American Printing Essay Example | Topics and Well Written Essays - 500 words

American Printing - Essay Example This is a major icon in the technological development of the press industry. In 1885, Otto Mergenthaler invented a linotype that brought much efficiency in print production (Burr, 55). Through this invention, machine typesetting became a major preference in print productions. Compositors of this era capitalized on this inventory in their document processing. The linotype entailed a keyboard that resembled that one of the type writer. This invention was ideal for newspaper and book production. Therefore, the Mergenthaler’s invention was not for commercial document processing (Burr, 56). It purely suited composition and production of newspapers and text books. It entailed an era of stiff competition amongst the dominant publishers in the USA. Bill Barnes and McCann were the dominant compositors of the day (Rumble, 87). They would therefore engage in stiff competitions in their composition of print productions. These competitions would always qualify McCann as the victor. Therefore, he would manifest swift skills over his opponent Bill Barnes (Rumble, 88). The swifts were most popular after the invention of the linotype by Mergenthaler. This entailed coverage of the technical inventions during the early years of the nineteenth century. During this era, major developments were made in the field of science, and the print industry attained observable benefits (Rumble, 96). For instance, the invention of the linotype machine facilitated efficient print productions in this era. The technical inventions initiated the workshop culture even in the print industry. Women underwent severe discrimination during this era. The emergence and gradual development of the print industry manifested harsh experiences that faced women. The entire print industry advocated for men’s chauvinism (Burr, 53). This was evident in the structure and principles of the trade unions established during this era. Male dominance was

Business Ethics vs. Success in Modern Business Paper 2 Research

Business Ethics vs. Success in Modern Business 2 - Research Paper Example Ethics in business is a descriptive as well as a normative field. Nevertheless, researchers exploring matters related to the business and ethics are always concerned about one issue. While studying the business and ethics, to what extent are the just and the unjust attitudes in the business are explored? (Tseng et al., 2010). Good ethics is not necessarily good business. The contemporary firms in the USA and the UK are quite worried about their image in the corporate world and the way they are talked about by the people. It is because of this concern that a vast majority of the current economic scandals that are either linked with the corrupt behaviors or the illegal actions have conventionally ruined the public image and thus the value of the firms involved. Nevertheless, more needs to be done in order to make the contemporary firms refrain from the fraud than just forming new laws and regulations. Employees need to make themselves completely aware of the potential ways in which their firms’ image and future can be ruined by the influence of corruption. It is not compulsory that corruption exists in every department of a particular firm. Enron provides a good example for that. Enron’s management was involved in corrupt activities but Enron’s employees always criticized the managersà ¢â‚¬â„¢ activities and condemned them. The real problem commenced after everybody had given up trying to identify a solid definition of the values (Wieland, 2010). The workers’ association with the firm would definitely improve with the positive energy that is generated by having a suitable space for the functioning of the firm. The improved loyalty would reflect in the increased productivity of the workers. When a firm is caught in the acts of corruption, there needs to be done something in order to safeguard the reputation and hence the future of the firm. There are businessmen that tend to

Understanding Child Development through Observation

Understanding Child Development through Observation Introduction: Background For observing and evaluating the child development, an online site is accessed where a nursery video is available and in the video the child that I chose to observe is a four year old girl that I will refer to as Amani. She is highly intelligent and confident child; not only has this she had extraordinary skills to socially move around independently. I observe Amani in the school classroom; play area and garden area where she has been involved in different activity. This observation has been conducted between 9.23am until 11.09am of all her activities. The objective of this observation is to make the progressive note of the childs physical, intellectual, emotional, linguistic and social development. In the next section there is description of observation and followed by the evaluation and childs profile. Observation Description Amani stands near to table on which there are name tags of students, she leans to pick her names tag with a little hesitance and picks the tag and pastes it on the name board. During the time she has smile on her face and looks pleased with this activity. Later on she is in her classroom sitting on floor along with her all classmates, she is smiling and has her eyes on her teacher, and paying attention to what teacher is saying intently. She is constantly smiling and moving her body in swinging way. Now, teacher is singing a poem Mary and Amani is singing along with the teacher and continuously smiling with pleasure. Teacher is reading the students story about growing flower plants, teacher speaks of flower planting, that there are some seeds and Maule! You will plant them and they will grow into a beautifulà ¢Ã¢â€š ¬Ã‚ ¦flower Amani says flower with the teacher. Teacher says Maule! What do you think that seeds are going to needà ¢Ã¢â€š ¬Ã‚ ¦ soilà ¢Ã¢â€š ¬Ã‚ ¦ andà ¢Ã¢â€š ¬Ã‚ ¦ Amani cheerfully speaks waterà ¢Ã¢â€š ¬Ã‚ ¦ waterà ¢Ã¢â€š ¬Ã‚ ¦ making herself to be heard. Teacher says that you can go and play and Amani raises her hand cheerfully turns back and forth to her classmates and she walks around touching the different objects, she is in painting area and takes out a color out of jar and write her name with write hand, she put down green color and picks another marker. She gets up and walks to garden yard, wears her apron ties the laces and ribbons. She is standing by a large soil pot from where other children are getting the soil; she has a soil pot and tries to get the soil from one of a child standing closely. Second boy standing next to her has two scoops she tries to snatch the one because other boy is not letting her have the soil scoop. She snatches a scoop off the boy and cheerfully put some soil into the pot and says put some soil and it will make soil she picks a scoop and presses the soil inside the pot and says I am gonna show my soil and sits next to her teacher, she tries to take wax dough and laughs when her teacher refuses to g ive her the wax dough, teacher parts the dough and gives her half of the dough she smells it pleasingly and kneads it with her hand. Teacher says to her how does it feel? she says good. Teacher says how does it feel like? she says soft and cheerfully shifts the dough from hand to another. She says where is the stick to put it? and leaned forward to get the one and crushes an object on the table, the teacher exclaimed Oops! due sudden movement of Amani, she says she needs sticks and she hold the stick plate and put that near to her and picks the sticks one by one and put them in dough. Teacher says you could sing a song? she says yes and walks to the garden accompanied her teacher after finishing the wax dough, she puts the dough near to flower pots and waters the plants with the help of water shower. Now she is sitting in the garden party table and holding a spoon with plate and pretending to be eating with them. She gets up and leans forward to get another spoon and uses the spoon for picking sugar from the pot and pours into a tea cup and picks another pot, a milk pot and pour it into tea cup to make tea. She again pretends to be eating and her teacher says can you please make me a cup of tea, Maule!? she says with a smile yes, and puts sugar in the cup pleasingly, teacher says again what are you putting? she says with a smile I am putting sugar, and pretends to add more sugar into cup with spoon. She is on the garden party table and eating with spoon and drinking and says I have made it and get off the chair. Now she is in the class and standing next to her teacher who is sitting and singing a poem to children sitting on the floor. She sings the poem Mary with her teacher and classmates. According to Sheila Riddall-Leech (2005), observation is the most effective way to understand about the childs development stages, and its aim is to gather observation base information about a childs progress. Riddall-Leech (2005) further expresses that a single observation is not enough to determine whether or not a child is progressing and improving the developmental skills. Any observation should provide the data necessary to enable a professional to make balanced and informed decisions, such as the planning of specific activities to meet childrens needs, or whether to seek professional help. According to OHagan (2001), it is vital that parents are involved in the childs day to day activities in the school setting. In addition, the parents permission for observing child development is also important in the same regard. Evaluation Physical Development In physical development, Amani is observed for Development of Gross Motor Skills as well as Development of Fine Manipulative Skills (DeRobertis, 2008). Physically Amani is observed and found to be healthy and normal child since she continues to show physical activeness and physical involvement in every activity that a child of four year old is supposed to do such as walking, running, bending, carrying objects, and rolling. During observation, she is found to be physically comfortable of her environment like roaming around without any physical unbalance. She has shown almost all characteristics of Development of Gross Motor Skills. However, she has good physical balance yet at one point she shows lack of balance and co-ordination and control of body like leaning against the table and crushing other objects on the table. Another level of physical development observed is Development of Fine Manipulative Skills (DeRobertis, 2008). Just like every normal child of four year old Amani is ob served to able to using equipment, holding and gripping and drawing, writing and building. She is observed to feel, pouring, filling, touching and exploring dough and building another new object with it. She is observed to using objects like scoop and plant shower very efficiently and using spoon, dressing and using laces and ribbons. Intellectual Development Amani is intellectually observed remarkable as she shows intellect of mind and especially of knowledge and understanding. Both in classroom and play area she is observed as attentive, concentrated, understanding and learning child. The attention and concentration level is highly related to her responsive attitude. She shows some imagining and creativity too, working with wax dough and making cake and pudding of it. She is observed to have knowledge such as answering the teachers questions with her knowledge and writing her own name. The most important intellectuality observed in the Amani is her problem solving tendency such as wearing apron and tying the apron laces herself that shows her intense ability to show problem solving attitude. The sensing and concept formation of Amani is observed in play area where she makes pudding with wax dough, where she is asked about the wax and she responds correctly of the question that wax is soft and it shows great understanding and conceptuali zation of the girl. She seems to show good memory like sugar is added in tea and how to use the eating objects. Her understanding and recognition of objects and colors is extraordinary; she seems to differentiate between a light shade of green and vice versa. Since children learn language and other things by asking questions such as what, where, why, there has been lack of asking questions by Amani, and she intends to respond to the questions rather. Emotional Development Emotionally Amani is observed to be independent as she is able to walk around freely without any hesitation. Moreover, there is no hesitation or difficulty in her expression. She is expressive and good at expressing herself. However, she shows little lack of control over her emotions like when she is in her play area to plant a seed in soil she snatched the scoop from her classmate who refuses to hand her that scoop, though there is not any intense situation yet she looks little out of control of her emotions. Besides, she shows a good emotional balance towards her classmates, she seems to show warm towards her classmate. Facial expression is observed as maturely because she intends to smile all the time whenever she is amused to show her pleasure. She continues to responds the teacher apparently pleasantly and in expressive way. She seems to show good interaction with others but little direct eye contact is observed. The overall body movement and body posture is simply frequently wi thout any hesitancy and normally active and responsive. Tone of voice and play attitude is observed as interactive and sociable involvement. There is such as no sudden change in behavior or language tone. Linguistic Development Amani is observed to have language skills of the level of four year old child. She seems to express herself rather using language. In addition, she is observed to use short sentences and no difficulties and hesitation in speaking. Since language development of child depends on its cognitive skills and Amanis cognitive skills is observed as functioning and efficient, her language fluency and efficiency is improved and better than other children in the classroom. The selection of words and fluency in the speaking is extraordinary good with correct use of tense. Social Development However, Amani is observed as an active, balanced and interactive child yet it has been observed that she has very little double-sided interaction with her classmates. She is observed to interact with her teacher but little is observed her interaction with her classmates. She seems to look warmly and positively but she does not show a productive and cooperative interaction; for example, at one point, she rather snatches the scoop from her classmate rather than making a polite request she seems to behave a little intense. Since, a child of 3 or 4 year is capable of waiting of his/her turn and in normal situation can share and cooperate with fellows (Kail, 2007) therefore it was a little surprising aspect of her because she seems to behave normally so far in other development. In addition, social roles and social behavior like learning appropriately and respond to other is observed normally. However, she seems to enjoy being in classroom with other classmates and enjoy the social appea rance. In regard to other social skills like dressing and moving around without any help and doing different activities she is observed doing them independently. She seems to show a parallel social playing behavior like playing alongside but not with another child, not very much interacting and talking to other children in her different activities. She has been observed as cooperative and with high self-esteem- valuing herself as a person and confident. She rather seems to appear a self-reliance person in social development point of view. Child Profile I observed the child thoroughly and assessed her physically, intellectually, emotionally, linguistically, and socially. The overall development of Amani is observed to be normal and healthy. She has shown normal tendency in all level of development including physical, intellectual, emotional, linguistic and social. However, physical development means doing movement either gross or large movement of limbs or fine manipulative movement of fingers (Grych Fincham, 2001). Amani is found to have large movement of her body and her finger by using pencils and writing. Because physical development mainly depends on the body growth and nervous system that sends message from the brain to body it demonstrates the muscles to motivate them to move. There is great relevance of physical development with intellectual development, because if a child physically not fit or shows problems like little movement, hesitation, and inactive, all these symptoms show inefficient intellectual development of chil d. Amani has been observed as physically active and responsive her intellectual and mental capacity can be assessed as normal and frequent. The intellectual development of Amani is found to be mentally active and interactive along with reasoning mind. She seems to understand the environment, the teachings taught in the classroom and questions asked; she seems to answer them intellectually. She is very attentive and concentrated girl along with ability to respond the external environment. She has good imagining, creative ability and problem solving attitude. Moreover, she possesses an ability to utilize conceptualization of her reality and creativity. Emotionally she is a well balanced child with independent attitude; she has got normal body posture, eye contact, language tone and unchanged behavior. Moreover, her body language and facial expressions are even and warm towards other mates. In linguistic development I observed that she has ability to use language to express her and the re is fluency in the way of her language. Socially she is active, balanced and inter-active child, she is warmly and positive towards interacting towards her mates. She has good learning skills as a social roles and social behavior like learning in a group appropriately. She is socially independent and warm and communicative and responsive. She is expressive, social, cooperative and sharing the things. She has got remarkable cognitive skills and memory power. Different social activities like eating, moving in group and responding; these are those abilities which are extraordinary brought on in her. Common child features of asking questions about the things that they do not know or do not understand, in Amanis case it are bit different in the way that she does not asking question but answering the question rather. Another thing that is important to conclude is her overpowering and strong and intense feeling about her movement. She is intelligent, cooperative, talkative, communicative , and furthermore, creative and imaginative with good self confidence. According to Gambrell (1994) the child who is motivated to learn has many reasons to read and it also includes knowledge gaining, on the other hand Amani is not observed for reading, which can prove her learning motivation. Nevertheless, she is motivated to learning and learning in group which is undermining part of her development.

Psycho, The Movie Essay -- essays research papers

Psycho (1960) Perhaps no other film changed so drastically Hollywood's perception of the horror film as did PSYCHO. More surprising is the fact that this still unnerving horror classic was directed by Alfred Hitchcock, a filmmaker who never relied upon shock values until this film. Here Hitchcock indulged in nudity, bloodbaths, necrophilia, transvestism, schizophrenia, and a host of other taboos and got away with it, simply because he was Hitchcock. The great director clouded his intent and motives by reportedly stating that the entire film was nothing more than one huge joke. No one laughed. Instead they cringed in their seats, waiting for the next assault on their senses. The violence and bloodletting of PSYCHO may look tame to those who have grown up on Jason and Freddy Krueger, but no one had ever seen anything like it in 1960. Inspired by the life of the demented, cannibalistic Wisconsin killer Ed Gein (whose heinous acts would also inspire THE TEXAS CHAINSAW MASSACRE, 1974 and DERANGED, 1974), PSYCHO is probably Hitchcock's most gruesome and dark film. Its importance to its genre cannot be overestimated. PSYCHO's enduring influence comes not only from the Norman Bates character (who has since been reincarnated in a staggering variety of forms), but also from the psychological themes Hitchcock develops. Enhancing the sustained fright of this film are an excellent cast, from which the director coaxes extraordinary performances, and Bernard Herrmann's chilling score. Especially effective is the composer's so-called "murder music," high-pitched screeching sounds that flash across the viewer's consciousness as quickly as the killer's deadly knife. Bernard Herrmann achieved this effect by having a group of violinists frantically saw the same notes over and over again. Hitchcock really shocked Paramount when he demanded that he be allowed to film the sleazy, sensational novel that Robert Bloch based on the Gein killings. Bloch's subject matter and characters were a great departure from the sophisticated homicide and refined characters usually found in Hitchcock's films, but the filmmaker kept after the studio's front office until the executives relented. He was told, however, that he would have to shoot the film on an extremely limited budget—no more than $800,000. Surprisingly, Hitchcock accepted the budget restrictions and went a... ...ces, nor was it a great performance or their enjoyment of the novel. They were aroused by pure film. That's why I take pride in the fact that PSYCHO, more than any of my other pictures, is a film that belongs to filmmakers." This was no news to Hitchcock's fans. In a 1947 press conference the great director laid out his philosophy of the mystery-horror genre: "I am to provide the public with beneficial shocks. Civilization has become so protective that we're no longer able to get our goose bumps instinctively. The only way to remove the numbness and revive our moral equilibrium is to use artificial means to bring about the shock. The best way to achieve that, it seems to me, is through a movie." PSYCHO provided shocks heard around the world and became an instant smash, breaking all box-office records in its initial release. Hitchcock had a horselaugh on the Paramount executives who wanted no part of PSYCHO from the beginning. The film became one of Paramount's largest grossing pictures and it made Hitchcock not only a master of the modern horror film but also fabulously wealthy. He had outwitted everyone—the industry, the audience, and the critics.

Examine the Key Ideas Associated with Law and Punishment

Examine the key ideas associated with law and punishment Law and Punishment go hand in hand. There are Laws, which are the system of rules which a particular country or community recognises as regulating the actions of followers, and there are punishments, for when a member of said country/community breaks the rules. Punishment is defined as the infliction of a penalty or to cause pain for an offence.Most of the time it is not a choice as to whether you are part of a law-following community because almost all countries in the world have some kind of law-system and often the minute you turn the age where you are legally responsible or step off the boat, plane or train you are subjected to their laws. The Biblical views on punishment have often been based on the old testament teaching ‘an eye for an eye’. The bible also lays out punishments for certain crimes that appear to follow this teaching. Except that there are many punishments in the bible that seem to be out of pro portion to the crime e. . â€Å"whoever curses his father or his mother will be put to death†. There are many problems with this statement for example it does not state how old the son/daughter has to be to deserve this punishment, it seems to imply even a 4 year old who does not necessarily know what they are saying can be put to death for cursing their parents. An eye for an eye is also relevant in today’s laws, it is the basis of retributive justice that is present in our society. Retributive justice is the idea that those who have done the crime should somehow pay back for what they did.Rachel’s said â€Å"People deserve to be treated in the same way that they have (voluntarily treated others)† This seems like a fair way of treating someone because why someone should be allowed to do one thing and then not expect to be treated in the same way? But some punishments that are retributive e. g. capital punishment do not seem to benefit society and there i s a risk of the punishment becoming revengeful not retributive. Retributive justice also causes a problem because it might make capital punishment a legitimate approach to punishment.I. e. If a person murders it is right for them to be killed. And It also can lead the legal system to instead of appearing like someone is being made to pay back what they have done wrong to looking like the legal system is being hypocritical i. e. we are showing society that it is wrong to be violent by being violent to wrong doers. This is not how we should be teaching people to not be violent. The punishment also must not be disproportionate to the crime e. g. sentencing a small child to death for stealing a sweet from a shop.Some forms of punishment e. g. fines may be disproportionate because to people with money a fine does not make any difference but to someone who has just enough money or just below the money they need for necessities it can be a massive problem, but on average I think retributiv e measures helps to make the punishment be proportionate to the crime because the person can be treated the way they treated others. Deterrence is another form of punishment. It means that we should punish for crimes in order to deter others from committing the same crime i. e. f we know what the punishment for an act is we are less inclined to do it. However there are problems with this because it assumes that the perpetrator had intent and full knowledge of what they were doing was wrong but often violent crimes happen in the heat of the moment and are not planned and those violent crimes that are calculated are often done by those people who are mentally ill. Also, why should be punish someone for the sake of someone else? Reformative justice is becoming more popular in today’s society and is the attempt to turn the criminal into a normal law abiding citizen.It is often based on the idea that everyone has an intrinsic value simply because they are human and the improvement of humans is good. According to deontology this is good because rehabilitation prevents people treating others as means. There is also a utilitarian argument for this because reformative justice improves the general quality of life in society. I also would argue that reformative justice is also trying to right the inequality between the rich and poor. People from less well of backgrounds are more likely to commit crimes due to them having fewer opportunities and less education.Poorer people are also more likely to come from violent backgrounds and therefore are more likely to be violent themselves. Therefore reformative justice helps make up for this lack of opportunities by offering classes inside prisons for example. Although there are many good things about reformative punishments, there are also many problems. Reformation takes away the responsibility for our actions and it does not attempt to right the wrong. This causes problems in itself because if there is no ‘punishm ent’ other than reformation then there is no incentive for people not to commit crime, in fact there is almost an incentive to commit a crime!And why someone in prison should be getting opportunities that people outside the prison do not get. I would like to think that there is good in everyone but it would simply be impractical to think that we can rehabilitate everyone as some people are simply too far gone and do not want to change. Hobbes philosophised about why we want/need laws in society and he came up with an idea called the social contract theory. This idea was based on his notion that government is an agreement between a group of people where they agree not to hurt each other.This is fuelled by the motivation of self-interest which according to Hobbes is pertinent because human beings are selfish creatures and therefore seek collective protection. i. e. If I promise not to hurt you and you promise not to hurt me then neither of us gets hurt and we’re both hap py. And this is what Hobbes believes to be the basis of our desire to keep the laws set out by the state – we should avoid chaos because it is not in our best interests therefore we should keep the laws. Kant had a similar conclusion i. e. that we should keep the laws but for a different reason.Kant said that we should ‘act so that you treat humanity, both in your own person and in that of another, always as an end’ i. e. we should keep the laws so that we do not treat others as means to an end. His idea of kingdom of ends states ‘act in accordance with the maxims of a member giving universal laws for a merely possible kingdom of ends’ where the kingdom of ends is a perfect community where all members respect each other as ends in themselves. This is what we should strive to achieve, and to be successful at this we should keep the laws of the community.Therefore we should keep the laws and to keep the laws means that we must punish those that break t he law.. Evaluate the view that objectivity and relativism pose problems for the concept of law and punishment. Objectivity states that there are ethical principles that are always wrong or always right and they are normally established a priori i. e. without experience. Therefore as there are certain things that are always wrong we need a law to stop people from doing it. This law may be objectively right and its punishment for breaking the law may also be objectively right.Objectivity might support retributive justice; Retributive justice is when someone pays back for their crime. This could support objectivity because it needs to be imposed with the consistency that objectivity provides therefore you could argue that Retributive justice only works with the objectivity and as retributive justice tends to be favoured in western societies perhaps objectivity does not pose such a problem with law and punishment. Having said this there are still the problems it does cause.Objective et hical principles are established a priori therefore we cannot know them through experience. If we do not know them through experience, how can we truly know if something is right or wrong and therefore how do we know if a law is right whilst using objectivity. Objectivity also does not allow for individual cases, it runs the risk of using a ‘one size fits all’ policy towards law and punishment and whilst we do need some consistency amongst crimes, one size does not exactly fit all because not every crime is exactly the same!Normative relativism states that truth and morality is relative to the country/society that one is in and therefore we cannot criticize other cultures as to how they do things. With regards to law and punishment this leads us to the face that there are no definite truths or morals that can be applied in every situation around the world so Punishment is determined according to the country and, if we take it relativism further, according to the circums tances of the case.Hobbes took a relativist view because he said that justice cannot be fixed, and each country/community has different ideas of what law and punishment should be all we should do is aim not be in chaos, not because it is wrong in an objective sense but because it does not serve or self-interest. Relativism may be a good thing because it allows each country to organise punishment as they see fit and there is merit in the systems that other countries have for example some people believe that Iraq was justified in the hanging of Saddam Hussein even though in our society the death penalty is not used.However it does have problems because it means that all forms of punishment are right as long as it is accepted by society e. g. it would be right to hang a small child for stealing sweets if society thought it was the correct punishment. If punishment is decided relative to the circumstance and there is no consistency we could end up with a justice system where only some p eople would be punished and this could easily lead to corruption, sexism and racism within the punishment system.It also means that there may be little point of having punishment because if only some cases lead to punishment then punishment would be pointless! It would serve no deterrent or retributive purpose. Objectivity and Relativism both have merits and cause problems for law and punishment and I do not think either can work solely on their own because they have too many problems by themselves, but on the other hand I do not know if it is possible for Objectivity and Relativism to work together.Perhaps if the laws are objective but how we punish people is relative to each country, case and persons involved. For example although killing may be objectively wrong it may not be appropriate to treat a child who killed someone, an adult who killed someone by accident and an adult who killed someone out of hate all In the same way although they have all broken the same objective rule.

Human Sexuality Essay

William and Jessie both 23 years old have been dating for 3 years. They plan to get married in 2 years when they finish with graduate school. About three months ago William had an unplanned and alcohol induced intercourse with a colleague from work. The couple are in counseling and working on issues of trust and communication. Recently, they have started having sexual intercourse. Jessie says she is unable to climax like in the past. William says he is doing everything the same and thinks she still blames him. Looking at William and Jessie’s case, I believe that the possible societal and gender influences related to William’s and Jessie’s concerns are the male and female sexual scripts. According to Strong, DeVault, Sayad and Yarber (2008), â€Å"Sexual Scripts refers to the acts, rules, and expectations associated with a particular role† (p. 143). All humans are sexual beings; however we all are diverse in terms of our sexual definitions and script expectations. Sexual scripts are not innate, yet they are learned through culture and socialization (Strong et al. 2008). There are as many distinctive sexual scripts as there are people, nonetheless some of these scripts have common themes and can be recognized as a shared blueprint or trend in the larger society. Some male scripts that are relatable to Williams’s concerns are: Performance is a thing that counts. A man always wants sex and is ready for it and, sexual intercourse leads to orgasm. Society has this idea that is embedded in many people that sex to men is something to be accomplished (Strong et al. 2008). It is important for us to notice that in Williams situation, he is feeling like â€Å"less of a man†, in other words, his ego is bruised, because he cannot make Jessie climax. Additionally, there are sexual scripts allotted to women as well. Some female scripts relatable to Jessie’s concerns are: â€Å"The traditional male sexual scripts focuses on sex over feelings, the traditional female sexual script focuses on feelings over sex, on love over passion† (p. 41). Jessie apparently has issues during sex because she can’t get over the thought of Williams having sexual contact with another woman, especially when William is supposed become Jessie’s future husband. The sexual script that relates to this issue is that the woman does not want to have sex, sex is uncomfortable for her or not pleasurable for her. However due to female sexual scripts, women should not talk about sex (Strong et al. , 2008). Sexual scripts are similar to traditional gender roles; society holds men and women accountable for the roles and expectations that have been set for them and if we fail to live up to them, then we are failures at our gender. Moreover, there are indeed biological and psychological components of William and Jessie’s case. Starting with William, he can’t achieve to make Jessie Climax. Psychological causes include trust and communication related stress and anxiety, because he too busy trying to gain Jesse’s trust. Because of this William is most likely concerned about his sexual performance, trust issues and the guilt of having sexual intoxicate intercourse with his work colleague. For women in particular, emotional closeness is a main component in sexual desire (Strong et al. , 2008) and because William cheated with a colleague, she perhaps could have grown psychologically distant. As stated by Strong et al. (2008), â€Å"Desire is the psychological component of sexual arousal† (p. 92). According to the Masters and Johnson’s four-phrase model of sexual response, Kaplan’s tri-phasic model of sexual response and Loulan’s sexual response model, they all include desire and excitement as key elements to sexual response and pleasure and without these two elements, a person cannot truly experience the true satisfaction of sexual intercourse and an orgasm (Strong et al. , 2008). In relation to this case the developmental concerns related to the early adulthood stage according to Strong et al. 2008) are the following: Integrating love and sex, forging intimacy and making commitments. Integrating love and sex was not integrated when it comes to Williams’s infidelity. William was more so thinking with his penis rather than thinking about the love of his life Jessie. As the female, Jessie thinks more with her heart and values the love for William. The thought of betrayal from William, may possibly be disheartening and could hinder Jessie from climaxi ng during intimacy. In Jessie’s mind, loving William and having that solid connection with him was important to her. Furthermore this developmental concern strongly compares to the male sexual script with thoughts of sex over feelings, while the woman’s thoughts consist of feelings over sex. The key to integrating love and sex was missing because of Williams’s infidelity. Therefore uniting the two will take a longer process to connect. Forging intimacy and making commitments plays an integral part in the developmental concerns in this case as well. According to Strong et al. (2008) as a relationship become more meaningful, the degree of intimacy and interdependence increases. As adults become more intimate, most desire to develop their ability to make commitments. In relation to William and Jesse they are in a meaningful relationship, they were planning to get married and spend the rest of their lives with one another, before the infidelity occurred. It is my assumption the intimacy was on a higher level but after the infidelity occurred the intimacy decreased and the trust and communication issues began to form. During the early adulthood stage young adults begin to attend college and students began to meet lots of people in their age bracket. There will be opportunities during college where students attend plenty of social gatherings (frat/sororities houses and parties) and majority of the time alcohol and drugs are involved as well as risky sexual activities. Strong et al (2008) strongly believes that among college students, the use of alcohol is associated with an increased risk of unwanted intercourse, sexual violence and STDS. Since Jesse and William are in the early adulthood stage, it is a strong possibility William wants to venture out in a since before he gets married. Maybe he feels pressured and tied down to Jessie. Lastly, infidelity is common amongst the early adulthood population. Research by McAnaulty and Brineman (2007), states that 41% of the students identified having sexual intercourse with a person other than one’s primary partner as constituting being â€Å"unfaithful. † More students (57%) identified â€Å"dating/spending time with another† as â€Å"unfaithfulness. † Infidelity can greatly affect committed relationships, because it could cause a lack of communication and trust worthiness. When relationships are broken, a lot of emotions occur such as lack of sleep, a decrease in appetite, anxiety and constant crying in some cases.