Psychodynamic vs Behaviourist Theory

Psychology is not just philosophical speculation and reasoning over the years it has evolved and it is now also recognised as a science, to understand what psychology is all about it is necessary to know it’s origins and the theorist who brought it out of obscurity, Sigmund Freud. He developed the Psychodynamic or Psychoanalytical perspective to enable better understanding of human behaviour these concepts will be discussed further later in this study. After Freud opened the gateway other perspectives and approaches have been developed, now with five main areas of psychology – Cognitive, Behaviourist, Biopsychology and Humanist approaches. For a comparison with the Psychodynamic theory, Behaviourist Theory will be discussed. Psychodynamic theory is referred to in psychological literature more than any other. This is the stereotypical psychology – looking into your past, discovering hidden desires, rummaging through the unconscious. It is the most radical of the five theories, and by far the most criticised – accused of being sexist, seeing the human population as ill, and considering sex and hostility as the only motivation for human actions. However, this theory has proven to be one of the most influential forces in the twentieth century. Sigmund Freud believed that humans are driven from birth by two innate instincts Eros the life instinct – the self-preserving and erotic instinct and Thanatos the death instinct – the self destructive, aggression and cruelty instinct. These are controlled by a free floating sexual energy, the libido and is seen to be the single most important motivating force in adult life, driven from birth to enhance bodily pleasure. There is a lot more to the mind than meets the eye, much like an iceberg – only the very tip is showing. He is the one who came up with the concept of one's unconscious – the part of the mind where desires and memories are stored, unrecognised, only hinted at through dreams or slips of the tongue or the ‘Freudian slip’ as it is more widely known. Rallying between the conscious and unconscious are the id, ego, and superego – separate and conflicting forces, requiring a balance for mental health and normal behaviour. The id is a person's animal force, their need to satisfy basic psychological needs. The superego is the ‘ideal' force, the civilised, competent figure the person strives to be. The ego sort of regulates the two, keeping the id satisfied while staying within the guidelines of the superego. The strength of each individual force is a factor in personality – if a person's superego is too strong, they are seen as rigid and guilty. If a person's id is too strong, they are seen as delinquent and antisocial (Boeree, 2000). The psychodynamic theory also established the idea that what happens in a person's childhood is one of the most important factors in personality development, especially traumatic experiences. The theory states that children who go through such things repress their memories, and this is the cause of adulthood mental disease. In order to further understand how personalities are shaped during childhood, Freud thought up the psychosexual stages. This shows the development of the id and the establishment of pleasure-sensitive areas known as erogenous zones. This also brings about the idea of fixations. Such things are developed in the Oral stage of a child’s development from birth to eighteen months where the mouth is the source of nourishment and pleasure an example of this is seen in a nursing infant and if deprived of nourishment will fixate their pleasure seeking energies on this stage, the need to constantly stimulate the mouth through smoking, biting and chewing. The next is the Anal stage between eighteen and thirty-six months focus on bladder and bowl elimination and is seen as a source of pleasure when the child is able to control them, this is why toilet training usually happens around this age and if not mastered an adult would be seen to be anal expulsive or anal retentive. Phallic stage between age three and five years where sexual energy is focused on the genitals. Oedipus and Electra complex in which the child unconsciously wishes to posses the parent of the opposite sex and rid themselves of the parent of the same sex. The result of this desire in boys would experience castration anxiety which would drive them to identify with their fathers. If there is no male figure in this stage of a child’s development it is thought that the child will have problems with authority figures later in life as he has never had the chance to conclude this stage. Freud’s explanation for the female development claiming that they would experience penis envy (a realisation they do not have a penis) they would eventually overcome by achieving motherhood and having their own baby. Latency stage from six years through puberty here the child will develop their confidence and mastery of the world around them. He believed that during this stage their experiences and excitations of previous stages are repressed and children develop infantile amnesia being unable to remember much of their earlier years. The Genital stage from twelve years upwards to adulthood is the culmination of the psychosexual development and the fixing of sexual energy in the genitals. This eventually directs humans towards sexual intercourse and the beginnings of the next cycle of life (Breger, 2009). John Watson a theorist who rejected the idea of introspection and every part of the psychodynamic theory, suggested the Behaviourist view is an objective, experimental branch of natural science who are interested in prediction and control of behaviour, most of the early research was carried out on animals before moving onto humans. This is an approach that believes people are born ‘Tabula rasa’ literally meaning ‘blank slate’, that all human behaviour is infinitely plastic and therefore is ultimately explainable in terms of the experiences that an organism goes through rather than any genetic predisposition of characteristics that the organism possesses. The relationship between the environment and the organism is seen as a straight line, in that the organisms act on their environment, which in turn provides rewards and punishments to determine the future probability of a response occurring. Behaviours are acquired or learned in one of two main ways, these are classical conditioning and operant conditioning. Examples of classical conditioning applied to real life are things like, taste aversion, learned emotions, advertising and development of phobias. Use of operant conditioning is referred to as behaviour modification such as in a classroom or therapy settings (Wyman, 2005). Watson suggests that children have three basic emotions, fear, rage and love and attempted to prove that these emotions could be artificially conditioned. The experiment of Little Albert is his most famous and controversial experiment, Watson and a graduate assistant named Rosalie Rayner conditioned a small child to fear a white rat. They accomplished this by repeatedly pairing the white rat with a loud, frightening clanging noise. They were also able to demonstrate that this fear could be generalized to other white, furry objects. The ethics of the experiment are often criticized today, especially because the child's fear was never deconditioned. Another example of classical conditionning is Ian Pavlov ‘Dogs’, in this experiment he noted that dogs would salivate before the delivery of food. In a series of well-known experiments, he presented a variety of stimuli before the presentation of food, eventually finding that, after repeated association, a dog would salivate (response) to the presence of a stimulus (noise) other than food (Bitterman, 2006). The most influential of all behaviourists is B F Skinner he is famous for his research on operant conditioning and negative reinforcement. He developed a device called the ‘cumulative recorder’ which showed rates of responding as a sloped line. Using this device, he found that behaviour did not depend on the preceding stimulus as Watson and Pavlov maintained. Instead, Skinner found that behaviours were dependent upon what happens after the response, therefore, using positive and negative reinforcement responses can be conditioned to a stimulus, those that are rewarded will increase and those that are not will decrease (Rubin, 2003). Not unlike other perspectives Behaviourism has gone through many transformations in the years since is conception by John Watson, one of the recent extensions in this approach has been the development of Social Learning theory. This theory is most relevant to criminology. Bandura suggests that we learn through observation, imitation and modelling of a significant other, people learn through the outcome of those behaviours and later a person will form an idea which serves as a guide for action. A significant other could be someone one aspires to become, not necessarily family, it could be someone famous for instance. If a person sees another being rewarded or punished for a certain behaviour they may or may not copy that behaviour, what is seen as a punishment or reward for one person may not be for another. However, if it is a person they aspire to be children in particular tend to emulate this behaviour either good or bad. Part of this study was the ‘Bobo doll’ experiment, he demonstrated that children learn and imitate behaviours they have observed in other people. The children observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed (Green, 2003). Psychology has changed its face over the many years since Freud first introduced the psychodynamic theory putting forward a different way of trying to understand why people behave the way they do, moving onto the Behaviourist approach which completely refutes Freud’s theory by refusing to accept that people are born with natural innate instincts and that consciousness is the subject matter of psychology, who believe that psychology is about behaviour and activities and that the consciousness is not definable. They leave a huge gaping whole in their theory relating to perception, sensations, memories and imagination. Whereas Freud simply focused on his masculinity and the inferiority of the female population, although he can be forgiven for this as his theory came about in the Victorian era and this theory was a major breakthrough in history and is still one of the biggest thinkers and without whom psychologists and the like would not know as much about ourselves as people do. References Breger, L. (2009). From Instinct to Identity: The Development of Personality. 1st ed. New Jersey: Transaction Publishers. 1-18. Grieve, K. (2006). A student's A-Z of Psychology. 1st ed. California: Juta Academic. Hayes, N. (1993). A first course in Psychology. 12th ed. Cheltenham: Thomas Nelson and Sons Ltd. Bitterman, M. (2006). Classical Conditioning since Pavlov. Review of General Psychology. 10 (4), 365-375. Wyman, R. (2005). Experimental anaylasis of nature-nurture interactions. JEZ. 03A (6), 415-421. Boeree, G. (2000). Freud and Psychoanalysis. Available: http://webspace. ship. edu/cgboer/psychoanalysis. html#Johann_Reil. Last accessed 10 November 2010 Geen, C. (2003). Transmission of aggression through immitation of aggressive models. Available: http://psychclassics. asu. edu/Bandura/bobo. htm. Last accessed 10 Nov 2010. Rubin, J. (2003). From Pavlov to Skinner Box. Available: http://www. juliantrubin. com/bigten/skinnerbox. html. Last accessed 10 November 2010

Vinca plants

The experiment is to take 4 Vinci plants, which are about the same size, health, and flowering stages and find out which one will grow the best. Each of the plants will have 75 ml of a liquid dally for 10 days. My Grandma bought them from Loses on September 20, 2011 for me. Breakdown of the plants are as follows: Control plant will get tap water. Plant A will get Milk from the refrigerator. Plant B will get Lou Ana Pure Vegetable 011. Plant C will get sweet tea. We made up a pitcher Just for the experiment, so that It s the same every day.Experiment: Every day for 10 days put in 75 ml of liquid of a specific liquid into each plant and see which one will grow the best. Hypothesis: I think the one with milk is going to grow best of the three, not including the control. Milk is good for the body and I think it could also be good for plants. Day Before The Experiment Began: Mom got the plants for me from Loses the day before so they were fresh. Also will need 4 Styrofoam plates, 4 equal size containers for the liquids, masking tape, permanent markers, camera, and ruler. 1 . Take the plants to area they are going to e entire time.For me it was the covered lanai in the back of our house. 2. Put Styrofoam plates and place one under each plant – prevents cross contamination and keeps the table clean. 3. Get roll of masking tape and a permanent marker. 4. Cut tape into 4 equal strips. 5. Mark each strip with name and put on plant. 6. Collect the four containers for the liquids. 7. Put in 1st container water from the tap and put lid on it. In 2nd container, poured in 4 cups of milk, in 3rd container made up sweet tea and poured in 4 cups, and in final container poured in 4 cups of vegetable oil.Water and oil containers remained on the counter, and the milk and tea containers were in the refrigerator. Day Of The Experiment: I decided to measure and water my plants before school in the morning and early on the weekends. 1. Day one, I then took pictures of each plan t. 2. Then I measured each plant and wrote down the sizes in my Journal. 3. With a measuring cup, I measure out ml (1/C) of each liquid and pour it into the proper plant. I rinse out the glass cup in between each type of liquid. 4. I Jot down observations on the plants each day in a Journal. 5.I also look at the newspaper to e accurate on the temperatures for the day before and note it in the Journal, along with any weather (like rain, clouds, etc). 6. Repeat steps 1 thru 3 for the next 10 days. September 21, 2011 Day 1 of the Experiment: Observations: All four plants are new, very healthy and have many flowers in different stages of opening. Plants are in original container with Styrofoam plates under them so there is no cross contamination. Plants are in the covered porch area to keep from getting wet from any rain so they will not be contaminated by rain water. Get sun all afternoon.We took pictures and measurements of plants, as seen below. Control Plant – Water 9†³ tall Plant A- Milk Plant tall Plant C – Sweet Tea 8†³ tall 94/72 Very Sunny! All plants are the same height as yesterday. All still look very healthy. The water, sweet tea and milk plant were dry on the bottom today – oil was very wet. It had a good pool on plate. Flowers still look good on all. It was very sunny in the morning, warm and had a lot of rain in the afternoon. Control Plant – Water 9 h†Ã¢â‚¬  tall Plant C- Sweet Tea 8†³ tall 90/73 September 23, 2011 Day 3 of the Experiment: sweet tea, and milk plant were dry on the bottom today – oil was very wet.It had a good pool on plate. We had to dump out so it did not run all over the table. Flowers still look good on all – I am surprised. Had some sun before it rained. 91/72 September 24, 2011 Day 4 of the Experiment: plate NASTY!! It was full of stinky pond type scum. My mom made me change the plate because it stank and was worried about the small bugs flying around the plant. Oil and tea plants are okay. All plants are very moist. All plants still look okay. Pictures taken this morning to show new look. It was cloudy most of the day. Forecast calls for rain all weekend. 0 Control Plant – Water 10†³ tall Plant B -Oil 8 h† tallPlant C- Sweet Tea 9†³ tall 92172 September 25, 2011 Day 5 of the Experiment: They all look the same. Milk plant really stinks – small bugs flying around it. Cloudy most of the day. Plant A- Milk 9†³ tall Plant 8 w tall Plant C- Sweet Tea 8 h† tall 90/72 September 26, 2011 Day 6 of the Experiment: The milk plant stinks and there are bugs flying around it and the flowers are falling off. All others look okay. 0 Plant A -Milk 8 withal Plant B -Oil 8 w tall Plant C -Sweet Tea 8 h† tall 92/70 September 27, 2011 Day 7 of the Experiment: Milk plant really STINKS-there is a foam like scum that comes out after giving it a rink.The flowers are dying and falling off. Leaves not so big, plant looks worse today-leaves look less green than the others. The milk plant is SHRINKING!!!!!!!! Control Plant – Water 10 h† tall Plant A- Milk 7 h† tall Plant 8†³ tall Plants-sweetmeat 7†³ tall September 28, 2011 Day 8 of the Experiment: The control plant is doing The milk plant is The oil plant is kind slouchy. Sweet tea plant doing fine. Plant A- Milk 7†³ tall Plant B -Oil 7 h† tall September 29, 2011 Day 9 of the Experiment: The control plant is the only one doing good. All others are dying. Leaves all crinkled, plants leaning over.Milk plant still stinks. Gave it new plate hoping some of the bugs would go away. Cannot tell if others stink. Plant B -Oil 7 w tall 90/68 September 30, 2011 Day 10 of the Experiment: Milk plant is disgusting. It smells so bad that my grandma threw up when moving it this morning. Had to move plants away from the door – smell was too gross! New pictures of the plants were taken. All plants except control are dying . Leaves all crinkled all leaning over and the flowers are dying. Control plant looks great. Plant B -Oil 7†³ tall 90/67 All of the plants, except the control plant, are definitely dying.Apparently, you should never give plants anything but water. The dying plants have wilted leaves and the flowers are all crumpled up. The dying plants have all shrunk in size. The control plant is healthy green and tall. Plant A- Milk 6†³ tall Plant 6 h† tall Plant C -Sweet Tea 6 h† tall CONCLUSION OF MY EXPERIMENT: The only plant that did well was the one with plain water. My hypothesis was wrong. The milk plant did the worst by far! If I was to do this experiment again, I would never, and I mean never, pick milk as one of the liquids.I would like to try some more different liquids, like tap water with oracle grow (fertilizer) and made Cool-Aid, because it is basically water with sugar and food coloring. I would like to see if plant does well with Cool-Aid because it is almost all water and would like to know if the food coloring would change the color of the plant/flowers. I would like to run this experiment in the summer time when it is hotter and they would get more sunlight. Wonder if the failed plants would have died faster in hotter temperatures or if they would have fared better. My other thought on liquids was the try Coca-Cola as one of the liquids.

Beyond The Last Lamp and During Wind And Rain Essay

Compare the ways in which Hardy presents reactions to the loss of loved ones in these two poems Thomas Hardy uses change and passing time as symbols of death and loss in both poems: Beyond The Last Lamp and During Wind And Rain. The title, Beyond The Last Lamp, is a metaphorical way of describing darkness as the lamp signifies light and beyond light lies darkness, a representation of pain and misery. The whole poem revolves around a supposedly grieving, mysterious couple that the speaker observes over time. During Wind And Rain is also a depressing title as the rain suggests anguish and sorrow. The wind suggests progressing time, which could be seen as life, and perhaps death because that’s what life ultimately leads up to. A family is the subject of this poem and the speaker, again, tracks their progression over time. It is said that the poem is about the family of Emma Hardy, Thomas Hardy’s wife. Time represents and is represented by several different objects in both poems. Both poems use stanzas (Beyond The Last Lamp has five stanzas and During Wind And Rain has four) to develop ideas throughout the poem and show the passing time. ‘Ah, no; the years O!’ and ‘Ah, no; the years, the years;’ are alternately used as the penultimate line in each stanza of During Wind And Rain. This gives a sense of time moving at a fast pace and it being terrible and only bringing misery as the line is followed by an image of death. Place is used in powerful metaphors associated with time, life and death, and it gives the poem its atmosphere. Beyond The Last Lamp is set in a wet, dark lane, setting a heavy and depressing atmosphere. Even the light used in the poem is used to accentuate distress, ‘Each countenance as it slowly, as it sadly caught the lamplight’s yellow glance, held in suspense a misery’. There is also a close association between people and place as the speaker only remembers the lane through the couple: ‘Without those comrades†¦that lone lane does not exist’. Contrastingly, the atmosphere of During Wind And Rain is lively and happy for the first four lines of the stanza, as it focuses on a garden and family, however, it seems like the cheerful recollection ends with an ellipsis and the speaker is almost shaken back to reality. The last line of the stanza shows the place and nature in a dramatic and ghastly way, a clashing chord to the beginning: ‘How the sick leaves reel down in throngs’, showing the uncontrollable nature of death and the autumn season. ‘Reel’ connects with the previous to lines about music, ‘they sing their dearest songs’ since as a noun it means an Irish or Scottish folk dance. ‘And the rotten rose is ript from the wall’ uses alliteration to dramatize and emphasise the suddenness and horrific nature of death. Place is used to represent time, the stanzas show a progression of seasons: ‘summer tree’. Place is also used to describe the family going to heaven: ‘They change to a high new house’. The garden is also like a metaphor for life as it shows how people try and control it although it’s uncontrollable: ‘they clear the creeping moss†¦making the pathways neat’. People are the main focal points for both poems whether it is a family or a couple. The speaker writes as an outsider, an observer of these people. The couple in Beyond The Last Lamp are first described as ‘two linked loiterers’ which is then developed to ‘the pair seemed lovers’ in the second stanza, ‘twain’, in the third, ‘tragic pair’ and then ‘comrades’. Through this change in description, the speaker’s change in perspective and opinion of the couple’s relationship is visible as they deteriorate from lovers to tragic pair. Although there is deterioration, the pain is present from the beginning of the poem. Absence of happiness is used to create the sad feeling of the poem. Time represents a change for the worse. Their emotions follow a similar pattern and can also be traced from ‘heavy thought’ in the first stanza, to ‘misery’ in the second to ‘wild woe’ in the third. The actual change from happiness to misery isn’t shown extensively in the poem, but it is hinted at: ‘no longer orbed in love’s young rays’. However, the family’s relationships seem to remain intact throughout During Wind And Rain. The family of During Wind And Rain are shown as happy but unaware of the way time and death can remove everything: ‘they are blithely’. This almost naà ¯ve unawareness and the sudden, unexpected loss of happiness is used to emphasise feelings of pain. Time and their growth is shown by the differing description of its members: ‘Elders and juniors’ to ‘Men and maidens’. But they all die in the last stanza: ‘Down their carved names the rain-drop ploughs’. Time in this case repres ents death. The speaker has two very different styles in the poems although the perspectives are just as pessimistic about life and time. The already pessimistic perspective of the speaker also worsens as the poem progresses.   

Celebrities Essay Example | Topics and Well Written Essays - 1000 words

Celebrities - Essay Example As a result, there are pros and cons when a company decides to contract a celebrity to be the face of its product or service. Celebrity endorsers are individuals who are known to the public for achievements in areas other than that of the product-category endorsed. The individual enjoys public acknowledgement and who uses this acknowledgement on behalf of a product or service by appearing with it in an advertisement. As well as promoting established brands, celebrity endorsers are used to promulgate new brand images, reposition brands or introduce new ones (Pride, 2013). The use of celebrities has become a common practice for companies competing in today’s cluttered media environment, with one in five marketing campaigns now featuring celebrities. The use of celebrities as endorsers tends to create, attempts to create positive effects in the minds of consumers, operating alongside consumers’ owned culturally formed meanings. Companies invest large sums of money to align their brands and themselves with endorsers. The rising popularity of this phenomenon is due to increasing consumer consciousness and new product proliferation, and encouraging marketers to use attention-creating media stars to assist in product marketing. Initially, the use of celebrity endorsers seemed to be an all-gain/no-risk situation, but as with any dynamic marketing communication strategy, there are potential hazards (Dietrich & Livingston, 2012). Hence, before a company embarks on the process of hiring celebrity endorsers to market its product and services, it ought to critically analyze the pros and cons of using this kind of marketing strategy. Nike is one of the companies that have enlisted the services of celebrity to market its new elite speed mercurial vapor playing boots currently worn by Cristiano Ronaldo and Lionel Messi. Pros of celebrity endorsers Celebrity endorsers can create positive buzz and attract both new customers and investors. The exposure companies can get by associating by their products with a celebrity is such a lucrative opportunity such that businesses often give away products in the hope of attracting celebrity interest. Furthermore, celebrity endorsers help to increase mainstream exposure. Most companies are aware the Western culture is infatuated with celebrities. Hence, for a company that has just gained a foothold of the market, the use of a celebrity figure will enable the company to drive a lot of eyeballs towards its product or service. The use of celebrity endorsers will help to increase the credibility of the product. Even though there are celebrities that have developed a love to hate relationship with members of the public, their appearance in various products can help to generate the appearance of credibility for both developing and established companies. A lot of consumers prefer to use that product or service that has a celebrity on it since it signifies that the product has something worth checking out. The u se of celebrity endorsers tends to generate compelling content, which has often, proved to be an elusive aspect for content-driven businesses. As a result, the use of celebrities will enable the company to produce the type of content that can hardly be bought regardless of the amount of money that the company intends to use in marketing the product or servic

What is a group Discuss with reference to Bion's 'Experiences in Essay

What is a group Discuss with reference to Bion's 'Experiences in group' and your own - Essay Example It is because lovebirds are sociable birds. They should go in pairs or in a group.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We join others wherein we feel a sense of belonging and security, thus becoming a part of a group. We seek to join aggregates that have common entity with us. We stick to a group because we know that this group have something the same about ourselves. Being a part of a group is therefore important in a person’s life for survival.   Every individual has its own niche therefore each is essential. It may be towards others or towards the environment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Group is defined as any social aggregation that contains at least two classes of people we refer to as â€Å"the leadership† and â€Å"the membership† or a more complex structure one having an external boundary and at least one internal boundary.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (2).   This enables us to view a group as a large circle whose external boundary   distinguishes its members (those inside the circle) and nonmembers (those outside the   circle) with a smaller circle inside the larger one represents the existence of the important   two classes of people in the group, the leadership and the membership.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Theorists like Cartwright and Zander (1968) on the topic groups and group dynamics have suggested that group is not a definable idea since it merely describes an area of study whose boundaries are blurred. Various definitions of groups can be made according to them wherein each one has its unique focus and may exclude other aspects that serve as core of the other definitions. 1. The individuals within the group think that they are group members who refer to themselves as we rather than I or they. They experience the same fate thus feeling a sense of belongingness and a common sense of identity. They are equally provided with the same benefits as to what the other members receive. 2. These group members have psychological effects on each other. These

Supply chain Theory of Zara fashion retail shop Essay

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Ambidexterity in an organization Essay Example | Topics and Well Written Essays - 1000 words

Ambidexterity in an organization - Essay Example Ambidexterity requires an enormous amount of altruistic effort on the part of managers. The basic question that addresses a manager’s motivation is â€Å"What is in it for me†. Operation manager’s motivation is limited to meeting his deadline and exceeding his rated capacity to ensure that he delivers what is required, when it is required. Thus, his impetus is ensuring efficiency and maximizing capacity. While business unit managers are expected to deliver revenues that can cover pricing schedule configuration and marketing at times it can be an introduction of related products if not an entirely different set of products all together. The survey in itself failed to take into consideration the difference in the terms of reference between operational managers and business unit managers. The level of expectation in terms of performance and output as well as the requirement and scope of the job is very wide. Operational manager’s realm of influence is only limited within his domain, its efficiency, continuity of operation during emergencies and its adherence to the quality and volume demanded by the company. Therefore an operation manager’s decision making authority is limited within his area of responsibility it would be incredulous to expect him to have dominion over other parts of the company. An operations manager’s personal coordinating mechanism is limited to his vendors, the source department where his input is coming from, and the destination of his output. Operations managers being a service provider in a company are expected to adhere to the quality standards of the company as well as to the standard work instructions as required by their internal clients. Business unit managers are expected to be ambidextrous since their success is directly correlated to their creativity. If operations managers are back-office and support

Adding value through marketing Essay Example | Topics and Well Written Essays - 1500 words

Adding value through marketing - Essay Example In today’s world, consumers are being bombarded with a multitude of products and services with the entailing cacophony of messages that vie for attention. The result is an increasing confusion and indifference on the part of the buying publicEvaluate the extent to which a sustainable and green approach to marketing can add positively to the bottom line in an age of consumer confusion and possible indifference. In today’s world, consumers are being bombarded with a multitude of products and services with the entailing cacophony of messages that vie for attention. The result is an increasing confusion and indifference on the part of the buying public. This can breed consumer discontent that, in itself, is becoming increasingly difficult to address. According to Kaptan (2003), if this confusion, indifference and discontent are not dealt with successfully, any relief created will be transitory and that later on new symptomatic issues and complaints would arise. (p. 45) Ther e is, hence, a need to introduce products and services and build brands that aim to rise above the rest. This objective is best served by adopting sustainable and green approach to marketing. The Concepts Essentially, green marketing is the holistic marketing concept wherein production, marketing consumption and disposal of products and services happen in a manner that is less detrimental to the environment, especially with growing awareness and consideration to prominent environmental issues like global warming, non-biodegradable solid waste, harmful impact of pollutants, and so forth. (Chandrasekar 2009, p458) Sustainability follows and reinforces the same principle, and is characterized by activities that seek to change existing framework in favour of sustainability. (Saren et al., p205) Pursing this strategy is significant to consumers for several reasons. The most important of these include: its contribution to the consumer’s â€Å"empowerment† since it allows the consumer to make a difference by using â€Å"green† products and services; and, it provides credibility since sustainability related claims can make consumers believe and trust in the product. (Ottman 2011, p110) The gist of the benefits of sustainable and green marketing is that their associations with the positive impact to environment provides a product or brand a mantle of uniqueness and responsibility that adds value in the eyes of the buyers. Successful sustainable and green campaigns include the Levi’s recently launched Eco line of 100 percent organic cotton jeans; Wal-Mart’s â€Å"Green† push consisted of diverse initiatives such as reducing energy waste, opening green supercenters, stocking more organic products, and working with suppliers to get them on board as well. (Hawkins & Mathersbaugh 2010, p102) Ottman emphasized that sustainable and â€Å"green† products offer tangible and direct benefits that are actually meaningful and importa nt to a number of consumers. (p110) Making a Difference The principles at work here is that green products can rise above the din of commerce that are peppered with superficial solutions to individual needs. Slater pointed to the social dilemma that emerges as a consequence. In his view, the production of more goods and services that provide false satisfactions to human needs in greedy pursuit for profit contribute to the increasing disorganization, disorientation and confusion not just with regards to their needs but also their identities. (p126) In the past, marketing and advertising could have gotten away with it with what Slater called as: an innumerable series of images are forced upon the individual, like mirrors, seemingly empathetic and totally credible, which bring their secrets to the surface and display them there. In these images, people are continually shown the unfulfilled aspects of their existence. The illusion ingratiates itself, promising satisfaction; it reads des ires in one’s eyes, and brings them to the surface of commodity. (p126) The problem now is that consumers have been satiated with these messages and strategies. This and the crass materialism had not satisfied many people’s innermost desires. (Sattar 1992, p. 41) One may say that, today, the average buyer is both aware and confused about the way products are pandered to him. Slater

Affects mandkind cause to the environment Research Paper

Affects mandkind cause to the environment - Research Paper Example As the human race evolved, they began to take footsteps towards the technology utilizing the environmental aspects and natural belongings. Impact of the human activity on the environment is worse than estimated.The green house gas emissions from the power generation plants and other similar production units made the environment that is less capable of adapting the change. The emissions from the cars and vehicles presented a huge danger to the environment. With the advancement in the technology, the amount of emission increased as the technology enhanced. Every sources that human life depends on, is polluted by humans. Air and water pollution are considered as the major affects of human activity. On the other hand, the cutting down of the forests boosted the emissions, as trees and plants are the biggest source of natural production of oxygen and consumer of carbon dioxide, which is a major portion of green house emissions. The environment is much affected by the human activity. The c arbon emissions, produced by vehicles and industries, in combinations with the water vapors suspend in the atmosphere and allow solar heat to enter the atmosphere but restrict it from going back to the space at night. This process gradually increases the temperature of the earth. The process is named as green house effect. According to an investigation, it is estimated that the temperature of the world has risen 1 degree averagely due to the impact of emissions from the factories and cars. ... The bio diversity of the planet depends on the balance that is breached by the human activity. The importance of the marine life can never be neglected, as marine plants play an important role in maintaining the oxygen level into the atmosphere. Moreover, the edible fish species are one of the biggest sources of food for the humans. On the other hand, the mangrove forests that take its essential food from the oceans and seas play an important role in producing and maintain oxygen in the atmosphere. The recent human activity like pouring the wastes into the sea and oceans is depleting the mangrove forests. Direct cutting of the forests is another perspective of human activity. The cutting of the forests for attaining the wood for construction and burning purposes is considered as the huge impact of human activity. Trees and forests are the source of producing the oxygen into the atmosphere (Harrison, p66-79). Less number of trees directly influences the level of oxygen in the atmosphe re. The less the atmosphere has oxygen, the more the air will carry the harmful gases that are dangerous for the human life. Irrespective of the health risk, lack of oxygen will impact the existence of certain species that are good for the planet. The need of time is to limit the cutting of the forests. To fulfill the needs of the wood, utilization the alternate and composite materials instead of wood should be preferred (Mac-Kinney & Schoch, p23-79). If wood must be utilized for any purpose, the wood should come from the sustainably managed forests or form the designated wood farms. Such wood types that are easier to grow and that have fast growth like bamboo should be utilized to provide the

Examine the ways in which attempts are being made to address the Outline

Examine the ways in which attempts are being made to address the problem of cyber bullying in the criminal justice system of England and Wales - Outline Example I will begin by looking at the theories of criminology, the historical/social context of cyberbullying, and analysing the current situation and the possible reforms that will help curb cyberbullying, concluding that cyberbullying should be curbed using stringent measures by law. This essay seeks to examine the attempts that are being made to address the problem of cyber bullying in the criminal justice system of England and Wales. Understanding why an individual chooses to commit a crime can assist the authorities know how to assimilate the criminal.Other theories of criminology attribute crime to the criminal while others state that the community is to blame(WINFREE, &ABADINSKY, 2010). The choice theory, otherwise known as the rational choice theory, is the conviction that people decide to commit crime, considering the possible opportunities ahead, assessing the benefits vis-a vis the penalty and making a choice whether to go on or not to (TIBBETTS, 2012). The positivist theory acts on the proposal that the person committing crime cannot ethically understand how wrong his actions are (TIBBETTS, 2012). This person’s mind has been set in a way that the individual has no ability of making a sensible sane decision to conform to the law. This theory shows how the criminal’s mind works and the impact the thoughts have on the victims. With the massive growth of social media sites, children and the young people are more vulnerable to cyberbullying. With Facebook and Twitter as the most popular networking sites, about 35 million of Facebook and 15 million Twitter users are in the UK. This makes cyberbullying rampant in England and Wales. Cyberbullying in England and Wales is considered an offence under law. In relation to cyber bullying, the choice theory explains the way a criminal’s mind leads to a crime. The bully decides out of his own will to bully an online user to the point that the user,

Social Media Essay Example | Topics and Well Written Essays - 1750 words

Social Media - Essay Example Social media is such a rich source of information that it has become very easy for people to know the root-causes of problems, and make informed decisions as to what side they should support. Just like everything has certain positive and negative aspects to it, social media also has both kinds of effects on the society. Positive effects of social media include creation of awareness in the society regarding the real issues whereas the negative effect of social media is primarily the disorganized and uncivilized retaliation and protest of the people after they realize the potential ways in which they have been targeted. Positive Effects of Unbiased Reporting by Social Media Creation of Awareness in the Society about the Real Issues News channels like CBS and Fox News have lost credibility in the eyes of public since people learnt how these channels have tried to manipulate them and feed them with wrong information about the threats to the USA from Iraq, when there were none. There are a lot of ways in which the television channels tend to dodge the audiences in order to streamline their perceptions according to their agenda. An example of the ways in which the television channels play with the audiences is here; â€Å"The Big Three (ABC, CBS, NBC) Wednesday evening newscasts devoted more than 9 minutes (9 minutes, 28 seconds) to the flap over Mitt Romney's statement criticizing the administration's handling of the Libyan crisis but spent just 25 seconds on questions regarding Barack Obama's Middle-East policy, a greater than 20-to-1 disparity† (Dickens). This was intentionally done to make the audiences’ attention increasingly diverted towards Romney’s criticism of Obama’s policies and at the same time male the audiences overlook or pay least attention towards the Middle-East policy of the president. In many cases, interests of the television channels are aligned with the interests of specific political parties either in charge or in o pposition and the channels make use of its programs include talk shows, news, and discussions to brainwash the audiences in the best interest of the political parties which the channels serve. There are numerous factors that contribute toward making the news spread through social media more reliable. A person’s profile on such a social media website as Facebook is essentially his/her virtual identity. People know him/her in the virtual world by that profile. Owing to this fact, people tend to remain as much truthful and honest in the expression of their views and opinions on the social media websites as possible because whatever they write on their profile has an effect on their image in the public eye. In order to construct good image and avoid their image from getting tarnished in the public eye, people support what is right and condemn what they really think is wrong on the ethical grounds. Another concrete example of reliability of social media is that it is a fairly accu rate medium where one can learn cultural perceptions about the latest events around the world as well as debatable topics like gay marriage and euthanasia. All one needs to do is read the comments under the videos on Youtube, and one can know what the people of a certain country generally think about a certain issue. Not only can one understand the generic

Childhood Obesity Essay Example for Free

Childhood Obesity Essay Obesity is such a hot topic in America today and childhood obesity and the ethical arguments over obesity has greatly increased over the last 10 years. Health problems that occur from this deadly disease is something that no one wants to talk about. When people think about health, what usually is discussed is cancer or heart disease. Not many people really think about one of the biggest issues out there that is really not taken very seriously and that is obesity. In America there are hundreds of thousands of children that are overweight. Obesity is a disease, a disease associated with many other health issues, including congestive heart problems, diabetes among other physical and mental complications associated with this disease. We will discuss throughout this paper how one of the classical theories would help resolve the problems that are associated with the dangers of childhood obesity, then discuss the perspective of society and how it relates to relativism in todays world. There are many arguments about how childhood obesity starts, whos to blame for allowing this to happen and societies ethical and moral obligation associated with fixing the problem. Who or what is to blame for the increasing levels of childhood obesity? Some believe it is the parents themselves; others accuse the food industry and government. One fact cannot go unchallenged and that is the longer this disease is allowed to grow and is not brought under CHILDHOOD OBESITY 3 control, the higher the percentage of childhood obesity will increase and the effects and diseases will become an even greater risk to kids. It is important to recognize childhood obesity as a disease condition and the role that is played in aggravating the development of other diseases (Barton, 2012). There are numerous health issues that will happen to our children now, and as they reach adulthood if we do not act now to help prevent these ramifications from happening. Childhood obesity is associated with an increase for other diseases not only during childhood but as the youth become adolescent and then into adulthood. â€Å"Obesity in childhood causes a wide range of serious complications, and increases the risk of premature illness and death later in life†. (Strauss, RS, 1999) Obesity in children if left neglected, will increase the risk of developing chronic adult diseases. There are substantial risk for obese children even before they reach adulthood. Of equal concern is that obese children could become obese adults. (Papoutsakis, 2007) Childhood obesity not only affects todays generation but will also affect tomorrows adulthood. Obesity in children has become a major ethical and moral challenge for todays society and is now threatening to become a disease with multiple health risk for today as well as beyond. Obesity is a disease, a disease that if not taken seriously may have health ramifications for years to come. The problem with childhood obesity is not just the weight issue but the other diseases associated with the neglect of this disease. Understanding and working CHILDHOOD OBESITY 4 towards solutions will only improve the chances of solving this disease and all other diseases associated with childhood obesity. Childhood obesity is linked to diabetes, high blood pressure, asthma and other breathing issues, and heart disease on the physical side of this disease. On the mental side, childhood obesity can be associated to depression, low self esteem, and learning problems are associated with childhood obesity. Diabetes and cardiovascular diseases, which previously affected only adults, have begun to show up in with increasing frequency in youths in recent years. The primary cause is the growing number of overweight and obese children. (CDC,2011) As the number of childrens weight have increased their cholesterol levels have also increased, adding for concern of cardiovascular diseases and high blood pressure. Childhood obesity is also linked to depression in youth as well as young adults. Obese children face ridicule and teasing from other students in school as well as a decrease in friends. This leads to isolation and depression which could lead to low self-esteem into adulthood. Obese children are sometimes withdrawn in the classroom which diminishes their learning ability and social skills development which affects social interaction in adulthood. What causes childhood obesity? Obesity in childhood is influenced by social and family matters as well as their DNA and activity level through out the day. Childhood obesity is the result of eating too many calories and not getting enough physical activity.2 (CDC, 2011) In todays society, most children spend most of their day playing video games or sitting around CHILDHOOD OBESITY 5 watching television. â€Å"It has been estimated that roughly 60-92% of children play computer games daily†. (Papoutsakis, 2007) With the staggering number of television viewing, the role of food advertisers must be addressed as one of the causes of obesity. â€Å"Nearly half of U.S. middle schools allow advertising of less healthy foods, which impact students decision making of healthy food choices†. (CDC, 2011) Portion control has also changed for kids in the last five years. â€Å" Portion sizes of less healthy foods and beverages have increased over time in restaurants, grocery stores, and vending machines. Research shows that children eat more without realizing it if they are served larger portions. This can mean they are consuming a lot of extra calories, especially when eating high-calorie foods.† (CDC , 2011) Another factor that is affecting obesity is children is the fact that most families in todays world are way to busy to enjoy a meal at home and spend more time eating out on fast food. In summation, in todays world, kids are not exercising like they should and are eating the wrong type of food as well as eating more to satisfy their appetites. Television and video game playing is a contributing factor because it takes away time that is needed to exercise and influences kids to make unhealthy and irrational choices concerning food consumption based on food advertisements. By not confronting childhood obesity, we are not facing the challenges associated with this disease. It is not a matter of who is to blame for childhood obesity, we all know that this disease is very prevalent in children today. â€Å" Obesity now affects 17% of all children and adolescents in the United States – triple the rate of a generation ago† (CDC, 2011). The numbers are staggering and the health ramifications associated with this disease cannot be discounted. The CHILDHOOD OBESITY6 preliminary findings are disturbing with regards to the disease and consequences of not finding solutions to fight this disease. Obesity is a worldwide epidemic that is causing life threatening diseases. Obesity has become a serious health issue and causes 2.6 billion deaths each year. (Raj, Kumar, 2010, p.598) The threat of of this disease cannot be discounted and must be addressed before its too late for this generation. There are many different ways to combat obesity in children. There must be a plan in place for it to be successful. The plan must include changing the eating habits of todays youth. Children must eat planned out meals, eating meals as a family instead of eating out on the run. Limiting the amount of snacking throughout the course of the day, knowing what the children are eating when they are in school. Controlling the portions or the amount of food that is consumed and increasing the physical activity. Putting a plan in place will help manage and hopefully decrease the chance of childhood obesity in todays youth. Executing the plan and trying to resolve the problems associated with this disease is high on the political, public health and research agenda. However, programs to prevent overweight and obesity are susceptible to various ethical shortcomings and need assistance for a successful remedy to eh problem of childhood obesity. One classical therory that should help with the success to combact obesity is deontology. CHILDHOOD OBESITY7 Deontology theroy is to make the correct moral choices, we have to understand what our moral duties are and what correct rules exist to regulate those duties. When we follow our duty, we are behaving morally. When we fail to follow our duty, we are behaving immorally and this is where we have to step in and take moral actions to reduce and prevent childhood obesity. A common criticism of deontological moral systems is that they provide no clear way to resolve conflicts between moral duties. a deontological moral system should include both a moral duty not to lie and one to keep others from harm so we can see why this theory best fits with childhood obesity, although it is our duty to help and support there really is not a clear way to resolve the problem relating to this terrible disease that affects million of children each and every year. In conclusion, childhood obesity has risen to significant levels nationally with serious health consequences. In addition to diabetes, heart complications, emotional, and social issues, this disease poses a serious hazard to the health care of America. Unless this disease is taken seriously, the implications of this disease of future generations will be devastating and might be unrecoverable. CHILDHOOD OBESITY8 References Barton, M. (2012). Childhood obesity: A life-long health risk. Acta Pharmacologica Sinica, 33(2), 189-93. doi: http://dx.doi.org/10.1038/aps.2011.204 Center for Disease Control and Prevention. Childhood Overweight and Obesity, 2011. Retrieved from http://www.cdc.gov/obesity/childhood/index.html Manu Raj and R. Krishna Kumar (2010), Obesity in Children and Adolescents. Indian J Med Res. 2010 November; 132(5): 598–607 Papoutsakis, C. (2007). Genediet interactions in childhood obesity: Paucity of evidence as the epidemic of childhood obesity continues to rise. Personalized Medicine, 4(2), 133-146. doi: http://dx.doi.org/10.2217/17410541.4.2.133 Reilly, J. J. (2007), Childhood Obesity: An Overview. Children Society, 21: 390–396 Strauss RS. Risks and consequences of childhood and adolescent obesity. Int J Obesity 1999; 23 (suppl): S2–11.

The Contemporary Issue Of Bullying Education Essay

The Contemporary Issue Of Bullying Education Essay The contemporary issue I have focused upon in this assignment is Bullying. This is a prevalent issue in todays society. I feel this is of great importance especially with the concerns arising from recent research into the effects of bullying. This research indicates that bullying can have social, physical and psychological effects on students as well as on their academic success. What is bullying Bullying is a social phenomenon that is not easy to define. It is a behaviour that can be either be physical/verbal or direct/indirect. A bully is defined in the dictionary as a person, who hurts, intimidates or persecutes someone who is perceived to be different or weaker. The Government defines bullying as Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Dan Olweus a leading expert in this field has a similar definition to the governments and he asserts that A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more other student (Olweus, 1993 p.9) The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7):We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is also bullying when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel. Different type of bullying The word bullying is used to describe many diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify but here are the main types that have been identified. The first is verbal bullying which is the most common bullying according to research. Childline reported that 56 percent of children that rang about bullying called about verbal bullying. This type of bullying includes name calling and gossiping. Name calling is the most prevalent form of bullying according to most studies. One child in the Childline research for 2007/08 stated I am being bullied at school and feel no one likes me. I am always running to hide or cry on my own because Im called names and am pulled at. I feel suicidal but I wont do it. The second is physical bullying which involves the use of physical force such as hitting and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be identified through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and show power over them. The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, letters or notes or even graffiti. The last is Cyber-bullying which is the newest form of bullying identified and has become a concern in recent years. This is a technology-enabled bullying and involves bullying by means of chat rooms, instant messing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that thirty four percent of 12-15 year olds reported being subject to cyber-bullying. Similarly research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty two percent of 11-16 year olds had fallen victims to cyber-bullying. Prevalence Various studies have been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, valid and reliable statistics. The research being completed however does highlight the true extent of the bullying problem in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscapes conducted the national survey between the years of 1984 and 1986 using a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least twice and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is still prominent in the school setting. According to one recent study, one-fifth of primary school pupils and a quarter of pupils in Year 8 perceived bull ying as a big problem in their school. A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of secondary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national helpline for children received between the months of April 2000 to march 2001 almost 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more that 16,000 calls from parents each year concerned about their children getting bullied. Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying cases is on the rise (Noret and Rivers, 2006). A study by National Centre for Social Research released to coincide with November 2009 Anti-bullying week revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The Longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special educational needs were also found to be more likely targets. This coincides with other such research that shows SEN children or children with disabilities are 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showed that children who reported being bullied went on to achieve on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and provides evidence of the detrimental effects bullying can have. Effects of Bullying Bullying can have all sorts of effects on children so it is important that bullying is tackled head on. The DfEE states that The emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.'(DfEE, 1999: 24-25). Vernon Coaker the schools minister also asserted at the event for Anti-Bullying Week that Bullying, in any form, should not be tolerated. It can destroy lives and have a lasting impact on young peoples confidence, self-esteem and emotional development. Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of finding out if bullying had any lasting effects. The survey which was funded by the national lottery and proved that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compared with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents. Tackling school bullying The Government in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal obligation for all schools to have an anti bullying policy in place. Legislation places a duty on the head teacher to enforce an anti bullying policy and states that schools must encourage respect for others and prevent all forms of bullying among pupils.  Government guidance additionally states that the policy should be reviewed annually and that every member of the school community (including children, young people, carers and parents) should be involved in this review. Each school is in charge of designing their own policy with the help from Department for Children, Schools and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to tackle bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. Schools have a legal obligation to ensure measures are in place to address bullying: Head teachers must enforce a policy as a preventative measure against bullying in accordance with the Human Rights Act 1998. The Standards Frameworks Acts (1998) states that all schools are required by law to have an anti-bullying policy. Schools have statutory liability regarding behaviour of pupils under the School Standards and Framework Act 1998 : the head teacher shall determine measures to be taken with a view to à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ be encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. Article 28 of the United Nations Convention on the Rights of the Child states that bullying policy should be in place in each school and every child should know what to do if they find them self in the situation where they are being bullied. Section 175 of the Education Act 2002 states what is required of the governing bodies in relation to the wellbeing of the pupils in their school: The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school. The Education Act 2002 lays down out two aims for the national curriculum, whereby schools must make sure that it provides opportunities for all pupils to learn and achieve and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The DfES circular, Social Inclusion: Pupil Support Circular outlines government expectations and the legal duty of head teachers with regard to bullying The National Health School Guidance asserts that it is necessary that schools have a policy and code of practice for tackling bullying, which is owned, understood and implemented by all members of the school community and includes contact with external support agencies. Under the Race Relations (Amendment) Act 2000 schools are required to promote race equality. Childrens Act (2004) sets out five outcomes that professionals should work towards. These are to; Be Healthy; Stay Safe; Enjoy and achieve; Make a positive contribution and Achieve economic well-being. Safe to Learn: embedding anti-bullying work in schools is the new overarching anti-bullying guidance for schools which was introduced in September 2007. The safe to learn guidance includes advice on bullying. In addition to this Ofsteds framework for inspecting schools states that inspectors must assess and give an account on the magnitude and degree of bullying, racism and other forms of harassment. They must also report on the schools successfulness at dealing with bullying incidents and look at the schools relations with parents. Schools are not immediately responsible for bullying that takes place outside of the educational setting but their anti-bullying policy should make it known that steps are in effect to respond to such incidents. The Government publicised two anti-bullying guidance documents on 15 April 2009. These documents gave advice on how to tackle bullying outside of the classroom setting. Versions of the guidance documents were also for local authorities, youth workers, college staff, play workers, transport providers and childrens homes. Despite all of this there is no law which states that Scottish schools must have a specific anti-bullying policy. However there have been documents such as Action Against Bullying distributed to Scottish schools in 1992 that recommend that they should implement a policy. Scottish local authorities have approved of this recommendation but it isnt really enough. Other available help As well as the legislation and guidance documents there are other avenues of support and guidance. Schools for one can pledge their allegiance to tackling bullying by signing up to the Anti-bullying charter whereby there can self-assess their bullying policy. An anti-bullying week is also held every year by the Anti-bullying Alliance The anti bullying Alliance was established in July 2002 by NSPCC and NCB, it has combined 68 organisations into one association. Their aim is to reduce bullying and create a safe environment for which children can study. Anti bullying weeks aim is to raise awareness of bullying and the issues that surround it. This years Anti-Bullying Week was focused on tackling cyber-bullying. Sue Steel, National Manager of the Anti-Bullying Alliance , said on the 2009 anti-bullying week that: It is very encouraging that the Government is doing so much to make Anti-Bullying Week a real success. We all need to work in partnership to ensure children, young people and their parents are aware of the risks of cyber bullying and know how to prevent it There are also various websites to help both parents and adults such as the DirectGov  website which has plenty of advice for young people concerned about bullying. Parentline Plus has a helpline for parents, provides support through the Be Someone to Tell webpage and a website for parental advice on dealing with bullying of their child. A comprehensive list of organisations that provide both help and support concerning bullying is available in Annex  I of the overarching Safe to learn guidance. Developing a whole-school approach The whole school approach is recommended by the DfES and works by engaging involving the whole school community from pupils and teachers to staff, carers and parents. This approach works by involving everyone and creating a framework that endorses shared beliefs and values that help to counteract and reduce bullying effectively. The framework sets out steps to advise and manage incidents of bullying. The DfES recommends launching this whole-school policy in four phases: awareness and consultation, implementation, monitoring and evaluation. The policy should aim to: Ensure that the whole school community understands bullying and what is meant by bullying. Make it understandable that bullying will not be accepted inside or outside of the school setting. Create an effective system to deal with bullying incidents that enables children to easily report bullying occurrences. Ensure that all incidents reported are investigated seriously and the measures in place are acted upon in response. That clearly defined procedures are in place. Provide a systematic method of recording incidents that take place this in turn can help in evaluating and reviewing policy. Have a peer support programme in place. Continually review procedures and policy and keep the whole school community informed of any changes or revamps. Anti-bullying Policy Case Study In my small case study I looked at 3 anti-bullying policys for schools in the Surrey area. I would first like to note that out of the 5 websites I viewed, two did not have any anti-bullying policy online. Anti- bullying policy should be readily available for the school community and should be online for easy access for the whole school community. I will address the schools as A, B and C. School A had a very comprehensive Anti-bullying strategy in place using the whole school approach. It clearly defined anti-bullying procedure in place for children staff and parents using headings such as guidance for children. The Policy included an effectives system clearly stating each stage of procedure and using the no blame approach. School A also asserted that all incidents would be recorded and used in further cases if needed. The use of a peer support strategy was also in place which seems to add to the policies effectiveness as these systems have been found to be effective in reducing the negative effects of bullying for victims. This policy was said to have been reviewed in 2009 and was to be reviewed on a regular basis which again seemed excellent practice. School As policy was seemed precise and effective using the whole school community and in doing so promoting a shared set of values and beliefs. The fact it is reviewed on a regular basis makes sure the policy is fresh and effective. This school also had regular newsletters with any new updates on anti-bullying strategies or changes in policy these were in turn clearly published online. School Bs policy had a clear precise definition of bullying but however it was not as comprehensive as School A. The policy did show the procedure in place and stated the support in place for children; it however was aimed at staff and parents only and did not involve the whole school community. The policy had clearly not been reviewed in some time as it was dated May 2005 which is nearly 5 years ago and seemed outdated and forgotten. School Cs policy was just appalling; it consisted of a paragraph about the definition of bullying and a list of behaviour codes. It did promote a shared value on the expected codes of behaviour but no set clear process in place for dealing of bullying for staff, children or parents. Is the governments strategy working? There is not much in the way of research into this field and whether anti- bullying policy is effective or not. Bullying has decreased slightly since the previous year which could be a reflection of the change in government policy and promotion of peer support but really it is not a decrease in incidents. I conducted a small scale survey of 8 teaching assistants and teachers in schools around the UK to find out whether they felt the government were doing enough in relation to bullying. U.K  government is doing enough for schools in  relation to bullying  How do you feel about this statement?   Strongly Agree     0     0%     Agree     1     8%     Neutral     2   17%     Disagree     5   42%     Strongly Disagree     0     0%   The results show that 42% disagreed with the statement that the government was doing enough in relation to bullying, 17% were neutral and 8% agreed. This survey just indicates that people within the school context feel more can be done to stop bullying. One participant even stated There are anti bullying programs in place at schools but the children often do not come forward. The Government could work with the schools to make it easier for children to come forward. Bullying UKS CEO, John Carnell was reported saying These figures are disgraceful and show that the government and schools are just not getting to grips with this problem. Bullying UK was founded 10 years ago and the problems we are seeing now are the same ones we saw 10 years ago. Day in, day out, year in, year out, we are receiving exactly the same complaints from desperate parents and children and its a scandal that there is no government funding for the vital work we do which we know saves suicidal childrens lives. In the Childline case notes one counsellor asserts I dont think things have changed, and when you ask the children whether there are anti-bullying policies the children say yes, but it still makes you powerless. The frustrating thing is that we still receive so many calls about bullying What can schools do to tackle bullying? Research has proven that the whole school approach is the most effective strategy and recommended by the DfES. The whole school community should be involved in devising and implementing an anti-bullying policy. It requires everyone to maintain and advocate the standards in the policy and act promptly when incidents occur. This approach promotes shared values and beliefs and enables a clear understanding of the acceptable standards of behaviour. In Wales, Lambert, Scourfield, Smalley and Jones (in press) found a significant association between lower levels of bullying, and pupils reporting that the school had clear rules on bullying. The law does state that behaviour policy should be publicised to the school community once a year although really it should be communicated a lot more then this to refresh minds. Research has indicated that just having an anti-bullying policy alone is not enough. In order for a policy to be effective it needs to be efficiently implemented, reviewed and evaluated constantly. As for instance one study found that school-wide policies decline in effectiveness over a 2-3 year period, after which time bullying increases (Sharp et al, 2002). Smith states Bullying is an ongoing problem, so a one-off effort over a term or a year without continuation will have little or no lasting impact (Smith, 2004, p101). Bullying policy should be reviewed regularly and the whole school community should be involved in and notified of changes. Children should have a say in the policy as suggested by the DCSF. There are guidance documents such as the Anti-Bullying Alliance resource Are you talking to me?: Young Peoples Participation in Anti-Bullying. It is important to engage children and incorporate their ideas in the anti-bullying policy allowing them to be an active part of school life. There are a range of suggested classroom activities to encourage pupils to discuss anti-bullying policy. The Government has recently made PSHE lessons compulsory and these are a perfect platform for discussing bullying and anti-bullying policy. The need is to have a comprehensive anti-bullying policy and strategies in place. Not every school has a policy that is comprehensive and covers the extensive bullying types. For example, Adams, Cox Dunstan (2004) reported that out of 19 schools surveyed in the UK none of them specifically mentioned sexual orientation in the anti-bullying policies. What can the government do to tackle bullying? There are a range of things the government can still do to tackle bullying. A statuary duty should be made on schools and education authorities in Scotland to have anti-bullying policy in place. Scottish Schools are not legally obliged to have any policy or strategy in place to counteract bullying. Wales should also have regional advisors like England to advise schools about the effective strategies against bullying including best practice and how to create all an effective anti-bullying policy. The government should also find a way of assessing anti-bullying policy in each school as having this policy in place does not mean it is being implemented properly or carried out in the School context. Finally awareness should be raised on the newest forms of bullying such as cyber-bullying this should also be reflected in relevant policy. PSHE lessons can help raise this awareness and I feel bullying should become a compulsory topic allowing the school to discuss not only bullying in general but their own anti-bullying policy and practice. Conclusion After examining the research, articles, statistics and other information it does become apparent bullying has ever so slightly demised in the last few years but not really enough. This tells me that the government initiatives and policies have had a small effect in reducing bullying. The big problem with the anti-bullying policy is that each school has to devise the policy and implement it, which means the policys effectiveness can range dramatically between each school. If the government is to succeed at cracking down on bullying significantly I feel it is necessary to do the research and implement the same effective policy in each school. It may be useful for the Government to examine leading countries in the fight against bullying. The government also needs to listen to the people that this problem effects and find out their views on the policy that stands.

Political System Of Vietnam

Political System Of Vietnam In every class society, the power of the ruling can be carried out by a system of institutions and certain political organizations. It is the political system. By political system we mean the system of government in a nation (Hill, 2007). The political system in our country is a tool made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹ownership of the working people under the leadership of the Party. The political system in our country today, including: Communist Party of Vietnam, the Socialist Republic of Vietnam and the socio-political organization. The politics of the Socialist Republic of Vietnam  is a law-governed state. The President of Vietnam is the head of state and the Prime Minister of Vietnam is the head of government, in a one-party system led by the Communist Party of Vietnam. The CPV was founded on February 3, 1930. Over 75 years of its existence, the Party has been renamed several times: the Vietnam Communist Party (February 1930), the Communist Party of Indochina (October 193 0), the Vietnam Workers Party (February 1951), and the Communist Party of Vietnam (December 1976). The current political system in Vietnam included these components of political power: Communist Party of Vietnam, People in the political system, State Socialist Republic of Vietnam, National Assembly, President, Government, Peoples courts, Peoples Procuracy, Socio-political organizations and mass. Each component of power has the own function in the political system. In terms of Communist Party of Vietnam, it is the faithful representative of the interests of the working class, the working people and of the nation. Regarding to People in the Political system, they make their power mainly through the State; management of society by the State law under the leadership of the Communist Party of Vietnam. On the subject of State Socialist Republic of Vietnam, it is a central organization and is a pillar of the political system. It takes the responsibility for managing all activities of socia l life and performs the function of internal and external. In relation to National Assembly, it is the highest representative body of the people, the highest state power bodies of Vietnam. As regard to the President, he is considered as the head of state and is elected by the National Assembly from the National Assembly to act on behalf of Vietnam in terms of internal and external. Concerning to Government, it is the highest state administrative agencies of the Socialist Republic of Vietnam. The role of Government is managing the implementation of the tasks of political, economic, cultural, social, defense, security and foreign policy of the State. Last but not least, the Socio-political organizations and mass is the organization representing the interests of different social communities to participate in the political system according to the principles, purposes and characteristics of each group officials. A legislature is a kind of deliberative assembly with the power to pass, amend, and repeal laws. This is one of the three main parts of the political system in Vietnam. Legislature have many different names, most commonly Institution and the National Assembly (parliament). In Vietnam, Legislature is considered to have the equivalent power and to be independent of law with the executive. Legislative power is the power to make laws, legislation and enacted laws are applied in all fields of social life. According to the Constitution, in addition to through the law, the Legislature has the right to raise taxes through the budget and other expenditures. The delegates of the Constitutional Convention argued that if the two separate groups one group representing the federal government, a group representing the people must approve any draft law, it is almost not also the risk of the National Assembly passed the law in a hurry or carelessness. However, there are some specific prohibitions f rom Constitution to the activities of the National Assembly. For example, Congress is not allowed to put any tax on exported good from any states, to suspend command demanding arrests. At the side of Executive, it is one of three main rights in the State power structure. Executive power is exercised by the State administrative agencies executed to ensure completion of their functions and duties. Executive power consists of two rights: the right to establish rules and administrative rights. Despite being a one-party state, Vietnams political system has often been responsive to peasants, workers and others pushing for better economic, social and political conditions. Although Communist Party of Vietnam has acquired many success in the these nearly years, it is not sure that Vietnamese Communist Party and its government are now responding appropriately to mounting demands to further improve a majority of peoples lives. To improve the political outcome of the country, not only the Government but also all the components of power should be reconsidered about the role and the functions. Are authorities listening attentively to these and other public political criticisms; are they responding sympathetically and responsibly? Some are, but national surveys and other sources of information indicate that a larger proportion of authorities are not. There is still hope that the Vietnamese Communist Party government will again become more responsive and less repressive, although the outlook is less optimistic now than it has been in the past. To meet the requirements of the new stage of development, it requires the entire of the political system in our country must be integrity. The basis of our political system of our country is the working class. That means the organization of the political system both take stand on the view of the working class. As the result, the tasks, functions, orientations of the political system are to ensure ownership and benefit of the working class. In the socio-political system today, notable new features compared to the structure of the political system as it is the presence of large social institutions of the people, especially the association in the field of economic and social organizations, professional associations, business and social services Although not directly implement political tasks of the Party and the State, but in terms of socialist democracy, to protect the rights and legitimate interests of the members, these o rganizations have a growing impact to major political and economic life of the country. Therefore, the legal and political mechanisms to operate the link between the political system and social system as stated also been identified as a basic element in the structure of the Vietnamese socio-political system today. Introduction Socio-political system of Vietnam is a system of political institutions, the socio-political and other social institutions, including the Party, the State, the Vietnam Fatherland Front, mass andsocio-political organizations, social organizations large people; mechanism of operation of the institutions under the leadership of the communist Party of Vietnam for the purpose of a prosperous people, a strong country, social justice,democratic and civilized. The concept of socio-political system like that is formed on the basis of the link between the two systems of social institutions of the political system (the system of grassroots direct exercise of power politics) and System society. In terms of building institutional practices and ensure peoples power in our country today, the binding of these two systems into a larger system is the socio-political significance and should be deeply research focus in both theory and practice. Conclusion In conclusion, in the socio-political system today, the social organizations play a more positive role than a centrally planned economy. The social organization is not a channel independent of the political system that increasingly strong participation, a great impact on the performance of the political system. Therefore, the role of the political system is to ensure consistency of the will, aspirations and power of the people and to ensure human social systems and the diversity of social life.

Argument for Increasing American Immigration Essay -- Argumentative Ess

Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me. I lift my lamp beside the golden door. This inscription, which is found on the Statue of Liberty, greeted years of immigrants who passed through Ellis Island to America. It describes the idealized view of the United States as a nation of immigrants, where anyone can achieve the American dream. However, does this accurately describe our immigration policy today? Our current policy is better described by this version, written by Chris Willey (Willey et al.): Give me your athletes, your scientists, Your artists, writers, and actors, Your politicians and businessmen. Send these, the best and brightest, to me. To these lies open the golden door: You can keep the rest. Under current U.S. immigration laws, it is not difficult for those immigrants labeled as desirable to receive admittance. The Immigration Act of 1990 created new categories of immigrants. "Within the employment category, first preference was given to aliens ‘with extraordinary ability, outstanding professors and researchers, multinational executives'..." (Richmond 143). It may be true that these creative and skilled people have just as much of a right to pursue the American dream as anyone else. But do we, as Americans, have the moral right to exclude the needy from our country? Refugees have two basic choices. They can return to their home country, or they can try to settle in another country. Most refugees, however, cannot return home because conditions in their native country have not changed sufficiently to eliminate the problems from whi... ...ess, Boulder, CO, 1996. The Holy Bible. New Revised Standard Version. Thomas Nelson Publishers, Nashville, 1989. Hunter, Gordon, ed. Immigrant Voices. Signet Classic, New York, NY, 1999. North Carolina Division of Pollution Prevention and Environmental Assistance. Environmental Facts. http://ntbox.owr.ehnr.state.nc.us/earthday/facts.htm. Rachels, James. The Elements of Moral Philosophy. 3rd edition. McGraw-Hill, Boston, 1999. Richmond, Anthony. Global Apartheid. Oxford University Press, Toronto, 1994. Singer, Peter. Practical Ethics 2nd edition. Cambridge University Press, Cambridge, UK 1993. Social Contract Press. The Social Contract Archives. http://www.thesocialcontract.com Willey, Chris; Saunier, David; and Mendez, Garry. Reinscribing the Statue of Liberty. Horizon Magazine, Jan 1998. http://www.horizonmag.com/pictorial/liberty.htm

Analysis of Henrik Isbens A Dolls House :: A Dolls House Essays

Act I Analysis: Act I, in the tradition of the well made play in which the first act serves as an exposition, the second an event, and the third an unraveling (though Ibsen diverges from the traditional third act by presenting not an unraveling, but a discussion), establishes the tensions that explode later in the play. Ibsen sets up the Act by first introducing us to the central issue: Nora and her relation to the exterior world (Nora entering with her packages). Nora serves as a symbol for women of the time; women who were thought to be content with the luxuries of modern society with no thought or care of the world in which they lived. Indeed, there is some truth in this (the extent of this is debatable). As the play reveals, Nora does delight in material wealth, having been labeled a spendthrift from an early age. She projects the attitude that money is the key to happiness. By presenting this theme of the relationship between women and their surroundings at the beginning, Ibsen indicates to the reader that this is the most basic and important idea at work in the play. However, it is also clear that Nora's simplistic approach to the world is not entirely her fault. Torvald's treatment of Nora as a small helpless child only contributes to Nora's isolation from reality. Just as Nora relates to the exterior world primarily through material objects, Torvald relates to Nora as an object to be possessed. The question becomes who is more detached from reality? Though Torvald's attitude pervades every word he speaks to Nora, his objectification of her is most evident in his use of animal imagery. He refers to her as his little "lark" and "squirrel"†¹small harmless animals. Similarly, Torvald repeatedly calls Nora his "little one" or "little girl", maintaining the approach of a father rather than husband. Nora is fully dependent on Torvald, from money to diet (the macaroons); and, because she is so sheltered, her perception of the world is romanticized. Nora's skewed vision of the world is most evident in her interactions with Mrs. Linde. Whereas her old school friend is wizened and somber, Nora is impetuous. Her choice to tell Mrs. Linde about her secret seems to be more of a boast of a small child than a thoughtful adult; in fact, Nora only reveals her secret after being called a child by Mrs.

The Victorian Villain Goes A Governessing English Literature Essay

‘O scoundrel, scoundrel, smiling, damned scoundrel! ‘ I v 106 crossroads. Iago, Lovelace, Willoughby, Dracula, Lecter, Lestat, Voldemort, the intrigues of these and countless other literary scoundrels are frequently queerly absorbing and tempting. Indeed, throughout literature, the image of the scoundrel frequently proves to be the far more interesting character than the victim of their villainousness or the text ‘s hero. For many, the Victorian scoundrel is synonymous with the propertyless male as epitomised by Dickensian originals, for illustration the beastly Bill Sikes or the corruptor of artlessness, the predatory Fagin in Oliver Twist ( 1838 ) .[ 1 ]However, the coming of the esthesis novel during the 1860s heralded a new coevals of scoundrels, a coevals that sent both shockwaves and bangs through the literary universe and its readership. Initially, in what is considered the kick offing novel of the genre, The Woman in White ( 1860 ) ,[ 2 ]villainousness conti nues to be a masculine state as seen in the plants of Dickens, with the word picture of the puzzling Count Fosco, who with his ‘rod of Fe ‘ and chemical science set is arguably one of the most ill-famed scoundrels of the genre.[ 3 ]However, the esthesis novel apparently equates the scoundrel non with the propertyless male or the Gothic blue blood of old genres but with a new original of villainy – the villainess. This gendering of villainousness has led critics such as Hughes to observe that, ‘In the esthesis novel of the Lady Audley tradition, the heroine ‘s rightful topographic point is usurped wholly by the villainess, the golden-haired imposter who masquerades as a conventional married woman while plotting slaying on the side. ‘[ 4 ]Gone are the eighteenth-century portraitures of the innately virtuous heroine, such as Richardson ‘s Pamela and Clarissa, who emphasise the incorruptibility of the heroine as she battles to protect her repute and female pureness, or the early nineteenth-century ‘s word pictures of the reformed flirt who finally conforms as epitomised by Austen ‘s Emma Woodhouse.[ 5 ]In their topographic point stood the extramarital, bigamous, frequently homicidal, angel of the fireplace turned devil in the pretense of the respectable married woman, female parent or governess. This new strain of anti-heroines As Showalter argues, ‘ [ esthesis fiction ] conveys the menace of new phantasies, new outlooks, and even female rebellion ‘[ 6 ], This challenge to the conventional function of adult females ‘silly novels by lady novelists ‘ angel turned demon Mary Elizabeth Braddon ‘s Lady Audley ‘s Secret ( 1862 )[ 7 ] the incorruptibility of the heroine, the angel of the fireplace, is replaced The transmutation of the angel of the fireplace into the scheming devil The outgrowth of the esthesis novel in the 1860s marked the reaching of a new coevals of female supporters. The beatific married womans and girls of old genres were replaced by intriguing bigamists, manque murderesses and unreliable fornicatresss, who were prepared to utilize whatever agencies necessary, including their gender, to accomplish their intent. The transmutation of the scoundrel from the typical low-class male of old literary genres ( epitomised by Dickens ) to the apparently guiltless angel of the fireplace at the same time shocked and thrilled Victorian readers and critics likewise. The suggestion that a adult female would utilize her gender in order to perpetrate offenses such as bigamy and fraud, that she would get married strictly for her ain personal ( normally fiscal ) addition, and non out of love, outraged the moralists of the clip and captivated every category of reader. Numerous critics campaigned against the word picture of characters such as Braddon ‘s L ady Audley ( Lady Audley ‘s Secret ) and Collins ‘ Lydia Gwilt ( Armadale ) , protesting that esthesis novels were ‘debasing to everyone concerned ‘ ( Oliphant, 1867, in Pykett, 1992: 48 ) and a ‘morbid phenomenon of literature – indicants of a widespread corruptness, of which Married Woman ‘s Property Act divorce 1857 Victorian heroine conjures up images of Ambition, self-assertion and the desire for power and freedom of pick are character traits frequently used by novelists to heighten and progress the position of the male supporter. In a female supporter they are counter qualities which label her an aberrance to her sex. Ill-famed villainess by far the most interesting character – the villainess. The low-class male of old literary genres The esthesis novelists offered readers a new sort of scoundrel – the villainess. Aberrant muliebrity. the map of a heroine to function as an object of designation Adeline Sergeant suggests another ground for the popularity of such characters – a rebellion against the ‘inane and impossible goodness ‘ of old literary heroines ( Sergeant, in Mitchell, 1981: 74 ) . There can be no possible uncertainty that the evil of adult male is less catastrophic, less black to the universe in general, than the evil of adult female. That is the flood tide of all bad lucks of the race. Whughes 135 Margaret oliphant Outraged Victorian esthesias Mary Elizabeth Braddon synonymous with the creative activity of a new type of female supporter the angel turned devil. Patrilineal heritage offspring Gaskell Ruth Richardson ‘s Clarissa Wollstonecraft Maria The governess liminal figure equivocal place tabula rasa Ambition, self-assertion and the desire for power and freedom of pick are character traits frequently used by novelists to heighten and progress the position of the male supporter. In a female supporter they are counter qualities. Inversion of the melodramatic stereotype of heroine Showalter puerperal passion 71malady The outgrowth of the esthesis novel in the 1860s marked the reaching of a new coevals of female supporters. The beatific married womans and girls of old genres were replaced by intriguing bigamists, manque murderesses and unreliable fornicatresss, who were prepared to utilize whatever agencies necessary, including their gender, to accomplish their intent. The transmutation of the scoundrel from the typical low-class male of old literary genres ( epitomised by Dickens ) to the apparently guiltless angel of the fireplace at the same time shocked and thrilled Victorian readers and critics likewise. The suggestion that a adult female would utilize her gender in order to perpetrate offenses such as bigamy and fraud, that she would get married strictly for her ain personal ( normally fiscal ) addition, and non out of love, outraged the moralists of the clip and captivated every category of reader. Numerous critics campaigned against the word picture of characters such as Braddon ‘s L ady Audley ( Lady Audley ‘s Secret ) and Collins ‘ Lydia Gwilt ( Armadale ) , protesting that esthesis novels were ‘debasing to everyone concerned ‘ ( Oliphant, 1867, in Pykett, 1992: 48 ) and a ‘morbid phenomenon of literature – indicants of a widespread corruptness, of which they are in portion both the consequence and the cause ‘ ( Mansel, 1863, in Pykett, 1992: 51 ) . ‘the adventuress marries without love and hence submits to arouse without love. Even though the entry takes topographic point within matrimony, the adventuress is frequently shown to be evil because of her sexual willingness. ‘ ( Mitchell, 1981: 76 ) . Sabotaging traditional household values La extreme of female rebellion The villainess makes the out tangible Hughes remarks on the outgrowth of this new literary phenomenon by stating that, The supporter ‘no longer runs off from the manque bigamist ; she is more likely to dabble in a small bigamy of her ain. ‘ ( Hughes, 1980: 9 ) . The madwoman in the Attic had been transformed, from ‘a discolouredaˆÂ ¦ . barbarian face [ with ] aˆÂ ¦.red eyes and the fearful blackened rising prices of the qualities. ‘ ( Bronte, C. , 1847: 317 ) into a demure and attractive Siren, whose ‘fair face shone like a sunray. ‘ ( LAS, 7 ) and who was, by all outward visual aspects, the perfect married woman. Titillation of female villainousness Outside bounds of society villainess made by society In Shakespeare the hero was baronial and remote. Voice and ordain our deepest desires, feelings, ideas. Villain can resemble the hero Lady Audley reveals the paradox that it is the female ‘s aberrant behavior that renders her other, but one time she is ‘othered ‘ her behavior becomes more utmost. Use governess ambivalent place used to analyze adult female ‘s place Disreputable yesteryear Wealth position and repute of course follows barchester histories mr moffatt Encapsulates everything that work forces are most afraid of female gender Morality narrative Unacknowledged desires Lydia female volatility lady Audley female surveillance sensing Victorian readers least resemble scoundrels non like us but surprisingly they teach us about ourselves. As Pam Morris argues, ‘women map as the other which allows work forces to build a positive self-identity as masculine. ‘[ 8 ] Ultimate misdemeanor Schemer with ability to pull strings her victims Does n't repent actions but non crave for an unchecked immorality Lydia ‘s aspiration gathers momentum at that place becomes a unsighted urgency to accomplish her desire to go Mrs Allan Armadale Villain becomes an improbable figure one that ab initio looks and acts like the archetypical angel. This is non to state that esthesis novelists are undertaking evil forces on the page Witness the growing of immorality in one of patriarchate ‘s most powerful images of pureness womankind perverting influence on kids. Not descent into lawlessness or debasement Recognizable new degree of complexness Governess the Respectable face of villainy the governess Disturbing is the Ordinariness of these adult females ‘s state of affairss makes their actions flooring to Victorian reader. A recognizable individual one that they may use in their places. Relative employed as governess. She ‘s non different to us non recognizable as scoundrel. Close propinquity of villainousness. Disparity in their lucks ‘it ‘s a deal. '11 Abandoned kid but principled she works so marries to supply for him.see gilbertdiseasedesire104 Governess ‘s place site of struggle ‘It is non until her individuality hat she becomes a true scoundrel. ‘ Deseasedesire102 Miss Morley ‘pale governess ‘ features that are identifiable as those of 100s of governesses and females. Fifteen old ages of ‘a governess of five-and-thirty old ages of age traveling place to get married a adult male to whom she had been engaged 15 old ages ‘ p.13 ‘a monster nugget turned up under my spade, and I came upon a gilded sedimentation of some magnitude. A fortnight afterwards I was the richest adult male in all the small settlement about me. I travelled post-haste to Sydney, realised my gold findings which were deserving upwards of ?20,000'p.22 What turns Lucy from the ‘doll like ‘ married woman into the villainess is a turn of fate return of hubby Robert ‘s grim chase for George ‘s whereabouts quest to detect her true individuality. Latent lunacy inherited from female parent. Doubly abject female parent Lydia predatory looking for chances to progress her societal position. Power enviousness treachery fright choler desire Femme fatale Life has pushed Lydia Lucy to villainy Writers such as set their narrations in foreign climates or in a landscape of phantasy and fable the scoundrel ‘s actions can non impact civilized society no menace but the power of the esthesis set their narrations in recognizable topographic points and state of affairss. Reader recoils from Lydia but what ‘s she traveling to make next. Lydia ‘s self-destruction the dramatic release from her societal place she has craved. Detailed psychological make-up Fictional scoundrel normally gets his deserts or meets a bloody terminal Jean societal ‘misfit ‘ but we can understand her predicament. Isabel sympathise with her actions apprehensible. The power of Lydia ‘s character is to propose that adult females are ambidextrous, untrusty. Ill-famed villainess by far the most interesting character profligate Robert Lovelace CLarissa Samuel Richardson, Fagin non lovable knave corrupted the artlessness of kids condemnable marauder. Fosco cosmopolite appeal, unusual powers, out believing outsmart investigators, sophisticated, relishes his power, Marian worthy advisory, possibility he will be master, new sort scoundrel reflects scientific thought of clip, unbelieving godless creates his ain moral model, wiw twelvemonth after beginning species, tickle pinking yet terrorizing character. Trained chemist sinister sense events narcotics Imbues work forces with great passion Juggling No redeeming characteristics Without self-doubt, self-questioning, self-despair believes their societal place offers some signifier of exoneration for their actions. Catalyst to events ‘ I do non state that Robert Audley was a coward, but I will acknowledge that a tremble of horror, something kindred to fear, chilled him to the bosom, as he remembered the atrocious things that have been done by adult females, since that twenty-four hours upon which Eve was created to be Adam ‘s comrade and help-meet in the garden of Eden. What if this adult female ‘s beastly power of deception should be stronger than the truth, and oppress him? She had non spared George Talboys when he had stood in her manner, and menaced her with a certain hazard ; would she save him who threatened her with a far greater danger? Are adult females merciful, or loving, or sort in proportion to their beauty and their grace? 273-4 La ‘the female wrongdoer is the venue of horror, the site where the incomprehensible panics of domesticity can be explained and surmounted. '36 Hart Lady Audley putting to deaths premeditated in order to prolong her socially and financially unafraid function of married woman place she has attained via misrepresentation. Gilbert ‘Lady Audley ‘s narrative shows that adult females are most evil when they conform to societal outlooks. ‘ Disease desire 96 sarcasm society labels adult females as adventuress, vill adult females who attract the male regard ‘I did retrieve this ; and it was, possibly, this that made me selfish and heartless ; for I suppose I am heartless. As I grew older I was told that I was reasonably — beautiful — lovely-bewitching. I heard all these things at first indifferently ; but by-and-by I listened to them avariciously, and began to believe that in malice of the secret of my life I might be more successful in the universe ‘s great lottery than my comrades. I had learnt that which in some indefinite mode or other every schoolgirl learns sooner or subsequently — I learned that my ultimate destiny in life depended upon my matrimony, and I concluded that if I was so prettier than my schoolmates, I ought to get married better than any of them. ‘350 Braddon suggests that adult females ‘s future individuality founded on the necessity to procure a good matrimony. Marriage based on the demand for societal and economic security, adult females ‘s fright of poorness, non on love. Phoebe marries out of fright afraid Luke will be ‘violent and vindictive ‘ ( p.107 ) if she is non submissive and compliant to his demands. Female individuality fluid Robert self-fulfillment romantic hero sub-plot masculinastion Faulkes – Writer ‘s confederate thrusts narrative, readers see events unfold, gives us familiarity with scoundrel, sometimes hard non to take his side Dynamic qualities make them appealing. Suspicious of sudden displacement in category mobility. Free herself from societal limitation. Social order must stay stable. Love makes Lydia refocus her hatred and vindictive nature. Redemption by decease delegating. A character so flawed anti-heroine La wholly focused on her ain societal demands egoistic appears to hold no feelings whatsoever. Ideal heroine person like Florence dombey 1848 of this novel to bind in with 1860s lizzie Hexam our mutal friend 1864 possibly self-denying motherly caring epitome angel. Everything La is non. Abandons kid. Success means money and security no room for love. 298Fatal necessities of privacy†¦ how complete an actress my lady had been made by the atrocious necessity of life. Jean letters reveal her motive, pigment in her function of victim. Jean arising against function of victim, relics of one time honorable nature. Greatest humor aspiration. Divorcee far more insurgent than bigamist. Bad adult females but still fulfil function of hero admire her for her sense of intent victimised position. Austere ‘passionate, amply sexual femme fatale, who has a cryptic yesteryear, an electrifying nowadays, and a vindictive future'xv presentation. Lydia rational self-aware Robert Audley needs Gerald Coventry Allan Armadales need the figure of the governess in order to happen themselves. The governess didactic map does non halt at the direction cosmetic achievements, French. Their behavior is doubtless indocile but to ask rightful topographic point in the patriarchal order. Fetterley argues that Jean Muir ‘s narrative ‘articulates a extremist review of the cultural concepts of â€Å" muliebrity † and â€Å" small muliebrity, † exposing them as functions that adult females must play, masks they must set on in order to last. Therefore, Jean must play the function of the inactive and submissive beauty, but with the computation of a marauder, in order to achieve the wealth and position she urgently desires. ‘[ 9 ]This is undeniably accurate, and Jean ‘s letters to her co-conspirator, Hortense, reveal that she calculates her every move with the ‘cunning of a marauder. ‘ As Jean embarks on her new life as Lady Coventry the combustion of her letters is the symbolic rejection of her past life but the successful devastation of the ‘cunning marauder ‘s ‘ past life besides symbolises triumph and farther authorization of the indocile female. In decision, the villainess in esthesis fiction the heroine can be said is portrayed as more person than Godhead, a flesh and blood. The Victorian Villain Goes A-Governessing In Shakespeare the hero was baronial and remote. La victim merely every bit much as villainess abandoned. Few options workhouse the streets or governessing. Madness convenient fiction see Juliet toilet gumshoe vil googbk Appearance inversion of countenance. Suspicious of sudden displacement in category moility. Free herself from societal limitation. Social order must stay stable. Love makes Lydia refocus her hatred and vindictive nature. Redemption by decease delegating. A character so flawed anti-heroine La wholly focused on her ain societal demands egoistic appears to hold no feelings whatsoever. Ideal heroine person like Florence dombey 1848 of this novel to bind in with 1860s lizzie Hexam our mutal friend 1864 possibly self-denying motherly caring epitome angel. Everything La is non. Abandons kid. Success means money and security no room for love. 298Fatal necessities of privacy†¦ how complete an actress my lady had been made by the atrocious necessity of life. Jean letters reveal her motive, pigment in her function of victim. Jean arising against function of victim, relics of one time honorable nature. Greatest humor aspiration. Divorcee far more insurgent than bigamist. Heroines more mortal than Godhead. Bad adult females but still fulfil function of hero admire her for her sense of intent victimised position. Austere ‘passionate, amply sexual femme fatale, who has a cryptic yesteryear, an electrifying nowadays, and a vindictive future'xv presentation. Lydia ‘you know the evil I have committed ‘ Juliet toilet ‘Lydia Gwilt underestimates her ain capacity for humane and generous feeling, eventually doing the ultimate selflessness by puting down her ain life. Her self-destruction is non merely prompted by love, nevertheless, it is besides the consequence of intense wretchedness and self-loathing. ‘ 207. Lydia emotional has ever been control of her actions suicide ultimate signifier of control as she evades penalty for her disgraceful workss. In this analysis, the societal and political alterations that Kilroy identifies as a beginning of anxiousness and fear-married adult females ‘s belongings rights and civil divorce, for example-are liberating, although the Schroeders note Thursday female characters such as Clara Talboys Muse and inspiration interesting stance, the ‘pale governess ‘ 15 old ages pittance return to be married The Victorian Villain Goes A-Governessing In Shakespeare the hero was baronial and remote. La victim merely every bit much as villainess abandoned. Few options workhouse the streets or governessing. Madness convenient fiction see Juliet toilet gumshoe vil googbk Appearance inversion of countenance. Suspicious of sudden displacement in category moility. Free herself from societal limitation. Social order must stay stable. Love makes Lydia refocus her hatred and vindictive nature. Redemption by decease delegating. A character so flawed anti-heroine La wholly focused on her ain societal demands egoistic appears to hold no feelings whatsoever. Ideal heroine person like Florence dombey 1848 of this novel to bind in with 1860s lizzie Hexam our mutal friend 1864 possibly self-denying motherly caring epitome angel. Everything La is non. Abandons kid. Success means money and security no room for love. 298Fatal necessities of privacy†¦ how complete an actress my lady had been made by the atrocious necessity of life. Jean letters reveal her motive, pigment in her function of victim. Jean arising against function of victim, relics of one time honorable nature. Greatest humor aspiration. Divorcee far more insurgent than bigamist. Heroines more mortal than Godhead. Bad adult females but still fulfil function of hero admire her for her sense of intent victimised position. Austere ‘passionate, amply sexual femme fatale, who has a cryptic yesteryear, an electrifying nowadays, and a vindictive future'xv presentation. Lydia ‘you know the evil I have committed ‘ Juliet toilet ‘Lydia Gwilt underestimates her ain capacity for humane and generous feeling, eventually doing the ultimate selflessness by puting down her ain life. Her self-destruction is non merely prompted by love, nevertheless, it is besides the consequence of intense wretchedness and self-loathing. ‘ 207. Lydia emotional has ever been control of her actions suicide ultimate signifier of control as she evades penalty for her disgraceful workss.