Educational Psychology Essay

Explain the Vygotskian notion of the zone of proximal development. Evaluate the efficacy of approaches to teaching and learning [eg. reciprocal teaching, cognitive apprenticeships, and communities of learners] which incorporate this notion. Many theorists throughout the century have developed concepts that have analysed and explained how a child learns during their schooling years. Educational theorist Lev Vygotsky produced the social development theory of learning. He believed social interaction is the primary cause of cognitive development. He named this the zone of proximal development. There are many approaches to learning in the zone of proximal development such as scaffolding, reciprocal teaching, cognitive apprenticeships and communities of learning, each with their own unique way of transporting the learner into an easier more motivated state of learning. Compared to Piaget’s theory of cognitive development where the child is seen to go through four stages of development; sensorimotor, preoperational, concrete operations, and formal operations, Vygotsky believed that the cognitive developmental process should be analysed through social contexts. He believed that this was a lifelong process that was influenced by social interaction with family, teachers, and friends in the cultural community surrounding the student. He emphasised the instruments that specific cultures provide to maintain thinking, and the idea that children use the instruments they’re given to build their own comprehension of the physical and natural world. He named this the Zone of Proximal Development. Vygotsky defines this as â€Å"the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers† (Vygotsky, 1978, cited from McInerney and McInerney, 2006,part 1,ch 2,p58). During this time cognitive development takes place. Throughout this development the child is said to go through four stages of growth (Gallimore and Tharp, 1990): 1. Assistance: in their routine from other more capable peers, parents, and teachers. 2. Growing independence: from their more capable peers as they begin to build their own ideas by using self directed speech and assume responsibility for their learning. 3. Automation of response: they develop, make the movement of idea automatic and internalise their thinking. Assistance from others is not needed. 4. De-automatisation and recursion: constant practice of routine is necessary so as not to lose the knowledge and re-enter the zone of proximal development. Sometimes there is always a movement between in and out of the zone of proximal development. Vygotskian principles are evident in everyday teaching practices and are maintained by parents, peers and teachers who believe that using a social constructivist perspective for education will give their child or students the opportunity to grow within themselves through the help of others from different levels of knowledge. Vygotsky believed that the role of the teacher using the zone of proximal development for learning is to find an appropriate stage of complexity for the learner to handle. This is called assisted learning. Teachers provide â€Å"strategic help in the initial stages of learning, gradually diminishing as students gain independence† (Woolfolk, 2001, p49). The teacher must simplify tasks so that they are manageable for the student to deal with. This guidance or help is called scaffolding. It is the support for learning and problem solving. The support could be clues, reminders, encouragement, breaking down the problem into steps, providing and example, or anything else that allows the student to grow as an independent learner. They provide students with the opportunities to further extend their current skills and knowledge. For example, think about a mathematics problem. Assume that the learner has made good progress and the time has come to learn how to do a Pythagoras theorem question. We know that the leaner cannot complete the task independently but has enough knowledge to master the problem with the help from a mathematics teacher. The learner is in the zone of proximal development and will be able to benefit from the scaffolding, in the form of explaining, demonstrating and guiding by the teacher. While doing this, teachers look for discrepancies between student’s effort and the solution they come up with. They are looking to control the frustration and risk that the student encounters. Also they model an idealised version of the act of learning so the learner can use it to help them solve their educational problems (Hausfather, 1996). The key to getting students to help themselves learn independently is not to make the students reinvent information or rediscover it themselves. The teacher must make the information available for the learner to examine and work out their own ideas and solutions whilst allowing them to be open to advice from people who are more informed on the subject. So although scaffolding is an extremely helpful tool for teachers to use in their teaching and their student’s learning, they must make sure that the child is educated in the right approach so as not to deter the child from making advances on their own educational capabilities. Cognitive apprenticeships have proved very useful over the centuries as an effective form of education. The bond that is formed between master and apprentice is both personal and motivating. By working alongside more experienced people, young people are able to learn the tricks of the trade first hand. There is a creation of dialogue between student and teachers that goes beyond answering questions and engages in the discourse more informally (Driscoll, 1994). Communication is important between master and apprentice and the teacher must learn to properly use proxemics, paralanguage, and kinesics right for the outcomes to be reached. The performances required of the learner are real and important and grow more complex as the learner becomes more competent (Collins, Brown, & Holum, 1991). Some academics believe that knowledge and skills learned in school have become separated from the everyday world. To compensate for this, many schools have adopted many of the features of apprenticeships. Apprenticeships in schools would focus on cognitive objectives such as reading, writing, problem solving and mathematical problems. There are six main features of cognitive apprenticeships: 1. Students observe an expert model the performance 2. Students get external support through coaching or tutoring 3. Students receive conceptual scaffolding, which is then gradually faded as the student becomes more competent and proficient 4. Students continually articulate their knowledge – putting into words their understanding of the processes and content being learned. 5. Students reflect on their progress, comparing their problem solving to an expert’s performance and to their own earlier performances 6. Students are required to explore new ways to apply what they are learning – ways that they have not practiced at the master’s side. (Woolfolk, 2001) In the classroom there is normally one teacher to 30 or so students, so where is there time for cognitive apprenticeships? Often there are students on the class that are at a much higher level of capabilities than other less capable students. Teachers put these students into groups where they can learn at a comfortable rate whilst have been immersed in a master and apprentice style learning environment. An example of a cognitive apprenticeship is the notion of reciprocal teaching. This is a method based on modelling, to teach reading comprehension strategies. The goal of reciprocal teaching is to help students understand and think deeply about what they read (Palincsar, 1986). Palincsar’s research has focused attention on strategies that improve reading comprehension. In Brown and Palincsar’s 1989 case study students and teachers took it in turns to lead small group discussions on an important issue. They were shown 4 reading strategies and the students began to teach themselves. This type of educational style showed significant gains over other instructional strategies as they did not allow students to gradually teach themselves. Research on reciprocal teaching has shown some remarkable results. Most research was carried out with students who were younger adolescents who can read fairly accurately so therefore the research doe not have results and data from students who are in a different age group and who are not very capable in reading comprehension skills. So the overall research is not very reliable, however of the students that was involved their reading abilities improved. Those who were in the lower bottom half of their class moved up to average or above average level on tests of reading comprehension. Palincsar has recognized there are three guiding principles for effective reciprocal teaching (Palincsar & Brown, 1984). 1. The shift from teacher control to student responsibility must be gradual. 2. The difficulty of the task and the responsibility must match the abilities of each student and grow as these abilities develop. 3. Teachers should carefully observe the â€Å"teaching† of each student for clues about how the student is thinking and what kinds of instruction the student needs. By considering reciprocal teaching, instructional approaches are used to emphasise social interaction between student’s active constructions of meaning. In a community of learners, students and teachers together construct a culture that values the strengths of all participants and respects their interests, abilities, languages, and dialects. Students and teachers shift among the roles of expert, researcher, learner, and teacher, supporting themselves and each other. There are different ways to help create a community of learners. Collaboration is a technique that teachers and student can use to enrich their solutions to harder and complex problems. Students may work with small groups in the classroom, between small groups creating difference of opinions and with others on a larger scale. One of the advantages of having students work in groups solving problems is that they will be called on to explain their proposed solutions to one another (Woolfolk, 2001). Putting solutions into words usually improves problem solving. Collaboration provides shared responsibility, enhanced communication, new questions, new answers, engaged learners and enthused teachers. Research suggests that computer technology is a cultural tool that mediates and internalises the students learning. Changing their learning contexts with different technology is a powerful learning activity (Crawford, 1996). With children learning more about computers at an earlier age they are able to interact with others that are not on the same level of ability as them, thus creating a technological community of learners. Teaching students in the modern era can guarantee a more exciting and unpredictable learning experience sort out by many in society. Vygotsky perspectives uphold many beliefs about how students learn. The zone of proximal development was and still is challenging modern thinking about effective teaching and learning in philosophical ways. By examining Vygotsky’s zone of proximal development teachers are able to recognise that students of similar ages will be experiencing similar concerns and interests but there will be differences for each individual. Each student is different. Different from adults, different from each other and as such teachers have to provide for these individual differences in each area of learning. The learning process is very active. Vygotsky emphasises the need for experience and social interaction and that they play a key role in development. The development of a student is an important factor in deciding on the subject matter to be taught, the resources and knowledge experiences to present, the teaching strategies to be used and the procedures for evaluating learning. In order to appreciate, transmit, correspond and cooperate with students, teachers and peers must know how they think feel and act at different ages. They must learn to use the zone of proximal development to help their students determine their own opinions and ideas on life itself in the classroom and in the home community. From assisted learning and the scaffolding style of teaching, to cognitive apprenticeships and a full community of learners, students are able to mature their knowledge levels through the zone of cognitive development so as to become a stronger and more inquisitive student during their educational years of schooling.

Marilyn Bell

Marilyn BellMarilyn Grace Bell Di Lascio is a retired long distance swimmer, born October 19, 1937, in Toronto, Ontario. She was the first person to swim across Lake Ontario and later swam the English Channel and Strait of Juan de Fuca.Personal lifeBell was born in Toronto, Ontario to parents Sydney and Grace Bell. The family moved to North Bay, Ontario, then Halifax, Nova Scotia before returning to Toronto in 1946.[1] After her swimming career, Marilyn married Joe Di Lascio and moved to New Jersey, United States. They raised four children, Lisa, Michael, Jodi, and Janet. Joe died in September 2007.Swimming careerBell first took up swimming lessons in 1946 at Oakwood Pool, joining the Dolphinette Club coached by Alex Duff.[2] In 1947, Bell entered her first long-distance race: a one-mile swim at the Canadian National Exhibition (CNE) in Lake Ontario.[3] It was at that first race that Bell first met her future coach Gus Ryder, who was coach of the Lakeshore Swimming Club. Bell soon jo ined the Lakeshore Club and started practicing at the indoor pool of Humberside Collegiate in Toronto.[4]1954 Lake Ontario swimOne September night, Bell started her swim across Lake Ontario from Queens Beach Niagara-on-the-Lake, Ontario to Toronto at virtually the same time as world famous United States long-distance swimmer, Florence Chadwick. The Canadian National Exhibition (CNE) in Toronto had offered Chadwick $10,000 to swim the lake as a publicity effort for the annual exhibition. Bell, who felt the offer snubbed Canadian swimmers, took on the challenge without pay with the encouragement of Alexandrine Gibb, a Toronto Daily Star reporter. After several hours, Chadwick was forced to give up with stomach pains and vomiting, while 16-year-old Bell completed the swim, the first person ever  to swim the thirty-two-mile (52 km) distance when she arrived in Toronto the next day.A third swimmer, Torontonian Winnie Roach, also attempted the swim at this time, but failed. Bell swam fo r 20 hours and 59 minutes under gruelling conditions before she finally reached a breakwater near the Boulevard Club, west of the CNE grounds. The planned route straight across the lake was 51.5 km (32 mi), but she actually had to swim much further because of strong winds and the lack of modern navigation equipment. Waves that day were almost 5 m high, (up to 15 ft), water temperature was 21  °C (65  °F) and lamprey eels were attacking her legs and arms.Bell kept up her strength with Pablum, corn syrup, and lemon juice with water, along with heroic encouragement from her boat crew and her coach, Gus Ryder. Radio stations broadcast hourly reports of her progress and rival newspapers published â€Å"extra† editions throughout the day. When she finally arrived at about 8:15 p.m., a crowd of 300,000 people gave her an emotional welcome at the Sunnyside waterfront. In an article, Bell later thanked the Toronto community for the support, especially Alexandrine Gibb, the Star re porter.[5] The CNE decided to give Bell the $10,000 prize, and she was later given numerous gifts, including a car, television, clothing and furniture.Other swimsIn 1955, she became the youngest person to swim the English Channel and in 1956, she swam the Strait of Juan de Fuca off the Pacific coast. She retired that year from swimming.Awards and recognitionIn 1954, Bell was named the Canadian Newsmaker of the Year by the Canadian Press, awarded the Lou Marsh Trophy as Canada's athlete of the year and awarded the Bobbie Rosenfeld Award as Canadian female athlete of the year. Bell was inducted into Canada's Sports Hall of Fame in 1958. In 1993 she entered the Canadian Swimming Hall of Fame and was named one of Canada's top athletes of the century. In 2002, Bell (now Marilyn Bell Di Lascio) was presented with the Order of Ontario.The national Historic Sites and Monuments Board designated Bell's crossing of the lake a National Historic  Event in 2005, and a federal plaque was erected in 2008 near the site of her landfall.[6][7] Another plaque is mounted on the base of a statue of a lion along Lake Shore Boulevard by the Government of Ontario Building of the CNE. Parkland near the location where Bell arrived is now named Marilyn Bell Park. In 2009, the Lakeshore Swimming Club of Toronto held the first annual Marilyn Bell Swim Classic, a meet sanctioned by Swim Ontario.In 2010, a ferry boat to serve the Toronto Island Airport was named the Marilyn Bell 1. The name was chosen as the top name in a contest held by the Toronto Port Authority.[8] The story of Bell's historic swim was told in the 2001 made-for-TV film Heart: The Marilyn Bell Story with Caroline Dhavernas portraying Marilyn Bell.

Leadership and morality in The Crucible Essay

â€Å"He has an idea of himself which is that of a leader of a sort, a moral example, perhaps, for others†¦ † Examine the importance of leadership and morality in The Crucible. The ideas of leadership and morality are extremely important in Arthur Miller’s play, The Crucible. The quote by Arthur Miller, â€Å"He has an idea of himself which is that of a leader of a sort, a moral example, perhaps, for others†¦ † could apply to a number of the male characters in the play, and is also applicable to a number of the female characters in the female. Leadership is defined in the dictionary as â€Å"guidance and direction† and morality as â€Å"motivation bases on ideas of right and wrong†. They are both very important in The Crucible, and are commonly emphasized with negative actions and ideas. Several characters in the play show leadership over others, and many undergo immoral actions and activities. Miller says of Parris, â€Å"He has an idea of himself which is that of a leader of a sort, a moral example, perhaps, for others†¦ â€Å". He has authority over the strongly religious town of Salem, yet he uses his power for personal gain, which is not only against his religion but is extremely immoral. He uses his power to condemn innocent men who may threaten his position in the future and who he has a dislike for. For a Reverend he has a severe lack of morality, with his incessant greed and quest for personal gain. John Proctor is most interesting for the moral choice that he has to make, whether to lie and save himself or to tell the truth and save his conscience. Although he has been immoral and sinned by having an affair, he makes the right choice by telling the truth. He knows that he is a sinner and is not worthy of following in Giles and Rebecca Nurse’s footsteps of being a martyr, but he tries to do what he believes to be right and what will be best for his family. The audience feels sympathetic for Proctor as he is hanged, as he has made the correct moral choice and died telling the truth. He asks â€Å"How may I live with my name? † just before tearing up his confession, stating that it is more important to tell the truth and keep his good name than to lie and live with a blackened name. As well as Proctor and Parris, many of the other characters in the play have moral choices to make and chances to show morality, yet many lie for personal gain or to save themselves. Without doubt the least moral person in the play is Abigail Williams. She lies at every possible chance in order to save herself and get revenge on those that she dislikes. She condemns innocent people which ultimately results in their death, yet has no conscience or feelings for those that she has hurt. Although she knows that there has be no actual witchcraft, yet continues with the idea in order to save herself and attack others. She makes a number of allegations against other women, â€Å"I saw Alice Barrows with the devil† being one example of her condemning and innocent person. Elizabeth, Hale, Danforth, Giles Corey and Rebecca Nurse all also have the chance to show their morality, yet only Giles and Rebecca are the only two in the whole play who come out of it as truly good people with excellent morality. They both do not give in by admitting to something that they have done, and both die as martyrs. Corey continues to tell the truth until the moment he dies, as he is crushed to death by his immoral torturers. He says â€Å"more weight† when given the option to confess of to continue with the torture, this being his final heroic act. Rebecca also dies a martyrs death, as she also continues to tell the truth knowing that she is going to die. These are the only two that show true morality and goodness. Although we feel sympathy for Hale when he finally realizes the mistake he has made, his lack of moral courage means that we can not admire or respect him. He is the one that starts the witch hunts, but eventually realises that his original assumptions were incorrect and endeavours to save the innocent townspeople. He tries to persuade them to admit to a crime that they had not done, which in its self is immoral, so that their lives may be spared. Some agree and are spared, but those with moral values continue to tell the truth and die for there beliefs. Elizabeth also has a moral choice, by lying to save her husband or telling the truth and leaving him in trouble. She lies in an attempt to save him, but this backfires as she discovers that he has already confessed to the crime, which ultimately condemns him. Leadership is another key aspect of The Crucible, and Abigail Williams is probably the most significant leader in the play. After discovering that she now has power over others, she exploits it for personal gain and to gain revenge on anyone that she believes has acted against her. She persuades the girls to admit to the crime so that they will not be punished, and to claim that others have been involved with the devil. She also threatens others into following her. John Proctor is a natural born leader, and organises opposition towards the church. He tries to persuade others to do the right thing and stand up against evil and continue to tell the truth, no matter what the consequences are. He realises what he needs to do, to save his own and others moral consciences, and takes a leading role in trying to help others. When Hale arrives he has an heir of authority and sense of leadership. His books are â€Å"weighted with authority† and people listened to what he had to say because of his authority. He then questions his own beliefs when he discovers that everything is not as he first believed. He loses his faith in his religion and the law, as he sees innocent people being executed for crimes that they have not committed. By the end his leaderships qualities are non-existent, and he is not half the man he used to be. Parris is similar to Hale, not just because he is also a Reverend, but because he has authority which makes people believe that what he is saying is the truth and is right. Parris use his leadership over others for personal gain, and only cares about his personal welfare. This may have had something to do with his background, as he used to be a tradesman in Barbados, which may explain his continued quest for personal gain. Danforth is another that has authority and therefore leadership over others. He has the power to sentence people to death, and so people will listen to what he has to say and respect his ideas. The other girls in the play are all easily led, as they follow Abigail’s lead in saving themselves and attacking other innocent people. This is especially true for Mary Warren, as she as good as sentences him to death when he claims that â€Å"there is a black man behind your right shoulder†. In conclusion, leadership and morality are extremely important in The Crucible. They are the basis of the lies that result in the death of 19 innocent people. Many people have moral choices to make, whether to save themselves by lying or telling the truth and facing the possibility of death. Many leaders also appear from the tragic events, with actions as well as negatives. These exciting aspects lead to an ultimately gripping play.

Types of Military Institutions in the U.S Essay Example | Topics and Well Written Essays - 750 words

Types of Military Institutions in the U.S - Essay Example I also knew that we would be sneaking around Howard if we wanted to get rid of anything or he would likely have a coronary then and there. I suppose Marley and Howard were my best friends, met when my husband and I bought the property across the street though we never really became close until Tom moved out. Marley oldest daughter had passed away before I moved in though theirs a son in Pennsylvania who comes a few times a year when his health is good. Marley and Howard both will tell you that their life has been blessed as they’ve known and lived a beautiful life, though it was difficult for some time when Ariel passed on. Marley will wake up some mornings and say soon, little Ariel, soon enough. This morning Howards going to mow the grass as he still calls it though everyone in the neighborhood knows he’s in the swing under the pecan tree and Mat from across the street cuts, glad to get 20 bucks and not a bit bashful about not telling Ms. Marley about it. Just as well since for 5 or 6 years Marley has never mentioned it, instead muttering under her breath that shouldn’t be out cutting the grass at this age, to which he always replies you take care women’s work, let me take care of the men’s work. And that would end the argument, Marley only half arguing anyways to see what Howard would say and it may be just as likely that Howard does the same thing, figuring Marley’s’ seen him in the shade under the pecan tree by now with Mat mowing the yard. It’s gone on for years that way, no harm done. Finally when Howard was outside the house puttering with the yard we could get down to business. Black bags for those we wanted to donate, small boxes for those we wanted to have a appraised, white bags for those the ladies at the church might read, and a laundry basket for magazines that we might want to keep for crafts and we were ready start. Marley started pulling them off the lower shelf’s while I, being ta ller, started up top. We’d wait until we had a nice size stack before going through them. When we had bit to work with we sat down and started plundering. I was thrilled to find over 30 Little Golden Books for children in perfect condition! Marley, you can’t toss these out! Oh No, the church nursery will find a great use for them and I know they will be well appreciated, besides no more babies expected, ya know. I was somewhat hard hearted because I knew they must at one time been read to her children. Might I keep one Marley? She looked surprised and said well yes of course you can your welcome to anything here. I thought you might, don’t let me start crying. We placed all but one in the church bag. Then was Poor Richards Almanac of 1898! What about the church? Surely not worth appraising and they’d love to show it off. I agree and off it went. Next we came to a small set of four signed Frederick Douglas books from 1934; these were very exciting and boxe d them right up to be appraised. Still more common book, bought recently, Stephen King, Danielle Steele, Opera’

Multi-Stakeholders Issues Assessment for Global Organizations Essay

Multi-Stakeholders Issues Assessment for Global Organizations - Essay Example The two detrimental events have been key contributors to this change. In the beginning of 2000s, eruption of corporate scandals such as Enron, WorldCom, and Tyco advocated the idea that multi-national corporations and corporate executives care little for ethics, in their pursuit of profit and wealth generation. In 2008, the global financial crisis erupted and rippled across the world, due to a wide convergence of factors in the real-estate market and secondary financial markets, causing economic collapse of many countries, state and private organizations. This crisis, initially affecting the banking industry, not only scaled to a broader economic and geographic spectrum, but also widened the chasm between Wall Street and Main Street triggering wide-spread anti-capitalism and anti-MNCs protests. In spite of their substantial differences, both of these intra and inter-company crises have at least few characteristics in common. Both crises exemplify that managerial behavior and decision -making has high risk and potential to impact a broad range of people all over the world (Clement, 2005). These crises have been major blows to the public trust in business as an institution. In addition, these financial and economical catastrophes also accentuate that the pursuit of corporate goals can be, without difficulty, unsettled by the actions and behavior of unexpected groups and individuals (Parmar, et al., 2010). These issues, driven by change, interconnectedness and globalization, indicate a need for managers and academic scholars to re-evaluate the conventional ways of conceptualizing the responsibilities of the firm and role of a manager within the company. This essentially gives rise to the need of evaluating and effectively managing needs of all stakeholders for the organization. The concept of corporate objectives focused towards a broader and diverse set of stakeholders has been studied by a number of scholars and practitioners for the past few decades. Among many ideologies, â€Å"stakeholder theory† or â€Å"stakeholder thinking† has developed as a fresh narrative to analyze and manage three interconnected business challenges — the challenge of understanding how value is created and operated, the challenge of linking ethics with capitalism and the challenge of supporting managers with tools to address the first two challenges. This essay highlights and addresses the â€Å"stakeholder approach† to tackle challenges related to business ethics, corporate social responsibility and value creation. Upon the understanding of what stakeholder approach reinstates, the essay analyzes the dilemmas, issues and recommendations in its practical applications for managers. The Stakeholder Approach The stakeholder approach in the context of strategic management was first proposed by R. Edward Freeman in 1984 (Freeman, 1984). Contrary to the customary understanding of corporate strategy, which fundamentally associates the term â⠂¬Å"stakeholder† with the owners, investors or shareholders of the organization, Freeman defined a stakeholder more broadly as â€Å"Any group or individual who can affect or is affected by the achievement of the firm’s objectives†. This was the first time that an academic study related to

History The representations of Death in Medieval European Art Essay

History The representations of Death in Medieval European Art - Essay Example (Cartwright, 1972) It is popularly known as the Plague, Black Death or Black Plague although the medical term for it is Bubonic Plague. Throughout history, plague has riddled many civilizations, causing remarkable changes in the social construction, economic disposition and religious beliefs, resulting in the change of their representation in art and architecture. There have been recording of massive health epidemics striking Asia, Africa, and Europe where it is believed that at one point there were not enough alive to bury the victims of the Black Death. (www.cdc.gov, 3/12/2007) In such civilizations, the progress of medical studies was not near enough to study the outbreaks and analyze them in a scientific manor; in reaction, the people usually assumed they were divine punishment brought down from god or the gods for whatever reason the leading religious figure of the region and time would provide. This caused even further panic and chaos. In many cases, innocent groups of people would be blamed for the disaster and massive witch hunt like behavior would take place where the group would be hunted down and tortured or even killed in the belief that it would end the ordeal. Plagues have been repetitive in history and sometimes with no specific pattern. The Bubonic Plague of 1347 made appearances repeatedly afterwards throughout Europe and the Middle East, though not on as much of a large scale, the last of which ended in 1844. (Watts, 1997) Even in modern society the fear of people resides; at the hint of an outbreak, such as the bird flue of 2004, global economies have been affected and many industries have suffered. The Black Death holds the greatest number of victims in such a short time span than any other plague in history and this resulted in economic, social and political affects that have lasted for centuries and played a major role in the art and painting to follow. 14th Century: The Century of Changing European civilization and Fine Arts Medieval Europe was under an extreme burden at the turn of the century. The demographics of medieval Europe grew to an unprecedented scale. The population had grown to the brink of starvation. Only under the best conditions would the fields' yield enough to feed the population. The Black Death struck in 1347 and decimated the European population. The Black Death was a necessity to prevent overpopulation and economic decline. The economy of the fourteenth century was in a state of decline. The population boom along with the shortage of food was leading Europe down a road to starvation. The climate in Western Europe also was beginning to change at the turn of the fourteenth century. This caused a very wet climate and greatly adversely

Federal Reserve Essay Example | Topics and Well Written Essays - 750 words

Federal Reserve - Essay Example For e.g. an increase in the purchasing by the central bank in the security market increases the amount of money that people has and it increases the money supply in the economy. Similarly, selling of these securities in the money market dampens the people buying power and reduces the money supply in the economy. 1c) Funding: This option is probably the most effective of the lot to change the money supply in the economy. By funding we mean that the central bank changes the composition of national debt in order alter the money supply in the economy. When it wants to reduce the money supply in the economy it issue more illiquid assets to fund the national debt like long-term securities. Similarly, when it wants to increase the money supply in the economy it funds the national debt by issuing liquid assets, such as treasury bills. 4A) During the last year (2008), we witnessed a severe recession. In order to lubricate the economy towards growth many governments decided to reduce the interest rates in order to increase the aggregate demand and lead the economy towards growth. The graph in this site shows, how rapidly interest rates were decreased in Australia following this recession. (http://www.news.com.au/money/interest-rates) The government of USA conducted more open market... r recession, the U.S government is trying to increase the money supply in the economy by funding major chunk of their debt with treasury bills which are liquid assets. (http://home.att.net/mwhodges/debt.htm) The government of USA conducted more open market operations than ever before in 2008. During this period they bought more securities than they sold. This increased the money supply in the economy and reduced the impact of recession. (http://www.zerohedge.com/article/open-market-operations-and-statistics) 4B) The best strategy for me to control the money supply in the economy will be Funding. Funding is twice as effective as open market operations as it reduces the overall money supply in the economy and not just of the commercial banks. This method has very satisfying result for government all over the world as it saturates money completely from the economic pipeline. The only disadvantage of this method is that it cannot be use as a tool for short-term strategy. If for example, after a small period of time, the government decides to increase the money supply, it won't be able to do so, because long-term securities had already been issued. Work Cited: Lipsey and Chrystal. (2001). Economics. Oxford University Press

REFLECTIVE STATEMENT ON PAST CLASSWORK Assignment

REFLECTIVE STATEMENT ON PAST CLASSWORK - Assignment Example The site was also well maintained and retained its functionality at all times. This facilitated study and contributed to the preparation for the final papers. At a personal level, the course was an eye opener to opportunities that exist for personal career growth and development. From the presentation of the course outline, it was clear that the training offered would be rigorous as well as holistic in its approach to the subject. The learning program was full of fun due to the practical activities that enabled me to learn by doing thus breaking the monotony of theory. Being able to interact freely with classmates and have meaningful discussions always made me feel valued due to the positive responses I got from colleagues. The tutors were always helpful and gave their support over and above what they were obliged to do. As a result, the course has contributed to my pursuance of the goal of attaining professional skills to ensure that I enter the job market when planned. Secondly, my goal to help disseminate knowledge has also been enhanced as I have acquired education that will propel me to teaching positions in future. Currently, I am a ble to share knowledge acquired through discussions with colleagues. I will build upon the training obtained to open opportunities for further studies and become a course tutor. The course has also enabled me to practice my values in pursuance of success. Since I am a hardworking and dedicated person, I have been able to concentrate on the rigorous work so as to finish assignments in time and to read all material in the time allocated as required. I have also utilized my strengths to advance performance both in class and outside of class. In the class environment, my ability to understand learnt material and put it to practical use has tremendously improved. Each time I learn a new concept, I almost certainly evaluate how to put it into practice. Finally, the rubric was written clearly and precisely. This enabled me

Sollievo Essay Example | Topics and Well Written Essays - 250 words

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Metropolis Essay Example | Topics and Well Written Essays - 1750 words

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Global Terrorism Essay Example for Free

Global Terrorism Essay As mentioned in the module, countries such as Italy, France, Greece and the United States, at one time or another, gave in to terrorists in what was aptly termed as â€Å"political concessions†. It is, however, my personal opinion that it was the United States who suffered the most from the ramifications of such concessions, setting the climax that culminated in the attack at the World Trade Center. From the very words of an American president, the United States as a matter of policy, does not negotiate nor compromise with terrorists : â€Å"Americans will never make concessions to terrorists- to do so would only invite more terrorism- once we head down that path there would be no end to it, no end to the suffering of innocent people, no end to the bloody ransom all civilized people must pay† (Reagan, 1985). The US Senate (1999) also declared that â€Å"†¦making concessions to terrorists is deplorable†. As history would recount, however, it was the same president who covertly authorized weapons sales to Iran to free American hostages held by a terrorist organization in Lebanon, against the opposition of the then Secretaries of State and Defense (Burns, 2002). In fact, this was the first of a series of many clandestine dealings of the US government with terrorist groups of different countries, in defense of what we call democracy and innocent people. While the US is hailed as a super power by practically all governments in world, the terrorists gained tremendous emotional advantage by forcing a super power in numerous instances to concede to their demands. This, somehow, drove the impetus for the terrorists to forward their interests and devise even more horrible schemes like the 9/11, to further advance their cause and humiliate the most powerful nation in the world. The terrorists have been putting the pressure on the US since the early 1980s, and the US has been allowing them. The terrorists have somehow, mastered their craft in the long run and the 9/11 attack was just an icing on the cake. Staerk (2007) contends that the only response to terrorism that legislators thought of was â€Å"to give more power to the state, and once given, that power will be hard to take back†. Thus, the terrorists were not only successful at humiliating a world power. They were also successful at creating impediments for democracy. Answer to Question No. 2. Definitely, western nations should have acted differently in the face of the Arab oil embargo. Their actions signified their helplessness and their acknowledgment of the importance of Arab oil. This might have even helped in advancing the interests of terrorism further since incarcerated terrorists then were freed for fear of reprisal, in terms of the new weapon which emerged during the mid 70s oil. Western nations should have been more steadfast in their conviction to protect their respective areas from terrorism. They should have brought the terrorists before the law and convicted them based on the crimes they perpetrated and not in terms of how their respective governments put pressure on the prosecuting countries. Western nations should have realized by now that the vaunted oil of the Arab world during the 70s is not that valuable a commodity now in the light of noticeable changes in the map of world oil supply since then, with important new sources of supply coming on stream from the North Sea, Mexico, China, Alaska, and Russia (Perry, 2001). Western nations, particularly the United States should have foreseen that the Arab oil embargo then was a bluff. Shlaes (2001) shares the same opinion and calls the US stance during the mid 1970s as â€Å"old-fashioned oil diplomacy†. Shlaes considers it a greater danger for such â€Å"old-fashioned oil diplomacy† to hinder the U. S. and its allies from combating the threat posed by many Middle Eastern regimes against democracy and world peace. Zycher (in Shlaes, 2001) believes that the real threat, then and now, is that the U. S. national security policy is being designed based from an erroneous insight regarding oil. If the U. S. , either alone or with its allies, succeeds in breaking free with its anxiety over the phantom oil weapon, it will be in a better position to evaluate whether to go easy or take action in chasing and destroying the terrorists. Answer to Question No. 3. I am going to start my argument with a quote from British statesman William Gladstone that â€Å"Justice delayed is justice denied†. Hence, my personal position with respect to this query is : â€Å"under no circumstances should the rights of citizens be curtailed†, even in the name of so called â€Å"general welfare†. Since the rights of citizens, especially the civil liberties, are mandated by the constitution, reducing these rights even only for a specific period of time is unjust. The longer these rights are reduced, the longer justice is denied. Let me, however, support my position with similar positions from the authorities in the field. David Cole (in Soto, 2007), a law professor, believes that denying anyone his basic human rights is wrong and that it undermines the legitimacy of an otherwise legitimate effort. Davis and Silver (2002) disclosed that even though 84 percent of Americans are very concerned or somewhat concerned about a future terrorist attack on the United States, a majority of them are unwilling to relinquish civil liberties in exchange for enhanced security. Majority of the respondents were generally unwilling to bestow the government broader powers to combat terrorism if those powers meant limiting traditional constitutional protections. The American Civil Liberties Union (2003) stressed that anti-terrorism policies that infringe on basic rights whether ethnically-based roundups of innocent persons, or intrusive surveillance of peaceful political activists not only make America less free, but more vulnerable to terrorism. And finally, from two great US statesmen : â€Å"They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety† (Franklin, n. d. ); likewise, â€Å"The enlargement of liberty for individual human beings must be the supreme goal and abiding practice of any western society† (Kennedy, n. d. ). References American Civil Liberties Union. (2003, March 20). How Patriot Act 2 Would Further Erode the Basic Checks on Government Power That Keep America Safe and Free . Retrieved January 7, 2008, from http://www. aclu. org/safefree/general/ 17346leg20030320. html. Burns, A. (2002). No Concessions to Terrorists = Arms for Hostages. Retrieved January 6, 2008, from The Truth is Stranger than Fiction: http://teaching. arts. usyd. edu. au/history/hsty3080/3rdYr3080/IranContra/Design/Iran. htm. Davis, D. , Silver, B. (2002, April 23). MSU Study Shows Americans Unwilling to Trade Civil Liberties for Enhanced Security. Retrieved January 7, 2008, from Michigan State University: http://newsroom. msu. edu/site/indexer/471/content. htm. Franklin, B. (2006). Civil Rights. Retrieved January 7, 2008, from Culture of Peace Iniitiative: http://www. cultureofpeace. org/quotes/civilrights-quotes. htm Perry, G. L. (2001, October 24). The War on Terrorism, the World Oil Market and the U. S. Economy. Retrieved January 6, 2008, from Brookings: http://www. brookings. edu/papers/2001/1024terrorism_perry. aspx. Reagan, R. (1985, June 18). No Concessions to Terrorists = Arms for Hostages. Retrieved January 6, 2008, from The Truth is Stranger than Fiction: http://teaching. arts. usyd. edu. au/history/hsty3080/3rdYr3080/IranContra/Design/Iran. htm Shlaes, A. (2001, December 6). Threat of an oil embargo on the U. S. is a bluff. Retrieved January 6, 2008, from Jewish World Review: http://www. jewishworldreview. com/ cols/shlaes120601. asp. Soto, A. (2007, December 6). Panel discusses state of civil liberties. Retrieved January 7, 2008, from The John Hopkins News-Letter: http://media. www. jhunewsletter. com/ media/storage/paper932/news/2004/04/16/News/Panel. Discusses. State. O

Relevance of attachment theory

Relevance of attachment theory As there have been many studies carried out in child development this essay will breakdown its content into the history of attachment theory and the basics of how it works. Mary Ainsworth was well known for her Strange Situations study and this essay will give a brief description of the experiment and its outcome and will be critically explored. As social deprivation is still a common factor in todays society this essay will define what is meant by social deprivation and then will investigate the consequences this has on children that have been reared in that environment. It will then show a study of children raised in orphanages and institutions and demonstrate how the effects of having no attachment to caregivers can have a negative result on their development. Many studies relating to attachment throughout the lifespan and attachment in adulthood have been carried out and this essay will break down these studies and determine whether the outcomes are conclusive or not. Finally a c onclusion will be given on the relevance of attachment theory and how individuals have formed and developed throughout the life course. Attachment theory is the work of John Bowlby and Mary Ainsworth. Bowlby devised the basic system of the theory which was to reform our understanding about a childs connection to the mother, and the disturbance caused through separation, deprivation and bereavement. Ainsworths techniques made it possible to expand the theory and has contributed towards some of the new direction that it has taken up to date. Ainsworth gave the idea of the attachment figure as a secure base from which an infant can investigate the world; she developed the concept of maternal sensitivity to the infant signals and its role in the development of infant mother attachment patterns. Bowlby summarised that for a child to grow up mentally healthy, it needs to experience a warm, intimate and stable relationship with its mother. He accentuates on the primary carer as being female, claiming that he did not agree that dependency is established with a secondary supporter. (Bretherton, 1992). The three characteristi cs of attachment theory are secure attachment, ambivalent attachment and avoidant attachment. Securely attached children show the slightest distress when parted from their caregiver; this is because they feel secure and are able to depend on their caregivers, the children feel at ease in seeking out their caregiver when frightened. When a parent or caregiver leaves an ambivalently attached child, they will become very distressed. This is the outcome of poor maternal connection as the child can not depend on the caregiver when in need. Children with avoidant attachment are likely to avoid caregivers. They show no difference of emotion between a caregiver and a complete stranger. Research shows that this is the result of abusive or neglectful acts by the caregivers. (Wagner, 2009). Mary Ainsworth constructed an assessment technique called the Strange Situation Classification. (SSC). She investigated the security of attachment in one-to-two-year-olds in the strange situation study to f igure out the nature and types of attachment. Ainsworth created an experimental procedure observing the various attachment forms demonstrated between caregivers and infants. The infants were between 12 and 18 months old and were placed in a small room with a one way glass window so that they could be observed. Over the space of 21 minutes, managed in 3 minute sessions the following episodes were conducted; mother and infant were left alone, a stranger joins the mother and infant, mother leaves infant and stranger alone, mother returns and stranger leaves, mother leaves so infant is totally alone, stranger returns and then lastly the mother returns and the stranger leaves. Ainsworths findings during this study were that the child suffered separation anxiety-the child was distressed when the mother left, stranger anxiety- avoided the stranger but was friendly when the mother was present and finally the child displayed a reaction when reunited with their mother. (McLeod, 2007). The str engths of SSC are that it is a reliable study. It delivers dependable results and has become accepted worldwide as a method for measuring levels of attachment. Although the study has positive outcomes it can be criticised that the attachment is only focused on that between the mother and child. There is no mention of the other parent or grandparents to whom children can have an attachment bond with. (Lamb, 1978) Other research has found that the same child may display different attachment behaviour on different occasions. When a childs circumstances change their attachment may also alter, if family circumstances were to become different. (McLeod, 2007) Social deprivation can be defined as being denied suitable and responsive interaction with others, whether the denial occurred from limitations positioned on a physical ability to be in the company of others or by limitations on an emotional access to others. There are two related elements to this type of deprivation which are social and emotional neglect. Social neglect includes situations where a child is left without a caregiver or when the caregiver can not attend to the child but is present. Emotional neglect is where the caregiver denies affectionate physical and emotional contact. They ignore all signals of distress from the child and do not give any reassurance, encouragement, comfort and stimulation. (Provence and Lipton, 1962) Researchers have attempted to establish the effects of childrearing in socially deprived environments on child development. Studies have been carried out on the development of children from institutions and orphanages who appeared to have few social and emotional interactions compared to home-reared, securely attached children. During these studies it was found that children reared in socially deprived institutions developed differently to the home- reared children. Barbara Tizard and Anne Joseph conducted a study on orphans that lived in a clean three-storey building which looked like an institution as opposed to a house. The orphans complied with the caregivers demands and rules resulting in the orphanage being quiet and orderly. Beds were separated from each other by glass cubicles. There was shared eating; toileting and play facilities were within a large group of children. The infants and younger children spent up to 20 hours per day in their cubicle-like cribs, which restricted their movement and resulted in solitary confinement. Even during duties such as nappy changing and bathing, social interactions were kept to a minimum. (Tizard and Joseph, 1970). As the orphans were socially deprived they had less opportunity to witness models of appropriate behaviour. They were not engaged in the usual maternal process that secure home-reared children are given. Provence and Lipton (1962) observed the poor quality of peer interaction between institutionally reared children. Their report indicated that the infants showed little interest in one another even though they had been placed closed to one another in their cribs. This therefore prevented them from developing friendships. When compared to home-reared children, the children from the orphanages and institutions appeared to show different behaviours varying from aggression to irregular friendly behaviours. As a result of being reared in a socially deprived environment the children develop feelings of low self-e steem and a degenerated feeling of self worth, where as home-reared children, who are securely attached respond to feelings of self worth as they learn that their needs are important. Children aged 9-11 years old who had suffered severe and emotional neglect had displayed health problems. They became aggressive and developed anti-social behaviours. They were found to have poor quality peer relationships and show characteristics such as worry, fear, depression and hyperactivity. Attachment theory would conclude that lower cognitive ability and motor function would be the result for children reared in social deprivation. (Provence and Lipton, 1962) A study carried out by Stevens concluded that children reared in an orphanage that had many caregivers over time yet had high levels of attention and interactions from the caregivers, developed normal attachment relationships. (Stevens, 1971) During the 1970s English childcare authorities reconstructed their residential institutions so that they resembled more of a homely environment. The number of staff was increased to care for smaller mixed-age groups in an attempt to encourage the attachment of staff members to the groups of children. (Tizard and Joseph, 1970) Bowlby believed that the attachment characteristics were carried throughout the life span right through to death. (Fraley, 2004). According to researchers Hazan and Shaver, the emotional connection that develops between adult romantic partners is similar to that of the attachment traits. They noted that the bonds between infants and caregivers and romantic adult partners share the same features such as both feeling safe when they other is nearby, they both share explorations together and they both feel insecure when the other is unattainable. Some adults could be anxious-resistant and worry that they would not be loved leading them to be easily disheartened and angered when their attachment needs are not met. Other adults could be avoidant, seeming not to care much about other people and not having to depend on others and allowing others to depend on them. Whether an adult is secure or insecure in their adult relationships this could be an impression made from their own attachment ex periences as a child. (Fraley, 2004). As infants learn social behaviours through secure attachment bonds, the trust and praise endorsed through these bonds are believed to be the basis for the relationships that individuals build as they move from childhood to adulthood. (Bowlby, 1969). Researchers have argued that the connection between infant attachment and adult romantic attachments are only slightly related yet Fraley and Shaver (2000) state that the theory continues to influence behaviour, thoughts and feelings in adulthood and this hypothesis has remained firm for more than over a decade regardless of the different types of intimate relationships. Attachment theory from the 70s, compared to present day has been criticized for neglecting the internal world. It has been stated that attachment theory should pay more attention to regular distortions of the childs outlook of the external world and that the internal working models can conflict with each other. It seems that attachment theory and psychoanalysis overlap the limits of human knowledge. Both theories assume that the first years of life are the most important for the personality to develop: that the maternal feelings are a common factor in establishing the attributes of object relationships and therefore physic development. Furthermore in both theories, early relationships implement the conditions within which certain critical psychological functions are obtained and developed. Both focus on mental and personality development and emotional disorder. (Zepf, 2006) Attachment theory is now recognized and accepted as a lifespan developmental theory which is important in clinical practice for understanding how early bonding experiences influence psychical and emotional well-being. There is still quite a constricted understanding of what it means to be attached during adulthood. There has been no general agreement on what kind of relationships are acknowledged as adult attachments. As Bowlby (1969) based his child attachment behaviour targets on older figures that are stronger and wiser, this can appear to be deceiving when applied to the changeable attachment behaviour and the sexual nature of some adult attachments. Neither Bowlby nor Ainsworth wrote much about adults and attachment and focused most of their studies on the mother-child relationship, as they believed it had a greater influence on their development. As a result, the information foundation of adult attachment is still developing and not yet final. Early attachment experiences are c arried forward and contribute towards the adult personality. Although the bond may not be as extensive, research has proven that family members, friends and even pets provide elements of attachment. (Sable, 2008). Hazen and Shaver (1987) conducted a study of adult attachment to explore the influence of attachment quality on romantic love. In their report they found that secure attachment was related to happy, loving relationships of adults who received a caring and attentive childhood. Another study carried out by Main and colleagues (George et al, 1996) based on Ainsworths attachment patterns is the Adult Attachment interview. This study was aimed to explore the reasons why adults behave with regards to their childhood experiences. The individuals were asked to relay their relationships with their childhood attachment figures and to bring to mind occurrences which had remained in their memories, for example, separation, loss or rejection. A description was then asked for how their parents behaviour may have influenced their adult personality. Their security was determined by the individuals capability to reflect on their happenings and to be able to describe them in an open and rational manner. The study resulted in finding that there is an attachment behavioural system that stays active throughout life. Although adults do not require the regular physical company of an attachment figure, as they do when an infant, they do need to know that they have trustworthy and reliable sources around when they are feeling scared, ill or just need reassurance. (Sable, 2008) Finally, to conclude this essay, it is clear that attachment is a positive theory and the main negatives are from the studies created relating to adult attachment as they appear to be inconclusive. As attachment focuses on the importance of the amount of affection given in relationships, it seems to be the basis of all underlying problems that are surrounded in mental and emotional reactions emitted by both adults and infants. Social deprivation does appear to create an adverse reaction to children being reared in that environment and thus emphasises and confirms why attachment bonds play an important role in children developing mentally healthily and secure and able to lead a strong and grounded life as an adult. Bowlby, J. (1969) Attachment and Loss, Volume 1: Attachment. New York: Basic Books. Bretherton, I. (1992) The Origins of Attachment Theory: John Bowlby and Mary Ainsworth. Developmental Psychology. 28.759-775. Fraley, C. (2004) A Brief Overview of Adult Attachment Theory and Research. [Online] Available From: http://www.psych.uiuc.edu/~rcfraley/attachment.htm [Accessed 05/01/10] George, C.Kaplan, N. and Main, M. (1996) Adult Attachment Interview Protocol. (3rd Edition) Unpublished Manuscript. Berkley: University of California Hazan, C. and Shaver, P. (1987) Romantic Love Conceptualized as an Attachment Process. Journal of Personality and Social Psychology. 52. 511-524 Lamb, M.E. (1978) Qualitative Aspects of Mother-Infant and Father-Infant Attachments in the Second Year of Life. Infant Behaviour and Development. 1. 265-275 McLeod, S.A. (2007) Simply Psychology: Individual Differences In Attachment. [Online] Available from: http://www.simplypsychology.pwp.blueyonder.co.uk/mary-ainsworth.html [Accessed 06/01/10] Provence, S. and Lipton, R. (1962) Infants In Institutions. New York: International Universities Press Reder, P. Duncan, S and Gray, M. (1993) Beyond Blame. Child Abuse Tragedies Revisited. Routledge: East Sussex Sable, P. (2008) What is Adult Attachment? Clinical Social Work Journal.36. 21-30 Stevens, A.G. (1971) Attachment Behaviour, Separation Anxiety and Stranger Anxiety in Polymatrically Reared Infants. In Schaffer, H(Ed) The Origins of Human Social Relations. New York: Academic Press Tizard, B. and Joseph, A. (1970) The Cognitive Development of Young Children in Residential Care: A Study of Children Aged 24 months. Journal of Child Psychology and Psychiatry. 11. 177-186 Wagner, K, (2009) Background and Key Concepts of Piagets Theory. [Online] Available From: http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm [Accessed 30/12/09] Wagner, K. (2009) Attachment Theory. [Online] Available From: http://psychology.about.com/od/loveandattraction/a/attachment01.htm [Accessed 30/12/09] Zepf, S. (2006) Attachment Theory and Psychoanalysis. International Journal of psychoanalysis. 87. 1529

Rational Choice and Deterrence Theory

Rational Choice and Deterrence Theory Since Marchese Beccaria who, as one of the first mentioned that the real purpose of punishment is is no other than to prevent the criminal from doing further injury to society, and prevent others from committing the like offense (Baccaria 1764), many researchers as well as general community have begun to concentrate on the notion of personal choice when explaining what pushes offenders to commit crimes. Rational Choice Theory became one of the most popular concepts which support the deterrence philosophy. Although, the association between those two theories was welcomed by many, it also had its critiques and opponents. In this paper, I will explain how and to what degree, Rational Choice Theory supports the concept of deterrence. I will also discuss some of the contradictory theories and criminal behaviors that do not support Rational Choice Theory and state my opinion on consequences that this study may embrace on guilty mind concept which is, according to the criminal law, one of t he necessary elements of the crime. The concept of Rational Choice Theory is rooted in the analysis of human behavior that was established by Italian scholar named Marchese Beccaria. The main point of his examination describes the human being as a rational actor who calculates rationality using ends and means formula. According to Beccaria People (freely) choose all behavior, both conforming and deviant, based on their rational calculations, the central element of calculation involves a cost benefit analysis: Pleasure versus Pain, (Beccaria 1764). In his line of reasoning, Beccaria determined that in order to prevent the criminal or wrongdoing behavior, the form of punishment equivalent to the severity of crime committed should be implemented. The concept of punishing criminals in accordance to the crime they have committed in order not only to prevent the criminal from committing the similar act in the future(special deterrence), but also to warn the general public of the possible consequences of such behavior(general deterrence), became known as Deterrence Theory. In todays world of criminal justice, it is still seen as one of the most important aspect in the whole idea of punishment. Due to the failure of rehabilitative theories and major increase in crime rates in 1970s and 1980s, the concept of free, rational choice, based on the calculation of cost and benefits began to interest criminologist and researchers across the country. Examination of illegal decision making process began to be perceived as the key to understanding the real purpose of crime and what motivates it. During those years, Modern Rational Choice Theory emerged. Contemporary criminologist began to rely on the idea which claimed that threat of punishment tends to deter the individual from wrongdoing just as rewards tend to encourage pleasing behavior. Because of this new trend of thinking, many laws that increased mandatory sentences for numerous crimes, mainly those drug-related have been passed and executed. Did wide use of deterrence as the tool of discouraging people from committing crimes accomplished its initial goal? The answer is double sided. Violent crime rates began to indeed, drop i n mid-1990s as well as did drug offences. It was however, also due to changes in many other aspects like increase police recruitment across the country, good economic prosperity that discourages criminal behavior as well as change in mentality of people that had been subjects to violent behaviors. On the negative side, because of the fact that mandatory sentences for non-violent, drug related offences were increased significantly, the prison population also augmented significantly burdening the pockets of taxpayers. As this happened, more and more researchers began to criticize the method of punishment supported by Rational Choice Theory. Does fear of severe punishment really discourage criminals from committing crimes? Wasnt it only the philosophy of Rational Choice Theory of punishment that put the concept of deterrence in such an advantaged position in our criminal justice system and which still has such a massive impact on current crime control policy? Without any doubt, the strong connections between these two makes both theories stand out and seem very balanced and reasonable. However, as the frustration caused by some of the negative effects of their usage increased, contradictory theories began to emerge. Moreover, some criminal behaviors such as rapes and even in some cases, murders seem not to be positively affected by increased punishment as the form of deterrence for these crimes. Rational Choice Theory differs from many other criminal theories mainly because of its main principal that defines crime as a solely individual choice. The concept does not focus on other, crucial factors like individual traits, criminal associations and inner strains that may also play a huge role in pushing an individual to committing certain crimes. One of the most known models that oppose the Rational Choice Theory is Classical Theory introduced by Clarke and Cornish. Both authors agree that, while committing the crime, people are not perfectly rational and in some cases they are completely unreasonable. Moreover, they touch upon the costs and benefits of crime very broadly including only official and unperturbed permissions. According to their views, A range of factors influence and individuals estimates of costs and benefits of crime: self-control, moral beliefs, strains, emotional state, association with delinquent peers.(Clarke and Cornish, 1986). In addition, many researcher s have also found that the severity of punishment is far less important for potential criminal as oppose to certainty of that punishment. Some extreme opponents of Rational Choice Theory even believe that, People are not usually aware of certainty and severity of punishment for the area in which they live, therefore increasing certainty of punishment may reduce crime, but the effect will be short-lived and localized.(Class PPT). This opinion creates another argument which indeed questions and doubts the entire purpose of severe punishment as a successful method of deterrence and it is valid to a large extent. Besides the theoretical aspects that oppose the Rational Choice Theory, there are many practical ones that are against it as well. According to numerous scholars, individuals are much less likely to be affected by initial benefits of certain crime when they are intoxicated or mentally disturbed. Many people that commit crime are very low in self-control and often perceive the crime as simply not wrong. These individual however, are more likely to be discouraged from doing something illegal by the threat of punishment. Another study suggest that, the more severe the punishment is for a certain crime, the less likely it is for jury to execute a specific sentence; therefore it seems that as severity of the crime increases, certainty of harsh sentence decreases. If one would want to push the rational choice model to its extent, he or she may even argue that more severe and direct the punishment for the crime is in combination with negative experiences with law enforcement may actually increase the likelihood of subsequent crime. In todays world, where the access to illegal substances and alcohol is still fairly easy and domestic violent rates are still high, one could assume, without a big doubt, that offenders often commit crimes on an impulse, while intoxicated or under some emotional or mental pressure caused by, for example bad financial situation or difficult, inner family condition. What many call crime overload is certainly another problem. As crime rates increase, police forces are strained and the certainty of possible arrest decreases. As crime rates decline, police activity usually strengthens and certainty of arrest increases. The fundamental apparatus is what should be examined here. Does certainty of possible arrest daunts individual from committing a crime or does the small level of crime increase certainty? According to researchers like Marcus Felson, Stephan Pfohl and Alan Liska, some crimes and deviant behaviors, especially those considered capital offences like murder or rape with additional bodily harm are not affected by more severe punishment. The above mentioned scholars argue that capital punishment shows that anticipated, overall deterrent effect may not be present. As Pfohl claims, There appears to be little, if any, difference in rates of capital offenses between states which impose the death penalty and those that do not. In fact, an inverse correlation has been documented; when states abolish the death penalty a corresponding drop in capital crimes is reported (Pfohl, , 1994). Finally, issue regarding the effectiveness of deterrent policies and particularly the suitability of incapacitation and revenge bring up moral and official worries. How far do we really want to go in punishing criminals? Is incapacitation the most concrete use of common capitals? Looking at the widesp read understanding among criminologists that considers aging out as one of the most important elements of crime process, increasing mandatory sentences for all crimes that are believed to have been committed by perfectly rational individuals who have accurately weighted out all the costs and benefits of the crime they wished to commit, the incapacitation alone seems merely impractical. Without proper rehabilitation these individuals are very likely to commit these crimes again in the future. Great example of the modern use of punishment in accordance with Rational Choice Theory is present in the files from Atkins vs. Virginia Court Case that took place in the year 2000. Despite the fact that Atkins was diagnosed as mildly-retarded with a full IQ of 59, he was sentenced to death for committing crimes of armed robbery and murder. The case was particularly controversial because many believed that under 8th amendment which prohibits Cruel Punishment, Atkins shouldnt be sentenced to death but rather to long imprisonment. After the verdict was released, many scholars, lawyers and policy makers began to ask themselves what is the real role of 8th amendment after all? It seemed as in our country, pressure of public opinion and swiftness of prosecutors may push some cases above the supreme law of our land. I believe that the criminal research that evaluates the deterrence with the connection to the Rational Choice Theory may hold many consequences for one of the most important and valued standards in criminal law-mens rea, or in other words guilty mind. The main concept of guilty mind standard requires that a person cannot be convicted of a crime unless that person intended to commit that crime. Unfortunately, when looking at the case described above, I am wretched to admit that mens rea isnt always executed and respected. The study assessed in this paper, proves that a big portion of all crimes is committed by individuals that arent fully aware of their actions, as in the case when they are intoxicated or under tremendous mental strain. Moreover, many mentally disturbed and/or retarded criminals, even though conscious about the fact that they are taking part in criminal act, are often influenced by others who are often brains of entire process of wrongdoing. Atkins involvement in the murder for which he was sentenced to death is a great example of such situation. The measure of someones guilt is perhaps the most important factor in determining the appropriate sentence for crime that has been committed. How do we measure someones guilt? It is the moment that the principal of mens rea comes into play. Mens rea represents the amount of intend that an individual had while committing his offence. If we took Rational Choice Theory and traditional Mens rea concept and combine them together, we would get one of the most sophisticated and perfectly formulated theories that deal with understanding of criminal behavior. It could be written as follows, Since the criminal is a perfectly rational human being who, while committing the crime is fully aware of what he/she is doing and decides that benefits that will come from the crime outweigh the costs associated with punishment for this crime, than this person is guilty without the smallest doubt, intend is 100% in all the cases. As much as I would wish this theory was correct, it only reflects a utopian d ream in which all crimes and consequential punishments for them are perfectly clear and comprehensible. Reality however, is totally different and much more complex. To understand the importance of theories such as Rational Choice Theory one must often think outside the box. While the theory itself is quiet practical and compelling, without taking into consideration other aspects of crime and criminal behavior mentioned earlier in this paper, it becomes completely useless and invalid. It is because of the principal of mens rea that we need so many people in our courtrooms today, beginning with prosecutors, judges and jury, ending with psychologist, forensic scientists and psychiatrists in order to solve cases, especially those that involve murder. It is often very difficult to measure someones guilt and intend to commit such offence as murder looking solely on the crime itself and basing the explanation for it on Rational Choice Theory. Concurring with other critiques of the Rational Choice Theory I believe that the theory alone is quite misleading and all those who support it fully should consider studying it with comparison to mens rea or compare it to other counter theories like Classical Theory. If we want to respect principals of our criminal law which mens rea is a great example of, we should definitely stop the ongoing process of generalization and simplification of our legal norms and standards and apply and more ethical and just standards of practicing la w in our courtrooms.

Tobacco Essay -- social issues

Tobacco Tobacco is one of the leading preventable causes of death in the United States. Nicotine, which is an alkaloid derived from the tobacco plant, is a potent chemical that has powerful effects on the human body, especially when administered rapidly or at high doses. Prenatal exposure to nicotine is associated with adverse reproductive outcomes, including altered neural structure and functioning, cognitive deficits, and behavior problems in the offspring (9). At least 20% - 30% of pregnant women are estimated to smoke cigarettes, although smoking is associated with low birth weight, prematurity and infant mortality. In the United States, smoking accounts annually for estimated fetal deaths ranging from 19,000 to 141,000, for 1,900 to 4,800 deaths during or immediately after parturition, and for 1,200 to 2,200 death from Sudden Infant Death Syndrome (7). Maternal smoking has been implicated in long term deficits in infant mental development and adverse behavioral problems in children such as attention disorder. Nicotine crosses the human placenta and has direct effects on the developing fetus. Pre-clinical studies suggest that maternal smoking during pregnancy produces changes on the offspring's neural functioning, including reductions in uptake of serotonin, alterations in dopaminergic systems, alterations in peripheral and central noradrenergic neurons, and changes in DNA and RNA synthesis in the brain (9). Children prenatally exposed to nicotine consistently score lower in the two subcategories of expressive language and conceptual comprehension. Evidence from studies of human neonates suggests that maternal smoking during pregnancy is associated with increased rates of neurobehavioral difficulties. Several studies have linked maternal smoking during pregnancy with childhood inattention, impulsivity, and motor hyperactivity in offspring. Similarly, maternal smoking during pregnancy has been associated with parent-teacher ratings of conduct problems in children and a criminal record in young adults. A study by Yousef Tzabi suggested that cigarette smoking during pregnancy may be one of the causes of hyperactivity and learning deficits in children. In a laboratory study with Sprague-Dawley mice, it was shown that hyperactive male pups that were exposed to nicotine prenatally had significantly higher nicotinic receptor concentrations in the... ...ironment is relatively hypoxic, and corresponding cardiac functional deficits would thus contribute to the high incidence of fetal mortality. Just as impaired cardiac function during hypoxia in neonatal rats can account for the increase in mortality with prolonged hypoxia, comparable effects in man would provide a mechanism for cardiovascular collapse and consequent brain damage or death during delivery. The consequences of smoking during pregnancy are very dramatic. If clinicians are able to convince their patients to stop smoking early in their pregnancy, a major impact may be made on the incidence of low birth weight infants, perinatal morbidity and mortality, as well as cognitive deficits and behavioral problems in the offspring. A strong statement has to be made on the issue of tobacco exposure during pregnancy. This could be accomplished by informing women that their infants may not only be "smaller" than their nonsmoking counterparts, but their infants may also have transient or permanent changes in their lung and brain ultrastructure. A patient who is informed of these possible long-term effects of nicotine on her child may be more successful with her smoking cessation.

Mimicking the Natural Environment Essay -- Agriculture Nature Essays

Mimicking the Natural Environment In Clifford Geertz’s article, Two Types of Ecosystems, he suggests that the uneven distribution of the Indonesian population is in direct correlation with the different methods of agriculture used by those in the densely populated area and those in the less populated area. Geertz explores the distinct characteristics of two methods of cultivation in Indonesia, swidden and sawah agriculture. Swidden agriculture, as described by Geertz, is when the forest is burned and cleared so new crops can be sowed. The nutrients from the burned plants are used as a natural fertilizer to insure growth of its variety of crops. Swidden agriculture works in a cycle, once the nutrients in the soil are depleted, the field is abandoned to the forest, which quickly takes over, and the cultivator begins the process at a new location. Geertz describes sawah agriculture as an irrigated flooded paddy field, such as a wet-rice field. In this field only one crop, rice, is planted, intensive labor is need and the fields are rarely allowed to return to their natural state. Thus, for swidden agriculture more land area is needed than for sawah agriculture. Geertz concludes that this is why sawah agricultural methods are practiced on the densely populated island of Java, and swidden on the less densely populated islands. Although the Indonesians analyzed by Geertz live half way around the world from the Guarani of Paraguay and Brazil, the agricultural ecosystems are relevant. In Richard Reeds ethnography, Forest Dwellers, Forest Protectors, he explores the Guarani people and how they have maintained themselves in their diverse ecosystem for thousands of years. The Guarani people have adapted to life in the dense ... ...ystem are still active members of that ecosystem and can either live with in its means, or exploit it for their own. The Guarani of Paraguay and Brazil, as described by Reed, mimic their surrounding environment, living with in its means and with in its carrying capacity through the practice of agroforestry. Geertz also depicts the outer islanders of Indonesia as living within their means and with in their carrying capacity by the utilization of slash and burn agriculture. Geertz also explains the results of a society that exploits its ecosystem with unnatural land use, such as Java Indonesia which is overpopulated and crowed. In their texts, both Geertz and Reed, show the importance of a society living as close to its natural environment as possible. Works Cited: Clifford Geertz: "Two Types of Ecosystems" Richard Reeds: "Forest Dwellers, Forest Protectors"

To Be Or Not To Be A Criminal: A View On Young Offenders And Young Victims Of Crimes

Everyday we hear about news on crimes committed almost everywhere in the world. What is not anymore surprising to hear is that most of the persistent offenders and victims of crimes are young people. No matter how not surprising it can be, it has been a growing public concern. This work aims to understand why these young people are the most common offenders and victims of crimes, the factors which pushed them to commit crimes, and gender differences of the offenders and victims. Furthermore, a view on the reasons why the Black youth has the greater tendency of committing and being victimized by crimes will also be discussed. An individual who is 17 years old or younger is classified as a young offender or victim of crime. It has been observed that the presence of certain risk factors in a young individual’s life most likely increases his vulnerability in committing crimes. Such particular factors include personal, family, social, educational and mental health factors. When we speak of personal factors, these involve alienation and lack of social commitment. Family factors are poor parental supervision and discipline, low family income or social isolation, family conflict and parental criminality. Social factors are hanging around in public places, availability of illegal drugs, opportunity for crime and peer involvement in problem behavior. Educational factors include lack of commitment to school, disruptive behavior, low achievement and school disorganization. In regard to mental health factors, these are aggressive and anti-social behavior, emotional disorders and severe mental illnesses. You can read also King v Cogdon Additionally, it was also studied that young people in care are the most disadvantaged and socially excluded population. Hence, their low educational attainment increases their chances of being unemployed, becoming homeless and more likely to engage in anti-social behavior and crime. Furthermore, the young people have the greater tendency of committing and becoming offenders of crimes should there be proof of evidence of the availability of multiple risk factors in their lives. As much as young people commit crime disproportionately, they also suffer from it. Analysis on the experiences of young people showed that they are generally at greater risk of all types of violence than older people. Violent offences are predominantly committed against young people, and more often against men than women. It has been observed that males are more delinquent and victimized than females. Such difference in gender and youth crime is affected by the seriousness of the crime being committed. A study by Carrington and Moyer (1998) states that females are less likely to commit crimes involving the use of weapon which most of the time result to major injury or death to the victim. Furthermore, females are much less inclined in targeting a private residence to commit crimes probably because males are more likely to be involved in break and enter offences. The males, having the greater chances of being violent, are therefore more delinquent in committing crimes. Hence, such tendency also pushes them to commit crimes against male victims whom they think will have the lesser opportunity of fighting back, or should they fight back, such offenders will take the risk in placing great injury or killing their victims. Young chronic offenders may be defined as a group of individual who are responsible for the most severe crimes and are most likely to continue such criminal activity until they reached adulthood. Family and environment play vital role whether or not youth become chronic offenders. Chronic juvenile delinquents display a huge amount of anti-social behavior whether or not they belong to the same social class or racial group. Hence, the vulnerability of youth in committing crimes does not depend solely in a particular class or racial or ethnic group. As long as the same factors exist in the youth’s life, the greater the tendency of them becoming juvenile delinquents. It has been learned that these young chronic offenders have history of lying, stealing, or doing poorly in school when they are still of tender age. Such behavior patterns will not be outgrown as easily as it may appear. In regard to the issue why there are more black youth offenders in the society as well as juvenile delinquents from the lower class who commit crimes, it is fair to note that racial and social status should not only be the determining factor why these people have been tagged as chronic crime offenders. Geographical factors as well as the number of population of blacks and other races in a particular place are vital elements in the determination of the weight of crimes being committed. It would be too racist to establish the black youth as chronic crime offenders. Economic deprivation may be an issue in committing crimes but belonging in the lower class does not necessarily mean that most youth belonging in this social bracket have the most tendency of becoming offenders.

Maiden Voyage by Denton Welch Essay

This passage from Maiden Voyage by Denton Welch is an account of an adventurous European boy in China who wishes to explore the different cultures and experience the extraordinary. Yet he is overwhelmed by the barbarity of the new culture and this reveals to the reader the unexpectedness of life from the boys perspective. Through the first person narrative and detailed descriptions of the events, various themes such as teenage rebelliousness, gap between different cultures and our limited knowledge is highlighted through different literary features such as contrast, colour imagery and metaphor. From the very beginning, the juxtaposition between the inside and the outside of the European villa accentuates the differences between two cultures. Inside the villa, where the foreigners live, seems to be more secure and settled as reflected by the reference to the stable doors. The boys observation of the signs of cultivation also hints the civilised European culture inside the walls. This perhaps links to Mr Butlers comment that foreigners are not very popular and people outside and foreigners have separate communities. The main character using moth eaten balls and the old tennis racket shows that young people like himself used to stay at the villa, but not for long periods of time it is where people dont appreciate the thoughts of the young. As the plot develops, the change in the setting is emphasized by imagery. Words such as a black speck and a dark boulder are colour imageries used to foreshadow the unfavourable and unexpected event. Outside of the European villa, the human head that the boy has found implies that the culture outside is in a way, barbaric. This is supported by cruel images such as odd white teeth stood up like ninepins in its dark, gaping mouth, its cheeks and shrivelled lips were plastered black with dried blood. These images not only highlight the unfortunate and unexpected events, but also give emphasis on difference between the two cultures. The boys fear and realisation of the hostility between cultures are conveyed from the head is described through imagery. Tall rank grass grew was dry and sharp as knives. Also the second mention of the insects reminds the boy of the head, causing the boy to feel more fearful. Through the main character, the author explores various themes of maturity  and our awareness of different cultures. Readers are able to observe that the main character seems to be a boy, from him playing tennis. It is shown that he is an adventurous person as he is [longing to explore]. He [hates] to be dependent on other people and says they would never want to do what I want to do- highlighting the theme of teenage rebelliousness and his desire to be independent. His unhappiness and dissatisfaction with his quiet lifestyle is suggested when [He hits] the balls fiercely against the stable doors. The boy feels imprisoned in a European villa and a line of poplars; the orderly line of poplar implies the structured and formal environment of the villa. For the boy, even the straight line of poplars is a sign of restriction and [imprisonment]. . As an act of rebellion, he does not want to listen to the elders, but carries out what he believes to be right, without rational thinking about the consequences. . From the action of the main character, the author highlights the themes of teenage rebelliousness, difference between two cultures and acceptance of a different culture. In the line, [he] let [himself] quickly out of the back gate, the back gate has an implication that it was done in secret. This once again reinforces the theme of teenage rebelliousness as this action was disapproved by Mr Butler and Mr Roote the adults. Despite his rebellious nature, however, his immaturity and lack of knowledge are evident in his initial response to finding the head. The rather naà ¯ve observation of the head, I saw that the object was not black but pink shows that he was not able to identify what he was seeing highlighting the boys unawareness of other cultures. This colour imagery used to describe the head, helps the reader picture the situation, and senses the shock that the boy feels. The line [he] stared at it stupidly until [his] numbed sensescan be interpreted as him being stupid and numb in the understanding of other cultures. When he finally finds out that it was a human head, [he jumps back]with [horror] and [terror]. Such shock from the discovery of a new culture highlights the unexpectedness of some events in life. The boys panic is emphasized through metaphors and diction in the passage. The first cur barked as a sound imagery, contributes to the fast-flowing and panicking situation where the boy is running away from the head. Also, the  wall is a metaphor for the separation between the two cultures. The tall rank grass that is dry and sharp as knives, shows that one culture is almost trying to repel the people from another. Also, knives are an image that conveys cruelty and hostility between the two cultures. The boys horrified action and shock contributes not only to the differences of two cultures but also the lack of endeavour to tolerate these differences. In the passage from Maiden Voyage, various themes such as expectations from different cultures, teenage rebelliousness and our limited knowledge are explored though a European boys horrifying experience. These themes are supported by a variety of literary features such as colour imagery, metaphor and contrast. The authors message that people should try to accept and understand other cultures is conveyed in the passage through highlighting these main themes. Text -Foreigners are not very popular here, Mr Butler told me at breakfast. So I dont think you ought to go out alone.My heart sank. I hated to be dependent on other people. They would never want to do what I wanted to do. I began to feel imprisoned. I took up the moth-eaten balls and the old tennis racket which were lying in the hall, and went into the garden. I hit the balls fiercely against the stable doors until I was too hot and unhappy to go on. I sat brooding on the steps. I might have been in Sydenham for all I could see a European villa and a line of poplars; yet outside lay a Chinese city which I was longing to explore. After lunch I decided that I could stand it no longer. Mr Butler and Mr Roote were still deep in their mornings discussion, so I let myself quickly out of the back gate and walked along the sandy lane which led into the country. Mr Butler could not mind my walking in the country, I thought. Everything was still and silent, in an early-afternoon torpor. The only sound came from the stunted bushes which squeaked and grated linguistically as the wind passed through them. Pillars and scarves of dust and sand rose up from the ground, eddying and swirling themselves into flat sheets which hovered  in the air. Harsh spears of grass stuck up through the sand. The soles of my shoes began to burn and I looked round vainly for some shady place. I enjoyed the dreamlike stillness and wanted to stay out for as long as possible. I thought that if I walked on I might find a place. The road led towards the hills. Across the sandy plain the city walls stood up like cliffs. Turrets and bastions were ruined cottages, crumbling into the sea. I walked on, fixing my eyes on a black speck some way in front of me. I wondered if it could be a cat crouching in the middle of the road; or perhaps it was a dark boulder. As I drew nearer, a haze of flies suddenly lifted, and I saw that the object was not black but pink. The loathsome flies hovered angrily above it, buzzing like dynamos. I bent my head down to see what it was. I stared at it stupidly until my numbed senses suddenly awoke again. Then I jumped back, my throat quite dry and my stomach churning. The thing was a human head. The nose and eyes had been eaten away and the black hair was caked and grey with dust. Odd white teeth stood up like ninepins in its dark, gaping mouth. Its cheeks and shrivelled lips were plastered black with dried blood, and I saw long coarse hairs growing out of its ears. Because it was so terrible, my eyes had to return to it whenever I looked away. I stared into its raw eye-sockets until waves of sickness spread over me. Then I ran. The whole plain and the bare hills had suddenly become tinged with horror. I found myself between high banks. I would soon be coming to a village. There were signs of cultivation. When the first cur barked, I turned and ran back the way I had come. I did not know what to do. I would have to pass the head again. I tried to avoid it by making for the city walls across the pathless sand. My feet sank in, and my shoes became full and heavy. My only idea was to get  back to the house. Tall rank grass grew in the shadow of the wall. It was dry and sharp as knives. I pushed through it, looking up at the towering cliff for a gate or steps to climb. Nothing else seemed to be alive except the insects. I could only hear their buzzing and the slap of them when they hit the wall. There was no gate. I began to feel desperate. I ran towards a bastion, wondering if I could climb up to it in any way. I knew that I could not. Denton Welch, Maiden Voyage (1943)