Gay marriages in colorado Research Paper Example | Topics and Well Written Essays - 500 words

Gay marriages in colorado - Research Paper Example How many people would it effect? Why or why should it not be legalized? Evaluate equality standards and the right to marry for everyone. Consider other states that have legalized gay marriage and the effects it has had on their state. Discuss the Minnesota Supreme Courts decision in 1970 about a same sex couple wishing to marry: Jack Baker and Michael McConnell. This was the very first time that government had to ever deal with same sex marriage as an issue. What were the results? How did this start to shape how people think about marriage? Discuss â€Å"All Men are Created Equal,† motto that has been adopted by the United States and how that motto plays a role in gay marriage possibilities not only in Colorado, but throughout the entire country. Discuss how different religions define marriage. As much of the United States history was based on Christianity, discuss how Christians view gay marriage. Discuss any Christian organizations in Colorado that might otherwise recognize gay marriage. Discuss other stigmas of marriage; describe the â€Å"whimsical fairytale† of a husband and wife, two kids and a dog and how that has changed since then. There are other formats that determine what a family is. Traditional roles of a marriage and a family have changed. Discuss why gay marriage is not widely accepted as something that is okay to do in the United States. Look at it from the other direction and discuss why it should be okay. Why are people so opposed to something that does not necessarily affect

Prison makes bad people worse Essay Example for Free

Prison makes bad people worse Essay In the year 2002, there were just over 68,000 persons in prison in England and Wales, 6,000 in Scotland and 1,200 in Northern Ireland. In the case of England and Wales, this is a few thousand more than in 1999, but at this time the plateau stood in marked comparison to the trend up to 1997-8 and it was by no means certain that this could be maintained, (Morgan, 2002). These findings serve to highlight the progressive increase in rising prison numbers in the UK the causes of which are continually in debate and beg the question; what happens when there is no more room left in our prisons? For the purpose of this essay, this author assumes that the statement â€Å"prison makes bad people worse† infers that an offender, who serves a custodial sentence, is more likely to re-offend upon release. Before evaluating this statement and reaching a conclusion, this author will introduce a brief history of the prison system in an attempt to offer an understanding of how imprisonment has become the most severe penalty imposed on offenders in the UK today. Prisons all over the world have existed for many years for the purpose of confining those in society who have committed a crime serious enough to warrant such a sentence. The purpose of prison is now not only to inflict a punishment but also to attempt to rehabilitate offenders contrasting with the early days of imprisonment where little rehabilitative work was done. A custodial sentence is now the most severe penalty that an offender can be sentenced to in the UK following the abolition of the death penalty in 1965. Imprisonment is intended to punish offenders through restricting freedom and liberty as well as unfavourable living conditions in the name of ‘less eligibility’, (Morgan, 2002). This in no way is intended to suggest that conditions in prisons are inhumane although reports exist from previous investigations that would suggest otherwise. Punishment for offenders was served in a very different manner prior to the nineteenth century. Punishments at this time in the main consisted of physical punishment which would often involve torture, public humiliation and even execution. After decades of this type of punishment being administered, the torture and public humiliation elements ceased. The infliction of physical pain was replaced by the principle that the loss of rights and wealth would serve as an adequate deterrent for further offending. Although this altered form of punishment apparently focused on the mind of the individual, it could still be argued that custodial sentences still impose an element of physical torture indirectly by food rationing, sexual deprivation and solitary confinement. These aspects of punishments are still relevant within the penal system today, (Flynn, 1998). Many different explanations exist for why this change from physical punishment to imprisonment came about, one of which argues that the reason for the shift was due to humanitarianism and reform which would offer a more humane and civilised alternative to the methods of previous years, (Wilson, Ellis, Mikulski, Nash, 2003). An opposing argument suggested that this was not the case and that the defining of a new age and more effective punishment by focusing on the reform of offenders into the ‘disciplined subject’ were the main reasons for this shift in operation, (Foucault, 1977). Despite this argument, one of the most influential factors associated with how prisons operate in the UK today is the concept of human rights. The 1998 Human Rights Act governs these rights. Along with this, the Prisons Inspectorate introduced guidelines on what factors should constitute a healthy custodial environment based on international human rights principles. Arising from the World Health Organisation’s influence, four tests are used to identify whether a healthy custodial environment is present. Firstly, prisoners must be held in safety. Secondly, they must be treated with respect and dignity as human beings. Thirdly, they must be able to engage in purposeful activity, and lastly, prisoners must be prepared for resettlement into the community prior to release, (Owers, 2003). Because of the unpleasantness of imprisonment it is necessary for this type of punishment to be justified. Prison can be very unpleasant for many offenders as their liberty is severely reduced, their contact with family and friends is minimised, and it can infer many social disadvantages that may lead to offenders becoming socially excluded upon their release from custody. In order to justify imprisonment as a viable punishment, numerous theories or arguments have been introduced in an attempt to support this sentencing option. One argument that attempts to justify imprisonment is the concept of Reductionism. This argument suggests that custodial sentences reduce the number of crimes committed. Those in agreement with this theory also argue that the number of crimes committed will be less if someone is punished in this manner, than there would be if no punishment were imposed at all, (Cavadino Dignan, 1997). This theory also suggests that society as a whole, has a greater influence than the individual and therefore an offender would be powerless to justify not going to prison if he/she had committed a crime that endangered public safety, (Abercrombie, Hill, Turner, 1988). However, it could be argued that this theory suggests that crimes are only committed by those who are in prison ignoring the concept that there are many in society committing crimes that have never been caught. Deterrence is another theory used to justify imprisonment as an appropriate punishment by arguing that people will not offend because they are too fearful of the consequences should they be caught as the punishment is seen as too severe. There are two elements to this theory, firstly there is individual deterrence which suggests that an offender will not re-offend because the punishment they received last time was so severe that it has deterred them from doing it again. Secondly, there is general deterrence which argues that a punishment imposed on one offender for a crime will deter others from offending, as they know exactly what the consequences are. At first glance, deterrence theory appears to hold validity, but in reality research findings have indicated that sentencing offenders to custodial sentences has a more influential effect. Once an offender has been in prison they may find themselves labelled by the rest of society and categorised into a stereotype with unfavourable connotations. This may hinder their attempts to live lawful lives for example; problems getting a job and even psychological effects, which may become apparent in their behaviour, (Cavadino Dignan, 1997). This evidence could be used to support the argument that prison does make people worse. Rehabilitation theory suggests that some forms of punishment can actually reduce the likelihood of re-offending and alter an offender’s behaviour and attitude. Together the prison service and the probation service are heavily involved with rehabilitation as well as the treatment and training of offenders, (Wilson et al, 2003). As a main aim of the prison service to assist in the rehabilitation of offenders, the provision of accredited programmes such as PASRO (Prisons Addressing Substance Related Offending) and ETS (Enhanced Thinking Skills) attempt to address prisoners’ offending behaviour whilst in prison. However, a report by the Social Exclusion Unit found that the prison experience causes such damage to an offenders’ rehabilitation that it outweighs the effectiveness of the programmes, (Solomon, 2003). Another criticism of the penal system is that many offenders are sentenced to such short periods of custody that they are unable to gain access to any rehabilitative interventions. This evidence could also suggest that prison can make bad people worse. The theory of incapacitation implies more emphasis on public protection rather than the behaviour of offenders which coincidently is another main remit of the probation service. Quite simply, this theory argues that if an offender is in custody they are unable to commit crime and therefore ensuring public safety for the duration of the sentence giving piece of mind to members of society, (Ainsworth, 2000). It could be argued that this theory fails to recognise that crime often occurs within prisons including violence, bullying and drug offences. Another criticism of this theory is that as mentioned earlier, the public will only be protected in this manner for the duration of a sentence. Lastly, retribution theory holds that punishment is imposed on an offender to redress the balance between offenders and their victims in making sure that the offender suffers for their crime. Ainsworth (2000), recognises that seeing an offender incarcerated may make the victims feel that justice has been done. However, this is often not the case as many offenders receive sentences that the victim may feel does not reflect the harm that has been caused to them as a result of the offence. Now that some of the justifications for imprisonment have been discussed, it is now possible to explore conformity within prisons which may assist in reaching a conclusion on whether the statement â€Å"prison makes bad people worse† can be justified. Conformity, a theory closely linked with labelling theory, suggests that an individual may conform to social rules or may even assume a social role because it is recognised as the norm in their environment. Heavily influenced by the levels of power, social roles exist predominantly in the prison environment especially between prison officers and offenders. One study that attempted to explore power dynamics and how easy it is to assume a role was conducted in August 1971 by psychologist Philip Zimbardo and was named the Stanford Prison Experiment. Twenty-five male volunteers took part in the experiment and were taken to a mock prison where each person was assigned a role of either prisoner or guard. The guards had the authority to dictate 24 hour a day rules to the prisoners the results of which were shocking and are still referred to today. A number of prisoners had to be released due to mental health illnesses arising from the trauma of the situation. The experiment, which was intended to last for two weeks, was terminated after six days due to the pathological reactions of the prisoners who ironically had been selected for their normality. The findings were that the environment transformed the participants and after a few days, the role dominated the person, (Alexander, 2001). This experiment highlighted social power as the being the major factor in the participant’s behaviour as all the guards at some point displayed abuse, authoritarian attitudes, and appeared to enjoy being in control. Zimbardo argued that this abnormal behaviour is a product of transactions within an environment that supports this behaviour. The labels placed upon the participants became valid in this environment and pathological behaviour was the outcome, (Wilson et al, 2003). This experiment still has implications for the prison system today in that Zimbardo argued that the current prison system is guaranteed to cause severe pathological reactions within prisoners causing a debasement of their humanity, low self esteem and making it difficult to integrate into society outside of prison, (Wilson et al, 2003). This would suggest that labelling and conformity theories are a case for prison making bad people worse. Whilst in prison an offender may assume a role that could be continued upon their release. Zimbardos’ experiment provides an adequate basis for discussing the sociological theory of a prison subculture sometimes referred to as the inmate code. The prison society exists apart from the rest of society and therefore it is understandable that norms and values are very different between the two. Sykes (1958) found that the inmate code is something that may give a prisoner an identity and help them to cope with the effects of imprisonment. The code is thought to include certain rules such as not fraternising with staff, acquiring a position in the inmate ‘pecking order’, and giving the impression of toughness in emotion and physical appearance. Clemmer (1940) argued this to be part of the prisonisation process which arguably reinforces criminal behaviour as prisoners become used to opposing authority which is likely to continue in the outside world, (Cited in Morgan, 2002). Therefore, attempts at rehabilitation may be hindered by this and could be used to argue that prison makes bad people worse. So what statistical evidence is there to support the statement â€Å"prisons make bad people worse†? Reports into the subject have found that prisons have a poor record in reducing re-offending and that 59% of offenders are reconvicted within two years of release. For male youths under the age of twenty-one, the reconviction rate is 74% over the same period of time. Research findings from the Social Exclusion Unit have indicated that re-offending by ex-prisoners costs society approximately ? 11 billion each year and that they are responsible for one in five recorded crimes, (Solomon, 2003). This evidence would appear to suggest that people who have served custodial sentences have been made worse by the experience and that imprisonment is not an effective punishment. Contributing to this argument is the theory that these statistics are only obtained from recorded crime suggesting that the figures may in reality be significantly higher as many crimes are not recorded. In conclusion it would appear that there is much evidence to support the claim that prison makes bad people worse such as the statistical evidence revealing reconviction rates. On the other hand, there are also arguments for prison as an effective punishment such as the justifications for imprisonment including rehabilitation and deterrence theories. It would appear that prison does indeed have an influence on some prisoners re-offending but it would be difficult to assume that this is the case for all offenders who have served a custodial sentence. This would suggest that for some offenders prison is effective and for others it is not. Having said this, it is important to recognise that prison does ensure public safety from offenders who pose danger to society, but only for the period they are in custody unless they emerge from prison rehabilitated. For those offenders who could be dealt with in another manner, community penalties offer the versatility in sentencing options necessary to provide effective punishment without contributing to the growing problem of increasing prison numbers. It is therefore vital that the most appropriate punishment is imposed individually taking the crime and the offenders’ circumstances into account when sentencing.

Types or Energy Sources :: Environment, Gas Emissions

The current UK energy supply sector constitute about 38% greenhouse gas emissions (Allen et al. 2007). Approximately 65% of the primary energy is lost as wasted heat during the production of electricity using centralised production system. (Allen et al. 2007). Renewable energy technologies have the potential to dramatically reduce these losses because when fossil fuels are used, the heat generated by localised electricity production can be captured and utilised for space and water heating. Heat and electricity can also be produced locally by renewable sources. Another great importance of renewable energy source is the fact that it is carbon neutral (Hall 2006; Allen et al. 2007). A renewable source is said to be carbon neutral if the amount of CO2 emitted during the sourcing of the energy is off-set with an equivalent amount sequestered or removed from the atmosphere. The UK government has been proactive towards the reduction of greenhouse gases such as CO2 emissions. For instance, and as discussed earlier, the nation is now legally bound to the Kyoto protocol to reduce its CO2 emissions by at least 12.5% below the 1990 levels between the 2008-2012 time frame (Stolarski et al. 2010). Furthermore, the UK Government’s Climate Change Act 2008 sets a legally binding target of 80% reduction in national CO2 emissions by 2050 compared to 1990 levels (DECC 2009). To achieve these targets, and at the same time providing affordable and clean energy to buildings, mitigation strategies including the use of renewable energy technologies is being recommended by the government (DECC 2009). Some common renewable energy technologies in the UK are combined heat and power, geothermal, hydro, tidal, wind, wave and solar energy systems. Combined heat and power (Biomass): is a community heating and electricity system that generates fuel derived from biomass or organic matter. It is important to note that combined heat and power is renewable only when dedicated crops or forest used or where replanting occurs. In this case the carbon captured during growth will be equal to the carbon emitted during combustion. Combined heat and power has a primary energy conversion of 80% compared to a normal grid supply of 30-40 % ( Allen et al. 2007). If widely used, it can lead to significant CO2 reduction. Geothermal energy systems: refer to systems that capture energy from the earth’s core. It has a potential in the UK, although it requires an electrical input which, with the current electricity mix will be only partially renewable.

Why We Study Torism and Hospitality at University

With the considerable growth of hospitality and tourism industry and more governments recognizing the industry’s contribution to national and local economies, a number of academic institutions have expanded degree offerings and started specializing in these disciplines (Garside 1991). Study tourism and hospitality at University are essential not only for academic advances but also for developing practical applications. Wiley (1995) argues that the success of every hotel company is conditioned by the capability of its managers to coordinate the business with the changes that characterize the modern international environment.Marketing is a required course for the University. Through study of the Marketing, the managers of hotel companies can strategically plan to direct the studing constantly searching and choosing ways to be competitive, to decide how to attract new tourists, how to keep the permanent tourists, how product to be more attractive from the competitors ones, how to position successfully on the competitive tourist market. So study Marketing at university is necessary for tourism and hospitality.Furthermore, Langbert (2002) also argues that Tourism in general and food service in particular contribute to a nation's economic development in many ways, in addition to the immediately apparent prospects of creating jobs and boosting overall income. Food and Beverage is interesting course at University. Before go to hotel to practice, students have to pass the test about alcohol and food service. Through study the Food and Beverage, it will be improve the ability of practical, easier get job and adapt to working at hotel. So study this course at University is very important for students.In conclusion, some 6,000 new employees are needed every year to service the expanding hospitality and tourism industry, according to Failte Ireland, the national tourism development authority (Cohen, 2005). From this, it can be seen that Tourism and Hospitality person nel are in the world has been very scarce. Through study Tourism and Hospitality at University, it can be improve students quality, skills, adaptability, communication skills. Thus, students need to study Tourism and Hospitality at University and study it well.

Utilizing Online Social Networking Sites

Social Networking Business and Human Services organizations all over the world try to look for different ways to improve and be successful. One of the ways organizations have been able to maintain success is by networking and linking themselves with similar organizations. A website that provides organizations with this type of networking is LinkedIn. In week two I was given the task to research and understand why such sites as LinkedIn help human service organizations stay connected with their professional community and other human service professionals.In addition to researching how these sites enhance more quality services and support and how additional training keeps you up to date and competitive against other organizations. History of LinkedIn LinkedIn is a site used by business professionals all over the world. This site provides business professionals and other types of organizations the ability to exchange information and other networking types of opportunities. Created by fi ve founders, LinkedIn’s website officially took off in 2003 (LinkedIn. com, 2012).The five founders asked 350 of their closest contacts to join their site and within the first month had over 4500 members in the network (LinkedIn, 2012). By the end of 2003 they had over 81000 members and now present day has over 41 million members (LinkedIn, 2012). LinkedIn had a vision to redefine the social networking community and set a new standard. Considered by many to be the businessman’s Facebook, it continues to grow and help businesses to gain new opportunities through social networking. Using LinkedIn to Stay ConnectedLinkedIn has provided human service organizations the ability to reconnect to past and present colleagues, which allows them to stay in constant touch. In addition, help them gain inside connections with similar types of organizations that enhance their growth and success. The network also provides similar organizations within their network to share advice and a nswer questions. Human Service organizations grow and remain successful by linking themselves, working together and gaining referrals from similar types of organizations.Being tied into an online community helps an organization stay connected to other human service agencies and the ability to offer more types of support services. For example, one human service agency may provide speech and occupational therapy, where as their community link specializes in integration behavioral therapy, which their client needs. What then happens is a quality referral to that agency. These two organizations were able to work together, provide more services, all for the greater good of the client’s needs.How it works is that an online user can search for an organization under the search tool. Once an organization is found the user could research statistics regarding the organization, location, and who runs it. The user can then ask to follow the organization and become a networking connection. Training Training and continuing education is an important aspect to any human service agency. Organizations need to be able to provide training opportunities to their employees to keep them up to date and remain competitive in their field.New types of therapies and research are developed all the time and directors and employees need to be aware of them. Through LinkedIn and staying in touch within their online community, organizations can now attend approved training sponsored by different organizations. Some organizations can even upload the training online so that employees can do their continuing education hours without leaving the office. Sites such as NHS on LinkedIn have provided numerous human service organizations with online training, consulting, professional development, and human services training (NHS-LinkedIn. om, 2012). In addition to finding online training and development, employees can also look for employment for human service organizations through the LinkedIn c ommunity. Instead of putting an ad in the newspaper more organizations are looking to LinkedIn and other online sources to find knowledgeable and qualified employees. Technology Used to Stay Connected Some other ways that human services or other business organization use technology to stay connected to their business contacts and employees is by the internet and other social online networking websites.Sites like Facebook and Twitter can be an essential tool in keeping contact and the ability to provide constant updates. My friend’s son attends a specialized Autism School in the Salinas area. The director has 2 offices in the San Luis Obispo area and one in the Stanford area. Although her job as director keeps her on the road visiting the different sites, there are times when she is unable to visit the area. She keeps in constant contact with the assistant director and employees by using Skype.Skype is an online tool where you can have instant face- to- face chats and hold mee tings without all being at the same place at the same time. This way she is always able to attend weekly meetings, get updates, and hold training sessions with her employees. This site has enabled her to grow her organization in different areas while not having to visit the site daily. Staying Connected to the Community If I was trying to find a way to stay connected to other human service professionals in my area I would turn to the internet in order to build and find online networks.Sites such as LinkedIn would be perfect for my individual needs and allow me to build contacts while enabling me to advertise my organization. I would look to LinkedIn to help me build my online website. The purpose of this site is to allow registered users to follow your organization and become notified when other contacts or updates have been added like training, fundraisers, or networking opportunities. This can help me grow a professional contact list that I trust and find other business opportunit ies recommended by someone from another contact network.Conclusion Social and online networking is an online platform that can be used to build contacts and other business opportunities. Sites such as LinkedIn, has given human services and other business organizations the ability to grow, keep in contact, and build relationships. Since 2003, LinkedIn has continued to be the number one site that businesses turn to in order to build their online community. Since that time LinkedIn has continued to improve their site by designing better applications to make building an online community easier.Human Service organizations will do what they can in order to achieve their mission. Working together with other organizations is the key to building relationships, offer more support services, and provide quality referrals to their clients. References LinkedIn. com, (2012). Company history. Retrieved on October 25th, 2012 from http://press. linkedin. com/history/ NHS (2012). NHS management servic es. Retrieved on October 25th, 2012 from http://www. linkedin. com/company/nhs-management-services

Women and the Era of Enlightenment essays

Women and the Era of Enlightenment essays After the chaotic years of the Middle Ages, the Reformation and of the Thirty Years' War, humanity was brightened from the dark by a new era, called Enlightenment, one of the most important stages in the development of modern thought. This cultural, intellectual, philosophical and social movement spread through France, England, Germany, and other regions of Europe, even America, in the 1700s. Enabled by the Scientific Revolution, in the Enlightenment the spheres of education, politics, and religion were now subject to investigation, to bring changes where possible. Knowledge, science and rational thought, such as freedom and universal justice, were the cornerstones of the mentality of the age, while religion and superstition were denied. This age is called, in fact, the Age of Reason, and embrace the notion that humanity could be improved through rational change. The American and French Revolutions were inspired by Enlightenment ideals of freedom and equality. Â ¹ Thanks to the development of those ideas, women started gradually to change their role into society. Before that, from the Renaissance to the eighteenth-century , the representation of women was restrictive and oppressive, and they were expected to be subordinate to men in every way. Their role in society was primarily domestic and they were used only for the benefits of men. Wives should take care of the family and the house, do the cleanings and produce children just to carry on the family name; daughters should help the family thanks to an advantageous marriage. The behavior of women was a sort of indication of the reputation of their families, and for this reason sexuality was a subject related only to marriage. During the Protestant Reformation, the concept of patriarchy put men central in every kind of social structure, and from the middle of the sixteenth, tens of thousands of women were accused of witchcraft, and killed. Over 40,000-60,000 women were executed throug...

Vermeer and Velaszuez essays

Vermeer and Velaszuez essays Diego Velasquez and Jan Vermeer were two of the most significant artists of Western Europes Baroque period. When I first began this research, I envisioned talking only about the many differences in their works. I have since learned that they share many things in common. In this paper I will use two works of art, Velasquez Las Meninas (The Ladies in Waiting) and Vermeers Woman Holding a Balance, to illustrate the complex and intriguing styles of these two masters. I will discuss how religion and politics played a role in each of the artists lives, and how one was famous in his own time while the other was lost in obscurity until only a century ago. Although both artists are appropriately categorized as Baroque, I will argue that the lesser known Vermeer displayed more innovation and greater realism. Diego de Silva Velasquez was born in 1599 in Seville, Spain, as a Catholic.1 Jan Vermeer was born thirty-three years later Delft, Netherlands, as a Calvinist but later converted to the Catholic religion when he married Catharina Bolnes, whose mother was Catholic. The mother had opposed this marriage until Vermeer converted.2 Further evidence of Vermeers conversion is shown by his early work Saint Praxedis, a second-century Roman Christian. This was based on the Florentine artist Felice Ficherelli whose painting of the same name was done in 1645.3 Both artists studied under master painters. Velasquez, under Francisco Pacheco, was admitted to the Seville Painters Guild in 1617 and a year later married Pachecos daughter, Juana.4 Vermeers training is less clear. There are several possibilities given, including Hendrik ter Brugghen in Utrecht, where Vermeers mother-in-law had family connections.5 Vermeer may have studied under another master artist, Abraham Bloemart, also in Utrecht. Vermeers early work closely matched Bloemarts style, and Bloe...

What to do when your boss is stealing your ideas

What to do when your boss is stealing your ideas There are lots of potentially difficult situations that arise in most workplaces- anything from annoying coworkers, to incompetent people on a project team, to having to work twice as hard in an effort to pick up the slack for a lazy, underperforming colleague who always seems to wiggle out of trouble. But the truth is, one of the most challenging professional situations to have to deal with is a scheming and self-serving boss who is constantly stealing your ideas or taking credit for your work, leaving you in the dust with nothing to show for your efforts and accomplishments. Hopefully this doesn’t sound familiar or hit too close to home for you- but if it does, we know how difficult it can be. The last thing any of us want to do is put ourselves into an adversarial situation with our bosses, so there’s a real impulse not to say or do anything about it- which can quietly â€Å"signal† your boss that you’re okay with their bad behavior or at the very least not going to rock the boat for them, which means the theft may continue (or get worse).It’s important to do  something  when your boss is stealing your ideas. But how can you handle the situation delicately enough so that you don’t make things unbearable for yourself, yet firmly and decisively enough to send a clear message that you’re not willing to put up with this?If you or someone you know is struggling with this reality, there is hope, and a way forward. Entrepreneur published an article  that highlights strategies for dealing with a boss who takes credit for your ideas. Use the following to help guide you through the potential hazards and pitfalls of the tough spot you’re in and hopefully make it through unscathed.Step 1: Evaluate the situationWhen you first start getting the feeling that your boss is taking credit for your ideas, your first step is not to unleash the fury on the powers that be in an effort at vengeance or retribution. Take a step back to get some valuable perspective and evaluate the situation. Is your boss really stealing your ideas or just aggregating and presenting the work for the team that reports to her or him? Are you absolutely certain that you’re not getting credit for your work? Just because you may not receive instant adulation for your ideas does not mean that your efforts are going unnoticed. Perhaps your boss is not the overly effusive sort, but nonetheless is appreciative of your contributions and is giving credit where it’s due in a subtle way, or is simply waiting for your next review period to give you your well-deserved rewards? Bottom line- make sure you know for sure that your boss is stealing your ideas before taking things any further.Step 2: Get a second opinion/witness.Okay, so you’re fairly certain that your boss is indeed taking credit for your work- what should you do next? The next best step is to get a second opinion in an effort to have a witness to t he situation in your corner. Why is this so important? Because without a witness, unless you have absolutely irrefutable evidence it’s basically your word vs. your boss’s, and in this scenario the boss often wins. Don’t put yourself in that scenario- instead, choose a credible and reliable witness, preferably someone with a little clout at your workplace, and help your case by having that person in your corner. It could make all the difference if you decide to take things further.Step 3: Document your case.A strong, impassioned story and credible witness will go a long way towards supporting your claim of idea theft, but nothing beats a solid â€Å"paper trail.† Wherever feasible, have some ironclad evidence that documents the onerous events- everything from emails to recorded instances of theft and proof that the ideas were indeed yours to begin with will all serve to substantiate your claim. Nothing is more disheartening than making a bold claim of thef t that you’re unable to prove and it ultimately goes nowhere. Not only will your work situation not improve, it will likely become even more uncomfortable for you there.Step 4: Communicate with your boss.No, we’re not suggesting you kick open their office door and yell at them at the top of your lungs in an effort to get them to admit their wrongdoing. Instead, we’re saying that there may be a more peaceful and professional way to reach a satisfying conclusion. If you politely discuss the situation with your boss, they may be able to capably explain why you’re mistaken about what has transpired. Or maybe they’ll realize they’ve failed to properly give you the credit you’re due are willing to make amends. Often, the path of least resistance is the best one to take first. Hopefully your boss is reasonable enough to deal with, provided your approach is free from hostility and you’re open to reasonable and equitable compromise.If y ou think your boss might be profiting from your ideas without sharing the credit, don’t just do nothing- but don’t do anything rash, either. Take a breath, assess the situation, and make your way through the measured and professional steps mentioned here to come to a resolution that gives you the credit you deserve.

Multiculturalism Essay Example | Topics and Well Written Essays - 500 words

Multiculturalism - Essay Example Different races in the world are facing the problem of discrimination and multiculturalism is an aspect which allows different states to accept the ethnic culture of different people. Because of different cultures existing in the world, people belonging to one specific ethnicity prefer people of their own ethnicity over the other ethnic groups. This cartoon however shows that the gap between the ethnicity, class and races is about to finish which is not true. The races and genders still face discrimination when it comes to individuals of some other gender or race. An example here can be cited of the blacks who are presently living in the United States. These blacks are still widely symbolized as gangsters and burglars by the whites and because of such a stereotype these blacks are not able to progress in the United States as they would have otherwise. Similarly another example of the Natives can also be seen here as these people are also discriminated by the whites in America. Class which is another important factor of discrimination is also discussed in this cartoon. Different classes of people exist in this world and these classes can either be related to money, societal power or societal limitations by these classes. The classes which exist in the world today differentiate people on the basis of their class and because of this individuals of one class cannot settle with the other. An example can be cited here of the people belonging to upper class of the society. These people tend to ignore or thrash the individuals who are of a lower class or lower income group. The sense of superiority tends to prevail in this type of people and this is the root cause of discrimination amongst these individuals. The gap of multiculturalism can be bridged only if certain factors are kept in mind. These factors include the fact that the races and gender forget that they are superior to each

Age and Gender Conflicts in the workplace Research Paper

Age and Gender Conflicts in the workplace - Research Paper Example This is so needed as there is room for understanding and empathy for one another and what must not take the rounds of organizations is a lack of civility and complete abhorrence with the standards and practices which are rampant in a workplace domain. Workplace conflicts can be of expounding nature because these bring about bad blood amongst the employees and they start feeling alienated for all the wrong reasons. What the top management does is important because it essentially decides the good and the bad aspects, and then passes on the directions to the human resources management department, which later on carries the same forward. Gender conflicts do arise when men and women have problem in working along with one another. These could mean that either of the two genders have issues in coordinating or getting along with each other. This could essentially hurt the basis of the business and bring problems left, right and center. The role of the leadership is one of an important one because it needs to decide for its own self what course of action to undertake. If the leadership is weak and compromising, then there is a good amount of material available with the research done that the conflicts would increase within the workplace with each passing day. Such discussions center on the dictum that work takes the back seat and foolish rifts crop up every now and then. This is a very discouraging situation at work and should be avoided as much as possible (Schultz 2003). If the leaders do not realize their due role, it would be very easy to deduce that they are not doing their jobs properly. What this also means is the fact that the leadership must pull up its socks so that the sanctity of the organization could be restored, and that there are minimal issues which crop up every now and then. The employees look up to the leaders, which in this case would comprise of the top level management and hence it is the duty of the latter to make sure that

Paper Topic in the direction Essay Example | Topics and Well Written Essays - 750 words

Paper Topic in the direction - Essay Example 6 years later, he developed a document that would abolish slavery Northwest (Jefferson,  12). He sticks to the decision of emancipating slaves who would be within the process of democracy. Abolition will be pushed until the owners of slave agree to free the human property in a wide spectrum of emancipation. Jefferson thought that the act was not democratic and was against the principles and rules of American Revolution for the nation to enact the abolition issue or for planters to let the slaves go. Although Jefferson continued advocating for abolition of slavery, the reality behind slavery was that it was becoming entrenched in the American system (Jefferson,  34). The population of slaves on Virginia increases tremendously from a figure of 292627 slaves in 1790s to 470000 in 1830s. Jefferson thought that the slave trade abolition would weaken the issue of slavery and increase its ultimate. Instead, the issue of slavery became more vast and profitable. Trying to eradicate the Vi rginia support for slavery, Jefferson discouraged crop cultivation that are labor intensive such as tobacco, and encouraged the product of less labor-intensive crops such as wine grapes, sugar maples, grained rice, and wheat. In 1800s, the most valuable commodity in Virginia was mainly slaves. His stance in ending the issue of slavery did not change. From mid 1770s until he died, Jefferson advocated a similar plan to gradually emancipate. First, the issue of transatlantic slave would be removed; secondly, the lawn owners would upgrade the violent features of slavery by improving the living conditions and moderating the punishment for the slaves. Thirdly, those born under the slavery regime would set free following abolition. Like the current leaders, Jefferson supported the removal of freed slaves that was present in US. His unintended effect on the plan was the objective of removing the issue

Analyzing an Ad Essay Example | Topics and Well Written Essays - 1500 words

Analyzing an Ad - Essay Example In the life of a human being in today’s world the advertisements implant different ideas in our minds from childhood to adulthood with some having devastating results. These ideas influence our perceptions towards life with a majority of the ideas resulting in fuzzy perceptions. Some advertising works of today portray ideas that stimulate the imagination of the audience to capture their attention and drive the message home. This essay seeks to show how the people behind the adverts incorporate this technique to sway the market consumers into purchasing their products. The Oreo advert manipulates the audience into thinking that their products improve family bonding by portraying scenes involving good family relations because of the use of the product. This idea is the basis of many ideas in various prints and TV ads like the Oreo Bedtime advert  ("Oreo: Bedtime | Ads of the Worldâ„ ¢"). Advert description The advert tells the story of a small girl and the feeling she gets from eating an Oreo cookie, which the advert describes as â€Å"wonderfilled†. It uses images and text to spread its message of a young girl who would like to spend time with her father over an Oreo cookie so that they can bond and maybe talk to her grandma  ("Oreo: Bedtime | Ads of the Worldâ„ ¢"). ... reo cookie as a tasty product fit for the kids that improve family ties and bonding while stimulating the creativity of the children  ("Oreo: Bedtime | Ads of the Worldâ„ ¢"). Implied messages Family Other than the cookie itself, the advert tries to sell other messages to the audiences, which support the marketing of the cookie. The first message that the advert implies is family. The advert starts with the girl asking â€Å"what if she had shared an Oreo cookie with her father, would he have sent her to bed?† she concludes they would still be up â€Å"telling jokes and watching monster movies†   ("Oreo: Bedtime | Ads of the Worldâ„ ¢"). They would sing and play while eating more cookies. This tries to bring out the importance of family in every setting. Although the little girl has gone to bed, she still feels the need to stay up with her father and do fun things. This shows that Oreo cookies promote bonding among family members and keeps the fun going beyond the bedtime hours. This gains further support as the girl continues to say they would play and call â€Å"grandma† after eating the cookies. This portrays the importance of keeping in touch with all family members and not just those who live around you. It also shows that Oreo encourages good relations with family as the little girl remembers to call her grandma after sharing cookies with her dad  ("Oreo: Bedtime | Ads of the Worldâ„ ¢"). Importance of play In the advert, one of the key arguments portrayed is play. In the larger portion of the advert, the little girl is playing various games. She starts by jumping on the bed, before playing with dolls and drawing before she finally goes to sleep  ("Oreo: Bedtime | Ads of the Worldâ„ ¢"). All this comes after she â€Å"twists, dunks† and eats the Oreo cookie. This shows

Alcoholism Case Study Example | Topics and Well Written Essays - 750 words

Alcoholism - Case Study Example ? (Mokdad, Marks, Stroup & Gerberding 2000) Professional health care practitioners are constantly vigilant on monitoring alcohol dependents, especially if it exists in conjunction with other illnesses, say, tuberculosis. In this regard, this essay is written to evaluate the case of Lisa, a 27 year old single woman with problems of alcoholism and tuberculosis. In the process, the following issues would be addressed: (1) As the public health nurse, how would you address Lisa’s predicaments? Are there things you would have done similarly with Teri? (2) How would you prioritize Lisa’s treatment plan? Explain your rationale for your proposal. (3) Comment on the statement: â€Å"Alcoholism is a Disease.† Do you agree of disagree? Support your arguments. And (4) does the concept of dual diagnosis, or co-morbidity affect Lisa’s treatment plan? What would you suggest as the public health nurse attending to Lisa’s treatment? In working with Lisa, the public health nurse, Teri, showed persistence, determination and compassion in her quest to address the problems. Given the scenario, I would have done exactly the same thing as Teri. She was right in finding out where Lisa transferred. Her dialogue with Lisa showed compassion but stressed the importance of continuing medications for Lisa’s tuberculosis. She was direct in inquiring regarding Lisa’s drinking problem and was able to solicit the appropriate response. She even called the counselor, Roni, from the Alcohol Treatment Center, to make sure that Lisa would resume her required sessions for counseling. Finally, the strategy of giving her calling card was an additional assurance that Lisa can contact Teri anytime she plans to move. As averred by Teri, Lisa must continue taking her medications for tuberculosis. She was correct in stressing that this is a priority since tuberculosis is an infectious disease and can infect other people she relates with (not only her sister but even Teri, Roni, and the rest of the

Geopolitics of Trade and Development Assignment Example | Topics and Well Written Essays - 500 words

Geopolitics of Trade and Development - Assignment Example ch media reports analyses geopolitical situations, this study will analyze the Ukraine and Russian crises over Crimea through a comparison of the Canadian news item (The star.com) and an international news item (CNN). Through a realist approach, this paper will thus analyze different manners with which the two media sources reported the situation. A CNN news report on 18 March 2014 by Matt Smith and Alla Eshchenko reporting the situation in Crimea was entitled â€Å"Ukraine cries ‘robbery’ as Russia annexes Crimea.† In a more influencing manner, the paper reported the culmination of events that led to the annexation of Crimea by Russia. By quoting from figures, CNN reported that the voter percentage of 97% for the Crimean residents voted for the nation to join the Russian Federation. Through the opening paragraphs of the article, the paper gives the reader a notion that the action by the Federation of Russia to annex Crimea is a legal situation going by the unfolding of events and the willingness of the Crimean citizens to join the Russian Federation. Nevertheless, CNN gives the readers of the article a perspective of its thought on the reason Ukraine has a right to cry foul over the ‘robbery’ of their territory. The paper offers a stand that appears to be in support of the United States’ policy on the Crimean crisis by citing to the reader the amount of influence the Russian Federation and military had in the voting by the Crimea to join the Russian Federation. The paper thus gives a more holistic approach to the situation by pointing to the reader the plight of the minority in Crimea who are unwilling to join the Russian Federation but lives in Crimean (Matt Smith & Alla Eshchenko, 2014). While narrowing on the situation in Crimea following the annexation of the region by the Russian Federation, the star.com news on 18th March 2014 under the title â€Å"Putin signs treaty annexing Crimea† majors on the economic and military implication of the

Alcoholism Case Study Example | Topics and Well Written Essays - 750 words

Alcoholism - Case Study Example ? (Mokdad, Marks, Stroup & Gerberding 2000) Professional health care practitioners are constantly vigilant on monitoring alcohol dependents, especially if it exists in conjunction with other illnesses, say, tuberculosis. In this regard, this essay is written to evaluate the case of Lisa, a 27 year old single woman with problems of alcoholism and tuberculosis. In the process, the following issues would be addressed: (1) As the public health nurse, how would you address Lisa’s predicaments? Are there things you would have done similarly with Teri? (2) How would you prioritize Lisa’s treatment plan? Explain your rationale for your proposal. (3) Comment on the statement: â€Å"Alcoholism is a Disease.† Do you agree of disagree? Support your arguments. And (4) does the concept of dual diagnosis, or co-morbidity affect Lisa’s treatment plan? What would you suggest as the public health nurse attending to Lisa’s treatment? In working with Lisa, the public health nurse, Teri, showed persistence, determination and compassion in her quest to address the problems. Given the scenario, I would have done exactly the same thing as Teri. She was right in finding out where Lisa transferred. Her dialogue with Lisa showed compassion but stressed the importance of continuing medications for Lisa’s tuberculosis. She was direct in inquiring regarding Lisa’s drinking problem and was able to solicit the appropriate response. She even called the counselor, Roni, from the Alcohol Treatment Center, to make sure that Lisa would resume her required sessions for counseling. Finally, the strategy of giving her calling card was an additional assurance that Lisa can contact Teri anytime she plans to move. As averred by Teri, Lisa must continue taking her medications for tuberculosis. She was correct in stressing that this is a priority since tuberculosis is an infectious disease and can infect other people she relates with (not only her sister but even Teri, Roni, and the rest of the

METAPHYSICS & EPISTEMOLOGY Essay Example | Topics and Well Written Essays - 250 words

METAPHYSICS & EPISTEMOLOGY - Essay Example Metaphysics explains the exact nature of reality and tries to prove the facts that have already been identified like whether people have souls and what is the essence of these souls to them. Epistemology is the study of the nature of knowledge and what it entails to state the existence of the fact stated. Similarly, it helps the learner to understand how to differentiate whether the fact or object I real or not (Pfister 2007). On the other hand it explains the range and coverage that the learner can cover. This helps the learner to understand the extent of which he can use his ability and available resources to understand in term of how much he can use the reasons and senses to establish the reality. An example of an epistemology study is the decision about the existence of God. Different questions are asked in order to ascertain His existence like can we get to know God better? Can we touch or see Him directly? Is His creation the only way we can know He exists? This branch of psychology mostly relies on the need to establish the statement’s truth, credibility, beliefs and

Battle Royal. Ralph Ellison Essay Example for Free

Battle Royal. Ralph Ellison Essay I felt like he had never experienced racism to the extent that he did that day. I believe that he walked into the â€Å"smoker† believing the white people were actually interested in what he had to say. He was even prideful thinking that he was better than the other boys he was forced into the elevator with â€Å"I felt superior to them in my way, and I didn’t like the manner in which we were all crowded together into the servants’ elevator† (pg. 287). The author writes about them being packed into this elevator designated for â€Å"servants. I pictured animals set for slaughter, which was not far from what the battle was, packed into a cart terrified and bewildered. Perhaps the young man believed that times had changed from when his grandfather was alive. Like the average teenager he may have believed that no one can understand the culture and the time quite like they can. He may have thought that his grandfather’s perspective was that of a bitter old man and that white people really did care about him and the rest of his people. The grandfather’s deathbed words affect the protagonist character throughout the story like the haunting of a ghost. His words tell the young man to act how the white people would like and say what they would have him say. At first I thought he was telling his grandson to stay the same and accept oppression as a way of life. In actuality I think he was telling him that he would get further acting correctly then he would by lashing out or acting irrationally. I think the grandpa knew that in order to gain respect you must act like they expected instead of becoming a radical for change. I think that essentially he was trying to tell his family to â€Å"kill them with kindness. Many symbols were present in this story. The naked blonde woman who was forced to dance in front of the men is the first. I believe that, much like the men, the blonde was a victim. The author even says that when they picked her up and tossed her around she had â€Å"terror and disgust in her eyes. † (pg. 288) To the black men she symbolized something that they were not allowed to have. I thought that although she was w hite she was still a victim to the powerful men of the town. She was forced into the ring the same way that the black men were. It seemed as if the author wanted to illustrate the complete disregard these white â€Å"powerful† men had for any one else. The American flag tattoo on the woman’s belly was ironic. I think that the flag, to many people, symbolizes freedom and rights. People around the world associate the American flag with freedoms unlike those in any other country. I think that on the stomach of the blonde woman it was a slap in the face. The black men saw the flag on her body and knew that they could not have her, nor could they have the freedoms that they were entitled to as citizens of this country. The flag shook and waved with the movements of her body, taunting the men. Waving at them, as if beckoning them to come to her, yet they were unable to because of their skin color. Much like the liberties of the United States that waved themselves in the face of the black people but they could not have because of their skin color. The author mentioned red, white and blue multiple times in the story. I thought that the references to the colors symbolic to this country were interesting. I think he used them much the same as he used the flag on the woman’s stomach. They were symbols exclusive to the United States, which is supposed to be a place of freedom; however the black people were only allowed to take part half way. The author spoke of the men’s red faces from their drinking, and the lipstick of the young woman was also red. The men were white along with the dancers skin which was a stark contrast to the young men she was surrounded by. I think that it is ironic that white is often associated with good, or innocence while black is symbolic of darkness or wickedness. In this story the roles were reversed. The white people were wicked and the black people were victims. Smoke in large quantities creates a blue haze like what might have been present in the ballroom. I think that it is interesting the use of blue because it can be associated with suffocation. I think that is what the white men were doing to the black men. They were suffocating them with their presence and their oppression. The coins that they were forced to scramble for off of the electric mat were terribly sad. They were for cars, which surely none of the men could afford. I thought it was sad they were scrambling for little amounts of money or none at all. Finally the last thing I think that was symbolic was the scholarship. While it was a great gift from the community, I think that it was also another stab at black people and their place in society. By giving the young man a scholarship to the state’s leading black college the town was saying that he was allowed the opportunity to further his education but had to remain in his place amongst the other black people. I thought that the fight the men were fighting was not just against the white people. Sadly the white people turned the black people on one another. The white’s did everything they could to tear the black people down including letting them tear each other apart. I think that the older perspective allows for us to see how he had developed as a man. He has education and a broader perspective on the world. The 17 year olds perspective was very narrow because he had not yet seen the crimes white people were capable of. The older man was not surprised or phased by the way that white people behaved with regards to blacks. I also think that as he grew older he found a part of himself that lacked.

Domestic Violence in the Black Community: Policy Analysis

Domestic Violence in the Black Community: Policy Analysis ‘Behind Closed Doors’: An Investigation into the Effectiveness of Law and Policy in Cases of Severe Domestic Violence in the Black Community Introduction Over the last decade there have been an increasing number of cases of severe domestic violence that have resulted in injury and even the death of one or more parties. The researcher has highlighted a gap in current research into the effectiveness of policy in cases of domestic violence. This gap is mostly due to the relationship between domestic violence and the law being difficult to measure because very often the criminal events that take place, such as assault, occur within the privacy of private homes. Furthermore, research suggests that people who experience domestic violence are less willing to report their experiences, or talk about them afterwards due to feelings of inadequacy, guilt, and fear (Davis and Krane, 2006). Domestic violence in the black community has been recognised as being less likely to be reported mainly because women and young people do not wish to threaten the stability of their position within their community. Women from African Caribbean communities are le ss likely to report their experiences and therefore they experience prolonged abuse over a long, or sometimes indeterminate, time frame. Methodology The research hypothesis focuses on the premise that despite recent amendments to the law the law is not effective enough in preventing the perpetrators of domestic violence from seriously harming others in the home. An overview of current law and policy concerning domestic violence will highlight the need for the government to work more closely with social services in order to better protect women and children who experience domestic violence. Research focuses on inner-city areas in the UK, where black communities are most established specifically on parental relationships and parents’ relationships with their children, and how the law seeks to protect these relationships. Using journal articles and research conducted within the last decade, patterns of domestic abuse will be examined and reasons why some cases are more severe than others will be analysed. The case studies will explore individual accounts of domestic violence. Throughout the dissertation research will be placed into a relevant theoretical framework, informed by studies on criminological theory concerning domestic violence and the law; studies on social work theory concerning violence within the home, and the degree of variation within individual experiences of domestic violence (eg: McGee, 1997 and 2000). Literature Review Domestic violence has been defined as: â€Å"a continuum of behaviour ranging from verbal abuse, physical, and sexual assault, to rape and even homicide. The vast majority of such violence, and the most severe and chronic incidents, are perpetrated by men against women and their children.† (Department of Health [DoH] 2000) In most cases the violence is against women by their partners or spouse and affects children belonging to one or both of them. Children can become victims of domestic violence either through being directly targeted or witnessing scenes of domestic violence between parents and their partners. At least 750,000 children a year witness violence within the home, and nearly three quarters of children on child protection registers live in households where domestic violence occurs. (Dept of Health, 2003). Abuse and violence may be physical, emotional, psychological, financial or sexual, and may be constant or spasmodic, yet domestic violence is experienced by individuals from every class, race, religion and culture the world over (British Medical Association [BMA] 1999). While severe cases of domestic violence can often lead to women being hospitalised, others remain undetectable to the public eye, leaving women who live in constant fear of their partner or spouse, trying to avoid degradation. A study by Mayhew found that psychological and emotional abuse might be constant whilst the physical violence is intermittent (Mayhew et al 1996). For the child or young person this becomes a way of life one without stability or security and this can lead to behavioural problems and even crime. Government Policy The Domestic Violence, Crime and Victims Act 2004 (Home Office, 2005) Developing police strategy for collecting evidence at the scene (Home Office 2000). Prosecutions from the Criminal Justice Act 1998 where the victim need not appear in court, but her statement used instead. The protection from Harassment Act 1997 ‘Policy for Prosecuting Cases of Domestic Violence.’ Crown Prosecution Survey (2005) Domestic Violence National Action Plan (http://www.homeoffice.gov.uk/crime-victims/reducing-crime/domestic-violence/) The Domestic Violence, Crime and Victims Act (2004) (http://www.homeoffice.gov.uk/crime-victims/reducing-crime/domestic-violence/) Support Organisations There are many voluntary organisations such as Shelter, which provide counselling and places of refuge for women and children suffering domestic violence. Refuge provides a Freephone 24-hour National Domestic Violence Helpline Community efforts, such as the ‘Peace Week.’[1] Women’s Aid National Centre for Domestic Violence (http://www.ncdv.org.uk/) Case Studies One of the critical debates concerning domestic violence is the idea of ‘getting used’ to a way of being treated and thus for it to become the norm within family life. An article written by a survivor of domestic violence said of her early years in Jamaica: ‘in my experience it was commonplace to hear of or even witness women/men being beaten by their spouses or partners in public view.’ (Unknown author. http://www.2as1.net/articles/article.asp?id=49.). She comments of violence in the UK, saying that ‘particularly within the Black community, the fighting may not overspill onto the streets but it does occur, behind closed doors.’ The purpose of the case studies will be to expose the difficulties involved in cases of domestic violence, eg: Interpreters can be used to help report cases of DV, but involving a third party in a woman’s private life can be an off-putting idea. Furthermore, religious or cultural beliefs might forbid divorce, and religious community leaders mostly being men, only some speak out about domestic violence. psychological effects of domestic violence, such as blame, guilt (Davis and Krane, 2006) For migrant women there exists a fear that separation from family will not allow them to stay in the UK, and they experience the threat that the partner might abduct the children and take them abroad. (Greenwich Multi-Agency Domestic Violence Forum. 2003) The problem of law enforcement Statistics Statistical research will consider work such as The Home Office survey 2004 (findings from the 2001 British Crime Survey), and Domestic Violence: A Resource Manual for Health Care Professionals, by The Department of Health, 2000. Analysis of Results and Theoretical Approaches Results will be analysed and compared to other relevant studies. The analysis will be placed in the context of criminology theory concerning domestic violence, such as general strain theory and angry aggression theory. This section will also draw from Criminology: Theory, Research, and Policy by Vito et al (2006). Conclusion Research will aim to validate the main hypothesis: namely that recent amendments to law and policy concerning domestic violence have contributed to further protecting women and children. Yet there remain situations where the law sometimes cannot be enforced it is thus important that victims of domestic violence can access 24 hour support from their service providers, and that local authorities become more involved in helping to combat domestic violence. Bibliography Ballou, M, Margolin, A., Youga, J., 2002, ‘Voices of Violence: A Study of Male Adolescent Aggression.’ Journal of Humanistic Counseling, Education and Development. Volume: 41. Issue: 2. P. 215+. British Medical Association (BMA), 1999, Domestic Violence: a Health Care Issue? BMA: London Crown Prosecution Survey, ‘Policy for Prosecuting Cases of Domestic Violence.’ (2005) [online]. Available from: http://www.cps.gov.uk/publications/docs/DomesticViolencePolicy.pdf [Accessed 09/10/08] Davis, S.P. Fantuzzo, J.W.,1989, ‘The effects of adult and peer social initiations on the social behaviour of withdrawn and aggressive maltreated preschool children.’ Journal of Family Violence, 4 Davis, L., and Krane, J., 2006, ‘Collaborate with Caution: protecting children, helping mothers.’ Critical Social Policy. 26. 412. Available online from: ‘http://csp.sagepub.com/cgi/content/abstract/26/2/412.’ [Accessed 07/10/08] Department of Health, Domestic Violence: A Resource Manual for Health Care Professionals. DoH, London. March 2000 Fantuzzo, J.W., and Mohr, W.K., 1999, ‘Prevalence and Effects of Child Exposure to Domestic Violence.’ The Future of Children. Vol 9. No. 3. Gaudoin, T., Home Truths, 2001, The Times Magazine, pp. 24-9, 10 November Greenwich Multi-Agency Domestic Violence Forum ‘Tackling Domestic Violence.’ 5th Edition. August 2003. Hester, M., Pearson, C. and Harwin, N., Making an Impact. Children and Domestic Violence: a Reader. London: Jessica Kingsley Home Office, 2005, ‘National Plan for Domestic Violence.’ [online] Available from: http://www.crimereduction.homeoffice.gov.uk/domesticviolence/domesticviolence51.htm [Accessed 08/10/08] Home Office Research Study 276. ‘Domestic Violence, sexual assault, and stalking: Findings from the British Crime Survey. Home Office March 2004 Home Office 2000. Available from ‘http://www.homeoffice.gov.uk/rds/prgpdfs/crimlaw.pdf.’ [Accessed 07/ 10/ 08] Kelly, L., 1996, When Women Protection Is the Best Kind of Child Protection: Children, Domestic Violence and Child Abuse, Administration, 44(2), Mayhew, P., Mirlees-Black, C. and Percy, A., The 1996 British Crime Survey England Wales. Home Office Statistical Bulleting, Issue 19.96. Home Office, London 1996. McGee, C., 2000, Childhood Experiences of Domestic Violence. London: Jessica Kingsley McGee, C., 1997, Childrens Experiences of Domestic Violence, Child and Family Social Work, 2 Memon, K., Wife Abuse in the Muslim Community, Belfast Islamic Centre: http://www.khyber.demon.co.uk/comfort/articles/abuse/htm [Accessed 09/10/08] McGibbon, A. and Kelly, L., Abuse of Women in the Home: Advice and Information. London Borough of Hammersmith and Fulham. London 1989. Piaget, 1962, Dreams and Imitation in Childhood. Gategno, C., (transltr). New York: W. W. Norton. Richardson J., Coid, J., Petruckevitch, A., Wai Shan Chung, Moorey, S., and Feder, G., 2002, ‘Identifying domestic violence: cross sectional study in primary care.’ BMJ. February 2; 324(7332): 274 Shipway, L, 2004, Domestic Violence: A Handbook for Health Professionals. New York: Routledge Unknown author, ‘Domestic Violence within the Black Community.’ 2as1.Net. Available from ‘http://www.2as1.net/articles/article.asp?id=49.’ Vito, G.F, Maahs, J.R, Holmes, R.M, (2006) Criminology: Theory, Research, and Policy Jones Bartlett Wahl, R., Sisk, D.J., and Ball, T.M., 2004, ‘Clinic-based screening for domestic violence: use of a child safety questionnaire.’ University of Arizona, Department of Pediatrics, June 2004. BMC Med. 2004; 2: 25. Available from: ‘http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=455697.’ [Accessed 09/10/08]. URL’S Women’s Aid. Available from: ‘http://www.womens-aid.org.uk/statistics.php’ [Accessed 08/10/08]. http://endabuse.org/programs/healthcare/files/Pediatric.pdf http://cms.met.police.uk/met/boroughs/hammersmith/04how_are_we_doing/news/community_joins_together_for_peace National Centre for Domestic Violence. Available from: http://www.ncdv.org.uk/ [Accessed 08/110/08] [1] See ‘http://cms.met.police.uk/met/boroughs/hammersmith/04how_are_we_doing/news/community_joins_together_for_peace’ ‘Accessed 27/02/07].

Sylvia Plath :: essays papers

Sylvia Plath Sylvia Plath is a writer whose life has generated much interest. This may be because of her tragic, untimely death and her highly personal writings. Studying Sylvia^s life lets her readers understand her works better. Many of the imagery and attitudes in her poetry are based on her life experiences. Throughout her short life, Sylvia Plath loved the sea. She spent her childhood years on the Atlantic coast just north of Boston. This setting provides a source for a lot of her poetic ideas. Sylvia Plath was born in Boston, Massachusetts, on October 27, 1932. Her parents were Aurelia Schober and Otto Emil Plath. Her father was a professor of biology and German at Boston University. He was of German descent and had emigrated from Grabow when he was fifteen. Her mother was a first generation American, she was born in Boston of Austrian parents. Both of them being German indirectly lead to their meeting in 1929. Aurelia Schober took a German class taught by Otto Plath. She was working on a master's degree in English and German at Boston University at the time. Otto Plath was guided by discipline. As his young family grew, Otto Plath's career flourished. He published the book Bumblebees and Their Ways not long after Sylvia's birth. During this time, his writing occupied most of his time. This excluded any chance for a social life. In 1936, the Plath's moved to Winthrop, Massachusetts. Otto's health had began to fail. He diagnosed his own illness as lung cancer and refused to see a doctor. Sylvia spent much of her time by the ocean. She would go exploring by herself or she would play with her younger brother, Warren because her father needed quite. She would also visit her grandparents who lived nearby on the ocean at Point Shirley. Four years later Otto Plath died of diabetes mellitus. In 1942, the family moved away from the sea. Aurelia Plath decided she must return to work in order to support her family. Despite her own health problems, she began teaching nearby. In the summer of 1942, Aurelia was offered the job of designing and teaching a course at Boston University. She accepeted and the whole family moved. Sylvia Plath's eight years in Wellesley helped her grow and develop her writing skills. Sensitive, intelligent, compelled toward perfection in everything she attempted, she was, on the surface, a model daughter, popular in school, earning straight A's, winning the best prizes. Yet her success only bred problems. When she moved to Wellesley, she was

As people rely more and more on technology to solve

Most of the Jobs that we have today were not known to our forefathers as early as the beginning of 20th century and they had this same equation with their forefathers going back another hundred years. What drives this changes ? And more Importantly what Impact does this evolution have on our lives ? The first question Is simple, It's caused by the advent of a new technology, which phases out some Jobs whilst creating new ones going ahead, As for the latter question, let's take a deeper look at this process of evolving technology and hen conclude It's impact on our lives.By the middle of 19th century Industrial Revolution had transformed the face of USA. Assembly line production, network of railroads, industrial farming methodologies, these were changing the way people did their work, gone were the days of farmers toiling under the sun to plough their fields, mechanized farm equipments took away that pain and the same farm that took tens of people to plough could now be done by lust o ne person trained to operate these new machines. This person had orientations from manual labor to more skilled work that utilized his cognitive abilities.The other farmers that got laid off too got to work in newer roles which supplemented the advent of these machines, factory workers, mechanics and such. These were all jobs that were more mentally taxing than physically making these former laborers a part of the new skilled workforce. Advances in computing and robotics brought about a similar shift in our lives around the middle of 20th century. We built smarter automated machines that allowed us to lid taller buildings and longer bridges and even space station, conduct medical procedures such as Mrs. and heart surgeries.The proliferation of Internet has created new avenues for learning and enabled us to spread education to the farthest corners of the world. In effect technology made our lives longer and more fruitful. In the 21 SST century we have ever Increased our reliance on t echnology to enable several aspects of our daily lives and supplement our efforts to solve ever bigger problems. The next big shift In our lives might be defined by quantum computing, emetic engineering, deep space exploration or something else but we shouldn't be skeptical about the coming change.Today when we stand at the brink of another technological revolution, we should look back and realize how each age of humanity was defined by their technology and how central it has been to the evolution and betterment of our society. Fallacy. While there are several aspects of our daily lives that have become automated, the one thing that machines haven't taken away from us is the ability to think What next? ‘, that is strictly the domain of the human mind.

Dance and Movement Teaspoon of Light Project

â€Å"Keep your eye on the arrow not on the target† (Faculty of Education, University of Auckland, 2011b) Dance is expressive movement with intent, purpose, and form. It exists in many forms and styles and is practised in all cultures, taking place in a range of contexts for various purposes. Drama is the expression of ideas, feelings and human experience through movement, sound, visual image and the realisation of role. Both Drama and Dance is essential in children’s education and has many benefits however also portrays challenges for teachers.In this essay I have explored three learning out comes linked to Drama and Dance that were evident in the ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch, New Zealand which was aimed to use drama and dance education to support children and teachers during the aftermath of the 2011 major earthquake. I have discussed benefits and challenges that may occur by incorporating the followi ng learning outcomes into the primary school curriculum; Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices.The first learning outcome is Imagining and Creative New Works. It is a dimension of drama and dance that focuses on exploring and experimenting with movement to express ideas and feelings (Tasmanian Curriculum, 2007). It includes discovering and creating movement solutions that emerge from a range of starting points and stimuli. There are benefits and challenges the occur from Imagining and Creating New Works. A benefit to this learning outcome is that through stimuli for guidance, students can interpret their own ideas and this work encourages social sensitivity and group cooperation during collaborative work.The Tasmanian Curriculum (2007), states that the ultimate expression of movement is recognised in performance. During ‘A Teaspoon of Light’, O’Connor told the students of a stimulus; the first line o f a story: â€Å"There was a girl who, when she got out of bed, tripped, and tore her cloth of dreams. † (Faculty of Education, University of Auckland, 2011a). A discussion then emerged about the story. The seven- and eight- year-olds told O’Conner that if you tear a dream cloth, your dreams disappear.The students then solemnly said that it is the saddest thing that can happen to anyone. O’Conner asks the students to show him what the girl from the story might look like when she tore her cloth of dreams. Cornett (2011) states the dance is beneficial to the primary school curriculum as it develops creative problem solving. It is stated that power is put to use to solve problems in every subject matter, including the subject of life (Parrish, 2007 cited in Cornett, 2011).Through the learning outcome of Imagining and Creative New Works the student’s demonstrated key components such as representing ideas and making choices, reinforcing the benefit-stimulus en courages students to explore and experiment with movement to express their personal ideas and feelings. A challenge that Imagining and Creative New Works portrays is the planning component from Drama. This component suggests that the creators of a lesson need to be very immediate- working in the here and now (Tasmanian Curriculum, 2007). The challenge is for teachers to be flexible in their sessions.Teachers need to know how and when to change direction in a lesson when a new lead appears that is worth proceeding. During ‘A Teaspoon of Light’ the students involved were continuously participating in whole class imaginary worlds, i. e. dream makers, re-creating Sarah’s cloth of dreams, using magic rubbers and shaking the dreams with magic spells (Faculty of Education, University of Auckland, 2011a). O’Conner (2011) believes that the imaginary world that was created during the sessions was â€Å"the joy of the work† (Faculty of Education, University of Auckland, b).He states that as teachers, the session ended up in different ‘places’ because they were prepared to let it. O’Conner mentions a quote from Dorothy Heathcote related to working on classrooms â€Å"keep your eye on the arrow not the target† (Faculty of Education, University of Auckland, 2011b). Wright (2003) describes this challenge in that teachers must be able to communicate expectations, needs and difficulties in a direct and sensitive manner and be able to accept the same level of directness from the children. The teacher needs to watch, listen and fell what the children need and want to express (Wright, 2003).O’Conner (2011) reflects on his session in ‘A Teaspoon of Light’ as constantly changing. He believed that deciding in the moment was an important challenge for the teachers and directors. The second learning outcome is Using Skills, Techniques and Processes in drama and dance. It is movement based as students mani pulate a medium by reorganising, reinterpreting and assimilating movement and design element in new contexts or for a new purpose. The process involves working collaboratively to experiment with dramatic techniques in constructing, rehearsing and refining the performance (Tasmanian Curriculum, 2007).There are benefits and challenges for the teachers and students when exploring this outcome. The Tasmanian Curriculum (2007) states that a benefit for Using Skills, Techniques and Processes is the developing of awareness, relationships and appropriate behaviours in dance and drama, leads to an increase in self-esteem and confidence. During ‘A Teaspoon of Light’ it was shown that the students gained confidence throughout the sessions. Ginny Thorner, a Christchurch artist showed the students a role-play, demonstrating practical dance skills and drama elements.The students observed Thorner’s demonstration first before shortly having the opportunity to create their own re sponse to create a whole class experience of ‘moving dreams’ (Faculty of Education, University of Auckland, 2011b). O’Conner stated that very few of the students had danced before, but through the use of teacher modelling it enabled them to develop their own short dance phrases, and therefore gaining huge amounts of confidence enhancing their opportunity to learn key concepts such as kinaesthetic awareness, performance skills, interaction and planning.It was evident in the clip that as the development of these skills increased, the students’ self-esteem and confidence increased also, hence being a benefit in the primary school curriculum A challenge that Using Skills, Techniques and Processes may reveal is the call for teacher’s awareness of and sensitivity to other people’s ideas, physical boundaries, background and experience. The Tasmanian Curriculum (2007), states in order to manipulate the medium successfully in the classroom context, th ere are a set of behaviours that should be expected and encouraged during the session, such as respect and empathy.In addition, Cornett (2011) writes that students value the surprising ways peers express ideas through movement; no one body shape or locomotor movement is right or wrong. In ‘A Teaspoon of Light’ activities were used where students created their own dance sequence based on what they felt were expressive movements. The students were also given the task to mirror a partners movement (Faculty of Education, University of Auckland, 2011a). There is evidence of the students working in their personal space, and developing awareness of what their body can do.The clip shows students dancing uniquely to how they felt dreams may be brought to life. Students come to delight in the artistry of fellow classmates as they witness the inventiveness of peers (Cornett, 2011). This is a time where teachers and students must be sensitive to other people’s designs. Oâ₠¬â„¢Conner believed this was a time during the sessions that delivered â€Å"rich, good theatre† (Faculty of Education, University of Auckland, 2011b). While exploring this learning outcome, teacher’s awareness of and sensitivity to other student’s perceptions is critical.The third learning outcome is Making Aesthetic Choices. A sense of aesthetics is deeply personal and students use their knowledge of aesthetic choice to make meaning and to critically appraise the works of others. In drama and dance, aesthetic choices are used to bring out the intention of the performance (Tasmanian Curriculum, 2007). There are both benefits and challenges that array from this learning outcome. A benefit to Making Aesthetic Choices in drama and dance is to deepen sensory awareness and learn to express themselves through the artistic use of pantomime, dialogue and improvisation (Cornett, 2011).Maslow places aesthetic understandings at the top of his motivation pyramid (Cited in Cornett, 2011). Aesthetic Choices are demonstrated in ‘A Tea Spoon of Light’ when the students wrote a recipe of the things they would use in order to repair the torn cloth of dreams (Faculty of Education, University of Auckland, 2011a). Initially the list consisted of their own wants, needs and likes; bed, to be asleep, pyjamas and lights off. The second list mentioned after some Aesthetic Choices were made, demonstrated a deeper understanding of the purpose.The second list consisted of 1 tsp of light in the darkest tunnel, 10 cups of love, 2 tsp of belief, 1/2 cup of adventure, 3/4 cup of hope. The list created by the students produced the rich Stendhal effect, the â€Å"ah† experience of being touched or moved (Lushington 2003, cited in Cornett, 2011). A challenge for successfully in cooperating Making Aesthetic Choices into the primary school curriculum is to be conscientious planning teachers who are knowledgeable about drama strategies and willing to adapt them for specific student needs (Cornett, 2011).In ‘The Teaspoon of Light’ one occasion demonstrating Aesthetic Choices was the ‘cloud bowl’ activity. The students decided that they needed an imaginary ‘cloud bowl’ to mix all the ingredients together to create the new ‘cloth of dreams’. The students were able to explore and experiment with different types of movement spontaneously and in response to O’Conner’s requests (Faculty of Education, University of Auckland, 2011a). The students chose what, how, who, when and even what colour when they were putting their ingredients into the cloud bowl. O’Conner asked questions to deepen their aesthetic understanding. Is 2 tsp. of belief light or heavy? What colour might it be? † And with each description, the element went into the bowl (Faculty of Education, University of Auckland, 2011a). The lesson was successful, but due to the fact that O’Conner was kno wledgeable enough to create a safety net while guiding the students through the activity. He used strategies that enhance students’ ability to look, discuss, view, review, select, reflect and refine (Tasmanian Curriculum, 2007). Cornett (2011), states that the dance literacy level needed by teachers is contingent upon what their students are expected to know and do.Reason can answer questions but imagination has to ask them (Albert Einstein, cited in Cornett, 2011). Learning through drama and dance develops the ability to appreciate and value on dramatic works. Drama develops the courage and persistence to ‘have a go’. The ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch demonstrates the learning outcomes of Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices which in turn, have both benefits and challenges whilst being in cooperated into the primary school curriculu m.References Cornett, C. (2011). Integrating dance and creative movement. In Creating Meaning Through Literature and the Arts (4th ed. ), pp. 255-281. Allyn & Bacon, Boston, USA Faculty of Education, University of Auckland [foedauck]. (2011a, April 14). Earthquake: a teaspoon of light. . Retrieved from http://www. youtube. com/watch? v=jznOhFrSvJY Faculty of Education, University of Auckland [foedauck]. (2011b, September 4). Earthquake: a teaspoon of light (2). .Retrieved from http://www. youtube. com/watch? v=ZoMpzIzJrFM The Tasmanian Curriculum. (2007). Dance. Retrieved from https://www. education. tas. gov. au/documentcentre/Documents/Tas-Curriculum-K-10-Arts-Syllabus-and-Support. pdf Wright, S. (2003). Dance. In The Arts, Young Children and Learning. (1st ed. ) pp. -230-255. Boston, USA: Allyn & Bacon. Wright, S. (2012). Dance-moving beyond steps to ideas. In Children meaning-Making in the Arts (2nd ed. ), pp. 85-114. Sydney Australia, Peason Education Australia.

Assess the Sociological Explanation That Childhood Is a Social Construction

Assess the sociological explanation that childhood is a social construction. Childhood is the time of a person’s life when they are a child. Childhood is said to be socially constructed, meaning that it has not been influenced by nature but has been shaped by the quality of family life and the culture within society. The social construction of childhood points out that childhood is dependent on a number of social factors rather than a biological stage. Sociologists argue about what the term ‘childhood’ actually means. They claim that childhood is a social construction, rather than biological or natural. In this essay I will assess the sociological explaination that childhood is a social construction by showing experience of childhood today. Some sociologists argue that childhood is socially constructed because people of what people define as childhood. What we consider as childhood today is different from the past and what different cultures/societies consider as childhood varies. Societies are individual in the way they have different social construction, childhood is an important feature in some societies but doesn’t really exist in others. Philippe Aries (1962) explored the fact that childhood was a social construction. He used history to explain this also his paintings. Aries claimed that childhood experience in pre-industrial society, children were viewed as ‘tiny adults’ and that there were no real differences between children and adults. They joined in similar leisure activities to adults, toys and games especially did not exist. Children worked from a young age and were regarded as an economic asset which meant bringing in money and supporting their families. Those who did not help with domestic production usually left home to become servants or apprentices. Aries ‘march of progress’ view argues that today’s children are more valued, better cared for, protected and educated, enjoy better health and have more rights than children of previous generations. Schools specialised in educating of the young, influence of the church which saw children as fragile and in the need of discipline. Separate clothing for adults and children separated childhood and adulthood. Childhood was extended in 19th century because there were concerns over juvenile delinquency, beggars and child prostitution which led to wanting to get children off the streets that show that childhood is a social construction. Aries argued that childhood is socially constructed, however, some sociologists like Pollock (1983) have criticized Aries by saying that it is more correct to say the pre-industrial society just had a different idea of childhood rather than turning a blind eye to it. Pollock argued that Aries work is outdated and his reliance on paintings makes work invalid. Paintings are just interpretations and not necessarily what reality is. The people who paid for his paintings were wealthy, so only represent the society of wealth so it did not reflect on middle-class people. Although Pollock disagrees with Aries, Cunningham (2006) argues that the 19th century saw the social construction of childhood by adults. Childhood was seen to have three major characteristics. One, it was the opposite of adulthood, where children were seen to be in need of protection, to have a right not to work and to be dependent on adults. Two, the world of the adult and the world of the child were to be kept separate. The home and the school were known to be the ideal places to children and were often banned from adult places such as a pub or workplace. Three, the children were seen to have the right to ‘happiness’ Nevertheless, there is considerable evidence that children continued to be badly treated during this period of time, also child prostitution and child abuse were occurring in most cities. This continued until the turn of the 20th century where the age of sexual consent was raised to 16 years old. However, many Functionalists and New Right thinkers believe that children have been given too many rights in recent years and that it is wrong that parents are increasingly criticised and even punished because of their ways in discipline, e. . smacking children. New Right thinkers believe that childhood is under threat because the period of innocent childhood has been shortened and also because children have been exposed too soon to the adult world. They see children in need of protection from ‘threats’ such as homosexuality and media violence, this links to Postman’s view (1982) of childhood. Nei l Postman sees childhood is ‘disappearing at a dazzling speed’. He says that the cause of the appearance and disappearance of childhood is because of the growth of television which means that there are no more secrets from children. This gives them unlimited access to the adult world, being exposed to sex, disaster, death and suffering. Social blurring has occurred showing that there is little distinction between adults and children. Children’s games are less childlike today, taking part in adult activities like smoking and drinking and are committing adult crimes such as murder. They speak, dress and behave like adults, this has meant that children are being given the same rights as adults. Society is pushing children to behave in a manner that encourages them to take part in activities that are unsuitable for their age group. Nearly all the traditional features that mark the transition to childhood, (e. g. getting a job, leaving home, getting married) no longer apply. Therefore childhood is not a social construction and it is children disappearing rather than childhood. Sue Palmer agrees with this view and claims that parents are benefiting enormously from living in a wealthy society in which technology has enriched their lives. Palmer argues that rapid technological and cultural changes over the recent years have damaged children’s physical, emotional and intellectual development. The cultural changes range from electronic games, junk food and television, these are negative influences and are often used as a substitute for parents spending quality time interacting with children. Children are therefore deprived of traditional childhood and family life. This is a problem in today’s society because every year, children become more distractible and self-obsessed- less able to learn and enjoy life. This shows childhood in a child-centred society rather than dependent on society’s cultures and believes conforming to social construction. Some sociologists believe that childhood is dependent on society’s cultures, beliefs and laws, meaning socially constructed. Stephen Wagg (1992) said that Childhood is what members of particular societies at particular times and places say it is. He argues that although humans go through the same stages of physical development like puberty, different cultures construct or define them differently which means childhood is not the same in all societies. Wagg believes that there no single universal childhood experienced by all because it isn’t natural nor defined by mere biological immaturity. Melanie Phillips differs to Wagg’s view, she argues about the negative impact of the media and consumer culture. Phillips believes that the media and peer groups have become more influential than parents and sees the media in the form of magazines aimed at young girls, pop music videos and television as a particular problem, because they encourage young girls to see themselves as sexual from a younger age. These trends are to show that the period of childhood has been shortened, it is no longer a sacred and innocent period lasting up to 13 or 14 years. Phillips argues that children don’t have emotional maturity to cope with the rights and choices that they have today. The result of these processes, she believes are an increase in social problems such as suicide, eating disorders, self-harm, depression and drug/alcohol abuse. This view shows that childhood is not socially constructed and that the media and the peer group have more influences on childhood rather than the parents. The conventional approaches to childhood that I have outlined have been criticized by sociologists who have focused on researching how children see and interpret the world around them. They say that the Functionalist and New Right view ignores the fact that children have their own unique interpretation of family life and that they tend to generalize about children and childhood. Morrow (1998) found that children did not want to make decisions for themselves, but they did want a say in what happened to them. Historical period, locality, culture, social class, gender and ethnicity all have an influence on the character and quality of childhood which shows childhood as a social construction. In conclusion, there are a range of critical, contrasting views that I have assessed to show that childhood is socially constructed. Aries and Cunningham both claim that childhood as we know it today did not exist and they were known as ‘little adults’, childhood was considered to have three major characteristics which gives evidence of the social construction by adults in the 19th century. However there still remains a debate how childhood is now disappearing as its cultural changes have had a negative influence on childhood also how childhood is under threat because the media and peer groups have become more influential than parents.