Devonport Dockyard loss of power 'had nuclear implications' Essay

Devonport Dockyard loss of power 'had nuclear implications' - Essay Example The second reason is to clear Babcock Marine’s name and improve its name and its business relations not only with the customer at hand, but also with all the other customers. As Graham (2006) says, in such critical situations, communication is always the important to tone done any tensions and the lack of communication in this case indicates how unprepared the council is. CONTEXT ANALYSIS Market Analysis The nuclear sector is a very sensitive area because of the safety issues associated with it. As a result, most of the customers who are likely to hire Babcock Marine services are most likely to be meticulous about Babcock Marine’s ability and competency in doing its job. The number of nuclear powered submarines is also increasing and this is a big opportunity for Babcock Marine. As a result, Babcock Marine needs to position itself as the firm of choice when it comes to nuclear submarine servicing. PESTEL for Babcock Marine Political The main issue in the case is the iss ue of nuclear power for the production of energy, and the risks it poses to the public as well as the environment. According to Burton (1990), there are increasing pressures from both the government and other interested parties foe safety measures for in the nuclear energy production and this requires firms such as Babcock Marine to be able to come up with better ways to guarantee this. As the number of nuclear production planar and submarines increase, the concerns for risks associated with nuclear energy production is increasing and to be able to stand out in the market, Babcock Marine will have to come up with ways to improve its services. As Hindmarsh (2013) argues, there are numerous regulatory authorities and antinuclear agencies which are either completely opposed to the use of nuclear as a source of power, or call for very stringent regulations. This can affect Babcock Marine in the long run because it may have to invest more in convincing the stake holders that it is doing its work properly with regard to servicing these submarines. Economic issues Nuclear energy production is geared towards cost reduction and this is a challenge for a firm like Babcock Marine because it has to make sure that its services to the customers are not prohibitive. There is an increasing need to come up with cheaper ways to produce energy and any overhead costs are regarded by organisations with suspicion (Teri, 2012).. To be competitive in this sector, Babcock Marine must look for way to always make its services better without increasing the costs. There is however other economic issues which must be looked at. For instance, securing a nuclear reactor and making sure that that is it completely secure is a very expensive affair and this may counter any economic benefits acquired from the use of nuclear energy (Angelo, 2004). Social Issues The main social issue here has to do with the health concerns. People are becoming more concerned of health and health issues. As a resul t, anything that is assumed to pose a risk on health is going to get critical scrutiny and this will affect Babcock Marine due to the fact that its services are directly related to how safe nuclear energy is. As Butterfield (1992), says, nuclear energy is seen as a very big risk for health due to the potential of radioactive

International Terrorism and the Meaning of Islam Essay

International Terrorism and the Meaning of Islam - Essay Example According to Rashid (2002), Muslim militants have been known to engage in a variety of terror acts ranging from beheadings, bombings, kidnappings, suicide attacks, hijackings and spree killings. Such incidences of terror have been witnessed in numerous places around the world such as America, Asia, Europe, Africa, the Pacific, and Middle East. The Muslim militants commonly referred to as Jihadists, usually net out violence to non-Muslims, terming it Jihad. Many people in different parts of the world who have been hard hit by these acts of terror are usually left wondering whether Islam is a religion of piece, violence, or both. The social meaning of Islam has been to inculcate peace and love for one another. Muslims claim that Islam teaches them to be compassionate and to care for everyone in society. However, confusion is brought about by Islamic teachings which propagate that Muslims should wrestle all those who do not trust or worship Allah, and those who do not adopt the religion of Islam. This has been one religious teaching that they have used to justify their acts of terror. This has been the main reason why the Western mind has a skewed meaning about the social meaning of Islam because it is not clear what they stand for. On one hand, they purport to teach and preach peace and love among one another, yet, on the other hand, they continuously engage in acts of terrorism, mostly against non-Muslims, which lead to mass deaths, loss of life, and destruction of property (Avner, 2008).

Student Descriptions of Stress

Student Descriptions of Stress Title: How do second-year psychology students describe their experiences of university stress? Abstract:   Purposive sampling and semi-structured interviews were used as well as Interpretative phenomenological analysis being utilised to analyse the transcripts and quality checks were implemented to increase the validity of the analysis. Three superordinate themes were identified with each superordinate theme had two sub-themes each. Such qualitative research is rare in the university related stress literature for psychology students. Suggestions for further research regarding students coping with university stress. Introduction: There are now more students aiming to enter an increasingly competitive job market, which exacerbates the pressure to achieve a respectable degree (Robotham & Julian, 2006). In addition to financial and employment pressures, as well as completing exams and assignments is a period of significant change in a students life, with heightened levels of stress (Fisher & Hood, 1987). In a study conducted by Hirsch and Ellis (1996) the came to the conclusion that university students put extreme pressure on themselves to get a good grade, earn a degree, and get a job as soon as they finish their studies. Although, this is possible to achieve, the negative effects that come with sort of pressure could cause a student to do poorly in one assignment or exam due to the stress they have subjected themselves too and create even more stress for themselves by punishing themselves for not achieving as good of grade as they could have. Moyle and Parkes (1999) believed that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. McEwan (2000) also claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. Using the previous relevant research as a guideline its expected that the participants will describe their experiences of university stress by revealing the sources of their stress and how they deal with their stress. Method: Table 1. Table depicting demographic information of participants used in this experiment Participants: Four second year students studying psychology at University participated in this piece of research. It was key to obtain information from a variety of different perspectives however is some homogeneity in some participants such as; gender, age, and subject of study (see Table 1). Purposive sampling was used in this piece of research because it means that the researcher can select participants based upon a particular purpose to meet their particular needs. Procedure A semi-structured interview was used to collect data from the participants regarding their experiences of university stress. This was decidedly the best method because it meant that the researcher could collect data relating to university stress using prepared questions but could also delve deeper into a participants answer by using probing questions that encourage expansion on a certain point. The interviewer began fully informing the participant that the interview would be audio recorded and used anonymously to analyse later on. This was fully by a full explanation briefed about the purpose of the experiment and that the participant has the right to withdraw at anytime. The participant would be interviewed using the prepared questions along with any probing questions used, as well as debriefed and after the participants were interviews the recording was then transcribed. Analytical approach: A qualitative study was thought to be best because it meant that the researcher could gather more detailed data from the participants. Interpretative phenomenological analysis (IPA) was the chosen method of analysis in this piece of research because it allowed the interviewer to explore the subjective experiences of the participant, and help to describe and understand the respondents account of the processes by which they make sense of their experiences of university stress (Brocki, Wearden,2006). Critical realism is the ontological stance of IPA; this means that there is a reality however it is subjective because everyone interprets reality in different ways (Furlong, Marsh, 2010). This means that the epistemological stance of IPA is interpretive because it attempts to make sense of the subjective views (Furlong et al, 2010). IPA was used as a method of analysing the data by creating transcripts from each participants audio recording. Each transcript was read several times so that the researcher was familiar the data which was then coded in order to create emergent themes which would eventually become categorized into superordinate themes. The process was the same for each participant resulting in a table previewing the superordinate themes, sub-themes, and quotes from the transcripts to support the creation of the themes. Reflexivity: Qualitative analysis is a subjective process and IPA recognises that a researchers perspective usually affects the analysis (Golsworthy & Coyle, 2001). Having a good understanding of IPA means that the researchers personal perspective relative to the research topic is presented, to assist the readers interpret the analysis and for transparency (Elliott et al. 1999). The researchers interpretative framework has been influenced by: previous research in stress. It is also recognised that the analysis is influenced by the researchers perspective and the framework applied to understand the data. Findings: Table 2. Table of key themes Effects of student stress The results of how the participants described their experiences of university related stress revealed that there were a range of different effects of stress that can stretch from physical effects to psychological effects, which were found to be a dominant effects of stress (see appendix 2 for themes and quotations). The psychological effects of stress can be seen in Iriss transcript in which she stated that:   I dont know how to put it in words, not just stress, it was the worst feeling ever. When you consider what most people go through in their lives, for her to say it was the worst feeling ever goes to show the toll stress had taken on her causing her to feel the worst she has ever felt. There is also evidence in Jessicas transcript in which she described one of her experiences in dealing with university related stress as feeling so much anxiety that it felt like she was drowning. There is also evidence in Anils transcript which reveals that he suffers from high levels of anxiety but without mention of a drowning sensation. There is further evidence of psychological effects of stress in Smokies transcript which suggest that he regularly suffers from mini breakdowns that help to motivate him to work but the motivation goes after a day or two which creates another mini breakdown due to the buildup of responsibilities. There is also evidence to suggest that the participants suffered from physiological effects as well as psychological effects. The main evidence comes from Anils transcript in which he described one effect of his university related stress that stated: My face gets lots of spots when I am feeling stress. For the effects of stress to manifest in a physical way is worrying but not uncommon, for example in Smokies transcript he revealed that he cries a lot because of university related stress. In Iriss transcript she describes an effect of university related stress by revealing that coping with all the responsibilities and stress of university makes her feel weak, which would be categorized as a physiological effect as well as a possible psychological effect due to the fact that you feel weakness rather than show it. Sources of student stress The results of how the participants described their experiences of university related stress revealed that there were a variety of different sources of stress for university students which range from university work such as assignments or exams, to life after graduation. Both are considered in these participants transcripts to be dominant sources of stress. University work as a source of stress for its students is evident in all transcripts with perhaps the most evident comes from Anils transcript in which he states that: A time umm when I experienced stress the most during university is when I have a massive report due. This not only reveals one source of stress for this student to be reports set by the university but it also goes to show that this participant feels most stressed at university when set reports. This also relates to Smokies transcript in which he described his stress levels as being high when it came to deadlines which isnt that dissimilar to Anils quotation due to the fact that both feel highly stressed because of work set by the university. Further evidence can be found in Jessicas transcript in which she described her feeling of drowning in anxiety to be a result of a lack of understanding when it came to analysing data. Evidence for his future life as a source of stress for university student is evident in the transcripts but the most evident comes from Smokies transcript which stated that: teachers do things for me and like my parents do things for me, because I dont feel ready to do things for myself. Again, this not only reveals his main fear for his future life to be, but it also shows how he has got as far as he has, which is down to the support he gets from those around him. This can also be support by Jessicas transcript which described her opinion of her future life as one of confusion as to what her she would be doing in her future life and whether she would enjoy it or not. There is also evidence in Iriss transcript which reveals that she is still struggling with dealing with all the university related stress but she is hopeful that her future life will be better. Dealing with student stress The results of how the participants described their experiences of university related stress revealed that there were several different methods of dealing with stress used by the participants ranging from the support of family and friends, to the amount of support they give themselves. Evidence of support from family and friends as a method of dealing with stress can be found in all the participants transcripts, however, the main evidence for this point comes from Iriss transcript in which she states that: My mum is always being there for me and loves me and I have had some other woman in my life, I talk to her about my problems.   This reveals evidence of support not only from her mother but also from another woman who isnt a family member but would be regarded by her as a friend that supports her. This example is not unlike Jessicas transcript in which she reveals that she uses her flatmates as a method of coping with her stress. Another example of a participant using the support of family and friends as a method of dealing with university related stress comes from Smokies transcript in which he says that he gets a lot of help from his parents and when he usually gets stressed out with university work he talks to his friends. Self-support is what a person does or doesnt do to help themselves throughout their first two years of university. Evidence from Jessicas transcription states that: I procrastinate a lot [†¦] whenever I have something to do for Uni, suddenly I get a major interest to do something else. This clearly shows the lack of self-support she gave herself which meant that instead of doing university work she would ignore her responsibilities and find something else to do. This results in a build up of responsibilities that can create an overwhelming feeling of stress and possibly cause other problems for the student according to the evidence previously discussed regarding the manifestation of psychological problems into physicals ones, for example Anil and his facial spots. More evidence for a lack of self-support can be seen is all the transcripts, for example in Smokies transcript in which he describes himself as a corner-cutter who often does things he doesnt enjoy with half of his effort even though he understands that this is one of the reasons why he gets behind on his university work creating more stress for himself. Further evidence can be found in Anil and Iriss transcripts in which they both reveal that they struggle when it comes to self-support. Anil gets stressed when he attempts to tackle problems by himself, whereas Iris goes through periods of time where she feels like she cannot deal with problems by herself. Discussion: In summation, the analysis of the data has revealed that the participants all describe their experiences of university stress in a similar manner; the effects of stress on students, sources of stress for students, and dealing with student stress. Each superordinate theme had two sub-themes each, which were the result of a variety of emergent themes that were combined and adapted to equate to the final themes in the analysis. The participants descriptions of the effects of university stress related to those described by McEwen (2000) who believed that stress began in the brain and affected all organs and muscles but none more so than the brain. Using his research combined with this experiments data means that its possible localize psychological effects of stress to the burden of chronic stress which can result in behavioral changes (smoking, excessive eating, binge drinking, little or no sleep). Physiological effects of stress can be localised using the same method in which McEwan (2000) claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. This could explain why the participants were affected the ways they were. The difficulties related to university work but more specifically; exams and assignments, can be linked to Yumatov (2001) who reported that exams can influence a strong psychological and emotional reaction in students, with feelings of stress experienced before and during, that can persist until they receive their results afterwards, with many experiencing anxiety and stress over the outcome. Gadzella(1998) argued that its the uncertainty and anxiety that is the main cause of the stress as opposed to the exam itself. The pressure of graduation as well as post graduation life is as serious source of stress as any according to the data from this experiment and is also supported by Hirsch and Ellis (1996). This could explain what the sources of the participants university stress was. The participants experience of dealing with university stress can be related to other similar cases such as Moyle and Parkes (1999) who believe that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. Without friends, students have more limited resources at their disposal to assist them in the university work as well as emotional support. An absence of friends also makes it more likely to consider dropping out (Paul & Brier, 2001). This could explain why the participants used the supportive systems they used. Using a qualitative approach provided depth and detail in that it looked deeper than analysing ranks and counts by recording attitudes, feelings and behaviours. Similar to the reason why a semi-structured interview was chosen because it allows the interviewer to be more spontaneous in their questioning without being too sporadic. That being said, there are usually fewer people are studied in qualitative report because a collection of data is generally more time consuming that quantitative data collection and therefore unless time, staff and budget allows it is generally necessary to include a smaller sample size. It also means that its difficult to generalise because fewer people are studied and its not possible to generalise results to that of the population. A qualitative report is also dependent on skills the of the researcher particularly in the case of conducting interviews, focus groups and observation. As an overall summation of this study it can be concluded that there is need for further research regarding university stress as a result of the data and previous relevant research. References Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self esteem in university students. Educational psychology, 14(3), 323-330. Brocki, J. M., & Wearden, A. J. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and health, 21(1), 87-108. Dahl, C. M., & Boss, P. (2005). The use of phenomenology for family therapy research. Research methods in family therapy, 2, 63-84. Denovan, A., & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024. Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British journal of clinical psychology, 38(3), 215-229. Fisher, S., & Hood, B. (1987). The stress of the transition to university: a longitudinal study of psychological disturbance, absent†mindedness and vulnerability to homesickness. British journal of psychology, 78(4), 425-441. Furlong, P., & Marsh, D. (2010). A skin not a sweater: Ontology and epistemology in political science. Theory and methods in political science, 184-211. Gadzella, B. M. (1994). Student-life stress inventory: Identification of and reactions to stressors. Psychological reports, 74(2), 395-402. Gadzella, B. M., Masten, W. G., & Stacks, J. (1998). Students stress and their learning strategies, test anxiety, and attributions. College Student Journal. Golsworthy, R., & Coyle, A. (2001). Practitioners accounts of religious and spiritual dimensions in bereavement therapy. Counselling Psychology Quarterly, 14(3), 183-202. McEwen, B. S. (2008). Central effects of stress hormones in health and disease: Understanding the protective and damaging effects of stress and stress mediators. European journal of pharmacology, 583(2), 174-185. Paul, E. L., & Brier, S. (2001). Friendsickness in the transition to college: Precollege predictors and college adjustment correlates. Journal of Counseling & Development, 79(1), 77-89. Robotham, D., & Julian, C. (2006). Stress and the higher education student: a critical review of the literature. Journal of further and higher education, 30(02), 107-117. Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students. Social psychology, 61(5), 841-846. Smith, J. A., & Osborn, M. (2007). Pain as an assault on the self: An interpretative phenomenological analysis of the psychological impact of chronic benign low back pain. Psychology and health, 22(5), 517-534. Weinstein, L., & Laverghetta, A. (2009). College student stress and satisfaction with life. College Student Journal, 43(4), 1161. Yumatov, E. A., Kuzmenko, V. A., Badikov, V. I., Glazachev, O. S., & Ivanova, L. I. (2001). Emotional stress in students during examinations. Human Physiology, 27(2), 221-227. Appendix 1 Table 1. Table depicting demographic information of participants used in this experiment Appendix 2 Table 2.Table of Themes, quotes, and where to find them in their transcriptions

Essay --

I have learned that some cases go to trial pretty fast and then others take longer. I found that people can wait up to 9 years for trial and they still get convicted as guilty, but there are some that get their cases dismissed. Which is far because it did violated the right to speedy trial so which mean the case gets dismissed. In this first case Paton and Thomas vs. Supreme Court these two men were arrested for murder of Christopher Mc Crory. Morris Paton was 30 and Eugene Thomas was 33 this man was arrested for killing Christopher Mc Crory who was only 19. This case happened in New Orleans they were arrested December 23, 2001. At first the charges was capital murder which means they would have got the death penalty if convicted .The Cannizzaro's office knocked the charges down to second-degree murder, which carries mandatory life in prison upon conviction. These two men sat in jail for almost nine years waiting on a trial in 2001. Kathryn Sheely which is Paton’s lawyer says "The 8 1/2 year delay in this case has meant that justice can't be served," Sheely said Monday. "...

Impact of Special Education in the Society Essay

Filipinos are known to be hospitable in all circumstances, boys or girls, young or old and normal or disabled are alike. In fact, there is a law enacted only for the adjustment of the disabled people to the Philippines society. The Republic Act No. 7277 â€Å"Magna Carta for Disabled Persons† in accordance to it, it is an act providing for the Rehabilitation, Self-Development and Self-Reliance of disabled persons and their integration into the mainstream of society and for other purposes. According to Section 2 of this Law, disabled persons are part of the Philippines society. This proves that there is no gap between disabled and normal people are equal and unbiased. Balance in terms of education, health services,auxiliary social services,telecommunications,accessibility,political and civil rights and employment. If one of the stated laws is violated, there will be a corresponding penalty depending on how the rule is dishonored. This are the notion of the PWD’s in the P hilippine society when it comes to civil liberties. On the other hand, various impolite citizens desert PWD’s in the society. They criticize them by their physical appearances and their handicapped, I have seen many of those scenes in the movies. Nevertheless,today,there are many organizations that are established which aims to help the PWD’s that excels in various sports and arts. Filipinos have strong family ties. Aside from those organizations, the families of the PWD’s that excels in various sports and arts. Filipinos have strong family ties. Aside from those organizations, the families of the PWD’s are also accommodating in supporting their needs. They are the ones who are responsible for the caring and giving of love and affection to the PWD’s so that they will not feel that they are being neglected. Now a days, there are a lot of PWD’s that excels in various sports and arts. This testifies that there are no exceptions in terms of talent identification either normal or disabled. God created man as one, with equal standard of rights. What the normal people can do, PWD ’s are also capable of doing them. I have already seen people with disabilities and abnormalities. When I was in elementary, I have encountered talking to those people or students who were having abnormalities because our school was having a Sped class. I observed how they behave,socialize, work and interact with others. Some students, at  times make fun of them and usually laugh at them. And it got me thinking what would it like to be if I were in their shoe? I realized that it’s not that easy. It needs a lot of understanding and patience. To educate a special child needs a lot of patience but for me if we just understand what they are and be optimistic they will learn thing what normal students can learn, there’s a big possibility that the special kid will be educated. We should also accept them whole heartedly. Love them and care for them so that they will not feel neglected. We should treat them equally with the other normal people. Because special children knows and feel that they are being deserted and that should not happen. I have a classmate in the elementary before who is an autistic child. He was very intelligent in math. And because of that observation, I concluded that special children have special talents and knowledge. I believe that they can do what normal people can do. Special education is the way to educate special children what I have learned and what they should learn, to enhance there hidden talents and skills to excel more in other things to compete with those normal people. It is also the way to train them as good citizens and children of God. And also a way for them to know and learn the values of life so that they will know how to respect each other including the normal ones. Through special education, the parents of special children can also learn and get some ideas on how to educate their child from the sped educators because it doesn’t mean the the obligation of the parents is over and all the responsibility is handed to the educator. And through SPED, parents can apply what they have learned from the educator is their homes. because the obligation of the parents is to educate their children until the end. We are in the world of differences, both mentally and physically. But in the eyes of the Almighty God we are one. So the development of special children should be continuously taught with patience, care and love.

Princess Stories and Marriage: The Effect on Young Minds Essay

It is no secret that in modern day America more than half of marriages end in divorce, yet many still fantasize their fairytale weddings and happy endings knowing that the chances of staying together for the rest of their lives are slim. These early concepts of happy endings develop in the minds of young girls during the period of time when gender roles start to be enforced. They are not only introduced to parenting but in the media as well. In past princess movies and stories, men have always been the people in power. They are the kings and prince charming that are supposed to sweep every princess off their feet and provide them a comfy lifestyle in the castle with a happily ever after. The princesses, on the other hand, are always shy, quiet, demure, poised, and need some kind of saving. The resolution of these stories always ends in the prince marrying the princess or beautiful maiden, thus completing his conquest and receiving his â€Å"award.† Young girls, as they are more marketable towards these stories, have adopted these elements into their own romantic life giving them false expectations of real-life relationships. 1 in 4 women will be victims of severe violence by an intimate partner in their lifetimes. They are conditioned from a young age to want to have a perfect romance, but false expectations often lead them to be in relationships with the wrong people. Although these stories may seem harmless, they push an outdated agenda on to a society where most are trying to progress into an era where women are treated as equal individuals and as valued members in society, not just your average princess. In My Problem With Her Anger, by Eric Bartels, the husband and wife power dynamics in marriage is showcased in a different way than what is depicted in princess stories. Bartels starts off the piece. The wife, according to her husband, is condescending, never appreciates what he does, and fights with him constantly, which breaks the stereotypical traits of a princess and princely relationship. Charles Perrault’s Cinderella is one of the main princess fairy tales that will be showcased in my writing, as it includes many of the topics discussed, such as gender roles, power dynamics, which can be tied back to modern day domestic abuse. A question that may appear when researching a question like this may be, how exactly does the princess story influence children on certain topics. Today, we have tv, movies, books, and the internet. Children are getting more and more educated in the media as they are learning in school how to do so. They can easily access these stories through different outlets. Although I believe princess stories are harmless in intent. They carry old-fashioned values that children, mostly emulate during their play time. I too played princess as a child and have grown to know that’s not how life really is. In princess stories, The princess gets everything done for her, she has servants and she’s just there to wait around for the magical prince to come and make her life better. Many girls grow up thinking the same way until they’ve faced a hard reality, but if privileged enough are still able to think this way until the day they get married, and in marriage then realize itâ€℠¢s not what the princess stories had advertised. Women are told to â€Å"deal† with what their husband gives them in life. They’re supposed to take whatever comes at them, but still, manage to keep the image of a â€Å"good woman.† Someone who takes care of their husband, the children, someone who never seems sad, cooks, cleans, maintains a good body. These are unrealistic qualities that a woman should have to uphold. Princess stories further argue that. For example, we take Beauty and the Beast, a tale that is taken very lightly and is seen as a beautiful romance in the eyes of many, but in fact is in a way a promoter of abuse. The beast is manipulative and a horrible thing. It takes her father with no remorse. Belle deals with his temper and abusive and threatening behavior yet she still â€Å"falls in love† In real life, this would not work out. In this story, Belle believes she can change the monster from his abusive and threatening nature to someone prince-like and chivalrous, but in fact, you can’t really change someone that easily, but the movie says its possible. In real life, this would probably not cut it. Many girls go through their princess phase and wanting to have their prince, and it’s a little alarming to me how they already know what they want through just a story. To me, princess stories don’t promote diversity and keep up with the modern day which limits a child’s way of thought. Princess stories to this day have only been heterosexual relationships. We are changing as a society and love are possible in many different ways. If children aren’t taught to be more accepting of others, seeing only heterosexual relationships in media will make them close-minded and homophobic. I see this myself with my little sister. She’s never watched any gay princesses or princes, therefore the idea of that seems disgusting to her, even though I’ve never taught her to be that way.