What Causes Social Intolerance?

‘Across multiple disciplines in the social sciences, the study of social inequality represents a prominent area of research. ’ Social tolerance has commonly factored as a point of political study. This can be seen as a result of an increasingly pluralistic society, which encompasses vast elements of race, religion, ethnicity, sexuality and general diversity. Due to this greater emphasis has been cast upon the concept toleration. To a degree this can be perceived as a result of globalization, which has seen a vast influx of people from low income to high-income countries. Social intolerance can also be viewed within a historical context, for example a prominent area of study is the Nazi Germany treatment of the Jewish race, as well as modern day relations. Throughout my study, I am going to break down with the help of political research, what the main causes of social intolerance are, as the issue of social tolerance continues to be prominent within today’s societies across the globe. There are varying arguments regarding what is the root cause of such intolerance, however, we must recognize that the effects of social intolerance is one which is hard to quantify. This is because ‘how one responds to a survey question concerning attitudes toward a group will not accurately reflect how the respondent will react when encountering an individual from that group. ’ Therefore it is questionable to what degree we can rely on surveys, as often people responses do not always reflect true attitudes, as people can be dishonest, or answer in ways they believe to be more appealing than their true feelings. Social tolerance is a somewhat broad concept. As argued by Professor Popper, ‘Toleration is a necessary consequence of our being human we are all products of frailty: fallible and prone to error. So let us mutually pardon each other’s follies. ’ Thus meaning that we are all subject to such a disposition. Susan Mendes defines tolerance as an appeal to the propriety of allowing each individual to pursue his own life in whichever way he thinks best for him. This justification often refers to the requirement that we show respect for persons as autonomous agents. Such descriptions of tolerance infer that open-mindedness is a crucial condition for peace and stability and a balanced co-existence. It places emphasis upon the individual’s role within society and their responsibility to act in accordance. There is also a moral element in relation to such attitudes ‘a principled recognition that the â€Å"others† have rights even if the exercise those rights in unattractive ways. ’ Within my study, I will be drawing upon research data from previous experiments, and will be using data from the European Social Survey, as the areas I have been predominantly looking at are within Europe and on a personal level, this information is relative to where I live. I believe that ultimately one of the main elements of social intolerance are based amidst certain elements of the demographic. I believe characteristics such as age, religion, education and region shape our prejudices. Our society is ever evolving and broadening, and diversity has become a way of life to many. However, I believe that the older more sheltered and less educated population are more likely to be less tolerant and likely to support false and negative stereotypes, this is because they are less likely to engage with individuals from said groups, therefore they are more likely to support negative stereotypes, and integration helps eliminate such prejudice. Research suggests that those with education, who live in urban areas, or are religious liberals tend to hold more positive attitudes’ I believe that these views will be reflected in on the European Social Survey regarding ‘Qualifying for Immigration’. I am going to focus on the variables demonstrating the influences of economic considerations as well as nationality, as these reflect further arguments demonstrated within my essa y. ‘The immigrant is committed to the way of life in the country they are moving to’. The results support the idea that the immigrant being committed to the way of life ‘is extremely important’ across Europe. It also supports the belief that although economic factors are important, in relation to the immigrant assimilating to the nation states way of life, and both tie in with the arguments regarding social identity. (See Appendix 1 & 2) Social identity theory states that an integral element of an individuals’ sense of who they are is based upon groups that they belong to or identify with. This concept of identity can be related to various levels, such as nationality, ethnicity, religion, color or other characteristics. The result of this is that individuals are able to place themselves within groups that embody such characteristics. Individuals can maintain membership of more than one group. Social Identity theory believes that ‘humans define themselves, as well as others, largely in terms of the social groups to which they belong’. Social intolerance can be seen to develop from relations between different groups, ‘One of the major motivational assumptions of social identity theory is that all people will strive to achieve a positive social identity. ’ As a result of the desire for positive affiliation, to evaluate their own group positively, they are often – though not always motivated to evaluate other groups negatively. This underpins the tendency for social tensions to develop, as it is often installed by the conviction that certain groups are superior. Pressures therefore often arise, as groups believe that the positive elements within ones own group needs to be protected from the negative influences attributed to others. This can result in social prejudice and discrimination where ‘subordinate groups have predominantly negative stereotypic attributions when evaluated by dominant group members. ’ Social dominance theory begins with the observation that all human societies are inherently group-based hierarchies and are inherently oppressive. This therefore means that social intolerance is derived from the hierarchal structure of society, which is composed of domineering group-based structure. Grouping reflects the differing elements within society, such as nation states, races, class, ethnicity, religion, etc. It is believed that only certain individuals are able to be obtain positions of power, and certain characteristics are deemed necessary, such as intelligence. Within this theory it is believed that men are more suited to domineering positions of group power than women. In order for this there are ‘Hierarchy –enhancing environments are social contexts that encourage or reinforce the acceptance and support for social inequality. ’ Legitimising myths are a way in which hierarchal order can be maintained; they are seen as ‘attitudes, values, beliefs, or ideologies that provide moral and intellectual support to and justification for the group’. To phrase it differently, legitimising myths are seen as a way in which discrimination and intolerance can be justified in order to promote structure. This theory is clearly limited in its views, as it does little to explain outer group relationships which may go against the grain of hierarchy. It can be seen that to a certain degree we do construct such social orders within society, but this theory is far too totalitarian and does not fit well within society as it does not explain a magnitude of group relationships. Group conflict theory, as is demonstrated in Sherif and Horland’s Robbers Case Experiment (1954) helps reflect the tensions that can arise through group competition. The Robber’s Cave experiment, between two groups of young middle class boys concluded that ‘intergroup competition rather quickly leads to ethnocentrism and group conflict, but increases levels of inter-group morale, cohesiveness, and cooperation as well. ’ This experiment supports the belief that groups compete and conflict, as these ‘are largely functions of â€Å"realistic† competition between groups over scarce resources. ’ It’s therefore supports the rational choice theory that humans are predisposed to act selfishly and intolerance is often a product of this. For instance if a group hinders another’s best interests either economically, politically or socially, this can cause an out lash of intolerance. Threat to national identity can be seen as a motivating factor in anti immigrant sentiment. It can often be hard for new immigrants to assimilate into another country’s culture, as often issues especially those such as religion and race can make assimilation difficult. The Sniderman study into Dutch culture draws to attention and quantifies these perceived threats to society and identity regarding new immigrants. Sniderman argues that the perceived threat to culture overrides economic threats ‘perceiving a threat to Dutch culture has by the far largest impact in provoking hostility. ’ He argues however that positive economic conditions, as seen within the Netherlands, results in the greater perceived threat against culture. This perceived threat is reflected in Sniderman’s research, which shows that four of every five Dutch want to stiffen immigration requirements when immigrants do not speak Dutch fluently and do not have a good chance to fit in smoothly ith Dutch culture, compared to two of five when they do. To look at the causes of social intolerance, we ought to look more closely at the psychology of the individual. Experimental research has demonstrated that unspoken racial attitudes exist even for individuals who score low on the measures of explicit racial prejudice and these beliefs influence judgements and perceptions. This can be reflected in survey results, as deep within our consciousness, as we are, to a certain extent, affected by the stereotypes and hierarchies that surround us. The psychological view is that implicit racial stereotypes and prejudices are held by everyone because they are part of how the human mind works in the context of a culture including stereotypical representations. ’ The question therefore is, how do we develop such a consciousness? It can be seen through a number of studies which point towards ‘stereotypical portrayals in the media and analyze the history of these portrayals’. It can also be seen that from a young age, those around us, for instance parents and social groups, influence our ideals. We can be seen to adapt to the beliefs of others through the ‘process of self-selection (i. e. , the process by which individuals within a peer group influence each other and become more similar on a characteristic over time). These beliefs can manifest into discriminatory treatment, for example in the understanding of ‘implicit prejudice studies suggest that even among persons who hold sincere belief in race blindness, images and depictions of racial groups learned beginning in childhood are influential on their thinking’. These attitudes can come to surface in particular situations, for instance job discrimination. The regular use of symbols can help change and condition the way in which we think, and can without knowing perforate into our consciousness. ‘Symbolic predispositions are usually strong attitudes normally acquired through classical conditioning in early life. ’ It can therefore be seen as a lengthy and gradual process. The careful use of symbols can play to different ideals of the human condition, for instance certain symbols, such as flags, can install a sense of patriotism and pride, but in contrast, they can also be used to represent social evils, such as the Nazi swastika. People can also be used as symbolic images to install emotion and can represent social freedom, strength and empowerment, as seen through the imagery of Jesus and Martin Luther King, Jr. However, symbols can carry what seems like disproportionate power and can be used to, ‘evoke and mobilize human emotions. Virtually every war in America has been fought around such rallying symbols. Symbols can be manipulated and spun in order to represent something more credible, an example of this is the British National Party, rousing up symbolic patriotic imagery of Winston Churchill and the Union flag to help motivate emotion and support in regards to their immigration policies. Symbols can be used as a tool to play on fear, and can therefore help to breed intolerance by appealing to people’s emotions. It has previously been argued that increased amounts of immigration has generated greater racial friction, it was believed that ‘a superordinate group (e. . , whites) becomes more racially hostile as the size of the proximate subordinate group increases, which punitively threatens the former’s economic and social privilege (Oliver and Wong 2003, 568)’. Therefore it can be seen that the increased levels of immigration generates greater social intolerance. However, in contrast to this argument, recent studies have contended that actually ‘increased contact makes it difficult for groups to accept typically negative stereotypes and also increases the probability of both groups’ holding shared values (Forbes 1997). This supports the belief that racial segregation contributes considerably to social intolerance, as it is believ ed through integration and contact, negative stereotypes and general ignorance can be dispelled when personal relationships are developed. I believe that is a vital factor in the promotion of inter-group relations, that a greater emphasis is played on increased contact. Even though higher immigration levels can cause anti-sentiment, I believe this predominantly affects highly segregated areas, as can be seen within parts of the United States. Economic factors can be a key feature contributing to attitudes of social intolerance. This can be seen upon a personal as well as a collective level. The degree one feels affected by economic threats can be seen as objective, it is argued that ‘opposition to immigrants is rooted ultimately in the economic logic of people’s situations. ’ Therefore it can often be perceived that attitudes to immigrant minorities regarding economic factors are determined by individualistic circumstances. This is evident in regards to unemployment and financial instability. People who can be perceived to be in an awkward financial situation are therefore more likely to be less tolerant, as they are more prone to support the belief that immigration has contributed to their own lack of welfare, jobs and resources. It should not be overlooked that economic factors contribute towards intolerant sentiment, especially as it involves the concept of promoting self-interest. But immigration can also contribute to economic success as reflected through Locke’s line of argument for toleration in regards to Huguenot refugees ‘claiming that the refugees should be accepted since they would bring economic advantages to England. Therefore it must be understood that causality can run both ways. Changes within the demographic can also be seen to have a prominent effect on attitudes towards social tolerance. ‘Research suggests that those with more education, who live in urban areas, or are religious liberals tend to hold more positive attitudes’ G reater education is a vital way in which social intolerance can be controlled. This is mainly due to the enlightenment education casts upon the collective ills and ignorance’s of elements of society which often results in discrimination and social intolerance. Greater toleration can be seen as a result of living in urban areas, as they are more likely to offer diversity and promote assimilation. This supports the social contact theory, which argues that ‘The presence of a large minority population in a highly integrated area will result in more interracial contact, initiating a corrective for the hostility that threat otherwise produces. ’ Both these lines of argument support the theory that segregation helps install greater social intolerance, as through racial integration, individuals can break through barriers such as misconstrued racial stereotypes and prejudice. In conclusion, a common theme throughout has been the presence of different factions within society. Groups have provided the basis for division, therefore resulting in competition, generating all different causes of social intolerance. Ultimately I believe that one of the greatest factors which has contributed to one of the most predominant reasons for social intolerance is the lack of interaction between groups, especially those of race. This has meant that different cultures and groups have found it difficult to assimilate especially within Western society, this has resulted in a lack of understanding and empathy between cultures. This I believe has helped enforce stereotypes bridging a further gap, and therefore greater levels of intolerance. However, ultimately we as individuals need to break these boundaries. From a young age, imagery and symbols are presented to one another, and walls are built between the different sects. However, they can be broken down and proper stable relations can be built between groups, helping a respect and cultural understanding, ultimately resulting in less causations for social intolerance.

Acts of congress summary

Politics First Chapter Nine continues with an examination of Barney Frank, the Democrat who served as the senior leader of the House Financial Services Committee that was responsible with researching, marking up, rewriting, and passing proposed legislation that would prohibit another financial crisis from developing in the future.However, while waiting for the release the administration's white paper, which helped inform and educate members of Congress about White House proposals, Frank found himself in the midst of a potential political rebellion from in Congress, nd even from within his own party. Many moderates balked at Franks more aggressive reform proposals, while liberals found it treasonous that he was collaborating with banks, the very institutions that they held responsible for the onset of the financial crisis and the beneficiaries of TARP†Troubled Asset Relief Program.One such critic was Senator Dick Durban, who rejected the idea ofa bank bail-out, and was disappoin ted that banks were still in a position to politic in Washington. Frank disagreed, asserting that the big banks were losing steam in Washington and the evidence was simple: they could not prohibit the passage of redit card legislation that protected consumers. In an effort to gain support and educate members of Congress, Franks staff put on a serious of workshops and work sessions for members.In addition to his efforts to placate liberals, Frank threw his support behind provisions that would ultimately become the Consumer Financial Protection Bureau†an idea first presented by Elizabeth Warren in an article for the journal Democracy. The legislation became important but the â€Å"blues and news,† the old and new moderate factions of the Democratic party of each party, were already rowning in health care legislation, breaking Franks declaration that the new legislation would pass before Congress' summer vacation.Key Points/Details Big banks were largely to blame, but coll ateral damage of the bank fallout could be small banks and credit unions – The press was largely to blame, in Franks mind, for overstating the political clout that big banks and Wall Street had What would their influence be in the process of writing new legislation – Frank recruited the Democratic members of the House Committee on Financial Services (Banking Committee) who he held in highest esteem to work on issues for the reform bill –Frank favored three hallmarks for reform that might relieve liberals who were nervous that banks were not bearing the brunt of responsibility for the crisis o Credit card bill – more transparency from issuers of credit cards o Subprime mortgage bill – bill that banned many subprime mortgages and required that lenders would require companies to give stockholders a chance to give feedback about Though Frank had originally been hesitant to support such a executive pay – provision, White House backing, growing su pport from among popular and powerful Democrats (Clinton, Edwards, etc. polling numbers that seemed to indicate that the public favored it, and convincing arguments from Harvard law professor – and current US Senator from Massachusetts – Elizabeth Warren, persuaded Frank to throw his support behind the creation of a new regulatory agency (CFPA/b). Agency would regulate American financial firms and the services and products that they offer to the public –> Independent agency under the Federal Reserve Board o Frank felt pressure from both sides – the administration as well as hesitant, moderate â€Å"news and blues† – of his own party Many were worried that supporting the creation of he agency would leave them vulnerable in upcoming elections in vulnerable districts o Proposed health care and â€Å"cap and trade† legislation distracted both Congress and the public –Frank began to recognize that he had to do more to reassure his c olleagues that this agency was a good idea Worked to cajole them and gain their support o By the end of the chapter, Frank is convinced that he is right and that he will be able to get such legislation passed Terms: derivatives rating agencies systemic risk regulator subprime mortgages consumer protection â€Å"say on pay' Elizabeth Warren Price gouging Payday lender Office of Legislative Council CFPA / CFPB Chapter 10 – An Impotent Minority Chapter 10 focuses on the struggles of Rep. Spencer Bachus (R-AL) and the rest of his party to reconcile their desire to reform the financial sector but not seem to bow to the desires of the Democrats. Rep. Bachus, a moderate Republican who before the crash had proposed legislation regulating subprime mortgages only to be rebuffed by his more conservative colleagues, favored bipartisan efforts.He was up against an increasingly conservative House Republican caucus, who were led by radicals who ere emboldened by redistricting in their stat es that left them with little need to proposal for financial reform, undercutting the release of the administration white paper by a week. This proposal overwhelmingly focused on the principle that they would not stand for future â€Å"bailouts† of the Wall Street institutions that were responsible for the financial crisis. Though the plan garnered little media attention, and did not include many of the provisions laid out in the White House bill, it did indicate that Congressional Republicans recognized the reality that comprehensive financial reform was necessary. TARP Republican Study Committee

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Article Review for Class - Research Paper Example The demographic collection of data was done in the two metropolitan cities of china. The samples were different from one another in terms of age and genders of adolescents. The first sample for the method of study included 110 female students from junior high school, out of which 96, 52 and 52 were from grade one, two and three respectively. The first sample was conducted in the Guangzhou city only. The second sample included 114 females and males students from high school out of which 53 were males and 61 were females. The third sample was based upon 270 late adolescents. In this sample 170 students were male while 100 were female students. The third sample included students from the University of Zhejiang. Along with these three samples of male and female students, the researchers conducted the research with the help of a questionnaire that was designed to evaluate the relationship of students with their fathers and mothers. The questionnaire also evaluated the relationships of ado lescents with peers. The questionnaire that was conducted for the research was Inventory of parent and peer attachment that was designed as a self-report (Song, Thompson, & Ferrer, 2009). After the analysis of the qualitative research, it is visible that the design of method greatly supported the main objective of the research that was to analyze the relation between attachment and self-evaluation. The relation had been used in the study to juxtapose the age and gender differences among the adolescents. The method of analysis procedure included the closer evaluation study of age difference in terms of attachment, age differences in terms of self-evaluation, the nature of relationships in terms of the constructs, gender differences in terms of self-evaluation and attachment and most importantly test of variance and factors that loaded variance and covariance

The Third ; Final Continent Themes Essay Example for Free

The Third ; Final Continent Themes Essay Everybody feels he must get to the top. Dont expect an English cup of tea. Car horns, shrill and prolonged, blared one after another. Flashing sirens heralded endless emergencies, and a fleet of buses rambled past their doors opening and closing with a powerful hiss, throughout the night. The noise was constantly distracting, at times suffocating. ) The Indian immigrants fear of losing his own culture. In 1969, when I was thirty- six years old, my own marriage was arranged. The fact that he had an arranged marriage proves he doesnt want to lose his culture and go the Western way. 3) The methods of steps of copying to a new culture and a new life in America. In a week I had adjusted, more or less. I ate cornflakes and milk morning and night, and bought some bananas for variety, slicing them into the bowl with the edge of my spoon. In addition I bought tea bags and a flask, which the salesman in Woolworths eferred to as a thermos (a flask, he informed me, was used to store whiskey, another thing I had never consumed). For the price of one cup of tea at a coffee shop, I filled the flask with boiling water on the way to work each morning, and brewed the four cups I drank in the course of the day. I bought a larger carton of milk, and learned to leave it on the shaded part of the windowsill, as I had seen other residents at the YMCA do. To pass the time in the evenings I read the Boston Globe downstairs, in a spacious room with stained-glass windows. I read every article and advertisement, so that I would grow familiar with things, and when my eyes grew tired I slept. Questions 1) Explain how the narrators last visit to Mrs. Croft is significant. Give two reasons. Support your answer with the phrases/words. The narrator and his wife, Mala, had visited Mrs. Croft one last time. During this visit, Mrs. Croft acted as an icebreaker. She broke the tension between Mala and the narrator. Ever since Mala arrived, the narrator saw her as a part of his life, a duty. At the visit, Mrs. Croft asked the narrator question, which led to him answering with, Splendid! This caused Mala to laugh and Mrs. Croft wondered who she was. After a slight introduction, Mrs. Croft replied with, She is a perfect lady! causing Mala and the narrator to look at each other and smile. The moment with Mrs. Croft, was described by the narrator as the moment when the distance between Mala and me began to lessen. 2) Explain the title of the short story. The title shows that the narrator could survive life on three continents, while adapting perfectly. This title means to show readers that feats can be accomplished f they are set out to be. If the narrator could survive on three continents, then people for the narrator to finally adapt in America. 3) Depict how the narrators relationship with Mala evolved. The writers relationship with Mala first started out as tense. He felt that his marriage was like a job, something he had to wake up to and live with for the rest of his day till he went to sleep, and the cycle continued for as long as they were married. There was no feeling or love, it was Just a step taken by Indians in order to feel secure in their lives. It was their sense of security in the world, and marriage was their way of dealing. When Mrs. Croft exclaimed that Mala was a perfect lady I think both the narrator and Mala realized that if Mrs. Croft could learn to accept something new so quickly, then they could learn to embrace a new relationship. And so, the eventually fell in love, gotten used to each other, and led a happy marriage with a son who lived up to his Bengali parents expectations which sticking to the Indian culture, even all the way at Harvard.

United Kingdom and the Eurozone

United Kingdom and the Eurozone DEFINITION OF CURRENCY UNION In the world today, systems in which countries come together in agreement of sharing single money. The system is called currency or monetary union, its importance and number of participants is growing. In May 2005, 52 out of 184 IMF members participated in currency unions (Rose, 2006). A currency union can be defined as a system where two or more groups usually countries share a common or single currency in order to keep the value of their currency at a certain level (Investopedia, 2015). It can also be defined as an agreement among member’s countries or other jurisdictions to share a common currency, and a single foreign and monetary exchange policy (Rosa, 2004). Currency unions occur when a poor country unilaterally adopts the money of a larger â€Å"anchor† country. For Example, a number of countries currently use the American dollar such as Panama, Ecuador, and a number of smaller countries and dependencies in the Caribbean and Pacific (Rose, 2006). In Africa, Swaziland, Lesotho and Namibia all use the South African Rand thereby forming a currency union (Multilateral monetary area). In these cases, the exchange and interest rates of dependent countries are influenced and determined by the anchor country, generally in the interest of the anchor. There are a number of multilateral currency unions between countries of similar size and wealth such as the East Caribbean dollar: Anguilla, Antigua and Barbuda, Montserrat, Grenada, Saint Kitts and Nevis, Saint vincent and the Grenadines and Saint Lucia. The Central Bank of the West African of the CFA franc: Benin, Burkina Faso, Guinea-Bissau, Mali, Niger, Senegal and Togo and also the Bank of the Central African States. Other currency unions in the world are the monetary authority Singapore, eastern Caribbean currency union, multilateral monetary area etc. The largest currency union is the Economic and Monetary Union of the European Union which began on the 1st January 1999, although the euro was only physically introduced three years later. Twelve countries instituted the euro as a legal tender, delegating and determining monetary policy for EMU to through the international European central bank. One of the reasons of forming a currency union is mainly to synchronize and manage each member countrys monetary policy which could be done through lowering of transaction costs of cross-border trade (Silva and Tenreyro, 2010) The union is expected to grow more with Cyprus, Malta, Slovakia and Slovenia recently joining the area and other states such as Monaco, San Marino and Vatican City unilaterally adopting the euro as their sole currency however, Sweden, Iceland, Denmark and the United Kingdom have rejected membership but maintained debates on the advisability of adopting the euro particularly after the onset of the global financial crisis (Carney, 2014). Currency unions have no definite size therefore there is no appropriate domain for a currency. The use of a single or common currency is advantageous to regions as well as can also cause problems in the dual presence of asymmetric shocks and nominal rigidities (in prices and wages) (Mundell, 1961). The effect of the size on currency union tend to create more open and fewer nominal rigidities for smaller countries making them better candidates for currency unions (Mckinnon, 1963). The effects of the economys degree of diversification could result in fewer asymmetric shocks and accordingly fewer benefits from national monetary policy. The insights of the theory of optimum currency areas provided by Mundell (1961) concluded that common currency areas are defined by internal mobility and external immobility of factors of production. According to this theory, the optimum size of currency area depends on the tradeoff between the macroeconomic efficiency gains and micro-economic costs. The forming currency unions have its costs as well as benefits. THE COSTS Generally, the main cost of joining a currency union is the loss of an independent monetary policy with the inability to react to shocks through exchange rate adjustments. Monetary independence can be beneficial when shocks are regionally specific, alternative mechanisms are weak and when exchange rate changes function as means of lightening idiosyncratic shocks Countries that could potentially let their exchange rates adjust to justify the impact of shocks often display fear of floating and thus do not exploit the automatic stabilization properties of exchange rates (Calvo and Reinhart, 2002). Countries reluctance to implement monetary policy to tackle shocks could be linked to its actual effectiveness; less effectiveness of monetary policies to facilitate the adjustment or possibly wider consideration such as fear that it may trigger beggar thy-neighbor responses by trading partners inducing structural volatility in the financial markets. Besides the absence of price adjustment mechanisms, output stabilization and currency revaluation in the currency union faces another challenge. A system of income transfers is necessary for softening negative asymmetric shocks in countries that have joined a currency union however; the prospect of income transfers between countries generates the type of moral hazard commonly seen in insurance models (Grabner, 2003). Another cost of currency unions relate to overcoming structural differences among the countries. The transition towards a monetary union is likely to expose structural weaknesses (Jacquet 1998 and Grabner 2003). By entering a monetary union, countries lose the ability to correct their monetary troubles in short term. The necessary structural reform preceding the acceptances of a single currency focus on issues like taxation, supervision of capital markets and also mutual recognition and harmonization of labor markets (Jacquet 1998). There is also an issue of fiscal financing. Public budget can be financed from government bonds and tax revenues. A country in a currency union is likely to face constraints on financing options resulting in a suboptimal situation. At the same time, government bonds are linked to inflation and a currency union implicitly assumes convergent optimal inflation rates (Grabner 2003). In reality the optimal levels of inflation may differ among the countries in the currency union. Furthermore, the cost or problem of currency union inability of participant countries to independently choose an inflation rate. It seems relatively less important now than in the past as improvements in available technology to central banks enable sustainable inflation that result in low actual inflation rates in most countries however if a country plagued by low productivity enters a currency union of higher productive countries, it could experience higher inflationary rates (Coleman 1999). THE BENEFITS One of the main benefits of currency unions envisaged by Mundell (1961) is the elimination of currency conversion costs and greater predictability of prices which would increase trade. The savings are more significant for small, open and less developed countries whose currencies are not used for international payments (Grabner 2003). Coleman (1999) mentions the savings from the reduction of transaction costs and reduction of price uncertainty together account for 0.4 percent of GDP in the Eurozone. Increased price transparency and reduced price uncertainty are often quoted as interrelated benefits of currency unions. The reduction of price uncertainty is linked to the use of unit of account which is simultaneouslu used by broader economic area (Zika, 2006). The even disappearance of exchange rates removes a vital barrier to trade integration; this furthermore leads to better information, increased competition and price transparency (Jacquet 1998 and Grabner, 2003). Further benefit of monetary union is the removal of competitive devaluations by member countries which also known as â€Å"beggar-thy-neighbor† policy (Kronberger, 2004). Within currency unions, both importers and exporters have a strong interest in avoiding disproportionate swings in exchange rates. The transfer of resources between regions by the centralized monetary authority through its money issuing function. These transfers can be used to diversify the risk of expected economic shocks however; public finance plays a significant role (Voss, 1998). Currency union has the potential to reduce the number of investment failures. Price uncertainty negatively impacts the welfare or risk adverse individuals in standard economic theory. The greater exchange rate volatility tends to impair the quality of decisions about investment projects abroad; therefore greater exchange rate volatility implies more frequent investment failures and larger costs (Grabner, 2003). Higher risk caused by the increase in price and exchange rate uncertainty increases the real interest rate. Higher real interest rates then highlight the problems of moral hazard and adverse selection. This therefore helps lower systematic risk (Grabner, 2003). Finally, the vast economic area of currency unions increases the effect of networking. The adoption of a single currency in a bigger economic area creates greater benefits for all users. Looking at the economic structure of the United Kingdom and Eurozone, both have projects which are suitable to the individual development and growth of both economies. The United Kingdom becoming a member of the eurozone will be more of disadvantage than benefit to the United Kingdom due to several reasons. The core argument for entering the EMU is the elimination of exchange risk against the euro which would promote much more trade with and within Europe by merging the rather risky and limited sterling capital market into a bigger and less risky euro capital market. The joining of the Eurozone is not to world currency but a regional one. Outside of Europe, most of the world either uses the dollar or is tied to it in some way therefore trade and investment would be half with the euro area and half with the dollar area. But over the years, euro/dollar exchange rate has been highly variable which when compared to British pound/dollar exchange rate it doesn’t seem convincing. If the UK remains outside, the pound can go between the two currencies as the euro swings occur against dollar thereby sitting on the middle of a seesaw. Looking at this, there is no necessary gain in the exchange risk reduction in UK joining the Eurozone and that it is even possible that the overall risk would rise. The benefit of price transparency and comparison between UK and Eurozone is also of little importance in the sense that United Kingdom has no land borders with the Eurozone unlike Belgium and Netherlands. Given this fact, the comparing of prices between both zones is irrelevant. In terms of bailout and the emerging state pension crisis, growth and development is slower than expected while unemployment is turning out to be higher. The politics of pension cut benefits is speculative given that the aging population will increasingly be dominated by older voters. The effect of raising taxes further would lower growth and increase unemployment. It is a matter of concern to the UK that cost of meeting explosive financial liabilities might somehow impact British taxpayers. In conclusion, the reduction of transactions cost of currency exchange would be roughly offset by the one-off cost of currency conversion. There would be some gain from eliminating exchange risk against euro but this would be offset largely by the volatility against the dollar with around half our trade broadly defined with countries either on or closely linked to the dollar. Generally, the exchange risk does not appear to have an important effect on trade or foreign investment, and in the UK case, on the cos of capital. Honestly, I would like to advice that the UK waits and properly assess and plan out different projects. Due to the structure of the Eurozone, I am strongly against the UK joining the Eurozone which is the best interest of British citizens REFERENCES A Coleman. (1999).Economic integration and monetary union.Available: http://www.treasury.govt.nz/workingpapers/1999/twp99-6.pdf . Last accessed 04-01-2015. Andrew K. Rose. (2006).Currency Unions.Available: http://faculty.haas.berkeley.edu/arose/Palgrave.pdf. Last accessed 05-01-2015. Available: http://object.cato.org/sites/cato.org/files/serials/files/cato-journal/2004/5/cj24n1-2-10.pdf. Last accessed 04-01-2015. G.M.Voss. (1998). Monetary integration, uncertainty and the role of money finance.Oxford: Blackwell Publishing. 65 (2), 231-245. G Fink And D Salvatore. (1999).Benefits and Costs of European Economic and Monetary Union.Available: file:///C:/Users/G1308037/Downloads/6.2_Fink.pdf. Last accessed 05-01-2015. G Thompson and D Harari. (2013).The economic impact of EU membership on the UK.Available: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=10cad=rjauact=8ved=0CGEQFjAJurl=http://www.parliament.uk/briefing-papers/sn06730.pdfei=iBCsVJ_QAefe7AbMvYDgDgusg=AFQjCNG. Last accessed 05-01-2015. Guillermo A. Calvo And Carmen M. Reinhart. (2002).Fear Of Floating. Available: http://web.cenet.org.cn/upfile/87741.pdf. Last accessed 02-01-2015. Investopedia. (2015).Currency Union.Available: http://www.investopedia.com/terms/c/currency-union.asp. Last accessed 05-01-2015. Jan Zika. (2006).Cost and Benefits Of A Monetary Union.Available: http://janzika.com/en/wp-content/uploads/2006/03/Monetary_union.pdf. Last accessed 02-01-2015. Jacquet P. (1998).A worthwhile gamble. International Affairs.Available: No. 1, January, Vol. 74, pp.55–71.. Last accessed 04-01-2015. Mark Carney. (2014).The Economics Of Currency Unions.Available: http://www.bankofengland.co.uk/publications/Documents/speeches/2014/speech706.pdf. Last accessed 06-01-2015. Patrick Minford. (2002).Should Britain Join The Euro?.Available: http://www.iea.org.uk/sites/default/files/publications/files/upldbook147pdf.pdf. Last accessed 07-01-2015. Patrick Minford. (2004).Britain, The Euro, And The Five Tests. R. Kronberger. (2004).A cost-benefit analysis of a monetary union for MERCOSUR with particular emphasis on the optimum currency area theory.Available: http://econwpa.wustl.edu:80/eps/mac/papers/0407/0407010.pdf . Last accessed 04-01-2015. R Layard, W Buiter, C Huhne, W Hutton, P Kenen and ATurner. (2002).Why Britain Should Join The Euro.Available: http://willembuiter.com/RL334D.pdf. Last accessed 05-01-2015. Robert A Mundell. (1961).A Theory of Optimum Currency Areas. Available: http://digamo.free.fr/mundell61.pdf. Last accessed 05-01-2015. Ronald I. Mckinnon. (1963).Optimum Currency Areas.Available: http://www.jstor.org/discover/10.2307/1811021?sid=21105014573601uid=4uid=3738032uid=2. Last accessed 02-01-2015. S Rosa. (2004).Definition Of Currency Union.Available: https://www.imf.org/external/np/sta/bop/pdf/cuteg1.pdf. Last accessed 04-01-2015. S.Silva and S. Tenreyro. (2010).Currency Unions in Prospect and Retrospect.Available: http://personal.lse.ac.uk/tenreyro/cupaper.pdf. Last accessed 01-01-2015. S.Tenreyro. (2001).On The Causes and Consequences of Currency Un.Available: http://faculty.haas.berkeley.edu/arose/tenreyro.pdf. Last accessed 05-01-2015. Willem H. Buiter. (2008).Why the United Kingdom Should Join the Eurozone.Available: http://willembuiter.com/ifeuro.pdf. Last accessed 05-01-2015.

Behaviour Modification and Cognitive Processes of Learning

Behaviour Modification and Cognitive Processes of Learning Pillay Sheryl Amanda Ballen I will be discussing some important procedures which enable learning. Each and every human being learns any kind of behavior during their life span. There is no human being on earth who does not undergo the process of learning. There are various learning methods through which we obtain beliefs, approaches and skills (Skinner, 1971, cited in Ryckman,2013, p. 361) Here we shall discuss the principles of learning and their uses in daily life. I would like to also demonstrate how behavior modification compares with cognitive processes of learning. Learning What we mean when we say the word â€Å"learning†, we normally mean â€Å"thinking using the brain†. These concepts of learning are the central perspective in the Cognitive Learning Theory (CLT). Mental processes can be explained, as they are predisposed by both internal and external factors, which gradually bring about learning. Cognitive Learning Theory suggests that the different procedures regarding learning can be described by examining the mental processes first. It suggests that with actual cognitive processes, learning is simpler and new material can be placed in the memory for a long time. However, ineffective cognitive processes affect learning complications which can be seen in a person. Social Cognitive Theory (SLT) There are three variables in social cognitive theory, which are interconnected with each other, for learning to happen, which consist of: Personal factors Environmental factors Behavior factors An individual’s environmental interaction, beliefs, ideas and mental skills are influenced by outside factors such as a caring or uncaring parent, disturbing or healthy environment or a very hot or humid climate. The mental process in a person is affected by his behavior, and environmental interaction, which can also alter the way he thinks. One’s behavior can disturb and change the environment in which he or she lives in. Basic concepts of social learning are: Observational Learning Is a form of learning from other people, by means of observing their behavior in an effective way in order to gain knowledge and change behavior. Reproduction Is the method wherein there is a goal to successfully escalate the repeating of a behavior by means of changing the environment to a safer and more comfortable on , within reachable proximate, and to encourage him to remember the new information and behavior learned and to exercise them. Self-efficacy Is the way a person uses the newly learnt knowledge or behavior which he has learnt. Emotional coping is a good coping devices used against demanding environments and negative personal appearances can lead to operational learning, especially in adults Self – regulatory capability is the capability to regulator the behavior even within a negative environment. Classical and operant conditioning are two vital perceptions significant to behavioral psychology. While both result in learning, the procedure is quite different. To understand how each of these behavior modification methods can be used, it is also important to understand how classic conditioning and operant conditioning differ from one another. Classic Conditioning Was developed by the Russian scientist Ivan Pavlov, classic conditioning is the first type of learning wherein an organism responds to an environmental stimulus. Pavlov (1927) observed that in classic conditioning, the stimulus (S) triggers the response (R) of an organism. Within the exposure of the organism to the stimulus, reflex(Hermans et.al., 2006, cited in Weiten, 2014, p. 232). The unconditioned stimulus (US) is the stimulus which leads to an observable response without training. The unconditioned response (UR) is the response brought about by the unconditioned stimulus. It is an automatic and normal behavior. The conditioned stimulus (CR) is a stimulus that is original and has no meaning to the subject. Through learning it is paired with the unconditioned stimulus (US) and brings about the conditioned response. The conditioned response (CR) is the behavior caused by the condition stimulus in response to the (CS). It is usually anticipation of the (US). General Observation My brother was in matric and my little sister was two years old when I observed my brother’s behavior. He would often get very frustrated with my little sister when he tried to study (US) in order for him to study he use to give her a chocolate (UR) and she would smile and leave him to study. The chocolate is a positive reinforcement. Now six months later he has completed his matric and when she goes into his room she expects chocolate (CR). Now that my brother do not give her chocolate, when she goes into his room she begins to cry, and mom would get angry at my brother for making her cry. Mom do not realize that my brother has created a (CR) in my little sister behavior, since mom does not allow her to eat chocolate. Operant Conditioning known as Instrumental Conditioning: Was established by B.F.Skinner . However Skinner was also greatly influenced by the works of Ivan Pavlov on the conditioning reflux. (Skinner, 1970, cited in Ryckman, 2013, p. 360). Operant conditioning tries to contradict the belief that internal thoughts and mere inspirations which brings about learning in a behavior. Skinner thought that only exterior causes of behavior must be considered (Skinner, 1953, p. 65)) The term â€Å"operant† was used by Skinner in order to give us a good suggestion of his theory and how he used it: (Skinner, 1953, cited in Ryckman, 2013, p. 365). Reinforcement: Is a procedure of increasing the frequency rate of a behavior by means of awarding a stimulus soon after the demonstration of the behavior. The event that strengthens the probability of the behavior to be recurring is called a reinforcer. According to Skinner, reinforcement can take two forms, which are called positive and negative reinforcement (Skinner, 1953, cited in Ryckman, 2013, p. 367). Positive Reinforcement: When my mom wanted me to do the dishes, she would say to me â€Å"if you do the dishes for me, for the week than I will take you out shopping on Saturday†. Naturally we would spend the day shopping and she would spoil me, but eventually without her asking me to do the dishes for her. I realized that she was tired after work and the least I could do was help her with the dishes. Negative reinforcement occurs when a reply is reinforced because it is followed by the elimination of an unfriendly stimulus. Example cleaning the house to get rid of the mess or wearing a safety belt whist driving to prevent an annoying sound (Skinner, 1953, cited in Ryckman, 2013, p. 367). Negative Reinforcement: I hated the fact that I needed to drive with my safety belt on, and I found that the annoying noise of the seatbelt would not stop until I buckled up which is an aversive stimulus since it encourage me to fasten my seat belt. Until I fasten the seatbelt, the annoying sound persisted I could not get rid of the aversive stimuli. Now days when I get into the car, the first thing I do is put my safety belt on. In both positive and negative reinforcement, behavior is increased, however negative reinforcement plays a key role in both escaping learning and avoidance learning (Skinner, 1953, cited in Ryckman, 2013, p. 367). In escape learning, a being obtain a response that decrease or ends some aversive stimulation example: my little sister wearing her shoes before going outside to play, this leads to: Avoidance learning in which an entity obtains a response that stops some aversive stimulation from happening example putting on shoes before you get an ammonia. Avoidance learning is a good way to see how classical conditioning and operant conditioning work together to regulate behavior. An example, shoes my sister needs to put on before she goes outside and play might become a classical conditioning (CS) that elicits a fear of wearing shoes in her. However the response of putting on her shoes is an operant behavior. This response is strengthened through negative reinforcement, because it reduces the person’s fear of getting sick. Thus in avoidance learning a fear response is acquired through classical conditioning and an avoidance response is maintained by operant conditioning. Punishment Is a process whereby a stimulus is used after the presentation of behavior and cause the decline in the possibility of the behavior to reoccur. In contrast to reinforcement there are also consequences that decrease a being’s leaning to make a specific response. Positive punishment: Is the accumulation of something which affects the decrease in repeating the behavior that was displayed? Negative punishment, also known as punishment by removal, occurs when a favorable event or outcome is removed after a behavior occurs (Skinner, 1953, cited inRyckman, 2013, p. 368). When I was younger my sister and I slept in the same room and we often fought with each other about who slept on the top of the double bunk. Until my father got angry one day and sent us both to the naughty corner for two whole hours, and whilst sitting alone it decreased our behavior and we never fought again with each other about sleeping arrangements. Negative Punishment: Decreases the behavior from occurring, it is removing pleasant stimulus when someone is not doing the appropriate behavior. Eating food was one of my difficulties, since I rather looked forward to the deserts during super time, so I use to waste my food. Dad took away my spending and said I needed to learn to appreciate and feel what poor kids are going through. He even took me to the orphanage and I felt so bad, now I know not to waste food since there are so many kids out there who do not have food. My view on wasting food has changed. OBSERVATIONAL LEARNING Is based on the work of Albert Bandura (1977). Bandura and his associates were able to exhibit through a variation of experimentations that the request of concerns was not necessary for learning to take place. Instead learning could happen through the simple procedure of observing someone else’s actions or behavior. This effort provided the basis for Bandura’s future work in social cognition ( Ohman Mineka, 2001, cited in Weiten, 2014, p. 252). Bandura expressed his findings in a four step design which includes a cognitive and an operant view of learning. Attention- to learn observation, you must pay attention to another person’s behavior and its environment. Retention- you may not have times to observe response for a long time. Hence the individual remembers what was noticed and must store a mental image of what he has witnessed in his memory. Reproduction- the action that the individual produces that is a replica of what was noticed. Motivation your motivation depends on whether you encounter the situation in which you believe that the response is likely to pay off for you (Weiten, 2013, p. 252). My eldest brother (fifteen years old) use to skip school and smoke cigarettes. Whilst my younger brother who was (twelve years old) at the time observed what he was doing. When my younger brother turned (fourteen) he stated smoking cigarettes too. Thereafter he started modelling my eldest brother’s behavior and he too started skipping school. Now both of them are addicted to smoking. I often hear both my brother’s saying that smoking is not good, yet they keep smoking. And when their friends come over, they smoke even worst. I cannot fully understand the need for their smoking. However I do know that it is not good for their health, it clogs their lungs and some people also dies of lung cancer, besides I hate the bad odor in there breathe. My eldest brother was a good athlete at college but these days he complains that he cannot run like he used to, because he suffers of short breath and he coughs a lot to. I constantly tell him to quit smoking and he would stop for a day or two, and he would become very frustrated and annoying to be around. Eventually I would say to him â€Å"you know, you should rather smoke because you are so annoying, your attitude really stinks† And he would say you know I cannot function without cigarettes it feels like my nerves are finished, I cannot even concentrate, I am trying to leave this addiction but it is not easy. Behavior Modification Is a therapeutic technique created by Skinner, a psychologist who is the â€Å"Father of Behaviorism.† Skinner established a theory of operant conditioning, whereby he states that all behavior is ruled by reinforcing and punishing stimuli. Behavior modification practices a planned approach that rewards wanted behavior and â€Å"punishes† unwanted behavior. This technique is used in therapy and is used in psychological settings. Behavior modification is now known as Applied behavior analysis (ABA) which is more logical (Kransner, 1970, cited in Ryckman, 2013, p. 375). How Behavior Modification is applied: Psychologists use behavior modification to treat disorders such as attention deficit disorder, autism etc. The basics of behavior modification are used to increase the desired behaviors in any specific person, regardless of functional level (Tanaka- Matsumi et al., 2002 cited in Corey2014, p. 254). For example, a person wants to quit smoking cigarettes; he may use behavioral methods to help attain those goals. Another example is, an individual who sees a shark and swims for his life, and he is not swimming fast because he is â€Å"scared.† Instead, he is swimming fast because he saw what happened to other’s who did not swim and who was eaten by the shark. The impulse to swim fast is a result of those that swam and did not live. In addition, the particular feeling of being â€Å"scared† is measured as a flight reflex, not a feeling. The heart races and adrenaline rises as the nervous system responds to the situation at hand. Hence, anything a person does can be directed to behavior modification. Reinforcement and Punishment The idea of reinforcement and punishment is often used in different ways, in behavior modification than in everyday linguistic. Whatever increases a behavior is a reflected reinforcement and whatever decreases the behavior is punishment. The complex part is that both reinforcement and punishment can have either a positive or negative outcome. Positive refers to whatever is added to the situation and negative is whatever is taken away from the situation (Watson Tharp, 1997, cited in Weiten, 2014, p. 260). Positive Reinforcement: When I was in school my mom would give me a huge hug and when I got really good marks she would reward me with presents for passing. Negative Reinforcement: My brother often did not do well at school, and he did not get any praises from my parents, instead my parents were disappointment and would often ground him. This is a negative reinforcement, because although he was not an academic student I feel my parents would still praise him and motivated him in whatever field he is good at. Punishment: Often my brother had to do the gardening for the duration of the school term in order for his grades to go up. This was dad’s way of punishing him positively. Mom use to take away his play station and his bicycle until his grades picked up. This was mom’s way of punishing him negatively (Weiten, 2014, p. 260). Behavior Modification in Everyday Life: According to Lazaras (1989) behavior modification may seem complicated, but in fact it is actually quite simple. If an individual is reinforced every single time he or she does something good, sooner or later the reinforcement will lose its power. When using this technique with general people, one should reinforce the desired outcome, with a consistency. Then as they start to respond, change your schedule of reinforcement to every third time, and they will do what you want. After a while, change it again to every fifth time until they do it automatically (Lazaras 1989 cited in Corey, 2014). Mom wanted dad to open the car door for her. When they went out shopping she carried all the bags and when she got to the car, dad noticed that her hands were filled and he opened the door for her. Once he opened the door, she looked at him in the eye and told him what an amazing person he is. After several times of her encouraging him to open the door, eventually he started opening the car door for her regularly. And once she noticed that he was opening the door for her she did not compliment him every time. However once in a while she would complement him. Conclusion Both cognitive processes and behavior modification has been used with good outcomes to help people with a wide variety of problems. These approaches makes use of tangible, involvements, because of the way problems are recognized .The major methods are logical and straightforward. References Corey, G. (2014). Theory and Practice of Counseling and Psychotherapy (SA ed.). USA: Brooks/Cole Cengage Learning, Inc. Ryckman,R. M. (2013). Theories of Personality (10th, ed.). USA: International Edition, Cengage Learning. Corey, G. (1986).Theory and practice of group counselling and psychotherapy(3rd ed.). Monterey, CA Brooks/Cole. Weiten, W. (2014). Psychology Themes and Variations (SA. Ed.). Las Vegas, USA: Cengage Learning.

Odysseus: Heroes Essay -- essays research papers

Odysseus: Heroes A hero is a brave and strong person, who is also very human. A hero feels fear and every other emotion that we do. A true hero is a person who does something great and does not expect to be given any thing in return. A hero does something that effects a large number of people. A hero thinks more of others than he or she thinks of him or her self. The characters in the poem, "Women", and The Odyssey are both epic heroes. Odysseus is a strong and brave man, but I think he lacks one of the major characteristics of a hero. I think he thinks of himself more than of others. I think the characters in the poem, "Women," are better heroes because they can be related to easier. I don't think the poem characters are like an epic hero because they are less into them selves than an epic hero. They also seem to have done lesser things, I mean epic heroes always do something so great, like take twenty men on, or lead an army to victory. Everyday heroes seem to be more realistic and do something that's great, but its not written up in every news paper in the country. Odysseus is a brave man that did great things. In The Odyssey he conquers a monster using smarts and strength. He also looks out for his crew mates. He is faithful to his wife, well, in his mind he is. He kills many men on his own in a battle at his home. He cries a coupl...

Inflammatory Bowel Disease Essay -- Diseases, Disorders

The term Inflammatory Bowel Disease (IBD) is a general name given to a few disorders that all fall under the category of inflamed intestines (they become red and swollen.) This is usually due to a reaction the body causes against its own intestinal tissue. The two most common types of Inflammatory Bowel Disease are Ulcerative Colitis (UC) and Crohn’s Disease (CD). Crohn’s disease can affect any part of the gastrointestinal tract; however, it more commonly affects the small intestine or colon. Inflammatory Bowel Disease is a chronic disease, which means that it lasts a long time and can occur frequently. There are some cases where a person will only suffer from one occurrence of Inflammatory Bowel Disease, and then be in remission from there on. Others will have many occurrences. Sufferers of Inflammatory Bowel Disease will go through stages of flare ups and symptoms. Both Ulcerative Colitis and Crohn’s Disease share the same stages of symptoms. When the diseases are considered active, this is when there is inflammation and irritation. When the diseases are considered to be in remission, the inflammation is lessened or non-existent with no symptoms. The most common sign or symptom of both Ulcerative Colitis and Crohn’s disease is abdominal pain and diarrhea. â€Å"Diarrhea can range from mild to severe (as many as 20 or more trips to the bathroom a day). If the diarrhea is extreme, it can lead to dehydration, rapid heartbeat, and a drop in blood pressure. And continued loss of small amounts of blood in the stool can lead to anemia.† (Rosario, 2011) Constipation may also occur due to an obstruction in the intestine or inflammation. Symptoms may depend on which section of the gastrointestinal tract is affected, and may also range in... ...lt in depression. If depression occurs there are also support groups and counseling available to patients suffering from these diseases. Works Cited Harvey, S. (2010, September 28). Health central. Retrieved from http://www.healthcentral.com/ibd/irritable-bowel-syndrome-000069_7-145.html Mayo Clinical Staff. Inflammatory bowel disease. Retrieved from http://www.mayoclinic.com/health/inflammatory-bowel-disease/DS01195/DSECTION= tests-and-diagnosis Rosario, J. F. D. (2011). Kids health. Retrieved from http://kidshealth.org/parent/medical/digestive/ibd.html Rowe, W. (n.d.). Inflammatory bowel disease. Retrieved from http://www.emedicinehealth.com/inflammatory_bowel_disease/article_em.htm Tresca, A. (2009, May 2). The Difference between ulcerative colitis and crohn. Retrieved from http://ibdcrohns.about.com/od/ulcerativecolitis/a/diffuccd.htm

macbeth :: essays research papers

Jurgens 1 The famous play Macbeth by William Shakespeare, has greatly influenced past societies and continues to be an influence in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society. There is not only one great influence either, as there are many smaller ones that have affected society. Of these influences, Macbeth has had its greatest impact on the movie and literature industries. In literature, the play is kept alive in more than one way. There are many full-length books that just discuss and explain the play of Macbeth. Other ways the play is kept alive is through other authors rewriting it, but making slight changes or even using some of his lines or themes in their own plays or other pieces of literature. The movie industry was also greatly affected by Macbeth. Since the invention of movies, there have been many different versions of this play that have been adapted to the movie screen. Macbeth is a play that can last forever as it has everything that still interests and has always interested people such as murder, deceit, and a trip into the human psyche. This play has lived on in many facets of and had many important influences on society, but two of those greatest influences are on the movie and literature industries. Macbeth actually started its "afterlife" while William Shakespeare was still alive. Simon Formanà ¢Ã¢â€š ¬Ã¢â€ž ¢s Book of Plays is an example of the influence of the play. 1611, Simon Forman wrote a book in which he described the performance of four plays at the Globe Theater. Book of Plays is one of the only reports of how Shakespeareà ¢Ã¢â€š ¬Ã¢â€ž ¢s plays were actually performed on stage. However, many parts of the play were omitted in Formanà ¢Ã¢â€š ¬Ã¢â€ž ¢s summary. For example, he did not include the entire second appearance of the witches. Jurgens 2 Forman also included details that could not have possibly occurred on the stage of the Globe Theater. One example of this is when Forman reports that he sees Macbeth and Banquo riding through the woods. The Globe Theaterà ¢Ã¢â€š ¬Ã¢â€ž ¢s set would not have allowed this to happen, so historians believe that Forman pulled this image from a version that he had read previously and not what actually had happened on stage. On the other hand, Forman gives an elaborate description of some of the staging of the play. For example, he states that in the banquet scene, the ghost of Banquo sits behind Macbeth.

Bowlby’s Theory of Maternal Deprivation

In this essay I intend to analyse the attachment theory of well-known British psychiatrist Dr John Bowlby. I will examine both the primary and secondary research behind the theory and look at some of the arguments against it before going on to explore the impact Bowlby’s research has had on the early years setting. Edward John Mostyn Bowlby was born in London on February 26th 1907 to a fairly upper-middle class family. His parents were of the belief that too much parental affection would in fact spoil a child and therefore spent very little time with him, as little as one hour per day.His primary care-giver was the family nanny until, when he was four years old, the nanny left. Bowlby later described this as being: â€Å"as tragic as the loss of a mother† (www. mentalhelp. net/poc/view_doc. php? type=doc;id=10104;cn=28) He was then sent away to boarding school at the age of seven. It is therefore entirely comprehensible that he became increasingly sensitive to childrenà ¢â‚¬â„¢s suffering and how it appeared to be connected to their future mental health. Bowlby began his study at Trinity College Cambridge where he studied psychology.He excelled academically and spent time working with delinquent children. He then went on to study medicine at University College Hospital and enrolled in the Institute of Psychoanalysis. Upon his graduation he began working at Maudesley Hospital as a psychoanalyst. It was while studying medicine that he volunteered in a children’s residential home and began to develop his interest in children who appeared to him to be emotionally disturbed. While working in the residential home he encountered two particular children who intrigued him.The first of these was a very isolated, affectionless teenager who had no permanent, stable mother figure and the second was a young boy of seven or eight who followed Bowlby around constantly. This led him to speculate that there was a possible link between a child’s mental health problems and their early childhood experiences. It was generally believed by many early theorists that the need to make a bond with a mother or mother substitute was part of our ‘biological inheritance’ and Bowlby’s experience and observations lead him to whole-heartedly agree.The resulting body of work and research carried out by Bowlby became known as the attachment theory. It was his firm belief that babies are ‘biologically programmed’ to be dependant on their mother. He went so far as to say that there was a ‘critical period’ in a child’s life from birth to age three where the child would be irreparably damaged psychologically by a prolonged absence from the mother. He referred to this absence as ‘maternal deprivation’. He wrote in his book, first published in 1953; Prolonged breaks (in the mother-child relationship) during the first three years of life leave a characteristic impression on the childâ€℠¢s personality. Such children appear emotionally withdrawn and isolated and consequently have no friendships worth the name† (pg 39, Bowlby J. Child Care and the Growth of Love, 1974) While working at the Child Guidance Clinic in London in the 30s and 40s Bowlby began to suspect that not only was a child’s mental health affected by the lack of bond with their mother but there may well be a correlation between delinquent behaviour in children and ‘maternal deprivation’.This led him to carry out his own study between 1936 and 1939 to try and prove this to be the case. The resulting scientific paper was published in 1946 and entitled 44 Juvenile Thieves. The study involved Bowlby selecting 88 children from the clinic. Of this group of children 44 had been referred to him for theft and 44 had been referred due to emotional problems. Half the children in each group were aged between five and eleven years of age and the other half were between twelve and sixteen. There were thirty-one boys and thirteen girls in the first group and thirty-four boys and ten girls in the second.The two groups were roughly matched for age and IQ. On arrival at the clinic, each child had their IQ tested by a psychologist and at the same time a parent was interviewed by a social worker to establish and record details of the child’s early life. Bowlby, the psychiatrist at the clinic, then conducted an initial interview with the child and parent. The 3 professionals then met to compare notes. Bowlby then went on to conduct a series of further interviews with the child and/or parent over the next few onths to gather more in-depth information about the history of the child, specifically in their early years. Bowlby considered his findings to be entirely conclusive. Of the 44 thieves Bowlby diagnosed 32% as ‘affectionless psychopaths’. He described this condition as involving a lack of emotional development in the children, leading to a lack of con cern for others, a lack of guilt and an inability to form meaningful and/or lasting relationships. Bowlby concluded that this condition was the precise reason why these children were capable of stealing.His speculation was further strengthened when he discovered that 86% of the children with affectionless psychopathy had experienced a long period of maternal deprivation in the first five years of their lives. They had spent the majority of their early years either in institutions or in hospital with little or no visitation from their parents. Interviews also showed that the majority of these children had been undemonstrative and unresponsive since approximately two years of age. Only 17% of the thieves who were not diagnosed as affectionless psychopaths had experienced maternal deprivation in the early years.Of the second group not one child proved to be affectionless and only two of them had experienced prolonged maternal separation. Bowlby concluded in the resulting paper; â€Å" There is a very strong case indeed for believing that prolonged separation of a child from his mother (or mother substitute) during the first five years of life stands foremost among the causes of delinquent character development† [Bowlby J. pg 41] Many have however argued that Bowlby’s findings were not reliable. It has been suggested that as the study was carried out retrospectively this may have tainted the results.It is possible that the parents or the children had not recalled events accurately or indeed that they had not responded truthfully to questioning in order to put themselves in a better light. Michael Rutter suggested in 1981 that some of the children in the study had never had a mother figure at all so their delinquency was not due to maternal deprivation but rather to ‘privation’ of any sort of loving attachment. Bowlby looked at research done by others which could support his own findings. He examined both animal studies done by Hinde and H arlow and Lorenz as well as child studies.He noted in particular the work of Rene Spitz and Katharine Wolf. Spitz and Wolf had observed 123 babies during the first few years of their lives while they were being looked after by their own mothers who were in prison. When the babies were between 6-8 months old their mothers were moved elsewhere within the prison for a period of three months and the babies were cared for by others inmates. Spitz and Wolf noted that the babies lost their appetite, cried more often and failed to thrive during this period of separation. Once the babies were returned to their mothers their behaviour returned to what it had been previous to the separation.These results certainly appeared to support Bowlby’s hypothesis however others disagreed. In Czechoslovakia in 1972 Koluchova wrote of twin boys who had suffered extreme deprivation. Their mother had died soon after the boys were born and their father struggled to cope on his own. At eleven months of age the boys were taken into care and were considered to be normal, healthy children. A few months later their father remarried and at the age of eighteen months the twins returned to their fathers care. Unfortunately the father worked away from home a great deal and their step-mother treated the boys horribly.They were beaten, given very little food, made to sleep on a plastic sheet on the floor and sometimes locked away in the cellar. This continued for five and a half years and when the boys were examined at the age of seven they were found to be severely mentally and physically retarded. The twins were hospitalised until they were able to be placed in a special school for mentally disturbed children. They coped well with their schooling and went on to be fostered by a very affectionate, kind lady and in her care they blossomed.By the age of 15 the boys IQ was normal for their age and their emotional health had improved immensely. Koluchova’s work would appear to demonstr ate that it is in fact possible for a child to recover from maternal deprivation in their early years if they are given the love, support and security required later in their childhood and that the results of maternal deprivation need not be permanent. Schaffer and Emerson also disputed Bowlby’s findings and argued that, although an infant needed to form a bond, children could form multiple attachments and they could benefit greatly from the attention of the extended family.They performed a study in Glasgow in 1964 where they observed 60 children from birth – eighteen months. They met with the mothers once a month and interviewed them to ascertain who the infant was smiling at, who they responded to etc. They found that many of the infants were forming numerous attachments. Twenty of the children studied were not attached to their mothers but to another adult, in some cases the father and in others another family member or even a neighbour. Schaffer states; â€Å"Ther e is, we must conclude, nothing to indicate any biological need for an exclusive primary bond† [Davenport G.C. pg 38] In 1950 the World Health Organisation, who had been following Bowlby’s work closely, commissioned him to write a report on the mental health of homeless children in post-war Europe. While researching the report Bowlby visited several countries and met with many childcare professionals and experts giving him the opportunity to look further into his theory on attachment and the importance of a strong bond between mother and child. His findings supported his thinking entirely and the report was written in six months and published in 1951, entitled Maternal Care and Mental Health.Bowlby went on to publish further papers and books and his findings and research on attachment and the mother child bond has had a profound impact on childcare in general and that of the early years setting. As Juliet Mickleburgh states in her article Attachment Theory and the Key P erson Approach â€Å"Bowlby's research is recognised as the foundation for our understanding of the centrality of making secure attachments in infancy. † [Juliet Mickleburgh, www. eyfs. info] There have been numerous changes to childcare practice since the 1940s and Bowlby’s influence must be acknowledged.It can be no coincidence that ‘family allowance’ was introduced in 1946 in the UK, the same year 44 Juvenile Thieves was published, making it affordable for mothers to stay at home with their children. Bowlby made a plea for reforms in the care of young children in hospital and advocated ‘rooming in’ where the baby stays with mother from birth in the maternity ward. Although some children’s hospitals were already extending visitation rights of parents many more followed their lead after the publication of Bowlby’s W. H. O report, ensuring that the mother/child bond remained as strong as possible.In the early years setting we hav e witnessed the implementation of the ‘Key Person Approach’ pioneered by Elinor Goldschmied. This approach recognises that an infant will be comforted by a secure relationship with one specific adult. We can now see this in practice in the nursery, each child has their own ‘Key Worker’ who has the duty of monitoring the child’s needs and development. This approach also accepts the need for parents and early years practitioners to work together rather than independently and the key worker regularly liaises with the parents regarding their child.Parents are also encouraged to become actively involved with the life of the nursery and to work in partnership with the nursery staff to provide their child with a positive, stable and stimulating learning environment. In my view as a parent and an early years practitioner I believe that Bowlby’s research has benefitted both children and families immensely. As a mother I feel that society supports my ri ght to be at home with my children until they go to school and that I am the child’s most vital resource in their early years, not only for nourishment but for their emotional development.To echo the words of John Major, Bowlby laid the foundation for mothers in the 21st century to go ‘back to basics’. As a practitioner I believe that the implementation of the ‘key person approach’ can be immensely beneficial for both the child and the parent. The child knows that there is always someone there to whom they can turn if necessary and the parent knows that there will always be someone looking out for their child in the setting and that he/she is being given the attention and care of a trained adult in their absence.I have witnessed first-hand in the nursery how a child who is upset by the departure of their mother can be comforted by the attention of their key worker. I have also observed how the key workers are constantly monitoring the children to pin point any needs, to witness the achievement of developmental milestones and to document this for the parents in the form of the Personal Learning Plan, a written and photographic record of the child’s achievements within the setting.In conclusion, although there have been arguments against Bowlby’s research methods many professionals agreed with his findings regarding the importance of a secure attachment in the early years. These findings, and undoubtedly those of others in the field, have led to positive reforms in childcare. As we progress through the 21st century women are feeling the need, either for financial reasons or the belief that they too have the right to work, I find myself asking will society continue to regard the bond between a mother and her child as paramount or will ‘maternal deprivation’ increase and society as a whole be damaged as a result?Bibliography www. mentalhelp. net/poc/view_doc. php? type=doc;id=10104;cn=28 Bowlby J. 1953. Ch ild Care and the Growth of Love, 2nd ed, England, Pelican Books Davenport G. C 1994. An Introduction to Child Development, 2nd ed, London, Collins Educational www. eyfs. info/articles/article. php? Attachment-Theory-and-the-Key-Person-Approach-66 .