Vitamin D Essay Example | Topics and Well Written Essays - 2000 words

Vitamin D - Essay Example se is of course individuals that live in far northern latitudes where temperature concern requires these individuals to remain thoroughly covered so that frostbite and/or exposure to inclement weather is not affected. A secondary group of individuals that is negatively impacted by the degree and extent to which they are able to gain healthful level of exposure to the sun, in order to encourage the body to create vitamin D naturally, are those individuals within societies that are relatively wealthy and spend the majority of their time indoors. However, there is a third contingent of individuals that must be considered with respect to low vitamin D levels and the impact this on out. These are with regards to women that live within conservative Muslim nations in and around the equator; specifically Saudi Arabia. Accordingly, the following analysis will focus specifically upon the difficulties in achieving sufficient levels of vitamin D for female stakeholders within Saudi Arabia, some of the means by which diet can be leveraged as a function of promoting vitamin D levels within the human body, the effects of vitamin D deficiency, and ways to raise awareness with regard to the impacts of low vitamin D levels. Firstly, with respect to low vitamin D levels that are represented within the female population of conservative Muslim societies, this is oftentimes the result of the fact that strict norms of morality prevent women from showing anything more than their hands or a brief space around the eyes. Whereas it is not the goal of this particular paper to discuss whether or not the niqab is ethical or moral, in a universal standpoint, it must be noted that these moral restrictions create a situation through which vitamin D creation from the sun is nearly impossible (Vanni et al., 2014). As women remain cloistered behind layers of dark fabric, the overall amount of time that they are able to spend outside, or in public in general, is restricted. Furthermore, the extreme

Security Essentials DB 5.3 Essay Example | Topics and Well Written Essays - 250 words

Security Essentials DB 5.3 - Essay Example Among the factors that influence that decisions made by law enforcement officers regarding crime prevention, include the nature of emergencies, the availability of community policing, the emergency response protocols and the activities of community management organizations. The nature of emergency dictates the type of prevention measure, which law enforcement officers can embrace. Laws regarding prevention must address each crime in its unique context. Community policing options can also shape the decision of the local law enforcement officers as the stakeholders implementing the initiative will have to work within boundaries. The presence of community management organization also influences the activities of individuals in the society. The legislation must incorporate their perspectives, as they can be instrumental in initiating behavior change. The integration of private security professionals in the prevention strategies is beneficial. Stakeholders can achieve this through availing of crime prevention resources to the private security officers. Secondly, while training the public officers, they should also involve the private professionals. Additionally, crime prevention strategies must outline and define functions performed by the private personnel. Lastly, the strategies must advocate increased liaison between the public security personnel and private staff. In conclusion, the alleviation of crimes today and in the future demands collaboration between the community, private security officers as well as public

Morality & Ethics Essay Example for Free

Morality Ethics Essay J. M. FINNIS: Rules made, in accordance with regulative legal rules, by a determinate and effective authority (itself identified and standard constituted as an institution by legal rules) for a ‘complete’ community, and buttressed by sanctions in accordance with the rule-guided stipulations of adjudicative institutions. [1] NATURALISTS ST. THOMAS AQUINAS: A rational ordering of things which concern the common good, promulgated by whoever is charged with the care of the community. [2] SOCIOLOGISTS ROSCOE POUND: Law is more than a set of abstract norms, it is also a process of balancing conflicting interests and securing the satisfaction of the maximum wants with the minimum of friction. [3] WHAT IS MORALITY? No single definition can be offered to describe what morality is, but in general morality can be understood as a rule prescribing between what is wrong and what is wrong. It could also mean a value of the acceptable and unacceptable norm of a given society. Some reserve terms moral and immoral only for the realm of sexuality and use the words ethical and unethical instead of the word moral when discussing how the business and professional communities should behave towards their members or toward the public. [4] RELATIONSHIP BETWEEN LAW AND MORALITY 1. The existence of unjust laws proves that morality and law are not identical and do not coincide. 2. The existence of laws that serve to defend basic values, law and morality can work together. 3. Laws can state what overt offenses count as wrong and punishable. 4. Laws govern conduct at least partly through fear of punishment. 5. Morality can influence the law in the sense that it can provide the reason for making whole groups of immoral elections illegal. 6. Law can be a public expression of morality which codifies in a public way the basic principles of conduct which a society accepts. [5] PUBLIC PROSECUTOR v MOHD ROMZAN BIN RAMLI[6] BRIEF EXPLANATION ON THE CASE: Mohd Romzan bin Ramli was charged under the offence of incest under the provision of section 376A of the Penal Code- a person is said to commit incest if he or she has sexual intercourse with another person whose relationship to him or her is such that he or she is prohibited, under the law, religion, custom or usage applicable to him or her, to marry that person; and was sentenced to six years of imprisonment and one stroke of rotan under section 376B(1)- punish with imprisonment between 6 to 20 years and whipping; of the same Code. The accused had committed the crime in between early January 2006 to 26th May 2006 in a room at his house in Kulai, Johor Bharu, Johor. To an 11-year old girl, Nurul Atikah bte Abdul Kadir, which is also his stepdaughter. In 2006, the girl was forced to undress by the accused and was disturbed sexually by him. He had done the disturbance to her several times. In addition, he threatened her not to tell anyone and had beaten her. Father of the victim, lodged a police report after he had noticed changes in his daughter after he had picked her from his ex-wife’s home. After medical check-ups were done by the doctor, the victim suffered from injuries in her private part and was treated by a psychologist. The accused pleaded guilty in front of the judge,Zawawi Salleh in the High Court of Johor Bharu, prosecuted by the Deputy Public Prosecutor, Husmin Hussin (Johor, State Legal Advisor Office). However, his sentences was changed to eleven years of imprisonment and three strokes of rotan, after the case was appealed to the High Court Of Johor Bharu from the Sessions Court Johor Bharu. The sentences were changed as it was unfair to the victim by taking her trauma and injuries into account and the public views about this case. OPINION/CONCLUSION In my opinion, the action of appealing the judgement made by the Sessions Court of Johor Bharu was a just and fair decision. Six years of imprisonment with one stroke of rattan is too little compared to the crime. According to John Austin, he defines law as a command given by a sovereign who may be a King, council or parliament. Such a command in his view is backed by coercion so that any person who violates the law, suffer the pain provided by law. [7] The accused needs to be punished for what he had done to the victim. The victim was just a little, innocent girl compared to him whose already old enough to think about right and wrong. Secondly, punishments for committed crimes are not only to punish the criminals, it is also as a deterrence to the public to not commit the same crime as they will be punished in accordance with the law too. Six years imprisonment and one stroke of rattan are not sufficient enough to deter the crime. As John Austin stated on why do we have to obey the law? It is because of the fear of sanction. Austin view is the fear by which the law, by its coercive power, strikes in the heart of the people is what makes people obey the law. If we remove the element of fear from the law, it would not be obeyed as there would be no deterrence. In other words, if a law is made without sanction, it would be disobeyed. [8] Lastly, after the High Court Judge of Johor Bharu sentenced the accused to eleven years of imprisonment and three strokes of rattan, only then, the justice can be seen. Bentham refers justice as maximum happiness of maximum number of people. [9] The public’s views on the case are also need to be considered. Minimum sentences given could cause an uproar in the society. Even Hart mentioned that justice is a shared concept; everybody wants justice seen and done. This is also supported by the aim of having law is to maintain peace and harmony. [1] M. D. A Freeman, Lloyd’s Introduction to Jurisprudence, page 178. [2] M. D. A Freeman, Lloyd’s Introduction to Jurisprudence, page 143. [3] Hari Chand, Modern Jurisprudence, 1994, International Law Book Services, Kuala Lumpur, page 205. [4] Jacques T. Ethics Theory and Practice, (5th ed. ). New Jersey: Prentice Hall, (1995): 3. [5] Basic Observations on Law and Morality. 10 September 2001. Web. 13 August 2012. [6] â€Å"Public Prosecutor v Mohd Romzan bin Ramli. † Malayan Law Journal, 22nd January 2012. Web. 13th August 2012. . [7] Hari Chand, Modern Jurisprudence, page 72,80,81. [8] Hari Chand, Modern Jurisprudence, page 74. [9] â€Å"Jeremy Bentham. † N. p. Web. 14th August 2012. .

Negative Effects of Media on Youth: Causal Effect Analysis

Negative Effects of Media on Youth: Causal Effect Analysis Natasha Nguyen Why is it difficult to show that media causes harm to young people? Introduction The impact of the media on young people has long been an issue, with concern that younger audiences are negatively influenced by media. Effects research has been used to determine whether media causes harm on young people. However, media effects research has its difficulties in generating viable results. This paper will outline why it is difficult to show a direct causal effect from media resulting in negative outcomes and behaviours from young audiences. No media effects researchers believe in direct effects and a cohort of media scholars make valid claims supporting this statement. Barrie Gunter effectively explains the validity problems with media effects research, with Albert Bandura’s famous ‘Bobo Doll’ experiment as an example. David Gauntlett’s views on the flaws of the effects model are also relevant to the discussion and McQuail makes very constructive points on how audiences can choose how they let media affect them. To further justify that it is difficult to show that media causes harm to people, the ideas discussed will be related to the case study of the murder of 2 year old James Bulger. Validity of Effects Research Early media effects experiments, such as the Payne Fund Studies, consisted of children participants being placed in artificial environments (Gunter 2008,p.1085). They were fed dosages of media violence controlled by researchers who then exposed them to environments where they could behave in aggressive ways if they choose to (Gunter 2008,p.1085). However, these studies have been criticized by scholars for lacking validity (Sparks, Sparks Sparks 2009,p.272). The experiments were too far-fetched to produce any feasible results about media effects as they were artificial; taking users out of their natural habitats, feeding them media they would not usually consume and using unrealistic representatives for real-life violence (Ruddock 2013,p.27). Gunter (2008) is especially adequate at explaining the problems with validity in effects studies. He outlines the issues with conducting experiments in artificial settings. Participants are aware of researchers and act accordingly, doing what th ey thought the researcher wanted (Gunter 2008,p.1088). Gunter (2008,p.1102) reports how the selection of media extracts fed to participants were devoid of their original context and could be interpreted differently when embedded in their original source. Media effects research cannot be discussed without referencing Bandura’s (1963) Bobo Doll experiment (Sparks, Sparks Sparks 2009,p.272). The study illustrated that when watching a televised model commit aggressive actions, children were more likely to imitate the actions if the model was rewarded instead of punished (Sparks, Sparks Sparks 2009,p.272). This suggests an association between aggressive media influences on the children to mimic the aggressive acts but Gunter (2008) cautioned against mistaking association for causation. There were many flaws to that experimentation, with even Bandura (2009,p.110) himself discussing the severe constraints tied to controlled experimentation. Flaws in the â€Å"Effects Model† In response to traditional media effects studies, Gauntlett (1998) discusses the flaws of media effects studies, outlining why it cannot be used to prove that media causes direct harm to young people. Firstly, he discredits effects research for coming to social problems backwards. Researchers start with violent media and attempt to find ways to connect it to social problems, such as aggression, instead of beginning with social problems to find their causes (Gauntlett 1998,p.214). Gauntlett (1998,p.216) also criticizes the effects model for treating children as inadequate and more manipulable than adults, being influenced into behavior adults wouldn’t be. He questions the validity of effects research by discussing the use of artificial studies, claiming that they are selective and based on the belief that the subjects will not change their behavior as a result of being observed (Gauntlett 1998,p.219). In examining some of the flaws that Gauntlett presents, it is clear that it i s difficult to research media effects to show a direct causal effect as the methods traditionally used undermine the validity of the results. Audience’s Choices on Effects The influence media has commonly depends on audience motivations, as information conveyed is not what influences audiences but rather people’s self-determined reaction to this information (Petty, Brinol Priester 2009,p.126). Pieslack (2007) delves into this concept through his studies of music and war. He states that people voluntarily expose themselves to the effects of media, citing soldiers at war as an example who become aggressive after listening to rap music because they want to become aggressive (Pieslack 2007,p.134). McQuail (1997,p.205) explains how typical effects models were perceived as a one-way process of causality, from media to consumer, where the audience was viewed as a passive recipient of media content. However, individuals have unique tastes in media, with some more inclined to expose themselves to media violence (McQuail 1997,p.206). This destroys the notion of media messages being forced upon individuals unwillingly, evidencing that young audiences know ingly visit effects upon themselves (Ruddock 2013,p.28). Young people often learn from media because they choose to (Bandura 2009,p.97). This demonstrates the difficulty in showing that media causes harm to young people as there may be a correlation between aggression but there is no proof of direct causation, with certain individuals choosing to let media influence them (Gunter 2008,p.1095). Audiences Backgrounds Media aggression does not have the same effects on everyone and some may be more susceptible than others to effects of media violence (Gunter 2008,p.1095). Individual media audiences have different psychological makeups that influence the way they respond to aggressive media (Gunter 2008,p.1112). The consumption of violence and aggression from media is complex and must account for the audience’s differing psychological profiles (Gunter 2008,p.1097). Media violence can produce aggression when paired with troubled social conditions (Ruddock 2013,p.35). We cannot assume that violence from media consumers is directly linked back to the media as there are many other influences which can cause aggression in individuals. Peer influences, family conflicts and other factors may all influence aggressive behaviour (Sparks, Sparks Sparks 2009,p.273). It has also been reviewed that negative effects of media violence were mostly visible among the poor, less educated and socially disenfranc hised (Ruddock 2013,p.35). This proves that violent media effects are mostly a risk for individuals whom already had difficult lives and as a result, it is difficult to prove a direct causal effect from violent media. The James Bulger Murder In 1993, controversy over media effects on children surfaced following the murder of two-year-old James Bulger by two ten-year-old boys, Jon Venables and Robert Thompson. Bulger’s body was found mutilated on a railway line two days after his murder. Though no evidence of it was brought to trial, violence in videos was considered a possible stimulus. There were many links made by the press between the crime and events in a film called Childs Play 3 (Bignell 2002,p.134). Venable’s father had rented the film however, Venables did not live with his father and had never seen the film (Bignell 2002,p.134). There was no way to connect the crime to the film and direct effects were never proven and authorities concluded that the crime was the case of two disturbed individuals acting on dark impulses, rather than on the influence of violent media. Thompson grew up in a brutal environment, being assaulted by five older brothers and an alcoholic mother. His tough upbringings may ha ve produced aggression when paired with violent media. He could have chosen to let aggressive media influence him voluntarily, wanting to become more aggressive to deal with his surroundings. This underlines Pieslack’s (2007) point about audiences voluntarily exposing themselves to media effects. The boys’ psychological makeup could account for their actions and their responses to aggressive media. Venables came from troubled family conditions, exhibited low self esteem and was temperamentally fragile. His difficult circumstances made him more vulnerable to the effects of media content, as discussed by Gunter (2008). It would be wrong to assume that violent media directly caused the boys to commit the crime as there was no direct proof and a range of other factors clearly had influence on the pair. Concluding Remarks It is difficult to show that media causes harm to young people and that a direct causal effect resulting in negative outcomes exists. The view that media has direct and powerful effects on audiences is more accepted by the general public than media effects scholars (Oliver Krakowiak 2009,p.517). Some researchers acknowledge that media violence can influence viewers but not in all circumstances, all audiences and not directly (Gunter 2008,p.1063). Media effects scholars such as Gunter, Gauntlett, Pieslack and McQuail disagree with direct causal effects. In researching media effects through experimentation, results compiled are questioned for their validity as research conducted in artificial environment can encourage unnatural participant responses. Aggressive behaviour cannot be solely blamed on violent media content as there are many other factors which influence an individual’s motives for being violent. As seen through the James Blumer case study, an individual’s mo tives, psychological makeup and social background can influence the level of power media has over them and disproves the idea of direct effects. Reference List Gauntlett, D 1998, ‘Ten Things Wrong with the Effects Model’, in R Dickinson, R Harindranath O Linne (ed.), Approaches to Audiences: A Reader, Arnold Publishers, London, pp.120-130 Gunter, B 2008, ‘Media Violence: Is There a Case for Causality?’, American Behavioural Scientist, vol. 51, no. 8, pp. 1061-1122 McQuail, Oliver, M Krakowiak, K 2009, ‘Individual Differences in Media Effects’, in J Bryant M Oliver (ed.), Media Effects: Advances in Theory and Research, Routledge, New York, pp. 517-531 Petty, R, Brinol, P Priester, J 2009, ‘Mass Media Attitude Change: Implications of the Elaboration Likelihood Model of Persuasion’, in J Bryant M Oliver (ed.), Media Effects: Advances in Theory and Research, Routledge, New York, pp. 517-531 Pieslack, J 2007, ‘Sound Targets: Music and the War in Iraq’, Journal of Musicological Research, vol.26, no. 2, pp. 129-149 Ruddock, A 2013, Youth and Media, SAGE Publications, London Sparks, G, Sparks, C Sparks, E 2009, ‘Media Violence’, in J Bryant M Oliver (ed.), Media Effects: Advances in Theory and Research, Routledge, New York, pp. 269-286

Physics of the Moon :: physics science space

Gravitational Force of Bodies All bodies with mass exert a gravitational pull on the bodies around them, even you and me. The larger the radius and mass of the body the larger the force. Most people know that the force of gravity on earth is much greater than on the moon, but how much larger is it, and how is gravity calculated? German astronomer Johannes Kepler (1576-1630) spent years observing the motion of planets and developed a set of laws for planetary motion. Years after his death Physicist Isaac Newton (1642-1727) used these laws to help him develop his law of universal gravitation. The law of Universal Gravitation states that: "every particle in the Universe attracts every other particle in the universe with a force that is directly proportional to the product of their masses and inversely proportional to the square of the distance between them" (Serway 424). This essential means that the force of gravity increases the larger the masses are and decreases the farther away the masses are. The formula to determine the the magnitude of the gravitational force is: Fg = G (M1M2)/R^2 G is the Universal Gravitational Constant, M1 and M2 is the mass of the two objects and R is the distance between them. On Earth the force of gravity causes all objects to accelerate at 9.8m/s^2. For example, say you have a mass of 1kg on the surface of the earth. The force of gravity between the two objects is given by: Fg= (6.673x10^-11)(5.9736x10^24)(1) (6.3781x10^6)^2 Fg = 9.8 m/s^2 6.672x10^-11 is the value of the universal gravitational constant (G), 5.9736x10^24 is the mass of the Earth (M1) in kg, 1 is the mass of our object on the earth's surface (M2) in kg, and 6.3781x10^6 is the distance between the center of the Earth and the Earth's surface (R) in meters. 9.8 m/s^2 is the acceleration force between objects and the earth On the moon this value is much less because the moon has a smaller mass and radius. If the same 1kg object is on the surface of the moon, the force of gravity on it is given by: Fg = (6.673x10^-11)(7.349x10^22)(1) (1.7381x10^6)^2 Fg = 1.6 m/s^2 7.349x10^22 is the mass of the moon in kg and 1.7381x10^6 is the radius of the moon in meters. On the moon objects experience roughly 1/6 the gravitational force they would on Earth. Two astronuats are playing catch on the moon. They throw and catch the ball at a height of 1.

The 1962 Salem Conspiracy Essay -- essays research papers

During the year of 1692, the small town of Salem seems to have been in a state of panic and confusion. The book Witchcraft at Salem, by Chadwick Hansen, is about the witchcraft conspiracies the town has experienced. Hansen goes on to explore the truthfulness of the "possessed" young girls. The reason why Hansen wrote the book is to try to set straight the record of the witchcraft phenomena at Salem, Massachusetts, in the year 1692, about which much has been written and much misunderstood. Hansen has a very respectable education. He graduated and obtained a Bachelors degree from the much respected Yale University. He went on to continue his education and obtained a Ph.D. from the University of Minnesota. Hansen has had many teaching jobs throughout his life. From 1955-60 Hansen was an assistant professor at Pennsylvania State University. From 1965-70 he was a Professor of English and American studies at the University of Minnesota. His most accomplished teaching job was whe n he was a professor and Director of American Civilization at the University of Iowa. To help with his teaching he was in many history groups. He was a member of the Modern Language Association, American Studies Association, and American Historical Association. Hansen has written numerous books including, The American Renaissance: The History and Literature of an Era, and Modern Fiction: Form and Idea in the Contemporary Novel and Short Story. Hansen has many qualifications to write a historical piece during the American Revolution time period. In the summer of 1692, many strange and out of the ordinary events were taking place in Salem. Several young girls and young women began to have strange fits. They were eventually examined by doctors. "Dr. William Griggs examined Elizabeth Paris and Abigail Williams and came to the conclusion that the evil hand is upon them." With this analysis he was informing the patients that they were the victims of witchcraft. Before the girls were examined many members of the Salem community came to the conclusion that witchcraft was the reason the girls were having the strange fits. Following this was a series of hearings and trials, which resulted in the death of 20 people. This was not an uncommon practice used during that time. â€Å"Approximately nine hundred witches were burned in the single city of Bamberg, a... ...I believe it provided the reader with a better understanding of the different reasons the girls were acting in the nature they did. Overall I enjoyed reading Witchcraft at Salem. Hansen brought new ideas while challenging the old ones in a very enthusiastic manner. Many scholars have differing views on what happened at Salem. Some believe that girls were lying, while some believe that a physical ailment was the cause. This book was great for a reader who wanted to find several opinions on what took place in Salem. If the reader wanted to know just the basic facts of the Salem Witch Trials then I would not recommend this book. Witchcraft at Salem requires a general knowledge of what happened during the witch trials because it goes very in depth. This book might be confusing to someone who slept in high school history or english and knows nothing of what happened at Salem during 1962. Erikson, Kai T. â€Å"Were some of those witches real?† The New York Times. 6 July 1969, BR5. Hansen, Chadwick. Witchcraft at Salem. New York: George Braziller, 1969. Marion A. Knight, ed. â€Å"Chadwick Hansen.† Book Review Digest. New York: The H. W. Wilson Company, 1927, 273.

Directness and Indirectness in Different Contexts Essay

In modern life, people communicate with others in different ways; for instance, the way that directness or indirectness can affect the success or failure of communication. So, we wonder which way is better for human communications. The definition of directness is the character of being accurate in course or aim or straightforwardness , the quality of being clear, plain, or easy to understand . The definition of indirectness is not said or done in a clear and direct way or stating what a real or supposed original speaker said with changes in wording that conform the statement grammatically to the sentence in which it is included . Speakers use a different register when speaking to different people, such as children, elderly people, peers, superiors, friends, strangers. So , when people talk to each other, they should consider the context, the situation, and then use the right way to communicate.. Position or social status is an important element of choosing whether directness or indirectness. When in a superior position, people tend to use more directness to their inferiors ,by contrast, people use indirect way when they are in a lower or subordinate position. Subordinates usually are more mitigated—polite, tentative or indirect. For example, in a company, as employees, they have to talk to their boss indirectly and politely; even their boss make mistakes, they cannot indicate directly if they do not want be laid off. Otherwise, bosses just talk to the employees directly. But the ones in power had the option of choosing which style to use. It was precisely because of his higher status that the boss was free to choose whether to speak formally or informally, to assert his power or to play it down and build rapport—an option not available to the subordinate, who would have seemed cheeky if she had chosen a style that enhanced friendliness and closeness. In this spirit, if your boss request you something with indirectness,you should not only get the real meaning but also you should manage it, or you may in trouble. Another reason that affects communication is how people related to each other, or social distance, those who have closer relations tend to talk in a more direct way. For instance, they can talk to their parents directly anytime; talking directly is much better to parents; as a result, children should be honest to their parents. Moreover, as a close friend, they also need be honest to each other, so talk directly is a right way to them. When their close friends make any fault, as close friends, they should indicate directly; that is a good way for both of them. On the other hand, people need to talk to their in-laws indirectly; moreover, people should be also respect to elder people. When in a special circumstances, or in emergency, people must use direct way of speaking, otherwise it will cause serious consequences, such as the conversations between the co-pilot and the captain in the text. If people in a urgent situation, they should speak directly even they are subordinates. If not, the superior one would more likely to ignore hints from their crew members than the other way around. The use of indirectness can hardly be understood without the cross-cultural perspective. Communication in any culture is a matter of indirectness. Only a part of meaning resides in the words spoken; the largest part is communicated by hints , assumptions , and audience filling-in from context and prior experience. Americans as a group tend to ignore or even rail against indirectness. For Japanese, Arabian, or the Mediterraneans, â€Å"small talk† is big and essential in business dealings. Non-Americans, and American women, more often realize that much of what is meant cannot be said outright. Cross-culturally it becomes a maddening guessing game that most entrants lose. Cultural differences in listening behavior can be categorized as direct or indirect. In direct listening cultures such as France, Germany, and the United States, people listen primarily for facts and concrete information. Listeners in these cultures also confront speakers directly and feel comfortable asking questions. In indirect listening cultures such as Finland, Japan, and Sweden, people listen in a very different manner. Interruptions do not occur while the speaker is talking, and politeness is part of the listener’s behavior. Indirect messages allow you to express your desire with-out offending or insulting the one interacting with you, but often at the sacrifice of your own feeling. Instead of saying,â€Å" I am bored with the conversation, â€Å" you say , â€Å" It’s getting late and I have to get up early tomorrow, â€Å" or you look at your watch and pretend to be surprised by the time. Instead of saying , â€Å" This food tastes horrible ,†you say ,â€Å" This food tastes different . â€Å" Instead of saying ,â€Å" You look terrible in this dress ,â€Å" you are likely to say ,â€Å" I like the dress you wore yesterday. † However, different people have different ideas; some people think that talking directly can show the point clearly ; and others think that being indirect can be much more polite; otherwise, they think that talking directly is rude to people. The ways that talking directly or indirectly are very important in our life. People should use these properly. These two systems can affect the communication success or failure. And sometimes the different culture also will affect the way that people talk directly or indirectly. Nevertheless, different situations and relationship are two of the most important effects. Therefore, learning how to use a right way to communicate to each other is a very important part in our life.