The Kite Runner Book Review free essay sample

The kite runner a novel by Khaled Hosseini is a novel about two young boys in Afghanistan named Amir and Hassan. Amir constantly struggles to earn his father’s love Baba since he feels that he was the reason of his mother’s death which happened during child birth. Finally Amir succeeds by winning a kite flying-competition. But the same day Amir witnesses the rape of Hassan and does nothing to stop it which troubles him for the rest of his life. He feels ashamed and slyly frames Hassan of theft to get rid of him and both Hassan and his father leave. During this novel, Afghanistan is being invaded by Russia, separating Amir and Hassan completely. Amir and his father are eventually forced to start over in America, but his secret still haunting him. One phone call from an old friend takes Amir back to Afghanistan his home country. During this event he learns a outrageous secret about his past and tries to make things right. We will write a custom essay sample on The Kite Runner Book Review or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Eventually meets up with his arch nemesis again and must make some hard decisions. How this novel is tragic Hosseini has cleverly and effectively portrayed family relationships, as well as the cruel segregation of society into classes. It has opened up the eyes of its readers to the harsh realities of what life is like in Afghanistan, and this realistic approach is what makes the novel so moving. Various tragic elements such as hamartia, remorse, anagnorisis and retribution are recognized in this story. Hosseini has written a catastrophic novel that is indeed tragic. Personal feelings about the novel Personally I believe that The Kite Runner is one of the best books I have read recently. It is a novel filled with suspense and is definitely a page turner that contains complex characters and circumstances that will make you think a lot about friendship, good and evil, betrayal, and redemption. It is a certainly powerful novel and contains particular graphic scenes, nevertheless it is not needless. Hosseini has written a great book by many measures. Recommend the novel amp; why? This is a marvelous book and must-read, regardless of age, gender, or nationality. This novel gives the reader a little taste of what its like for people in the Middle East, and how they are able to survive with so little and what they have been through. The characters are so down-to-earth that long after finishing the book, you will be thinking of sensitive Amir with his insecurities, his father, and Hassan. When reading this moving book, you will feel countless emotions, crying your eyes out at parts. The novel conveys a universal message that will move even the coldest heart.

Specific Teaching Strategies to Differentiate Instruction

Specific Teaching Strategies to Differentiate Instruction Research shows that one of the most effective ways to meet all learners needs is to differentiate instruction. Many teachers use differentiated instruction strategies because it allows them to engage their students by accommodating each students unique learning style. However, when you have a large group of students, it can be tough to keep up with each child’s individual needs. It takes time to come up with, and implement differentiated activities.  To help keep the workload manageable, teachers have tried a variety of strategies, from tiered assignments to choice boards. Here are a few more teacher-tested teaching strategies to differentiate instruction in your elementary classroom.   Choice Board Choice boards are activities that give students options as to what activities to complete to meet class requirements. A great example of this comes from a third-grade teacher named Mrs. West. Mrs. West uses choice boards with her third-grade students because she feels it is the easiest way to differentiate instruction while keeping her students engaged. While choice boards can be set up in a variety of ways (student interest, ability, learning style, etc.) Mrs. West chooses to set up her choice boards by using the Multiple Intelligence Theory. She sets up the choice board like a tic tac toe board- in each box she writes a different activity and asks her students to choose one activity from each row. The activities vary in content, product, and process. Here is an example of the types of tasks she uses on her students choice board. Choice Board for Multiple Intelligences: Verbal/Linguistic – Write instructions on how to use your favorite gadget.Logical/Mathematical – Design a map of your bedroom.Visual/Spatial –   Create a comic strip.Interpersonal-   Interview a friend or your best friend.Free ChoiceBody-Kinesthetic - Make up a game.Musical – Write a song.Naturalist – Conduct an experiment.Intrapersonal – Write about the future. Learning Menu Learning menus are much like choice boards whereas students have the opportunity to choose which tasks on the menu that they would like to complete. However, the learning menu is unique in that it actually takes the form of a menu. Instead of having a nine square grid with nine unique choices on it, the menu can have an unlimited amount of choices for the students to choose from. You can also set up your menu in a variety of ways, as mentioned above. Here is an example of a spelling homework learning menu: Learning Menu for Homework: (Students choose one from each category)Appetizer - Sort spelling words into categories, choose three spelling words to define, highlight all vowels.Entree - Use all spelling words to write a story, write a poem using five spelling words, write a sentence for each spelling word.Dessert - Write your spelling words in ABC order, Create a word search using at least five words, use a mirror to write your spelling words backward.   Tiered Activities In a tiered activity, all students are working on the same activity, but the activity is differentiated according to ability level. A great example of this type of tiered strategy is in an elementary school classroom where kindergartners are at the reading center.   An easy way to differentiate learning without the students even knowing it  is to have the students play the game, Memory. This game is easy to differentiate because you can have beginning students try to match a letter with its sound, while the more advanced students can try and match a letter to a word. To differentiate this station, all you have to do is have different bags of cards for each level, and direct specific students to which cards they should choose from. To make differentiation invisible, color-code the bags and tell each student which color he/she should choose. Another example of tiered activities is to break the assignment into three sections using varied levels of tasks. Here is an example of a basic tiered activity: Tier One: (Low) - Describe how the character acts.Tier Two: (Middle) - Describe the changes the character went through.Tier Three: (High) - Describe the clues that the author gives about the character. Many elementary school teachers find that this differentiated instructional strategy is an effective way for students to reach the same goals while taking into account each of their students’ individual needs. Adjusting Questions Many teachers find that an effective questioning strategy is to use adjusted questions to help them differentiate instruction in their classroom. The way this strategy works is simple- you use Blooms Taxonomy to develop questions starting with the most basic level, then moving towards the more advanced levels. Students at varying levels are able to answer questions on the same topic, but also at their own level. Here is an example of how teachers can use adjusted questing to differentiate an activity: For this example, the students had to read a paragraph, then answer a question that was tiered to their level. Basic learner - Describe what happened after...Advanced learner - Can you explain why...More Advanced learner - Do you know of another situation where... Flexible Grouping Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them. Depending on the purpose of the lesson, teachers can plan their activities based on a students’ attributes, then use flexible grouping to group students accordingly. The key to making flexible grouping effective is making sure the groups are not static. Its important that teachers continually conduct assessments throughout the year, and move students among the groups as they master their skills. Often time’s teachers tend to group students according to their ability at the beginning of the school year, and then forget to change the groups, or do not think they need to. This is not an effective strategy and will only hinder students from progressing. The Jigsaw The Jigsaw cooperative learning strategy is another effective method to differentiate instruction. In order for this strategy to be effective, students must work together with their classmates to complete an assignment. Heres how to works: Students are divided into small groups and each student is assigned one task. This is where the differentiation comes in- each child within the group is responsible for learning one thing, then bringing the information that they learned back to their group to teach their peers. The teacher can differentiate learning by choosing what, and how, each student in the group will learn the information. Here is an example of what a Jigsaw learning group looks like. Example of a Jigsaw Cooperative Learning Group: Students are divided into groups of five students. Their task is to research Rosa Parks. Each student within the group is given a task that suits their unique learning style. Here is an example. Student 1: Create a fake interview with Rosa Parks and find out about her early life.Student 2: Create a song about the Montgomery bus boycott.Student 3: Write a journal entry about Rosa Parks life as a civil rights pioneer.Student 4: Create a game that tells facts about racial discrimination.Student 5: Create a poster about Rosa Parks legacy and death. In todays elementary schools, classrooms are not taught with a â€Å"one size fits all† approach. Differentiated instruction allows for teachers to meet the needs of all learners, while still maintaining high standards and expectations for their students. Whenever you teach a concept in a variety of different modalities, you increase the chances that you will reach each and every student.

Ideology Research Paper Example | Topics and Well Written Essays - 1750 words

Ideology - Research Paper Example due in part to centuries of anti-Semitism and sensitivity to the way in which issues relating to Israel’s existence and the Holocaust are understood by individuals throughout society. Yet, rather than dismissing this topic out of hand, due to the fact that it is somewhat unpopular to discuss, this particular student has felt it necessary to undertake an analysis of the situation that could help to spread a further level of understanding with regard to whether or not the Israel lobby is in fact disproportionately powerful within the United States house and Senate. Research by Dov Waxman indicated that the Israel lobby has a long standing relationship with both political parties; thereby enabling it to engage newcomers and the executive branch in a way that few other lobbies are capable of doing. Such an understanding is essential towards realizing the scope and breadth of the Israel lobby and the means by which AIPAC and others mobilize their influence to effect key goals that relate to the strategic needs that Israel and its lobbies represent. Waxman further notes that even though many other countries have sought to label their own lobbies after that of Israel, the overall level to which they are able to accomplish their strategic vision and needs pales in comparison to the degree and extent to which Israel is able to continue to foist its views on to the political spectrum within the United States. Hila Tal indicated that the commercial success of the Israel lobby is ultimately continues to encourage it integrate the political process within the United States. Ultimately, as a direct result of the fact that the Israel lobby is effectively able to garner tens of billions of dollars each and every year for Israel and its respective interests throughout the region, the lobby self perpetuates and gains a further foothold with respect to the way in which it can engage the Democratic and Republican stakeholders within the United States Congress. Other lobbies that

Students will analyze a problem in policing. It may be a problem that Essay

Students will analyze a problem in policing. It may be a problem that any level of law enforcement faces. This includes feder - Essay Example A variety of approaches put in place to the precise configuration of both governance and oversight regimes (McKenna, 2000). Governing in the police has two categories; the internal and external governance that has differences in the management of police, categorized into several sections (McKenna, 2000). The sections are internal & external governance, political, managerial, legal and procedural consequential (McKenna, 2000). Governance in police; politically it includes constitutional, decentralization and consultative sections. In managerial, it includes commercial, resource and professional sections. In terms of legality, it includes judicial, quasi-judicial and regulatory sections within the legal regime. All the sections and departments mentioned above establish a police organization that makes it complex and difficult to manage the governance of the police organization due to the difference in the management practices and ideas (McKenna, 2000). Causes of the Problem External go vernance fully depends on the functions of internal governance. The differences experienced in the two organizations create bigger, unbearable blocks that prevent the proper functioning of the police organization (McKenna, 2000). The internal and external governance practices have created discrepancies. ... The senior management level of police has also failed in educating its personnel, enlighten them and enabling them to function as a central component of the governance enterprise. That makes it difficult for the civilian governance to operate its operations as a public policing (McKenna, 2000). Previous Interventions The police organizational unit formed a professional body to curb this problem in the 1960s and 1970s. Police were removed and unresponsive measures taken due to the public demand; which accused them of not attending to issues that affect the public. They were supposed to deal with the main issues affecting the public in their operational roles. A gap was established between the police and some of the various publics sworn to serve and protect the public demand. The police unit conducted a research and found out that the professional module created was not meeting the needs of the society. Its negligence was so intense to the development of security and proper mechanism established to deal with the crimes and disorders that were far much of the high level due to poor practices of the professional police unit created. Reforming and restricting the professional model of policing leads to the establishment of a reform called community policing (McKenna, 2000). The intelligence has established new sectors in the police organization that deal with the police organizations. This enables them to work actively and effectively incorporating society, shareholders, colleagues and governing organizations in the private sector. As the need to reform the police has been on the major world events, police organizations have moved away from

Teen Curfews are Ridiculous Essay Example for Free

Teen Curfews are Ridiculous Essay Earl Manning, my life-long mentor, says, Teen curfews are quite possibly the best thing ever. Teens are evil, corrupt beings and a curfew is all the world needs to cage up teen crime. Though most of Earls wise teachings are true and insightful, on this subject he is terribly mistaken. Teen curfews are not the right solution to the problem of juvenile crime because they enroach on the rights of teens and parents, are ineffective, and there are much better solutions. First of all, how can teen curfews be a good solution if they enroach on the rights of teens and their parents? Civil rights groups, such as the American Civil Liberties Union (ACLU) stand up for the rights of Americans as given to them by the Constitution of the United States. Teen curfews violate First Amendment rights, particularly the right to assemble. According the time line taken from Milestones in Teen Curfews in the United States, the courts agreed in 1989. U.S. District Judge Charles Richey blocked the implementation of a Washington DC curfew, essentially calling it unconstitutional. He said the ordinance would raise serious constitutional claims for teens. Curfews constitutionality was again questioned in November 1995 when the ACLU filed a lawsuit in U.S. District court. Then again in July 2000 the rights of American teens prevailed when a federal district court judge found that Indianas 1945 curfew violates the Fourth Amendment of the U.S. Constitution. Advocates of juvenile rights and upholding the Constitution also make it clear that curfews invade on the rights of parents to raise their children. Laws exist to protect citizens, not suppress their basic freedoms as guaranteed by the Bill of Rights in the Constitution. A primary reason curfews are not the right solution to the problem of juvenile crime is that they are not, have not been, and will not be effective. According to the article Teen Curfews, 146 of the nations 200 largest cities now enforce teen curfews, yet juvenile crime rates nationwide remain largely higher than in the past. If teen curfews really are effective, then it would be assumed that there would be a decrease in the juvenile crime rate, or at least a maintenance of status quo. Statistics show that most juvenile crime occurs between the hours of 3 P.M. and 6 P.M.  Thus it would be fruitless to enact curfews that do not attack the problem head on. As James Alan Fox, the dean of the College of Criminal Justice at Northeastern University, says, The problem with curfew laws is that most kids, the good, the bad and the tired, are asleep at midnight. Past curfews faced these same problems. The time line shows that many cities had passed curfew laws by the 1980s, yet the juvenile violent-crime rate surges upward. Then in the 1990s there was a resurgence of teen curfews to combat juvenile crime, but according to the article the juvenile violent-crime rate.. has climbed [over the past four years], except in 1995, when curfews met resistance from the ACLU. In June 1998, a study on the impact of curfews on juvenile crime in California, released by the Justice Policy Institute, finds that curfews are more a public relations gimmick than an effective crime-fighting tool. The future of curfews looks equally grim and ineffective. According to John DiIulio Jr., a leading crime expert, The large population will give rise to a new and more vicious group of predatory street criminals than the nation has ever known. Arthur Spitzer, the legal director of the ACLU, says, I find it very hard to believe that a curfew would have any significant effect on teenagers who are selling drugs, stealing cars or carrying a gun, which DiIulio suggest is the future of American youth. In February 2000, a survey released by the National League of Cities concludes that curfews do little to reduce hard core gang activity. Lastly, there are better, more effective solutions than teen curfews. The conflict of teen curfews could be avoided all together if such actions were taken. The problem of juvenile crime should be stopped at its source, not nudged in the shoulder by curfews. There have been numerous attempts to combat juvenile crime through positive means and many have been successful. In 1936, the Police Athletic League (PAL) was founded in New York City. PAL worked effectively to give teens a positive alternative to juvenile crime. In 1953 Boys and Girls Clubs of America are established. These offer social, educational, career and leadership programs to disadvantaged youths. In 1974 the Juvenile Justice and Delinquency Prevention Act established the Office of Juvenile Justice and Delinquency Prevention (OJJDP) which gave funds to states to take on juvenile crime. With more  funding and proper management of funds, more programs could be created and those that exist could be expanded and improved. According to the article, Many say that after-school programs and organized sports leagues work to reduce crime. Alfred Blumstein, a leading criminologist, says that curfews must be augmented by community centers. However, teen curfews could be eliminated all together with the expansion of better, more effective solutions. In conclusion, juvenile crime is a pressing matter that demands action. However, the rectification of the problem must not include teen curfews. Curfews infringe on the rights guaranteed by the Constitution and are ineffective. Other solutions are much better, more effective, and eliminate the need for curfews.

Chinese Economic Reform :: Economics Economy China Essays

Chinese Economic Reform Two years after the death of Mao Zedong in 1976, it became apparent to many of China's leaders that economic reform was necessary. During his tenure as China's premier, Mao had encouraged social movements such as the "Great Leap Forward" and the "Cultural Revolution" which had had as their bases ideas such as serving the people and maintaining the class struggle. By 1978, China’s leaders were searching for a solution to serious economic problems. Hua Guofeng, the man who had succeeded Mao Zedong as CCP (Chinese Communist Party) leader after Mao's death, had demonstrated a desire to continue the ideologically based movements of Mao. Unfortunately, these movements had left China in a state where agriculture was stagnant, industrial production was low, and the people's living standards had not increased in twenty years (Nathan 200). While the gross output value of industry and agriculture increased by 810 percent and national income grew by 420 percent [between 1952 and 1980] ... average individual income increased by only 100 percent (Shirk 28). However, attempts at economic reform in China were not solely due to generosity on the part of the Chinese Communist Party to increase living standards. It had become clear to members of the CCP that economic reform would fulfill a political purpose as well since the party felt that it had suffered a loss of support. (Shirk 23) This movement "from virtue to competence" seemed to mark a serious departure from orthodox Chinese political theory. Confucius himself had said that those individuals who best demonstrated what he referred to as moral force should lead the nation. Using this principle as a guide, China had for centuries attempted to choose its leaders by administering a test to determine their moral force. After the Communist takeover of the country, Mao continued this emphasis on moral force by demanding that Chinese citizens demonstrate what he referred to as "correct consciousness." This correct consciousness could be exhibited by the way people lived. Thus, by demonstrating their expertise in a more practical area of competence, the leaders of the CCP felt they could demonstrate how they were serving the people. Economic reform came about as a result of an attempt by CCP leaders to demonstrate, in a more practical way than Mao had done, their moral force. Chinese Economic Reform :: Economics Economy China Essays Chinese Economic Reform Two years after the death of Mao Zedong in 1976, it became apparent to many of China's leaders that economic reform was necessary. During his tenure as China's premier, Mao had encouraged social movements such as the "Great Leap Forward" and the "Cultural Revolution" which had had as their bases ideas such as serving the people and maintaining the class struggle. By 1978, China’s leaders were searching for a solution to serious economic problems. Hua Guofeng, the man who had succeeded Mao Zedong as CCP (Chinese Communist Party) leader after Mao's death, had demonstrated a desire to continue the ideologically based movements of Mao. Unfortunately, these movements had left China in a state where agriculture was stagnant, industrial production was low, and the people's living standards had not increased in twenty years (Nathan 200). While the gross output value of industry and agriculture increased by 810 percent and national income grew by 420 percent [between 1952 and 1980] ... average individual income increased by only 100 percent (Shirk 28). However, attempts at economic reform in China were not solely due to generosity on the part of the Chinese Communist Party to increase living standards. It had become clear to members of the CCP that economic reform would fulfill a political purpose as well since the party felt that it had suffered a loss of support. (Shirk 23) This movement "from virtue to competence" seemed to mark a serious departure from orthodox Chinese political theory. Confucius himself had said that those individuals who best demonstrated what he referred to as moral force should lead the nation. Using this principle as a guide, China had for centuries attempted to choose its leaders by administering a test to determine their moral force. After the Communist takeover of the country, Mao continued this emphasis on moral force by demanding that Chinese citizens demonstrate what he referred to as "correct consciousness." This correct consciousness could be exhibited by the way people lived. Thus, by demonstrating their expertise in a more practical area of competence, the leaders of the CCP felt they could demonstrate how they were serving the people. Economic reform came about as a result of an attempt by CCP leaders to demonstrate, in a more practical way than Mao had done, their moral force.

Essay on Human Behaviour and Social Norms

Running head: HUMAN BEHAVIOUR AND SOCIAL NORMS Do social norms influence human behaviour? Human behaviour is the response to given stimuli, which are socially and environmentally affected. This response is something that can easily be influenced and shaped through many personal, situational, social, biological, mental factors. In this essay the case of social norms influencing human behaviour will be analyzed using previous studies. Social norms are part of a larger influential scale generally named as social influence.Social influence is the exercise of power that an individual or a group can use on other individuals or society in order to alter their attitudes, behaviours and lead them to a desired direction. Social influence has as an outcome three different behavioural patterns, which are conformity, compliance and obedience. All of them will be discussed, but especially conformity and compliance, which mainly include the influence of social norms on behaviour (Franzoi, 2009; Cia ldini & Goldstein, 2004).Firstly, conformity in general is the action to adapt with the behaviour of the rest of the people due to perceived group pressure. Practically, this means that the way people dress, entertain themselves, protest, work, eat, go on vacations, disclose themselves and substantially anything an individual can occupy himself, is formed by group’s direction and tendencies because the majority of people, if not all of them, try to socialize and be accepted by their society in any possible way.This phenomenon is called conformity and it is an ambiguous question if independence, which indeed is a reality, exists anyway. This happens because people voluntarily direct their independence towards society’s preferences and tendencies in order to feel that they belong somewhere and they have a particular social identity (Franzoi, 2009). The second factor of influence is the compliance and it is has to do with the public and clear acceptance of one’s pe rson to act according to given social direction by the indicated social power. However, compliance can be divided into internal and external.This means that a person can comply with a situation either because someone else indirectly forces him or either because he believes he should act like this. For example, if someone asks his friend to lie in order not to have problems with parents (e. g. cover a sneaking out) but he does it in the name of friendship even if he does not really want it, this is a clear example of external force making you to comply. Internal compliance is the opposite state where personal beliefs and attitudes force you to do something without having any external pressure to do something.This issue is very important because in the case of external compliance, social norms are in a great influential position in contrast to internal compliance where personal beliefs mainly take place on the decisional process (Franzoi, 2009). On the other hand obedience is the tota l performance of a given order by social power without any resistance against it or trial to sustain independence. Social power is the available social sources through social acceptance and social status that a person or a group of people can have in order to exercise persuasion and give motivation to make people change or fulfill their requests.Consequently, these three parts of social influence represents the levels of personal accordance to social patterns, authoritarian or not. Specifically, it can be noticed that the level of individual’s independence sets if a situation is more about conformity (unconscious but voluntary acceptance of the norms), or compliance (internal or external acceptance) or obedience (total accordance to social power) (Cook et al. , as cited in Franzoi, 2009; Franzoi, 2009). Focusing more one the aspect of conformity and the influence of social norms, there are specific factors that affect conformity and levels of social norms’ influence on it.These factors can be situational, personal and cultural. Situational factors can be group size, group cohesiveness, and social support. Group size is important because as Asch (1955) found, the larger the group, the bigger the phenomenon of conformity due to social norms. Group cohesiveness makes the group to have greater bonds due to similarity and ability to easily show empathy to each other (Christensen et al. , 2004) and social support is noticed to groups with higher levels of cohesiveness and bonding. On the other hand, there are personal factors ffecting the type of conformity such as self-awareness (ability to understand own self), self-presentation (try to present ideal self in order to conform), personal control (desire to feel that one has control, as a human right, over particular situations) and gender (gender differences- women are more likely to conform) (Franzoi, 2009). Based on all the previously referred material, conformity is totally driven by social norms, n orms that are not written but sometimes are more powerful than law; the way that a person conforms to society affects the level and type of his compliance to society’s requests.For example, if a person has as personal characteristic not to like altering his self-image/ presentation based on society’s preferences due to his intense belief in independence, it is possible that this person will comply more difficult because of external motivation instead of internal. On the other hand, this means that if a person has an internal compliance only to smile to people who knows and not to anybody else due to his belief, this will affect the way that he conforms to the social norm of smiling to people in general in order to be kind.This shows how social norms can affect conformity and consequently compliance and the other way around, respectively. Furthermore, people have a tendency to create and maintain meaningful relationships with other people because they need socializing a s human beings, which is called as affiliation. Affiliation is a good example of internal compliance. This motivation makes the compliance to socializing and dedicating energy and time on building relationships, an internal acceptance for personal growth (Franzoi, 2009; Cialdini & Goldstein, 2004).Nevertheless, there is the issue of how and when external compliance to social norms such as stereotyping occurs. In particular, Bargh and Chartrand (1999) did a study on automaticity of behaviour and found that when people are unconsciously pre-occupied with e. g. stereotyping words, even if they believe that stereotyping is wrong, they are likely to stereotype because they unconsciously externally comply with the given stimuli. Stereotyping is a form of social norm. People may stereotype in order to protect themselves; for example, filthy aggressive people on the street may be perceived as thieves or criminals.So there are two outcomes on this example. One person may believe that the app earance cannot indicate anything about personal characteristics but in the end he conforms to the social norm and try to avoid him as the other people around him do (external compliance). On the other hand, one may truly believe that these kinds of people are definitely criminals because he might have a bad experience in the past so he avoids him due to his belief (internal compliance to the social norm of avoiding this kind of people) (Franzoi, 2009; Cialdini & Goldstein, 2004; Bargh & Chartrand, 1999).Rimal and Real (2005) did a study on how perceived norms affect human behaviour with college students in order to investigate intentions to alcohol consumption. They proposed the theory of normative social behaviour that includes three mechanisms: injunctive norms (such as social approval), outcome expectations (such as personal benefits) and group identity (such as similarity). Their hypothesis was that these three mechanisms are able to moderate the influence of social norms on the human behaviour. Indeed, their results showed that these normative mechanisms could predict the intention of alcohol consumption to college students.Consequently, this study is a clear answer to the question whether social norms affect human behaviour. In addition, Rivis and Sheeran (2003) did a study on Theory of planned behaviour in order to find out whether added descriptive norms can be good predictors of human behaviour in the particular model. Their results showed that younger participants and health risk behaviours are greatly related to stronger correlation between intentions of behaviour and descriptive norms; confirming that behaviour is affected by norms.As a conclusion, the general point of view in all these theories and facts is that social norms affect human behaviour through the state of conformity and compliance. Substantially, the intentions of behaviour can be affected either implicitly or explicitly. People conform to the society in order to be accepted and compl y with various social norms that conformity requires through implicit/internal or explicit/external way. Even if personal and situational factors may influence the level of compliance and conformity, people constantly comply with various requests either due to personal beliefs or due to accepting other’s personal beliefs.Word count: 1. 440 References Asch, S. E. (1955). Opinions and social pressure. Scientific American, 31-35. Bargh, J. A. , & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54, 462-479. Christensen, P. N. , & Rothberger, H. , & Wood, W. , & Maltz, D. C. (2004). Social norms and identity relevance: A motivational approach to normative behaviour. Personality and Social Psychology Bulletin, 30, 1295-1309. Cialdini, R. B. , & Goldstein, N. J. (2004).Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621. Franzoi, S. L. (2009). Social psychology (5th ed. ). New York: McGraw-Hill. Rimal, R. N. , & Real, K. (2005). How behaviours are influenced by perceived norms: A test of the theory of normative social behaviour. Communication Research, 32, 389-414. Rivis, A. , & Sheeran, P. (2003). Descriptive norms as an additional predictor in the theory of planned behaviour: A meta-analysis. Current psychology, 22, 218-233.