Discuss the extent to which you think that goals are determined by the overarching culture of a society as opposed to smaller social groups or subcultures

Discuss the extent to which you think that goals are determined by the overarching culture of a society as opposed to smaller social groups or subcultures Pascal Cisangani 23023554 / 23345853 Danai MuswaziDiscuss the extent to which you think that goals are determined by the overarching culture of a society as opposed to smaller social groups or subculturesDefinition of key termersCulture and subcultureA culture is made up of beliefs, behaviors, objects, and other characteristics that members of a specific group or society have in common. Through this, individuals and groups define themselves, conform to society's shared values, and contribute to society. Hence, culture does contains many social characteristics, among them are language, customs, values, norms, rules, tools, technologies, products, organizations, and institutions (Finnemore, 1996:326). However some common institutions include but not limited to family, education, religion, work, and health careA subculture can be defined as a group of people holding a particular culture (that could be visible or hidden) which differentiates them from the larger culture from which they d o belong.JARMILA GROTHFor instance, in case where a subculture is characterized by some element of opposition to the main or governing culture, it may be described as counterculture (Finnemore, 1996:326).SocietySociety can be defined a group of people who interact in such a way as to share the same culture (Isajiw, 2006:265).GoalsA goal can be defined as a result or an achievement toward which efforts were focused. People have certain goals that they may want to achieve in life. These goals might include but not limited to getting married, Education, employment, a house, means of transportation and so on (Settergren, 2003). The question is to know where these goals come from. Do individuals set them up? If so, based on which criteria's? How do people know what is best for them? Or are people obliged to attain certain goals?Structural functionalismStructural functionalism is a method of viewing society...

Acquisition of a language

Acquisition of a language Acquisition of a language is a situation whereby a person, specifically one who is exposed to the language to be acquired is exposed to that language.Advertising We will write a custom essay sample on Acquisition of a language specifically for you for only $16.05 $11/page Learn More It can either happen in a natural set up where the target language is used and that the learner of this language acquires it by mere exposure to that language (Ellis, 1994), or in a formal set up where the language is to be taught to the learner and he or she is introduced to the rules and ‘tools of trade’ of the language, for instance, when a learner is born in a certain environment, for example an English family, and the language of communication is English, then the learner’s first language is English (Ellis 1985), but when another language comes up such as French, and the child is under circumstance that he or she has to learn French, then French will come in as a second language. The environments of acquiring both languages will be different and therefore after acquiring the first language, acquisition of the second language can either be simplified or made harder. The second language can either borrow from the first language or not borrow at all; therefore the first language will have played a role either positively or negatively in the second language acquisition process (Gass Selinker, 2001). Second language acquisition entails the acquisition of a language after the first language also known as the native language. The first language is considered the language that one acquires first as the mode of communication. This language is always thought to be an individual’s mother tongue. Any language that comes after the first language is then referred to as the second language, which is essentially the language that opens an individual to the outside world or rather to communicate with people outside his or her native backgrou nd. Most often than not, an individual’s background can be traced using the (Gass Selinker, 2001) accent that he or she has in her foreign language as his or her second language accent can easily contain traces of his or her first language. It is therefore the case that first language can have both positive and negative effects on an individual (Ellis, 1985). The second language can be easy to learn if there are some similarities between it and the first language. It is always the case that a French speaker can easily learn English as his or her second language because of the few similarities between the two languages, but a speaker of Chinese can find it a bit hard to learn English because there is a wide gap in terms of differences between the two languages (Gass Selinker, 1992).Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More There will be more interference experienced (Ellis, 1994) from the Chinese language because of the difference in pronunciation than it will be the case with French. It is therefore believed that similarities and differences in various languages play a significant role in the acquisition of the second language, the more the differences, the difficult it is to acquire the second language but the less the differences, the more easy it is to learn the second language (Gass Selinker 2001). Second language acquisition will be interrupted by the first language in a situation whereby the first language dominates much more in its usage than the second language. Whenever the first language gets more prevalence, then it is most probable that the use of the second language is minimal. Practice makes perfect and therefore if the language acquired as a second language will find it as a challenge when the learner uses the first language more often because the learner finds it more comfortable to use the first language, then it will be hard reachin g the target language. Therefore the first language will have stood in the way of the learning of the second language and therefore its acquisition hindered. The first language will have stood on the way in the learning of the second language. Errors can come up in the acquisition of the second language because of the interference caused by the first language (Dulay Krashen, 1982). Most of these errors are caused by transfer of forms and meanings by a learner from their first language into the second language. This is evident in practical measures when a learner wants to make it easier to understand a notion that is found in the second language that is almost similar to that found in the native language (Dulay Krashen, 1982). Most errors are always linked to the first language caused by transfer.Advertising We will write a custom essay sample on Acquisition of a language specifically for you for only $16.05 $11/page Learn More In the acquisition of the se cond language, the learner either consciously or unconsciously finds himself or herself transferring rules from his or her first language into the second language. These rules May affect the acquisition of the second language either positively or negatively (Dulay Krashen, 1982) As propagated by the behaviorist theory that language learning is a process of habit formation (Gass Selinker, 1992) whereby old habits from the first language are thought to stand in the way of the learning of the new habits found in the second language, this is referred to as negative transfer. This will in the wider picture lead into the formation of errors. According to behaviorists therefore old habits that will have been formed in the learning of the first language contribute greatly in the learning of the second language and in as much as in the behaviorist context this will lead to formation of errors and it is evident therefore that there is a significant role played by the first language in the l earning of the second language. At times, the habits from the first language help the learning of the second language and make it easier because the contribution of the first language could have been strengthened the values found in the second language, this is called positive transfer. It is therefore true that the first language has a significant role in the learning of the second language. Second language learners may in some circumstances exhibit habitual avoidance of some constructions in the second language due to the differences exhibited therein from their first language (Beebe, 1998). From their first language, second language learners will tend to concentrate largely on discourse or grammatical forms that do not pose problems with their first language. Those that show a wide margin of difference will therefore be avoided in order to make it easy for acquisition of the second language, which is as per the learners. But avoidance of these constructions is in the long run att ributed to the interferences of the first language. Avoidance of the constructions that deem hard can affect the acquisition of the second language by the mere fact that the constructions that are avoided can cause major grammatical errors in the acquired language. These errors caused by transfer can seriously harm the acquisition of the second language.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In view of the cognitive approach to second language learning, the learners are thought to creatively use the knowledge that they already have from the first language so as to learn the second language on their own with minimal supervision. This is done by the learners coming up with patterns that are of their own making, making use of the underlying rules they borrow from the first language. After formulating the rules they then try to fit them in the second language, if they are not relevant they rectify them and if they are applicable then they will have achieved in the learning of the second language. The learners therefore will have learnt from their own mistakes because partly they hold an active role in the learning process. They will be in a position to learn on their own and acquire firsthand knowledge of the second language courtesy of the first language knowledge they will have had. Rules from their first language will have played a significant role in the general outcome of the second language learning. The learning processes of both the first language and the second language are always not the same, because the first language always comes first and in a natural setting, the second language comes later and in most cases in a more formal setting but if it occurs in a natural setting the mechanisms used in its learning are not always the same (Sharwood 1994). Whereas the acquisition of competence in the first language comes at relatively faster rate, those standards of the second language are relatively slow unless it happens in a relatively faster learner. More often than not, when a learner gets exposed to the second language at a relatively young age, and incase the first language is not in constant use, the first language stands a chance of being dropped along the way because new rules of the new language tend to overshadow those of the first language. But in case of comparison of both rules and applying them in the acquisition, then it is quite evident that both languages will have complemented each other (Sharwood, 1994). When looking at the linguistic word order in a language, more often than not the first language affects the second language (Gass Selinker, 1992). For instance in English, there is the ‘subject-verb-object’ agreement in word order in a grammatically correct sentence but for an English learner it may not be the case that his or her first language could be having this same word order. In acquiring English as the second language, the learner will find it convenient using the word order of the native language ignoring that of the second language (English). This is always the case when considering the theory of overgeneralization where the second language learner over generalizes, specifically the rules acquired from the first language. This can be considered as a type of simplification that aids the learner in understanding and acquiring the second language. The first language will have therefo re played a significant role in simplifying second language rules. Though this can be seen as interference from the first language, the end result is this will have aided in the understanding and acquisition of the second language by the learner. Learners of English as a second language, most significantly French learners will in a way change the rhythm in English because their first language, that is French allows. The distortion of the language is mainly caused by use of words that could not be having the meaning they intend to pass across, for instance the misplacement of the word ‘for’ with a word like ‘since’. An example in a sentence is, â€Å"I have been living here for the last four years and instead use â€Å"I have been living here since four years†. This is a case of syntactic borrowing from the first language into the acquisition of the second language (Gass Selinker, 1992) On the basis of the first language, it is easy to detect areas o f the study of the second language that will be of difficulty to the second language learner and those that will not be difficult (Ellis, 1994). The underlying factor is for the second language learner to understand the finer details of the language, so that a line is drawn between the first language and the second language (Gass Schachter, 1989). One needs to invent a mechanism that can help avoid the kind of confusion that can arise as a result of errors that arise through overgeneralization and transfer. It is evident that some errors realized in the acquisition of the second language are as a result of the first language influence. Therefore a line needs to be drawn between the rules of the second language and the native language. Accents are usually carried by the leaner from their fist language into the learning of the second language. In this case, a learner will always tend to pronounce sounds in the second language as if they were in their first language (Gass Selinker, 19 92). This can be seen in languages that share particular words even though the meaning and pronunciation could be different. This can be seen for example to be in existence among French and English languages. The learners of either of these two languages may find themselves carrying the accents of either of the languages into the other. This will happen if one language comes after the other as a second language. Therefore borrowing of accent from the first language can always be traced if the native speaker competence of the second language is not achieved (Gass Selinker, 1992). Thus, this leads to the passing judgment on the origins of an individual through this particular individual’s accents. In the field of second language acquisition, it is always the case that the learner of the second language achieves the status of being able to communicate with people outside his or her native boundaries of the native language. But at times the second language speaker may find it di fficult to get the right words with which to communicate with the speakers of the second language. This learner will find himself or herself using first language phrases in order to pass a point or rather to say what he or she intended to say (Gass Selinker, 1992). In most cases this is accompanied by signs and gestures which will aid the listener in understanding what the reader intends to say. This helps in the expression of oneself in the language that one is well equipped in but with accompaniment of body language, then he or she is well understood. For instance, when one finds it hard to use the word university in the acquired language and has got that word in his or her first language, then with aid of the first language together with facial and other extra linguistic devices, the whole meaning will have been arrived at. During encoding and decoding of messages, most second language learners find it easy encoding it and giving the messages their own interpretations in their f irst languages and thereafter find the suitable words to employ in the second language. This is so because before one gives a response, he or she needs to internalize the encoded message after which he or she needs to decode the message. Apparently before a response is given many processes do take place which in return contributes to the communication cycle to be complete (Gass Selinker, 1992). The second language in itself cannot be sufficient if the learner has not yet acquired all the vocabularies that aid good communication, before the learner acquires second language competence it is therefore always the case that the first language is helpful. In case the learner does not get the right vocabulary, then he or she can decode the message in the first language after which it can be given an interpretation that is required in the second language. The use of the first language, in as much as the initial studies posed as a hindrance to the acquisition of the second language serves a s a measure that bridges the gap left by lack of the right words in the second language, but it is this same first language that will serve as a ‘bank’ where borrowing of words takes place to aid encoding and decoding of information for easy communication. Some linguists view the first language as less important in the acquisition of the second language and that instead of being a positive factor in second language acquisition; the first language seems less important (Beebe, 1998). If just left aside, as a major factor that contributes positively to the acquisition of the second language, then an individual’s fist language will have been done harm, this will be seen as means of killing the first language after the acquisition of the second language (Gass Schachter, 1989). It is therefore wise to see the acquisition of these two languages as complex but equal processes that needs reinforcement in either way. The underlying factor in this case, at all levels and s tages of the acquisition of both first and second language acquisition, both of the two languages need each other. It should be noted that both the first and the second language complement and need each other (Beebe, 1998). Any language of the world plays the role of communication and expressing oneself so as to be understood and to understand other members of society. The acquisition of a second language in the natural environment of the first language can see the first language being used in making incorrect assumptions concerning the second language but that notwithstanding (Gass Schachter, 1989), it can be used in making the acquisition of the second language a lot easier. Both of these two languages need each other in a healthy way in order to strengthen each other, one way nit to make the first language distinct and secondly to make the second language helpful in aiding the first language speakers open up to the outside world of communication References Beebe, L.M. (1988). Is sues in Second Language Acquisition: Multiple Perspectives. New York. Newbury House Publishers. Ed. Dulay, H., Burt, M. Krashen, S. (1982). Errors. Language Two. Oxford: Oxford University Press. Ellis, R. (1985). Learner Strategies. Understanding Second Language Acquisition. Oxford: Oxford University Press. pp. 164-189 Ellis, R. (1994).The Study of Second Language Acquisition. Oxford. Oxford University. Gass, S. Schachter, J. (1989). Linguistic Perspectives on Second Language Acquisition. Cambridge University Press. Cambridge. Eds. Gass, S. Selinker, L. (1992). Language Transfer in Language Learning. New York, Routledge. Gass, S. Selinker, L. (2001). Second Language Acquisition: An introductory course. New York. Routledge. Sharwood S. (1994). A quick tour around, Second Language Learning: Theoretical Foundations. London: Longman. pp. 3-21.

Characteristics of Film Noir Essay Example | Topics and Well Written Essays - 500 words

Characteristics of Film Noir - Essay Example Obscurity and profound black scenery reflected the sinister face of American dream (Westcombe). Film noir or black film referred to characteristic movies well thought-out to be apprehension pictures, murder mystery or misdemeanor melodramas (Hirsch 71). The late 1940s saw Hollywood put in place standard style to depict cops, lawbreakers and private detectives universally. Film noir also has a romantic recounting of love. Romantic narration is evident in films like â€Å"Postman Always Rings Twice† and â€Å"Double Indemnity† and creates the mood of an irretrievable past, a premeditated past and all-enveloping despondency (Hirsch 168). Dialogue is an essential element of film noir and it is usually brusque. Dialogue is brought about by characters who contemptuously or straightforwardly express themselves (Hirsch 74). Film noir characters often make wisecracks like in Mitchum in 1947’s â€Å"Out of the Past†. The wisecracker’s daring witticism and angry replies are risky and hilarious. For the audience, these aspects are impressive since the character, despite knowing they have messed up, cares less solely depending on their fast tongues and wits for rescue. Lighting in film noir scenes does not just involve light addition (Westcombe). Instead, lighting is used to form shadows which to the audience depict that danger prowls around the corner. Lighting in film noir should come from the sides as this varies the intensity across the person and creates depth to the subject through appending dimension (Hirsch 84). An exception of side lighting in film noir is during a criminal’s interrogation when the light can be bright directly on him or her. In addition, creation of sharp and discrete shadows is created using a single point of light. Sharp discrete shadows are used by audience to construct comprehensible mental images of the objects casting the shadows (85). Distinct approach to camera settings

Managing Org Behavior Assignment Example | Topics and Well Written Essays - 500 words

Managing Org Behavior - Assignment Example Besides communication, I would also ensure that the problem solving skills exhibited by the team are as efficient as possible so that the team can guide itself in case the manager is not available. This is because disagreements are bound to happen at any time within the group. How the group deals with the disagreements would be of great importance to me as the manager. Moreover, when the group is discussing a problem, I would also be concerned about the participation of the members. This is because when all members are engaged, a certain positive level of coordination is present (Tina). Although criticism may have a negative impression at certain instances, I would encourage the team members to provide constructive criticism, which is essential in creativity and innovation. Furthermore, I would also be concerned about the flexibility of the team. Flexibility is very important when the organization intends to make certain changes within the organization. Adaptation of the team members would be of importance to me, as their manager, since the contemporary world demands flexibility because it is highly competitive. Other characteristics would include how much the team is focused, as a good team is able to focus with the issue at hand and avoid interruption. An effective communicator has certain specific characteristics that ensure the message is passed appropriately. Such a communicator is said to be effective because they provide a clear and a concise message to the audience. Clarity is one of the most important aspects in communication since it helps in elimination of confusion. In addition, a concise message is straight to the point and does not waste the audience’s time. On the other hand, a good communicator understands the audience. This implies that the mode of communication that they adopt does not confuse the audience. An effective communicator also employs empathy for the audience. This involves viewing the

The Vietnam War Essay Example for Free

The Vietnam War Essay The Vietnam War is a conflict with Vietnamese against itself, North Vietnam or the Democratic Republic of Vietnam and the National Front for the Liberation of South Vietnam, wherein the Americans got involved mistakenly and honorably. (see Wikipedia) It is an effort to unify Vietnam into a single state. But then it is considered as false and dishonest theory. As per John Pilger, this war is an invasion of Vietnam’s homeland and lives. (see Global Issues) It is by far the longest war in the century of America against North and South of Vietnam. The Vietnam conflict with America is included in the Second Indochina dated 1954-1975 that grew out from the long conflict between France and Vietnam. (see Wikipedia) It is widely reflected in history and media that America lost this war because of the guerilla movement in Vietnam. (see Global Issues)   It is also believed that America lost this war due to the contribution of media that is against it. (see Global Issues) Actually, Vietnam approached US for assistance in building a nation from the Second Word War and mainly from French imperialism to achieved control for South Vietnam. (see Global Issues) It is believed that US supported Vietnam’s independence and determination. But then, US turned down the assistance that is why they turned to the other superpower at that time, the Soviet Union. (see Global Issues) Ho Chi Minh, communist leader, appealed to President Truman for assistance because Vietnamese wanted to pattern their constitution with the American government. (see Global Issues) But America declined to support their freedom and instead allied with the French. Vietnam was then forced to turn to China and the Soviet Union. (see Global Issues) United States is believed to give support to South Vietnam. They deployed personnel and US military advisers in 1956 to be responsible for training the army of South Vietnam. (see Global Issues) President Nixon purpose was to strengthen South Vietnam. US declined to support North Vietnam due to their communist belief to which US is not partaking. They came to aid the regime in the South who were said to be attacked by the North Vietnamese. (see Global Issues) The opposition said that America really lost the war. It is included in the criticism of the media. There are two most influential beliefs on why America lost this war. First, media undermined the military and political effort through media coverage, especially on television, in America. (see Global Issues) Second is that most of the journalists and broadcasters were against the war. It is on the whole of American media which resulted that war is a â€Å"failed crusade.† (see Global Issues) It has been reported that South Vietnamese had taken up arms to defend their villages and homeland. The North Vietnam Government was not recognized by the United States and the reason why US declined to assist because it is believe to be â€Å"improper† to acknowledge such correspondence. (see Global Issues) During the war, it is believed that it was the time where US dispatched its greatest ever land army and even offered the French two atomic bombs to use prior to its defeat in 1954. (see Global Issues) They pursued military strategies designed for people to abandon homes like usage of chemicals. Millions of people were killed and maimed, some were Americans and the rest are Vietnamese. The agreement to end the war included $3.25 billion of grant aid for 5 years to which was never paid. (see Global Issues) It is supposed to be for the postwar reconstruction but Vietnam did not reveal all the prisoners of the war who were supposedly part of the deal to aid. (see Global Issues) This is a tragic issue for Americans who have been unaware of the fate of their loved ones. (see Global Issues) The Vietnam conflict with the intervention of America is not really a war between the two countries. It is said that America lost this war. But America did not really lose it because in the first place, America was there to become an ally and just to support South Vietnamese for their fight against aggression from the North. Ineffectiveness is a more appropriate term. The way that Americans implemented their policy is ineffective in this conflict. America’s main goal is to unite Vietnam into one state. (see Global Issues) America failed to achieve that goal. The conflict highlighted more on the Cold War ideological battle. It reported and portrayed on the killings and tragedies that happened in the War. It focused more on the bad mistake. The good intentions were rarely questioned and carried out poorly. The media made coverage of America in an extremely one-sided story. (see Global Issues) It resulted to inaccurate reporting because only fragments were told. They mainly focused on the nature of the war. The atrocity of the war were mistakenly branded and blundered. Americans are on the side of South Vietnam that opposed the aggression from the communist, the North Vietnam. What really happened in this war was â€Å"internal aggression.† (see Global Issues) Wherein they invaded and attacked their own country and people. But then there were confusion on who really were â€Å"allies† on this war. The non-communist South Vietnam was said to be invaded by the communist, North Vietnam. (see Global Issues) United States therefore came to the side of the â€Å"democratic† regime in the South. But it was reported untrue. It is because Ho Chi Minh sent regular forces to assist the American attacks. (see Global Issues) He was persuaded to send regular armies to support the South in their opposition to American invasion. (see Global Issues) America lost the war in Vietnam. But millions of acres of forest were destroyed through herbicides poisoning, millions of people were slaughtered, rice fields were left with spots of bomb craters after â€Å"winning† its freedom. It is believed that in a war, no one really win or lose. Though they achieved what they are fighting for, they lose a great deal as well. Vietnam might have the independence and freedom they wanted but it caused them a lot before they achieved it. In contrast, America is still one of the most powerful countries in the world. They still aid and support other countries. But what is the measurement of victory? Is it shown in wealth or material possessions? Or is it measured by power? Or achieving what we really wanted though nothing was left afterwards? Winning does not end or achieve from a certain period of time. Victorious winning is seen on how you live after or if you were able to cope up with life after the battle. Fighting for what you desire and achieving it is a great reward for winning. On the process of achieving for these goals, you may lose some, but gain some as well. It really doesn’t matter if Vietnam conflict is a Winnable War. What matters most is the lesson learned from this war. The experiences happened, whether good or bad. Making things better and hoping that none of this will happen again in the future. To be able to have a peaceful world that can only be attained if we will not let selfishness rule over us. Most people believed that US lost the war. But Vietnam was destroyed to its core where it could be a pool of hope for the next generation and development option in Asia. If only plans were made and done effectively, things might have been different or it could be better than what happened. REFERENCES: Shah, Anup (29 December 2002). Media Propaganda and Vietnam. Retrieved October 15, 2006, from War, Propaganda and the Media Website: http://www.globalissues.org/HumanRights/Media/Propaganda/Vietnam.asp#ThemedialostthewarforAmerica Vietnam War Retrieved October 15, 2006, from Wikipedia Website: http://en.wikipedia.org/wiki/Vietnam_war#Richard_Nixon_and_Vietnam_.281969.E2.80.931974.29

Hispanic, Worker, Student, Mother Essay -- Graduate College Admissions

Hispanic, Worker, Student, Mother    I am the only girl and middle child in a family of five siblings. As is common in Hispanic culture, my status was automatically placed below that of my brothers by virtue of my gender alone. Even as a teenager, I was not allowed to go out to movies alone with my friends; my younger brother was sent to keep an eye on me and report back to my mother. Needless to say, I was also not permitted to date in high school. At that time, without the social life afforded to other girls my age, I turned to academics.    Captivated by muckrakers, yellow journalism, and the sheer power of the printed word, I discovered through journalism my love for writing. The idea of writing something that would get the attention of my teenage peers, or anyone for that matter, appealed to me. In one column I wrote about gang activity at my high school. I argued for tougher disciplinary measures for gang members and against ineffective administrative procedures in dealing with gangs. However, one did not disrespect gangs in the school paper and expect it to go unnoticed. While my adviser feared for my safety, he agreed to run the column anyway. The day it ran, I walked into school with my head held high and prepared for the worst, but it never came. Instead I got people talking; talking about changes. I had succeeded in what I had intended for my writing. My senior year I became a correspondent for the El Paso Herald Post and earned an internship for the summer after graduation. Although I served as more of a gopher than a writer, no task was too small. I loved the opportunity to hang around the newsroom and witness seasoned veterans at work.    When summer ended I was terrified at the prospect ... ...e I had loved in academics. I needed to do more for my daughter and myself. In the summer of 1996, 1 walked off the job and back into the classroom.    Unlike the scared, sheltered girl fresh out of high school, I was now a single mother, a little older but far wiser. While I had longed for my mother's approval when I began college, I now had the admiration of my daughter. As her role model, I'm obligated not merely to teach her about responsibility but also to show her what is right through my actions. I have balanced academics, a child, a household, and a job (sometimes two jobs) every semester while continuing to have my writings published and making the best grades of my academic career. The decisions to keep my daughter and to raise her alone could have devastated my academic career, but instead they made me into a strong, dedicated, and balanced person.

Hot Cheetos Essay

Teenagers and children today are not only suffering from serious health issues, but also are putting their lives at risk. It is not only the fact that they choose to eat unhealthy, but more so that they have these delicious, mouthwatering, and cheap foods right in their cupboards. â€Å"Junk food†, as stated by Gregory Lopez, soared during the 1980’s and 1990’s, doubling among adults in the U.S. and tripling among children (Natural News). Studies show that the number one â€Å"Junk food† consumed by children and teenagers were Hot Cheetos. Not only may gastritis come from the consumption of Hot Cheetos, but are also at arm’s length for children, following up with health issues that are quite devastating and are also addicting, to top things off. Hot Cheetos were invented in the 1900’s, as a simple experiment. At first it was seen as a simple and innocent creation, but later on took a toll on the children. I was able to discuss the Hot Cheetos topic with my cousin Guadalupe and understand the effects these chips caused her. At first she did not feel any sort of symptoms or pains, but little by little, she began experiencing a pain in her stomach. She began throwing-up everything she ate, right after eating the chips. She would spend sleepless nights getting up and down, just to throw up, because Hot Cheetos irritated her stomach way too much! â€Å"As soon as I ate Hot Cheetos, I would feel my stomach begin to burn up, but I did not understand why. If everyone else could eat them, why couldn’t I. Sometimes I wondered if I was the only one.†Clearly she wasn’t the only one, and her stomach pains had a name. As addressed by ABC News, Hot Cheetos cause gastritis and a change of pH in one’s stomach. â€Å"Super spicy chips and snack foods have come under attack as being unhealthy,† ABC News addressed. The health issue is not so much of an issue, but more directly, what the effects of the spiciness can cause the body to undergo. Doctors have seen cases where kids are going into the ER with gastritis, â€Å"an inflamed stomach lining.† According to Andrew Medina, he experienced stomach pain on and off for weeks before seeing a doctor, as told by ABC News.  "It’s like if you have a bruise or something. It really hurts a lot.† Regardless of the symptoms Andrew, along with other children still consumed 20-30 bags including snacks, a month. Not only are kids messing up their stomachs, but more so making unnecessary visits to the ER. Dr. Martha Rivera, a pediatrician at White Memorial Medical Center in Los  Angeles said, â€Å"We have a population who loves to eat the hot spicy, not real foods, and they come in with these real complaints.† Dr. Rivera was not only a witness of the negative effects of Hot Cheetos, but also came to the awful conclusion that kids do not think of their health for once. Following up with Dr. Rivera’s comment, Dr. Robert Glatter, an ER physician, at Lenox Hill Hospital in New York, agreed that kids are constantly eating this snack that has quantities of unreal spicy flavoring. According to Glatter, he has not had many cases where patients come in complaining that their stomach is burning up due to consuming large amounts of spicy salsa. More cases of visits to the ER are seen when ingesting unreal foods, rather than natural ones, like the spicy salsa. It makes sense that spicy salsa does not cause as much problems as the one on Hot Cheetos, because where one is made of natural ingredients, the other one is not. Not only are we feeding venom to our bodies, but also killing it, little by little. Think how much in excess and unnecessary ingredients are used when making unhealthy foods, rather than when one makes healthy foods. Hot Cheetos are known to be, â€Å"an affordable snack that is sweet and calorie-dense† and is available in urban environments as stated by the Yale-New Haven Teachers Institute. Not only did the Yale-New Haven Teachers find that living in the poorer and urban parts of the city highly affected the health and well-being of children, but more so that because of this â€Å"flammable† unhealthy food, the rates of obesity were increasing. Studies shown that the poorer the community was, the more convenient stores there were. â€Å"This trend is statistically significant across the United States with 1.3 times as many convenience stores as compared to middle-income urban neighborhoods.† Although this is a very good technique for any corporation, the ones suffering are the children and their health. Any child would be delighted to have one of these â€Å"convenience stores† at arms-length, but it is the parent’s job to incorporate the child’s mind into knowing what is good and what is not. Hot Cheetos have become an addiction for students. Guadalupe could not understand why Hot Cheetos were so addicting for her and could not get out of the habit of eating them. Whenever she would go to the store, she would strictly look for these chips and think of all the wonderful things she could do with them. â€Å"I would always buy a bag of chips, take it home and shower it with Tapatio and extra lemon juice.† Even though she knew that  doing this was very unhealthy, she chose to do it either way because of the exquisite feeling you feel due to the smell of it. â€Å"Once you start eating them, they are kind of addicting, and you can’t help it, you feel like you can do anything and everything is possible.† Studies have shown that Hot Cheetos trigger a response, which is similar to those created by controlled substances in addicted individuals; something called â€Å"hyper palatable foods.† These hyper palatable foods have become an addiction among students of Noble Street Charter School Network and the entire Rockford school district has banned Flamin’ Hot Cheetos, due to nutritional concerns as addressed by Monica Eng. â€Å"Although Hot Cheetos deliver high levels of salt, fat and artificial flavors with little nutrients or fiber in return, the same can be said for similar snacks.† Regardless of the lack of healthy nutrients, there are many other snacks that are just as bad as Hot Cheetos, but still are not the best choice. Also, because of the lack of nutrients, obesity rates have tripled since 1980, as expressed by the Chicago Tribune. Hot Cheetos have not only been shown to make people addicted (students in particular), but also have high levels of unhealthy n utrients. Due to the lack of nutrients and â€Å"addicting† chemicals did the Chicago Tribune argue against Hot Cheetos, but won nothing, because students are still eating them or purchasing from anywhere close by that sells them. Hot Cheetos will always be sold, but it is up to the adult, as a parent to take charge of their children’s health, before lamenting something. Studies and nutritionists can only do so much in trying to help us to know what it is we are putting into our bodies. As stated by ABC News, the Yale-New Haven Teachers, and the Chicago Tribune Hot Cheetos are not a healthy snack for children, teenagers, or anybody. Not only does it cause major health problems, like obesity and gastritis but it is also an addicting substance that we might see as scrumptious and tasty, but in reality, it is something that is causing children to have mishaps and unnecessary visits to the ER. It is the parent’s job to know more and take care of their child’s well-being.