining to how much the students perceive the bond between them and the school and its surroundings. Further, the study aimed at identifying whether or not their perception correlated with altruistic behaviour. The concept of a sense of community as popularly cited in the literature stemmed from Saransons (1974) idea concerning the perception of similarity to others, an acknowledged interdependence with others, a willingness to maintain this interdependence by giving to or doing for others what one expects from them, the feeling that one is part of a larger dependable and stable structure. Saranson (p. 157) further adds that the psychological sense of community is one of the major basis of self-definition. Charvat (2004) states that a sense of community is a complex phenomenon because of the fact that the definitions vary from one individual to the next, and from time to time. For example, the Child Development Project at the Development Studies Center in Oakland has defined a sense of community as the students experience of being a valued influential member of a group committed to everyones growth and welfare (Schaps, 1998). This concept has been expanded into theories. Among them, McMilla n and Chaviss (1986) is so far the most prominent and have been applied by most researchers. McMillan and Chavis (1986) define a sense of community as: . . . a feeling of belonging, a feeling that members matter to one another and to the group, and a shared faith that members needs will be met through their commitment to be together . . . (in Dalton et al., 2001, p.193) McMillan and Chavis (1986) proposed that a sense of community is comprised of four elements: membership, influence, integration and fulfillment of needs, and shared emotional connection. Further explanations on each element are as follows: Membership There are five attributes in the dimension of membership, i.e., boundaries, emotional safety, sense of belonging and identification with the community, common symbol system, and personal investment. Boundaries refer to the necessity of defining the qualities, such as members way of dressing, language, and rituals, and even shared goals, that include and exclude non-members. Hence, boundaries are not necessarily clearly or obscurely marked, but the definition can be loose or rigid depending on the communitys need to protect its intimate social connection (Wright, 2004). Emotional safety refers to the feelings of security which may involve self-disclosure and group acceptance (Dalton et al., 2001). A sense of belonging and identification with the community looks at the acceptance of being a member of the community. A common symbol system helps to define or indicate membership boundaries and to strengthen the sense of integration among members that could be physically identified or seen , such as wearing the same logo-printed shirts. A symbol is very significant to a community as Nisbet and Perrin (1977, p. 47) quote, . . . the symbol is the beginning of the social world . . ., which carries the identity of the particular group. Meanwhile, personal investment relates to the long-term commitment to a community, such as devotion of time to activities run by the alumni of a varsity. Influence According to McMillan and Chavis (1986), influence refers to mutuality of influence in group. This is explained by the bi-directional relationships in a community, whereby members of a group must feel empowered to have influence over what a group does, and group cohesiveness depends upon the group having some influence over its members (Wright, 2004). However, those who obviously try to dominate the group are often isolated, and the more cohesive the group is, the greater is its pressure for conformity. Integration and fulfillment of needs McMillan and Chavis (1986) explain this dimension in two related concepts: shared values and satisfying of needs, and exchange of resources. Members share values which tend to facilitate their interactions and their ability to meet each others needs simultaneously (Charvat, 2004). Needs are not only understood as survival and the likes, but also include what is desired and valued in a particular community (Dalton et al., 2001). Shared emotional connection This element is also explained by the existence of a spiritual bond that is based on a shared history among members of the community which could be in the form of behaviour, speech, or any other cues that may not be related to behaviour. McMillan and Chavis (1986, p. 14) summarised shared emotional connection as, the definitive element for the true community. Past studies have shown that having a sense of community has brought several positive outcomes, especially to the community members involved. Positive subjective perception of well-being and participatory problem-solving are among the positive outcomes (Davidson Cotter, 1993; Chavis Wandersman, 1990). Empirical studies on a schools sense of community have brought significant impact to students academic achievement and social development (Charvat, 2004). The students experience of school as a community was found to be associated with prosocial behaviors, including concern for others, altruistic behaviour, and positive interpersonal behaviour, as well as democratic values, skill, and desire, and achievement motivation (Battistich, 2001; Schaps Lewis, 1999). From a review of 15 years of research in elementary schools, Charvat (2004) found positive correlations between a schools sense of community and good outcomes for both students and teachers. He added that students who feel a strong school sense of community tend to have more positive attitudes towards school and learning higher educational aspirations, greater trust in and respect for teachers, more prosocial attitude and better social skills. This is also related to teacher attitudes and the perception of school climate. These findings were similar to that of Solomon et al.s (2000) which suggested that teacher practices that emphasizes prosocial values, elicitation of student thinking and expression of ideas, encouragement of cooperation, warmth and supportiveness, and reduced use of extrinsic control, were related to student classroom behaviour. Such behaviour includes engagement, influence, and positive behaviour, which, in turn, were related to students sense of community (see also Schulte et al., 2003). Research on a sense of community has also been expanded to include a broad range of demographic characteristics. It was reported that a schools sense of community was associated with those who live in the campus, among students in private schools, those out of state, seniors, and females (Lounsbury DeNeui, 1995). Other findings reported that the people who came from small-sized campus and suburban area feel a stronger sense of community. In a more recent study, Fraering and Minor (2006) for example, have found that there was a positive relationship between age and a perceived sense of community among customers of financial services firms, and men perceive a greater sense of community than women. Research addressing such issues on a sense of community in Malaysia is still at its infancy. Measuring unity among ethnic groups in Malaysia and efforts in building up as well as promoting national identity perhaps are among studies that the authors can recall to have some connections to the study of sense of community. Looking at how important a sense of community can be in promoting students well being and development, prompted the undertaking of this research project. For a start, the authors use the sample from their school. Objectives of Research To identify the sense of community by various socio-demographic background. To identify the correlation between frequency of students involvement in clubs or organization run at school level such as academic achievement, age, and altruistic behaviour. Hypotheses 1. There is significant difference between sense of community with ethnic group, type of programme, and years of study. 2. There is significant relationship between sense of community with age group, involvement in school, academic achievement, and altruistic behaviour. METHODOLOGY Subjects One hundred and fifty one students from the School of Psychology and Social Work participated in the study. They were picked at random from each programme that comprised of 52 juniors, 61 sophomores, and 38 seniors. Design, Tools, and Measurement The study was designed in survey form. A set of questionnaires comprising of 3 sections was developed and adapted from original sources. Section A measures socio-demographic variables, Section B measures Sense of Community Scale (SOCS) which was adapted from McMillan and Chavis (1986). There are four subscales measured in SOCS as proposed by McMillan and Chavis (1986). While to measure altruistic behaviour in Section C, Rushtons (1981) Self-Report Altruism Scale (SRAS) was used. For SOCS, 40 items were developed, while SRAS contained 20 items. Both scales were measured through a four- and five-point Likert scales. Cronbach Alpha for both scales ranged between 0.82 and 0.89, indicating that they were highly reliable to be used in the context of this study. In terms of validity, subscales of SOCS significantly correlate to one another and to the whole scale. As for SRAS, it was used before by local researchers in a similar context of this study, and it was found to be valid. Procedure Questionnaires were administered to the subjects who were picked randomly from each programme with the help of fellow lecturers. They were allowed 15 to 20 minutes to answer the questionnaires. Data analysis To test the hypotheses, data were then analysed by one-way ANOVA and Pearsons correlation. Descriptive statistics were applied to see the distribution of the sample. RESULTS Background of sample Descriptive analyses indicated 67 males and 84 females participated in the study that comprised of 34.4 percent of first year students, 40.4 percent second year students, and 25.2 percent third year students. A total of 23.2 percent of them enrolled in the programme for Youth and Community Development, 20.5 percent in Industry and Organizational Psychology, 13.9 percent in Counseling Psychology, 19.2 percent in Child and Family Psychology, and 23.2 percent in Social Work Programme. The mean age of the subjects was 22.01 years. More than 60 percent identified themselves as Malay, 9.9 percent Chinese, 11.9 percent Kadazandusun, 4.6 percent Bajau and Pribumi of Sarawak respectively, and others, 5.3 percent. More than half of the subjects were members of clubs and organizations that were based in the campus, with about 40 percent holding position as committee members of the organizations or clubs. Almost 80 percent have been involved at least two times in activities run by the School. Mo st of the students stayed in hostels in the campus. In terms of academic achievement, the subjects can be categorized into three groups. A total of 22 percent are high achievers (with CGPA score of 3.00 and above), 57.3 percent moderate, and 20.7 percent low achievers. The mean score of SOCS was 120.09, indicating the subjects were in the category of moderately high. Table 1 presents some of the socio-demographic data of the samples. Hypotheses Testing Results The Pearson product moment correlation analyses showed no significant inter-correlation between a sense of community, altruism, involvement in school or programme activities, and academic achievement. Age was the only variable correlated significantly with a sense of community (r = 0.23, p Meanwhile, further analyses showed that there were no differences in the sense of community according to students year of study, type of programme, and ethnicity. Table 3 summarises the result of one-way ANOVA, while t-test analyses indicated that female and male subjects did not differ in a sense of community. Table 1: Socio-demographic background of the subjects __________________________________________________________________ Variables N % ______________________________________________________________________ Gender Male 67 44.4 Female 84 55.6 Ethnicity Malay 95 62.9 Chinese 12 7.9 Kadazandusun 18 11.9 Bajau 7 4.6 Pribumi of Sarawak 4 2.6 India 7 4.6 Others 8 5.3 Types of programme Youth and Community Development 35 23.2 Industry and Organisation Psychology 31 20.5 Counseling Psychology 21 13.9 Child and Family Psychology 29 19.2 Social Work 35 23.2 Year of study 1 52 34.4 2 61 40.4 3 38 25.2 ______________________________________________________________________ Table 2: Correlation results between academic achievement, year of study, age, and involvement in school or programme activities, altruism, and sense of community ______________________________________________________________________ Sense of community (r value) __________________________________________________________ Altruism à ¢Ã‹â€ Ã¢â‚¬â„¢ .08 Academic achievement .14 Age 0.23* Involvement in school activities 0.10 ______________________________________________________________________ *p Table 3: Mean differences in sense of community in terms of ethnicity, types of programme, and year of study ______________________________________________________________________ Variables Sum of Squares Mean of Square df F Sig. ______________________________________________________________________ Ethnicity Between group 2520.82 420.14 6 0.51 0.80 Within group 95723.20 818.15 117 Types of programme Between group 699.40 174.85 4 1.23 0.30 Within group 15059.52 142.07 106 Year of study Between group 703.26 351.63 2 2.52 0.09 Within group 15055.66 139.40 108 ______________________________________________________________________ DISCUSSION The findings showed that there was no difference in the sense of community between year of study, ethnicity, and type of programme. It was also found that students involvement in clubs or organizations, academic achievement, and altruism did not correlate with a sense of community. These results contradicted previous findings. The mean for SOCS was in moderately high group, suggesting that it was not strong enough to have connections to other possible phenomena, such as in this case, the academic achievement and altruistic behaviour, as much as for the socio-demographic variables to have some impact on differences of mean in SOCS. In other words, these findings indicated that the students sense of community could be promoted by other socio-demographic factors that were not studied here. Only age was found to be correlated with a sense of community. The older the students are, the more they felt attached to the school. Older students normally consisted of those who have faced difficulties in getting a place in a higher learning institution. They might have worked for a while and have experienced repeating national school examinations (referring to the Malaysian Certificate of Education and Higher School Certificate) and competed with other candidates who might have much better grades than they had to enter the university. Once they have the opportunity to enter university, they will make use of it and gain as much advantage as possible to enhance their academic and social development. These students are normally selected or elected as leaders, or at least take part seriously in school clubs or organizations, which inevitably contribute to the building of the schools sense of community. This study was only a beginning for the authors to understand the nature or level of sense of community among their own students. There are several limitations to this study. The results are applicable only to this sample. Hence, the findings are not expected to be generalized. Future studies are warranted to extend the findings to a larger scale, and to students in different disciplines. Secondly, this study only examined the relationship between a sense of community and altruistic behaviour, and differences among a few socio-demographic variables. For future studies, the authors also suggested that researchers examine causal relationship between variables. Perhaps, a longitudinal study could also be conducted to determine whether a sense of community is associated with time change. More studies are still needed to understand this phenomenon better, as community is not stagnant, and will always evolve. ACKNOWLEDGEMENT A preliminary draft of this paper was edited by Fadzilah Majid Cooke of the School of Social Sciences, Universiti Malaysia Sabah.

Allelopathy Paper Essay

Introduction: Considering the beneficial properties of plants, not only to us, but the environment as well, it is important to understand the nature of Allelopathy and how it affects plant ecology. According to the Topics in Biology Laboratory Manuel, allelopathy refers to â€Å"the beneficial or harmful effects of one plant on another plant, by the release of chemicals from plant parts in both natural and agricultural systems. † By secretion of biochemical materials, allelopathy involves a plant’s ability to inhibit germination or growth of the surrounding germination. In our exercise, we tested for the presence of allelopathic chemicals in plant shoots and the effect of the allelopathic chemicals (our I. V. ) on the germination and growth (our D. V. ) on radish seeds. The question proposed became, â€Å"Does Rose seed extract affect the germination and growth of radish seeds? † Keeping the allelopathic effects in mind, our working hypothesis became, â€Å"If radish seeds get exposed to the rose leaf extract, then their percent successful germination and the average length will be less than the percent successful germination and the average length of the radish seeds which do not get exposed to the Rose leaf extract. Materials: For week 1 and week 2 the following materials were used: 10 grams of fresh leaves (rose), sandwich-type plastic bag, a scale, a blender, 100 mL of distilled water, folded cheesecloth, a funnel, one stock bottle, 3 pieces of filter paper, two Petri dishes, and 40 radish seeds. Methods: According to the Topics in Biolo gy Laboratory Manuel, the experiment was conducted as follows: First we needed to collect fresh leaves from one plant species, and fill up a plastic sandwich bag, which we were to bring with us to the lab. Next in groups we were to weigh 10 grams of leaves from the one plant species and place the measured sample in a blender. Next we added the 100 mL of distilled water to the blender. Holding the lid of the blender, we blended the mixture completely. Then we placed some folded cheesecloth into a funnel and sat it into a stock bottle. Finally we poured the blended mixture through the funnel/cheesecloth to filter the solution. To test the Allelopathic effects, we then needed to place 3 pieces of filter paper in each of the bottoms of the two Petri dishes. In one Petri dish (labeled with the leaf extract) we added 10 mL of the filtered solution, so that it soaked the filter paper layers. In the second Petri dish (labeled control), we added 10 mL of distilled water so that the water soaked the filter paper layers as well. Next in each of the Petri dished we added 20 radish seeds on top of the 3 pieces of filter paper, evenly spaced. Then we placed another piece of filter paper on top of the seeds in both dishes. Finally, we placed the lids on top of both Petri dishes to prevent excessive evaporation and stored them at room temperature, giving them a week to germinate, then be evaluated. Results: For our results, after careful observations and measurements, the percentages of successful germination were as follows: For the Experimental group, that is the group treated with extract, had a 70% success rate in which 14 of the 20 radish seeds had sprouts. However, the Control group, which had been treated with distilled water, had an 85% of successful germination in which 17 of the 20 seeds had sprouted. When comparing the seedlings length, the experimental group recorded 3. 0 mm being the shortest, and 13. 0 mm being the longest, making 4. mm the average length of the seedlings, all which is indicated on the following two pages by bar graph representations on average seed length and percentage rates of both groups. When looking at the control group, however, the shortest length measured was 12. 0 mm and the longest was 62. 0 mm, making their average 42. 0 mm. When observing each of the radish seed’s conditions, it was obvious that the control group produced healt hier, more vibrant seedlings with an extended root system and hair. However the experimental group contained more so dry, yellowish seeds with little to no root hair. Discussion: When observing the results of the Allelopathy experiment, it is evident that the results reflect and indeed support my hypothesis which stated that, â€Å"If radish seeds get exposed to the rose leaf extract, then their percent successful germination and the average length will be less than the percent successful germination and the average length of the radish seeds which do not get exposed to the Rose leaf extract. † So again when comparing the average length of seedlings between the control group and the experimental group, there really is no comparison; the experimental group had a mere 4. mm length verses that of the control group which had a remarkable 42. 0 mm length. Although noted both had a high percentage rate of germination, it really comes down to Allelopathy and the competitive â€Å"chemical warfare,† present in our experimental group. As for leaving room for error, a number of problems could have taken place, such as if small amounts of water needed to be added to re-saturate the filter paper, or if fungus appeared due to the high temperatures, etc. Over all I believe the experiment did a good job of explaining and demonstrating the Allelopathic effects on plant economy.

Macroeconomic Policies Of Fiscal And Monetary Policies Essay

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There is more emphasis than ever on R.E. in schools due to the diversity in nationalities in the UK, and find it important for children to learn about and respect different faiths and beliefs

Lyndon B Johnson And The Vietnam War - 1470 Words

Widespread disaster, extreme mobilization, heightened fears and are all characteristics of war. The Vietnam War was a war that spanned almost twenty years, with over a decade of those years involving the United States military forces. During the war, elections so if things aren’t going your country’s way on the battlefront you are going to be on the hot seat. This is exactly what happened for Lyndon B Johnson amidst the Vietnam War. The year was 1968, with the incumbent President, not running for office anymore. The President of the United States was up for grabs and between the Vice President, Hubert Humphrey and Richard Nixon. Richard Nixon, in order to gain the upper hand in this election, would sabotage peace talks in Vietnam and end†¦show more content†¦Hubert Humphrey was Lyndon B. Johnson’s Vice President and due to this Richard Nixon felt that he didn’t need to campaign as hard because Humphrey was seen as another Lyndon B Johnson. On October 31, 1968, President Johnson announced to the United States during a televised speech that they were going to halt bombings of North Vietnam in order to have peace talks and hopefully create a resolution to end the war. â€Å"We have been engaged in discussions with the North Vietnamese in Paris since last May. The discussions began after I announced on the evening of March 31st in a television speech to the Nation that the United States—in an effort to get talks started on a settlement of the Vietnam War—had stopped the bombing of North Vietnam in the area where 90 percent of the people live. Therefore, our Ambassadors Harriman and Vance made it abundantly clear to the representatives of North Vietnam in the beginning that—as I had indicated on the evening of March 31st—we would stop the bombing of North Vietnamese territory entirely when that would lead to prompt and productive talks, meaning by that talks in which the Government of Vietnam w as free to participate. Our ambassadors also stressed that we could not stop the bombing so long as by doing so we would endanger the lives and the safety of our troops. For a good many weeks, there was no movement in the talks at all. The talks appeared to really be deadlocked. Then a few weeks ago, they entered a new and a very much more

ear 10 Additional Science Holiday Homework Free Essays

1) What are the two common isotopes of chlorine made up of? There are two types of chlorine atom- one has 17 protons and 18 neutrons(and so has a relative atomic mass of 35) and the other has 17 protons and 20 neutrons(and so has a relative atomic mass of 37). 2) Why was the Haber process such an important invention? Fritz Haber was a German chemist, who received the Nobel Prize in Chemistry in 1918 for his development of synthetic ammonia, important for fertilizers and explosives. The Haber process is the reaction of nitrogen and hydrogen, over an iron catalyst to produce ammonia. We will write a custom essay sample on ear 10 Additional Science Holiday Homework or any similar topic only for you Order Now The Haber process is important sue to the fact ammonia is difficult to produce, on an industrial scale. The Haber process now produces 100 million tonnes of nitrogen fertilizer each year. 1% of the world’s annual energy supply is consumed in the Haber process and that fertilizer is responsible for sustaining 40% of the Earth’s population. 3) Find 3 exothermic and 3 endothermic reactions not mentioned in the textbook? An exothermic reaction is one that releases heat. Examples of exothermic reactions: * Adding concentrated acid to water. * Nuclear fission. * Condensation of rain from water vapour. The word endothermic describes a process or reaction that absorbs energy in the form of heat. Examples of endothermic reactions: * Evaporation of water. * Melting solid salts. * Mixing water and ammonium nitrate. 4) Find 2 uses for a thermistor and 2 uses for a LDR. How does the change in their resistance make them suitable for these jobs? Thermistors can be used as replacements for fuses and as heating elements in small temperature controlled ovens. LDRs are used in street lights and clock radios. Change in resistance makes them suitable for their jobs because they change as the resistance changes- they depend on temperature and light. 5) Find the mains frequency and voltage of electricity in the USA, England and France. What does this mean about the safety of them and how possible it is to use an English hairdryer in these countries? France= 230 and 50, England = 240 and 50 and the USA= 120 and 60. This means that it is not safe to use appliances above a certain voltage in that country, and an adaptor must be used if an English hairdryer is to be plugged in. 6) Find out how the lights, sockets and cooker are wired in a house and why they are like this? The lights are in a radical circuit with junction boxes to aid the switching process. Sockets are either in a radical circuit or a ring. Cookers are on a separate fuse because they draw a larger current. 7) How is a lightning conductor like the earth wire in a plug? It is the same because like a lightning conductor, the earth wire will conduct any electricity which it comes into contact with to the ground. 8) Who was Geiger? Geiger was the man who co-invented the Geiger counter which measures the ionising radiation and discovered the atomic nucleus. 9) What evidence was there for the plum pudding model of the atom? Experiments on the beams of particles in a tube that were attracted to a positive charge showed that they must be negatively charged themselves. Other experiments showed that it would take about 2000 electrons to weigh the same as the lightest atom, hydrogen. The tiny negatively charged particles were called electrons. 10) What do the hormones insulin and glucagons do? Insulin converts glucose to glycogen which stops the glucose level form becoming too high, whilst glucagon converts glycogen to glucose to keep your blood sugar levels stable. 11) Find one controversy that is going on at the moment over stem cells. What do you think? Using embryonic stem cells as a clinical therapy for Parkinson’s disease. I think this is a good idea even though I do not agree with many other stuff that stem cells could possibly be used for as I thin using stem cells to treat Parkinson’s disease and also Alzheimer’s will benefit countless amount of people. 12) Describe the famous experiment Gregor Mendel did? Gregor Mendel was a monk who did an experiment on cross-breeding different types of peas to find out that offspring inherited characteristics in clear and predictable patterns. This helped develop the idea of genes and genetic material. How to cite ear 10 Additional Science Holiday Homework, Papers

Inside The Mouse Essay Example For Students

Inside The Mouse Essay Disney World places social controls on its visitors and workers in many ways. Disney is a very large corporation and has the power to implement these controls. The major forms of social control that I found were; consumerism, security, technology, location, conformity, and standards of behavior. Through these forms of social controls, Disney is able to control its visitors and workers. Consumerism at Disney starts before the visitors even get to Disney World. The consumerism starts with the pictures in the brochures. Selling the visitors on Disney World even before they get there. Showing pictures of happy families enjoying themselves at Disney World sells the idea of a safe and nice vacation to the visitors. When the visitor finally arrives at Disney, they are bombarded with products that have the Disney logo on them. Selling the visitors official Disney products. The products sold at Disney symbolize the goodness that Disney possesses. When the visitors purchase these products of memorabilia, it gives them the identity that they are good also, just like Disney is. If the visitors identity is good, they will feel safer at Disney World. This leads into the next form of social control at Disney World, security. Visitors to Disney World very rarely hear about accidents or crimes committed there. As Karen Klugman says in the book, Unless you live in Orlando and watch Channel 6 or know someone who works at the parks, you have probably never heard of any problems (104). I personally have never heard of any problems at any of the Disney parks. Having only been to the park in Orlando and the park in Tokyo, Japan, I felt very safe at both locations. This could be because Disney is a very safe place or that the news never gets out. I would imagine that the news never gets out past the cities the parks are located in. By keeping the parks safe, Disney gives the visitors a very good sense of safety. Disney is able to control its own environment for the visitors. It is a very powerful and rich corporation. There is always a Disney staff member around to help with minor accidents. If a child falls and scraped their knee I am sure, that Goofy or Mickey is right around the corner to help comfort the chil d. When Disney staff do this it gives the parents a greater sense of security for their children and themselves. With information booths and staff running around everywhere in costumes the visitors feel safe, especially the visitors with children. When Disney staff do this it gives the parents a greater sense of security for their children and themselves. With information booths and staff running around everywhere in costumes the visitors feel safe, especially the visitors with children. If a child gets separated from their parents, it will not be long before the child is returned or kept in a safe place until their parents are located. These are some of the reasons that Disney is a safe and pleasurable place for a family vacation. There is no perceivable danger to the visitors in a trip to Disney World. The world of technology also affects the visitors and workers at Disney. Through great advances in technology, Disney is a safe and almost crime free environment. With the use of surveillance cameras and new technology for rides and other attractions, Disney is a fairly safe place. There are surveillance cameras on the rides to ensure that unruly guests will not exit or disturb the attractions. With this technology making the environment inside Disney safer, the visitors feel safer. The technology at Disney also keeps dishonest and delinquent employees out of trouble. I am sure that the employees are watched as much if not more than the visitors are. If an employee decides to wonder off and take a break on the clock or skim a little amount of money out of the cash register someone will notice. This gives not only the employees a sense of a safe environment to work in; it also gives the visitors the same feeling. If the employees at Disney are honest and accountable, the visitors will feel safer being there. .ufe79fa026da92d576e951ffe57fb443f , .ufe79fa026da92d576e951ffe57fb443f .postImageUrl , .ufe79fa026da92d576e951ffe57fb443f .centered-text-area { min-height: 80px; position: relative; } .ufe79fa026da92d576e951ffe57fb443f , .ufe79fa026da92d576e951ffe57fb443f:hover , .ufe79fa026da92d576e951ffe57fb443f:visited , .ufe79fa026da92d576e951ffe57fb443f:active { border:0!important; } .ufe79fa026da92d576e951ffe57fb443f .clearfix:after { content: ""; display: table; clear: both; } .ufe79fa026da92d576e951ffe57fb443f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufe79fa026da92d576e951ffe57fb443f:active , .ufe79fa026da92d576e951ffe57fb443f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufe79fa026da92d576e951ffe57fb443f .centered-text-area { width: 100%; position: relative ; } .ufe79fa026da92d576e951ffe57fb443f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufe79fa026da92d576e951ffe57fb443f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufe79fa026da92d576e951ffe57fb443f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufe79fa026da92d576e951ffe57fb443f:hover .ctaButton { background-color: #34495E!important; } .ufe79fa026da92d576e951ffe57fb443f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufe79fa026da92d576e951ffe57fb443f .ufe79fa026da92d576e951ffe57fb443f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufe79fa026da92d576e951ffe57fb443f:after { content: ""; display: block; clear: both; } READ: Communication within groups EssayAs described in Inside the Mouse, when a visitor is on the bus going to Disney they do not go through downtown to get there. The bus takes the scenic route to Disney. By making Disneys location away from the city, in a scenic and pleasurable place the visitors almost get the sense that they are in another world. The location of the Disney parks, in a pleasurable place, makes the visitors forget about their worries. The visitors feel safe in this utopia, not having to worry about the daily routine of life or work. The placement of the parks by Disney had to be strategically planed. The nice sunny and tropical environments, lying on the beach , staying at a leisurely resort, these all give the visitors a new identity, a care free identity. By having a worry and carefree environment for their visitors, Disney invokes a sense of security and safety. This pleasurable environment with a sense of safety influences the choices of the visitors to return to Disney, most will return. The social controls of conformity and standards of behavior go hand in hand. When the adult visitors enter Disney World, it takes them back into their childhood years, influencing their identities. The adult visitors ride the rides and eat cotton candy, just as they did when they visited the park as children. It gives them a carefree and fun identity. They conform to the standards of behavior of having fun and being happy. The children that visit the park do not have to conform to these standards because the standards are already set at the childrens level. Disney is one of the most powerful and rich corporations in the nation and can easily control the visitors through these social controls and norms set upon the visitors. Disney gives the visitors a safe and secure environment to take their family on vacation, influencing them the whole time. Based on the book, lecture, and discussions I would have to choose public governmental institutions to regulate future social environments. The use of private corporate institutions is becoming too wide spread in America today. Corporations control everything in our world, from transportation to amusement parks to public gathering places. When corporations control our world there is no sense of national pride, and the people give up their rights as citizens of a country that is ruled by corporations. Corporations can make their own rules and regulations and enforce them however they please. If things are ran by the government, a sense of equalization is achieved. There are equal rules and regulations for everyone everywhere. The people have rights under governmental control, rights to keep themselves safe and secure. Under the control of corporations, the people lose these rights to the corporations. Giving the citizens less control over what they do and how they do it. The corporati ons tell them what they can and can not do, through corporate manuals and guide books. Although most people feel safer in a corporate controlled environment, they do not realize that they are giving up these rights. They give up their rights for the sense of safety, but in reality, their lives and identities are only being manipulated and influenced by the corporations. I believe that the public governmental institutions where equality id the baseline, is the best and only choice to regulate future social environments based on the ideas I have presented. Legal Issues Essays