FAMILY HOUSEHOLD Essay Example | Topics and Well Written Essays - 500 words

FAMILY HOUSEHOLD - Essay Example To begin with, not all married men are better off, only because humans can never be classified in one way or another definitively. However most men do get a better life in marriage than women. First, one must look at traditional chores men and women have in a marriage. In a traditional marriage of a century ago, a man worked and a women kept house. Mens chores around the house consisted of fixing leaking sinks, taking out garbage, and mowing the lawn once a week in the summer time. Women cleaned the house, gave birth, and took care of the children. Now women clean the house, give birth, take care of children, mow the law, and have a career. Men still take out garbage and mow the law, if they feel like it. Since women can do it all, if the lawn doesnt get mowed, they will do it. This is what becoming equal to men has gotten women, less respect and more responsibilities. Some men help divide the household chores 50/50, but that is rare. The result is â€Å"great frustration in trying to balance wage-work responsibilities and the demands of housework and motherhood"(Lancaster, 120). This is the first reason married men have it better than married women. Even if a married man is not employed, he rarely takes on the responsibility of a household like a woman. One author reports, "interviews was that women still had major responsibility for housework and child-care - even where husbands were unemployed† (Dryden, 17). The traditional roles of marriage still remain, despite reversal of roles in a marriage. The responsibilities of the household still fall on the married women. Men consider cleaning, doing dishes, and changing babies as womens work. This gives them an out on household duties. Yet another reason married men have it better than married women. Beyond housework and chores, married women will always bear the children. Married men take for granted their wives reproductive

The most dangerous game Essay Example for Free

The most dangerous game Essay General Zaroff’s refined emotions conceal a disturbing desire to inflict suffering and death for his own amusement. In many ways, Zaroff considers himself a god who can go about life as he pleases. Zaroffs’s madness stems from a life of wealth, luxury, and militarism, which inflate his ego and sense of entitlement and impose few limits on his desires. Zaroff began hunting at an early age when he shot his father’s prized turkeys and continually sought out bigger game in his family’s tract of wilderness in the Crimea, a peninsula on the Black Sea. Commanding a division of Cossack cavalrymen in Russia, meanwhile, familiarized Zaroff with the horrors and atrocities of warfare. He continued to hunt after the czar had fallen when he came to America. He eventually tired of hunting animals and claimed it was no longer a challenge but a â€Å"mathematical certainty†. He decided he had to do something to keep from â€Å"going to pieces†. His bloodlust and passion for hunting eventually prompted him to hunt men, the most cunning and challenging prey he could find. Accustomed to death, General Zaroff has lost the ability to distinguish men from beasts, suggesting that he has slipped into barbarism and lost his humanity. The sanctioned violence of his youth and early manhood drained the general of his empathy and capacity to make moral judgments. His passion for the hunt and love of the refined, meanwhile, led him to devalue human life. In fact, Zaroff even praises his thoroughbred hounds over the lives of the sailors he hunts. Straight from the text, â€Å"I hunt the scum of the earth: sailors from tramp shipslassars, blacks, Chinese, whites, mongrelsa thoroughbred horse or hound is worth more than a score of them. † He has strayed so far from any ethics that he believes that his hunting dogs are more important than what he considers â€Å"scum of the Earth†, or minorities. The only reason he praises his dogs so is because he uses them to hunt men. Connell describes Zaroff’s sharp pointed teeth and smacking red lips to dehumanize him and highlight his predatory nature. Ironically, Rainsford discovers that General Zaroff is far more repulsive than the â€Å"scum† he disdainfully hunts, devoid of all emotion and humanity despite his seeming gentility. At the end, the real question: is Zaroff a hunter or a killer? Zaroff himself clearly believes himself to be a hunter, as he thinks that minorities have no value and can therefore be hunted. Rainsford on the other hand thinks that Zaroff is a cold-blooded murder. I personally agree with Rainsford. Zaroff claims that he hunts men to get away from the â€Å"mathematical certainty† that he supposedly has against any quarry he would usually hunt. However, when he hunts men, he gives them just a knife. Meanwhile, Zaroff is equipped with any hunting rifle of his choice, as he is very wealthy, his hunting dogs, his living tank Ivan, and just about any other thing he could think he may need. This gives Zaroff an extremely unfair advantage over the man he is hunting. I think that while he is trying to take away the â€Å"mathematical certainty† of always catching his quarry, he has just walked in a circle. It is nearly impossible to stay alive with nothing but a hunting knife against Zaroff’s arsenal of guns, dogs, and his Cossack Servant. When you look at all the details and fine print, Zaroff is no hunter. He is a cold-blooded killer.

Poppers Theory Of Falsifiability And Kuhns Theory Of Paradigms Philosophy Essay

Poppers Theory Of Falsifiability And Kuhns Theory Of Paradigms Philosophy Essay Compare and contrast Poppers Theory of Falsifiability and Kuhns Theory of Paradigms. What are the implications of each for the conduct of Social Science? Poppers theory of falsifiability and Kuhns theory of paradigms have some significant differences, although they both argue for falsification as the general research method for all scientific disciplines. Accordingly, the consequences for the approach in the Social Sciences differ as well. The overall statement of this essay will be that Poppers theory allows a more aim-oriented research, which means that one has (theoretically) the chance to solve social problems intentionally. The scientist has the opportunity to gather objective knowledge about the equally objective social reality. In Kuhns view this is not possible, since any research and knowledge is subjective, it is influenced by the scientists paradigm. But here, a scientist can interpret social behaviour on a large scale and from within a specific world view, a way that is not open for Popper. The opportunity to find the truth about social reality comes at the expense of explanatory power. In order to show these implications it is necessary to point out the aspects of both theories relevant for this analysis, contrasting their common starting point and highlighting the differences that are substantial for the analysis of their application in the Social Sciences. Possibilities and Limits for Scientists in Kuhns and Poppers Theories The relevant aspects for this comparison of Poppers and Kuhns theories are best displayed if they are contrasted within the categories of ontology, epistemology and methodology. Since both of the theories are highly comprehensive, a more detailed division would probably not do them justice. But these broad categories allow a sufficient contrast for the proposed argument and lead up to the necessary insights about the notions of scientific progress that the theorists have respectively. For Popper, an objective reality exists that can be observed (Popper 1963: 226). As a scientist with the proper understanding of science though it is never possible to be absolutely certain that one has definitely found this reality, this absolute truth (Popper 2002 : 24). Most of the scientific statements are relative; they constitute hypotheses, and are therefore by their very form not expressions of absolute truth (Popper 1962: 221). Likewise, Kuhn is convinced of the existence of an objective reality, a truth, but unlike Popper he does not believe in the possibility to describe it, to discover it at all. Any knowledge about this reality is subjective, is shaped by the social context, by the individual socialisation of the scientist (Kuhn 1963: 120). It is already at this point that Kuhns idea of paradigms has to be introduced, which emphasizes the centrality of this notion for the entire theory. Kuhns paradigm is a vague concept; it can best be described as covering a range of fa ctors in scientific development including or somehow involving laws and theories, models, standards, and methods (both theoretical and instrumental), vague intuitions, explicit or implicit metaphysical beliefs (or prejudices). In short, anything that allows science to accomplish anything can be a part of (or somehow involved in) a paradigm. (Shapere 1980: 29) It is a deeply psychological concept with a highly unconscious nature which explains the difficulty defining it, let alone in analyzing its impact on science. For Kuhn, these paradigms are the beginning of what he calls normal science (Kuhn 1963: 42f.). It is only with such a paradigm that a scientist has enough fundamental orientation in his discipline to begin real scientific work (Kuhn 1963: 79). It cannot be emphasized enough that the scientists are unaware of having these paradigms. It is not something that they deliberately chose, rather it is something they acquired through a process of socialization (Kuhn 1963: 47f.). This clearly describes the communal nature of a paradigm (original italics, Eckberg and Hill 1980: 122). Therefore, a scientist will always see the objective reality through the subjective glasses of his paradigm. As to the epistemology, the pure method of falsification faces the problem of an infinite regress; if falsification is applied to every scientific statement, the research would not lead anywhere. Popper and Kuhn both carry on the tradition of science as it has been established by Positivism. Nevertheless, they are also aware of the question about theory-neutrality in research and the said problem of infinite regress, but they give different answers to this dilemma. Popper introduces the notion of background knowledge (Popper 2002: 25), which is such basic knowledge without which the scientist would not be able to conduct research in his discipline. Nevertheless, it is as provisional as any knowledge, and is potentially falsifiable just as any scientific statement that deserves the name (Popper 2002: 65). The basic knowledge is therefore an individual, subjective choice made by the scientist, but it is a deliberate and conscious one (Lakatos 1970: 105; Popper 2002: 85; Popper 1963: 24 5) which cannot be said about the paradigm. This does equally provide a useful solution to the problem of an infinite falsification, but one that is adopted unconsciously, since it is linked so closely to the actual conception of reality shared by the scientific community. A deliberate commitment to basic knowledge contrasts an involuntary commitment to a paradigm (Kuhn 1963: 97). In this regard, the incommensurability of paradigms has to be mentioned (Smith 1998: 195; Lakatos 1970: 93). Paradigms can be compared to a religious belief held by scientists, and its psychological nature does not allow holding two paradigms simultaneously (Keat and Urry 1982: 62; Kuhn 1963: 93; 151). It is no exaggeration that the process of a paradigm change is described as revolutionary (Kuhn 1963: 91ff.). We therefore have the result of a socialization process against an individual, conscious choice. Kuhn as well as à ¢Ã¢â€š ¬Ã… ¾emphasize [à ¢Ã¢â€š ¬Ã‚ ¦] the intimate and inevitable entanglement o f scientific observation with scientific theory (Kuhn 1970: 2). But whereas in Poppers belief this entanglement can be influenced by the scientist, it is determined and beyond any deliberate change intended by an individual in Kuhns world. With regard to the methodology, Popper emphasizes the logic of science, that science and specifically social science is defined by the chosen method, and not by its results (Popper 1962: 218). Falsification is applied to the theory or rather the hypotheses to be tested, not to the background knowledge (for the time being). The choice is subjective (and is therefore reflecting values), but it is deliberate and rational and therefore acceptable. In Kuhns theory however, paradigms provide the research frame, and falsification works within it but is never applied to this frame (Kuhn 1963: 80). Successful falsification provides problems to be solved within the paradigm; they are like pieces to a puzzle which is in its entirety unknown (Wolin 1980: 170). According to Kuhn, there is no logic of science (Shapere1980: 30), only interpretation within a given paradigm is possible. If there is no paradigm, the scientists work on establishing one, so as to start with normal science. During a cris is that leads to a paradigm change, contradicting facts and the new paradigm are developed simultaneously (Kuhn 1963: 96, 140; Kuhn 1970: 10). The results of such a falsification process within the paradigm therefore is exactly what Popper calls the sociology of knowledge (Popper 1962: 220), a socially constructed and determined knowledge, precisely what he tries to evade. These aspects of ontology, epistemology and methodology lead to the notions about the possible progress that science can achieve. For Popper, knowledge is cumulative, since falsification is also a method that helps to refine theories (Popper 2002: 24). Whether it is the adjustment or reformulation of a theory after a successful falsification, or the resistance of a theory to the tests, both results are considered to be an improvement (Popper 1963: 245). Although the theory in the latter case might not be true, it is scientifically superior to those already falsified. The continuous formulation and rejection of theories as well as the work on new problems with reformulated theories is all considered to be a (cumulative) development of knowledge (Popper 1963: 215, 222; Popper 1962: 221). For Kuhn on the other hand, there is no general progress of cumulative knowledge, only a change of paradigms over time (Kuhn 1963: 156). New paradigms are adopted because the scientific community consi ders it to have greater potential for the new (albeit only vague, in their entirety unknown) problems to be solved. They have an essentially rational factor, and seem to be more useful for future research (Keat and Urry 1982: 169). But paradigms are exclusive, not derived from one another (Smith 1998: 195). Since knowledge is so closely connected to them, any growth of knowledge cannot objectively be ascertained (Kuhn 1970: 20f.). At the most, a form of progress can be observed within the workings of normal science, during the process of puzzle-solving (Dogan 2001: 11025). But there is no progress in the sense of coming closer to the truth (Keat and Urry 1982: 169). Different Connections between Theory and Observation: Consequences for the Social Sciences This contrast highlights the most important aspects of Kuhns and Poppers theories that are relevant to analyze the consequences that both approaches have for the Social Sciences respectively. Both imply individual restrictions as well as possibilities for them and in Poppers case the theory imposes even a normative duty on the scientist. He argues for a unity of science concerning the methods, which means that the procedure of formulating hypotheses and subjecting them to tests of falsification should be applied in the Social Sciences just as in any other (Stokes 1997: 58). It is a method that best supports the aim of objective research, trying to prevent the scientist from adopting a narrow, selective perception that only discerns proofs for the own theory but not its failures. All Science is fundamentally characterized by the method applied (Popper 2002: 29). But for Popper, Social Science specifically should be characterized by something else; by the ethical awareness every research project ought to have (Stokes 1997: 69). Before this is explained in greater detail however, it must be emphasized that such a normative component is of course not derivable from the objective facts describing Poppers theory. No normative responsibility can be derived from an actual condition. But Poppers theory allows it, and the cons equences from his falsificationist approach for the Social Sciences are largely dominated by this obligation. Apart from the question whether one agrees with him, his argument also points out the consequences for the Social Sciences and his theory in general, and it is an essential part of his approach. Popper demands a fundamentally practical orientation in the Social Sciences, any research project should contribute to the solution of social problems of their time. He also argues for more ethical awareness in the Social Sciences; in this case he is a child of his time. This attitude comes from experiences with totalitarianism and fascism (Stokes 1997: 57). But what is important in this context is that Popper therefore agues for the individual influence of scientific as well as extra-scientific values: His argument is that the individual choice of the scientist does not only expand on values such as scientific precision or intersubjectivity of research findings, as it is reflected by the choice for falsification as a method and by the choice for falsifiable, but for now untested background knowledge. It also applies to the scientists aims, to the problems he chooses to investigate. Broadly speaking, any research should eventually try to reduce human suffering (Stokes 1997: 60). Even if one does not agree with Poppers demand here, it highlights the opportunities open to a scientists according to his theory. Knowledge is cumulative, so the scientist has the possibility to take a conscious part in this accumulation of knowledge about the (objective) social reality (Popper 1962: 221). This objective reality can be the focus of research since it is possible to gather knowledge about it. Even the most fundamental assumptions or convictions, the background knowledge, can be questioned and altered. Any social influence on our knowledge can eventually be evaded, indirectly, by the choice of falsification as a method and by unconventional or for its time unusual choice of research topics. The scientist has not only the opportunity to discover the objective social reality, he can (and in Poppers view must) also endeavour to define the social problems of his time and propose solutions for it. This emphasis on the objective social reality as the focus and the denial of any socially constructed limits of the research has even further implications. There are abstract as well as tangible objects in Social Science. Its scientists are engaged in analyzing social problems, general phenomenons or dynamics, things that have an undeniably abstract nature. On the other hand though it is the individual who is identified as the causal unity of these phenomenons, it is the objective, observable reality which has to be the center for any hypotheses or theory that fulfills the criteria of falsifiability. A theory that has a holistic character and applies to the abstract objects of social reality itself cannot meet the standards for intersubjective testing, for an experiment to be repeated and tested over and over again (Popper 1962: 218). So while the eventual aim is of course to understand the dynamics and causes of abstract constructs in social reality, its research is restricted to th e individual. On the one hand, Poppers scientist can therefore consciously choose his object of research, can be specifically aim-oriented, and is therefore not limited to a purely explanatory role. On the other hand, it is impossible for him to consciously work within a specific, personal belief about the social reality that he never questions during his research (Popper 1962: 212). Explanations within the belief systems like Marxism or elitism that intend to explain social reality within this frame are therefore not possible, since these beliefs do not fulfill the standards of permissible background knowledge. A last remark has to be made on Poppers view about the Social Sciences. It is exactly against the perceived dangers of such social frames that he argues for the publicity of Science (Stokes 1997: 74; Popper 1962: 217f.). To complete the standards of critical research, to guarantee that intersubjectivity and falsifiability are adhered to the results (and the method) of research have to be published. The critical appraisal by other scientists is needed to establish the highest possible objectivity. The strength of Poppers approach lies therefore in the fact that the scientist has more free will in choosing his objectives, and that this choice also implies a normative choice. This is the consequence of Poppers particular connection between theory and observation, that science is not value-free, neither on the level of aims nor when it comes to its method, but these values are acceptable as long as they are a conscious choice. For a scientist in Kuhns approach though this choice is made for him by the paradigm. In the case that there is no paradigm yet, scientists have not even entered the stage of real scientific progress of their discipline; they have not yet started with normal science (Kuhn 1963: 79). According to Kuhn, this is exactly the case for the Social Sciences (Kuhn 1970: 6; Wolin 1980: 169). But even if the Social Sciences had already acquired a paradigm in Kuhns definition, such aim-oriented research like Popper proposes it would not be possible. The scientist would of course have an objective for his research, but he cannot claim to have chosen it objectively, let alone having done so out of the normative conviction to ultimately discover and evade any social aspect to his research and knowledge. This social influence that the scientist is unaware of is but the starting point for real research, also in the Social Sciences. Some consider the different schools within Social Sciences as paradigms, although this contradicts the unconscious character of a paradigm according to Kuhns interpretation. It is argued that overarching concepts such as paradigms built on more solid ground in the natural sciences than in the social sciences, because in the former truth is universal, in the latter, contextual. (Dogan 2001: 11026) If paradigms are going to appear in the Social Sciences, they will only be realized in the narrow form of different schools that are not characterized by incommensurability, but by mutual avoidance (Dogan 2001: 11024). Even though this idea does not realize all characteristics of a paradigm, its example is most useful here. The Scientist does of course not enjoy the freedom that he has in Poppers view. He is exposed to the norms of his school and he has to realize that even an approach that he considers to be most revolutionary and unconventional is probably still within the boundaries of th is school. For the rare case that such deviant behavior should happen despite the deep socialization of the individual scientist, then the paradigmatic community will not tolerate it and most likely simply ignore his findings (Wolin 1980: 167f.). It is not possible for an individual to deliberately convince all the members of this specific attitude to change it radically. Such change is incremental and therefore happens only gradually (Wolin 1980: 175). But then he can explain the social reality from this particular point or belief system. He has possibilities for explanation that are unavailable for a scientist in Poppers theory. It is not without coincidence that Marxism is considered to be such a powerful school in Social Science that it comes close to what Kuhn describes as a paradigm (Dogan 2001: 11026), a school that is given as one of the typical examples (Popper 1962: 212) of the social bias and subjectivity that has to be avoided according to Popper. Intersubjectivity is a therefore an important value for Kuhn as well as for Popper, but whereas this scientific value only applies within the paradigmatic community for Kuhn, for Popper it is precisely the means to evade such influence. The social reality that is always perceived subjectively can therefore be thoroughly explained and described from within these world views, and the progress scientists make with this kind of research is relatively substantial, since they can accept more easily the findings of their colleagues. They can interpret behavior, specific social rules, and are not restricted to describe individual behavior like Popper. But this advantage in explaining social phenomena therefore comes at the price of aim-oriented research such as it is possible in Poppers view. The puzzle-solving process during normal science is after all defined by the fact that the bigger picture of the puzzle is unknown (Wolin 1980: 170). Accepting a paradigm and work within its boundaries is compared to a kind of religious change (Lakatos 1970: 93). The scientist cannot make its structures visible, not on purpose at least. He has to rely on the intangible dynamic that characterizes normal science. He has only the possibil ity to choose scientific values, and even that only to a limited extent (Kuhn 1963: 17). He also has to accept that there are possibly some social problems or facts of the objective social reality that does, after all, exist that he does not perceive at all due to his paradigm. And if the Social Science is truly without a paradigm so far, the stage of normal research where a form of progress is finally possible has not even begun. Conclusion Both Poppers theory of falsification and Kuhns theory of paradigms assume the existence of an objective social reality and are convinced of the merits of falsification as the acceptable method for its research. They are equally considering the problem of theory neutrality in the Social Sciences as well as continuing the tradition of Positivism that does not see a fundamental difference for science within its different disciplines. Nevertheless, Kuhn and Popper differ in their opinions about the acceptable solution to this question about theory-neutrality, about the relation between theory and observation. Poppers ontology and epistemology demand potential falsifiability for all scientific statements in order to discover this objective truth and evade the pitfalls of the subjective bias. What he considers to be the absolute fall of science is only its beginning in Kuhns view. Only paradigms, unconscious social frameworks, allow progressive research, and any knowledge about reality mus t be subjective. The consequences of Poppers view for Social Sciences in particular consist in the possibility to deliberately work on the social problems of the time, and in the conviction that the any social fact can eventually be discovered. It comes at a reduced ability to explain social phenomena holistically and from within a specific worldview that cannot be operationalised into falsifiable hypotheses. This is exactly what a researcher in Kuhns world can do, albeit at the expense of the said advantages Poppers scientist has.

Advertising is Creating Materialistic Consumers :: Business Ethics

American youth represent a large target for the advertising market. Advertising to American youth means big business and lucrative profits for suppliers of products and services. â€Å"American children represent a dynamic retail market, influencing an estimated $500 billion in total retail spending† ("Marketing to children:" 2009). Youth are impressionable, they will examine many advertisements and conclude they want or need many of the advertised products and services. The result is purchasing and the collecting of inanimate objects, in most cases many of them by our youth. Through constant global advertising, extreme purchasing and the plentiful accumulation of objects, our youth are turning into â€Å"shopaholics† or â€Å"consumer addicts† and they are adopting materialistic values. In other words, materialistic values are being forced upon our youth in advertisements by encouraging or persuading consistent purchasing of products and services. Since advertising is virtually all around us, materialism can begin at a very young age. According to Goldberg and Gorn (1978), â€Å"Materialistic values are correlated to exposure to marketing for children as young as preschoolers† (p. 22). The younger the better in the advertisers yes as they see dollar signs. If you target them young, you can mold them like clay and the materialism will build and expand over time. Keep in mind youth are easy prey, and reaching them as a demographic is also a simple accomplishment. Television commercials, magazines and the internet are the some of the more popular methods in which to reach America’s youth. They are a captive audience, they spend countless hours watching television and surfing on the internet. It is a shame our technological advances over the centuries have actually turned against our youth, at least when it comes to non-censored advertising. It should be no surprise they are a likely target and potentially big money makers.

Positive Effects of Media on Children Essay

Many people argue that the media only brings negative effects on children, forcing the parents to constantly say â€Å"no† to their children’s requests. Parents argue that the media repetitively advertises junk food and things that may damage a child’s health; and they are forced to â€Å"counter the culture†, which means to stop the messages that the media is trying to deliver to their children. Although it may be true that some of what the media advertises is not good on big quantities for the children’s health, I believe that not everything the media presents is bad, as it has plenty of positive sides. Much of the kids’ programming shown on TV is meant to be educational, and teach the children different aspects of the world. By watching television and the media, the children discover what they truly like, what sports they’re interested in, what instruments they want to play, etc. Furthermore, the television advertisements can bring positive effects on the kids’ knowledge about everyday lives, and different aspects of such influence children positively. The use of social media and television has more positive effects than what it has negative, it is a key part of our current society and the minds of the children. Television acts as a meaningful teacher for children, as many programs that the kids watch are educational and cover aspects of the world in a way that it is understandable by children. Sesame Street has been one of the most influential TV show on children for over 35 years now, and it has shown to have positive results in the viewer’s learning skills and developing character. By watching Sesame Street, toddlers can learn much about cultural diversity, racial harmony, cooperation, kindness, and how to manage feelings and emotions. This show also teaches basic simple arithmetic and the alphabet to children, in such way that is easily understandable by the kids with no further explanation. Another show that has been greatly influential now is Curios George, which has been a PBS classic in the most recent years, and teaches viewers about problem solving skills. The monkey fellow encourages children to ask questions about the world, and find solutions through questioning. A study conducted by PBS shows that watching the episodes of Curious George boosts the knowledge of the young children about science and math. The children that are watching television today at their homes will eventually become the celebrities, stars and athletes of tomorrow. Every passion starts with a kid saying â€Å"I want to be like him when I grow up†, after watching the stars on TV. Kids watch sports, and decide what attracts them the most, and they discover their passion as they practice it. Currently the best basketball player in the world is Lebron James, who also had an idol as a kid: Michael Jordan. James says that his mom told him that you always want to be better than your idol, not like him; he watched Michael Jordan play with the bulls on TV, and he practiced basketball to discover his passion. Through this, Lebron James is already being compared with Michael Jordan and his ultimate goal is to be better than him but he explains that their aim is for children to be better than them when they grow up. Pop idol celebrities, like Justin Bieber also had idols when they were kids, who inspired them to grow towards their passion. Justin Bieber’s idol was Michael Jackson, who inspired him to become one of the most influential teen celebrities in the current world. The children of today might tomorrow be celebrities and may say they were inspired by Justin Bieber, or other current celebrities. One of the most controversial aspects of social media is the advertisement, as parents claim that too much junk food is advertised, forcing parents to say â€Å"no† to their children. However, advertisements are also one of the positive aspects of television, as it promotes general knowledge about decision making to children. It is shown that some alcohol manufacturers spend about 10% of their budget advertising the dangers of drinking. These include drinking and driving, excess drinking of alcohol, and alcohol related sicknesses and diseases. By watching these advertisements, the children are able to make the decisions of not drinking, or not drinking and driving; this can eventually reduce the dangers that the children are exposed to, and may even reduce the deaths of people. The tobacco companies also spend a good amount of money on advertisements about the dangers of smoking, and the possible consequences. Television often also advertises products that are good for the children’s health and development. Studies show that milk consumption has significantly increased since the implementation of broadcast advertisements on television. Milk and other essential dieting products are shown attractive to children to increase their consumption, and improve their growth and health. There are three types of people: the ones who think that every aspect of the social media is bad for our children; the ones who think that social media may have some positive aspects; and then there are the people who follow the studies and base their opinions on facts, who believe that the social media is good for our children. Various TV programs such as Sesame Street and Curious George engage the kids in entertaining knowledge, through which they are able to learn about diverse topics. The stars and idols of tomorrow are the children watching TV today, the kids who are inspired by that athlete, by that celebrity, or that scientist; restricting television for kids would mean prevailing them from growing their passions and becoming who they want to be. Advertising companies spend huge amounts of money on creating conscience among kids about the problems related to drugs, alcohol, social problems, and bad nutrition. Through TV ads the children are able to make the right decisions in life, and are being informed about the problems they may face in their future lives. The television has a huge positive influence on children, as it promotes education, making right decisions, and finding their passion. Times have changed; we are in the 21st century, which is prevailed by technology and the social media. Television is now a common part of our children’s lives, and it makes positive changes in them, on the education, and their lives. Social media has an infinite amount of positive effects on children, and its growth must be encouraged, as those positive aspects will also grow with it. References Paulsen, Christine, Ph. D. â€Å"Evaluation of Curious George. † PBS. Concord Evaluation Group, May 2012. Web. 19 Aug. 2013. Anthony, Ford-Jones, Ph. D. â€Å"Impact of Media Use on Children and Youth. † National Center for Biotechnology Information. Canadian Paediatric Society, May-June 2003. Web. 19 Aug. 2013.

Rate Law and Activation Energy Essay

Introduction In this experiment we are analyzing the relationship between reaction rates at different concentrations and temperatures to determine the true rate constant, activation energy, reaction orders, and half-life of a reaction. The reaction of interest is the addition of a hydroxyl group to the nucleus of Crystal Violet. Crystal Violet, or hexamethylparaosaniline chloride for short, is a strongly colored purple dye with the chemical formula C25H30N3Cl and disassociates completely in solution. The relevant structure for this compound can be seen in figure 1 Figure 1 The base that is being used for the reaction is the strong base Sodium Hydroxide, or NaOH. This molecule also completely disassociates in water. Because measuring the concentrations of reactants is difficult in a simple lab setting, the reaction between Crystal Violet and Sodium Hydroxide will be measured through light absorbance. As the reaction between the chemicals takes place and the Crystal Violet receives the hydroxide the overall intensity of the purple color will decrease thus affecting the absorbance. The absorbance of the solution will be measured with a colorimeter as the reaction takes place and will be interpreted as a direct representation of concentration of Crystal Violet. After the reaction has taken place, through analysis of graphs plotting absorption vs. time, the natural log of absorption vs. time, and the inverse of absorption vs. time the reaction will be determined to be either zeroth, first, or second order with respect to crystal violet. From here the a pseudo rate constant can be determined, and using comparisons of different constants at different concentrations of NaOH solution and different temperatures, the reaction order with respect to hydroxide, the true rate constant for the reaction, and the activation energy for the reaction can all be determined with the following equations respectively. equation 1 Where k2’ is the pseudo rate constant of the reaction using twice the initial OH- concentration as is used in the k1’ reaction and n is equal to the reaction order with respect to OH-. equation 2 Where k’ is a pseudo rate constant based off of absorption and n is the reaction order with respect to OH- determined by equation 1. equation 3 Where k1 is the reaction constant at temperature T1, a is a constant that can be ignored due to the way the equation will be utilized, R is that gas constant, and Ea is the activation energy. Procedure The following materials were needed for the experiment: 4 100mL beakers 250mL beaker 2.5Ãâ€"10-5M Crystal Violet Stock solution 0.10M NaOH Stock solution Distilled Water 10 dry plastic cuvettes and caps Stirring rod Vernier Colorimeter 50mL volumetric pipet 100 µL syringe 2 10mL vials Logger Pro software Vernier computer interface Hot plate Vernier temperature probe 1. First, 100mL of 0.10M NaOH solution was obtained using a 50mL volumetric pipet, and 0.05M was prepared using a the pipet, the stock 0.10M NaOH solution, and distilled water. 2. The Logger Pro software was engaged and both the Vernier colorimeter and temperature probe were plugged into the appropriate channels. The temperature of the room was measured and the colorimeter was calibrated by setting the 0% light and 100% light conditions. 3. The colorimeter was set to 565nm and 1mL of 2.5Ãâ€"10-5M Crystal Violet solution was mixed with 1mL of 0.05M NaOH solution and quickly added to the colorimeter. Data correlating time, temperature, transmittance, and absorbance was then recorded for seven minutes as the reaction between the two solutions took place, and this data was saved. 4. This previous step was repeated two additional times with the 0.05M NaOH solution, and then three times with the 0.10M NaOH solution. 5. Last, two 10mL-vials of 0.05M NaOH and 2.5Ãâ€"10-5M Crystal Violet solution were prepared in a warm bath solution on the hot plate. Once the temperature reached 35ËšC and was recorded, steps BLANK through BLANK were repeated again twice with the heated solutions of Crystal Violet and 0.05M NaOH. All of the data that was collected was saved and distributed between the two lab partners and all excess solutions were disposed of properly under the fume hood. Results The following are the graphs obtained from the absorption and time recordings of the third run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC. figure 2 figure 3 figure 4 These plots show that the reaction order with respect to crystal violet is clearly 1st order due to the great r2 value of the linear trend line. Since our pseudo rate constant based off of absorption is equal to the negative slope of our linear plot, our k’ in for the reaction of 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC is 0.1894. These next three plots are the graphs obtained from the absorption and time recordings of the first run for the reaction between 1mL of 0.10M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.50ËšC. figure 5 figure 6 figure 7 As expected, these results still indicate a reaction order of 1 with respect to crystal violet as demonstrated by the linear plot on the figure 6. Our k’ in for the reaction of 1mL of 0.10M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.50ËšC is 0.2993. Now that we have two pseudo reaction constants in which the OH- concentration differs by a factor of 2, we can use equation 1 to obtain the reaction order with respect to OH-. Since the reaction order must be an integer we can see that the n must be 1. It is now know that for the reaction, the reaction orders with respect to both reactants are 1. At this point, the true rate constant can be determined using equation 2, where n is 1, the initial concentration of OH- is 0.05, and the pseudo rate constant k’ is 0.1894. These next three plots are the graphs obtained from the absorption and time recordings of the first run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 36.09ËšC. figure 8 figure 9 figure 10 Once again it is apparent from the three plots that the reaction is first order with respect to crystal violet. However, the reason we performed this last kinetic run was to obtain a value for k at a different temperature. This way we have two sets of values for equation 3 with two temperatures, and two rate constants. With this information we can cut out the pre-exponential factor a and solve for the activation energy. But first k must again be calculated for the reaction at the new temperature. Doing this the same way as done in calculation 2, we obtain a reaction constant of 4.964 – a higher value, which is to be expected with the increase in temperature. Now, manipulating equation 4 we obtain that equation 4 While plugging the proper values provides which after some arithmetic leads to a calculated Ea of 15,254.67J, or 15.25467kJ. The calculation for half-lives for the different conditions is simple, and just requires the following equation. equation 5 When using the rate constant found in calculation 1, t1/2 for the kinetic run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC is found to be 0.183 seconds. Error Analysis In this experiment there are several things calculated and several sources of error to take into account. Error needs to be calculated for the rate constants k, for the half-lives, and for activation energy. The errors for the pseudo-rate constants are obtained using the LLS method. Once these are obtained the next step is to calculate the error in the true rate constants. When calculating the error in true rate constant once must apply both the error in the pseudo rate constant and the error in the measurement of volume for the 100 µL syringe as it pertains to the concentration of hydroxide. The error in the syringe is 0.02mL, which for 0.05M NaOH solution leads to an error in concentration of approximately 1Ãâ€"10-3M and 2Ãâ€"10-3M for 0.10M NaOH. Equation 2 is manipulated to solve for the true rate constant. The following equation is used to solve for the error in the true rate constant. equation 6 And when the derivatives are solved is equal to equation 7 And when the numbers are plugged in for the first kinetic run looks like calculation =.08 In other words, the rate constant for the first kinetic run came out to be 3.79 ±.08. Now when calculating the error in the half-life the only thing that has to be taken into consideration is the error in the rate constant, which was just calculated above. Using the same method, equation 5 is solved for half-life, and the error is calculated like so. equation 8 Which after the derivatives are solved is equal to equation 9 And of course after the correct values for example the first kinetic run are plugged in provides calculation = .004 And last but nowhere near least, is the error analysis for the activation energy. With this the error for the true rate constant must again be taken into consideration, and the error for the temperature probe. The error for the true rate constant has already been calculated, while the error for the temperature probe is provided in the lab manual as being  ±0.03K. Taking these into consideration, a very complex process follows. The same process as above was used but involving much more complicated and lengthy derivatives. First equation 3 was manipulated to the following form. equation 10 The derivative of this equation with respect to each variable (T1, T2, K1, and K2) was then taken squared, and multiplied by the square of the respective variables uncertainty. These were added up and the square root was taken as in the above methods. The end result was a calculated error of 2 KJ for the calculated activation energy of 15kJ. Figure 11 Overall this lab was very successful in the use of absorption as a method of monitoring change in concentration. The calculated errors all seem to be about what one might expect. This lab was very analytical outside of one glaring hole. You can see in figure 9 a slight curve in the plot that isn’t found on either figure 3 or figure 6. To me this seems to be because the reactants are heated up to a temperature around 35-36ËšC, but once the chemicals are mixed and placed in the cuvette the temperature is no longer controlled as the reaction takes place for the following seven minutes. Thus, as the temperature falls the rate of the reaction slows, and the pseudo rate constant is lower than it should be. This of course leads to a rate constant lower than it should be, and then the activation energy is affected as well. If I were going to change one thing about the lab, I would try and do something to control the temperature as the reaction persisted. Aside from that, there is little room for error outside of obvious blunders. Conclusion A reasonable value for activation energy was calculated from the data collected in this experiment. There were no major mistakes made in the laboratory, and the calculations all went smoothly. This experiment demonstrated that there are creative ways around difficult problems in the laboratory, such as measuring absorption in place of concentration to follow the progress of a reaction. References- Alberty, A. A.; Silbey, R. J. Physical Chemistry, 2nd ed.; Wiley: New York, 1997. Department of Chemistry. (2013, Spring). CHEMISTRY 441G Physical Chemistry Laboratory Manual. Lexington: University of Kentucky

Introduction to Electricity and Electronics

Introduction to Electricity and Electronics Electricity is a form of energy involving the flow of electrons.  All matter is made up of atoms, which has a center called a nucleus. The nucleus contains positively charged particles called protons and uncharged particles called neutrons. The nucleus of an atom is surrounded by negatively charged particles called electrons. The negative charge of an electron is equal to the positive charge of a proton, and the number of electrons in an atom is usually equal to the number of protons. When the balancing force between protons and electrons is upset by an outside force, an atom may gain or lose an electron. And when electrons are lost from an atom, the free movement of these electrons constitutes an electric current. Humans and electricity Electricity is a basic part of nature and it is one of our most widely used forms of energy. Humans get electricity, which is a secondary energy source, from the conversion of other sources of energy, like coal, natural gas, oil and nuclear power. The original natural sources of electricity are called primary sources. Many cities and towns were built alongside waterfalls (a primary source of mechanical energy) that turned  water wheels  to perform work. And before electricity generation began slightly over 100 years ago, houses were lit with kerosene lamps, food was cooled in iceboxes, and rooms were warmed by wood-burning or coal-burning stoves. Beginning with  Benjamin Franklins  experiment with a kite one stormy night in Philadelphia, the principles of electricity gradually became understood. In the mid-1800s, everyones life changed with the invention of the electric  light bulb. Prior to 1879, electricity had been used in arc lights for outdoor lighting. The lightbulbs invention used electricity to bring indoor lighting to our homes. Generating electricity An electric generator (Long ago, a machine that generated electricity was named dynamo todays preferred term is generator) is a device for converting mechanical energy into electrical energy. The process is based on the relationship between magnetism and electricity. When a wire or any other electrically conductive material moves across a magnetic field, an electric current occurs in the wire. The large generators used by the electric utility industry have a stationary conductor. A magnet attached to the end of a rotating shaft is positioned inside a stationary conducting ring that is wrapped with a long, continuous piece of wire. When the magnet rotates, it induces a small electric current in each section of wire as it passes. Each section of wire constitutes a small, separate electric conductor. All the small currents of individual sections add up to one current of considerable size. This current is what is used for electric power. An electric utility power station uses either a turbine, engine, water wheel, or other similar machine to drive an electric generator or device that converts mechanical or chemical energy to electricity. Steam turbines, internal-combustion engines, gas combustion turbines, water turbines, and wind turbines are the most common methods to generate electricity.

30 Famous Bilingual French Quotes

30 Famous Bilingual French Quotes French quotes are a fun and interesting way to learn some French vocabulary. The quotes below are short, famous, and easy to memorize. The quotations are grouped in sections according to their content so that you can find just the right saying to impress your family, friends, and colleagues- French or American- with your command of this Romance language. Each Fench quote is followed by its English translation as well as the person who made the statement. Right and Wrong Truth, like beauty, may be in the eye of the beholder, but in French, there are many ways to say that you think- actually know- that you are right and others are wrong. Prouver que jai raison serait accorder que je puis avoir tort.Proving that I am right would be admitting that I could be wrong.- Pierre Augustin Caron de Beaumarchais Il ny a pas de verità ©s moyennes.​There are no half-truths.- Georges Bernanos On nest point toujours une bà ªte pour lavoir à ©tà © quelquefois.Being a fool sometimes does not make one a fool all the time.- Denis Diderot Thought and Existence Widely regarded as the father of modern philosophy, Renà © Descartes uttered four famous words- I think, therefore I am.- which are even briefer in Latin, the language he used to create the dictum: Cogito, ergo sum. Descartes motivated humans to begin thinking about the meaning of thought and existence, but other French notables also had interesting things to say on the subject. Je pense, donc, je suis.I think, therefore, I am.-  Renà © Descartes Imaginer cest choisir.To imagine is to choose.- Jean Giono Le monde a commencà © sans lhomme et il sachà ¨vera sans lui.The world began without man and it will end without him.- Claude Là ©vi-Strauss La Raison cest la folie du plus fort. La raison du moins fort cest de la folie.​Reason is the madness of the strongest. The reason of those less strong is madness.- Eugà ¨ne Ionesco Dans une grande à ¢me tout est grand.In a great mind everything is great.- Blaise Pascal Books and Art As one of the countries that helped usher in the  Renaissance  centuries ago, France has also produced many thinkers who have commented on great books and great art. Le livre est lopium de lOccident.Books are the opium of the West.- Anatole France LÅ“uvre dart, cest une idà ©e quon exagà ¨re.A work of art is an idea that someone exaggerates.- Andrà © Gide Les livres sont des amis froids et sà »rs.Books are cold and certain friends.-​  Victor Hugo Le monde est un livre dont chaque pas nous ouvre une page.The world is a book- with each step we open a page.  - Alphonse de Lamartine Un peuple malheureux fait les grands artistes.An unhappy nation makes great artists.- Alfred de Musset Les chefs-dÅ“uvre ne sont jamais que des tentatives heureuses.Masterpieces are never anything else but happy attempts.- George Sand Écrire, cest une faà §on de parler sans à ªtre interrompu.​Writing is a way to talk without being interrupted.- Jules Renard Liberty, Equality, Fraternity Liberty, equality, fraternity is the national French motto. The words marked the  end of absolute monarchy  and  the birth of the sovereign nation  in 1792, after the French Revolution. Not surprisingly, many French thinkers have had plenty to say on the subject. Les Franà §ais sont des veaux.French people are calves.- Charles de Gaulle On nous apprend vivre quand la vie est passà ©e.They teach us to live when life is past.- Michel de Montaigne La libertà © est pour la Science ce que lair est pour lanimal.Liberty is to science what air is to animals.- Henri Poincarà © Tous pour un, un pour tous.All for one, one for all.  -  Alexandre Dumas Un homme seul est toujours en mauvaise compagnie.A lone man is always in poor company.- Paul Valà ©ry Miscellaneous Thoughts Many French sayings dont fit neatly into any single category, but they are thought-provoking, nevertheless. Je me sers danimaux pour instruire les hommes.I use animals to teach men.-  Jean de La Fontaine La science na pas de patrie.Science has no homeland.- Louis Pasteur Tout commence en mystique et finit en politique.Everything begins mystically and ends politically.- Charles Pà ©guy Plus loffenseur mest cher, plus je ressens linjure.The more dearly I hold the offender, the more strongly I feel the insult.- Jean Racine Être adulte, cest à ªtre seul.To be an adult is to be alone.- Jean Rostand On ne voit bien quavec le coeur.We see well only with the heart.- Antoine de Saint-Exupà ©ry Lenfer, cest les autres.Hell is other people.- Jean-Paul Sartre vaillant coeur rien dimpossible.For a valiant heart nothing is impossible.- Jacques Coeur Dis-moi ce que tu manges, je te dirai ce que  tu es.Tell me what you eat and Ill tell you what you are.- Anthelme Brillat-Savarin Va, je ne te hais point.Go, I dont hate you.- Pierre Corneille​

Analysis of the Effects of Modernism and Post-modernism on Management Practice Essay Example for Free

Analysis of the Effects of Modernism and Post-modernism on Management Practice Essay The concepts â€Å"modem† and â€Å"post-modern† have become common currency in intellectual debates regarding organizational theory. Within such debates, the postmodern is perceived as an epoch, a perspective, or an entirely new paradigm of thought (Callas 1999, p. 649). Such a conception of the aforementioned term stems from its rootedness in the conception of the modern. Chia (1995) notes that what distinguishes the postmodern from the modem is â€Å"a style of thinking which eschews the uncritical use of common organizational terms such as ‘organizations’, ‘individuals’, ‘environment’, ‘structure’, and ’culture’, etc† (p. These terms refer to the existence of social entities and attributes within a modernist conception of organizational cultures. The rationale behind this lies in the ontological conception of being which privileges thinking in terms of discrete phenomenal states, static attributes and sequential events. As opposed to such an ontological conception of reality, the postmodern stands as the champion of weak forms of ontology that â€Å"emphasize a transient, ephemeral and emergent reality† (Chia 1995, p. 579). If such is the case, it thereby follows that a postmodernist perspective of reality adheres to thought styles wherein reality is deemed to be continuously in flux and transformation and hence unrepresentable thereby impossible to situate within a static conception of reality. Within the sphere of organizational management, an adoption of a post-modernist perspective of reality thereby leads to a rethinking of the modern conceptions of organizations since adherence to postmodernist perspectives lead to the de-emphasis on organizations, organizational forms and organizational attributes. Such a conception of reality, however tends to emphasize the importance of local forms of organizational methods, which collectively define a social reality. In a sense, the shift from a modern to a postmodern conception of organizations thereby leads to the re-definition of existing ontological conceptions of reality that determine the various forms of intellectual priorities as well as theoretical stipulations in the study and conception of organizations. In lieu of this, this paper’s will provide a contextualization of the implications of such perspectives within organizational structures. The analysis of such will be determined through the analysis of the effects of such perspectives in relation to management practices. An example of the application of the postmodernist perspectives within the field of organizational theory is evident in the Foucauldian analysis of human resource systems. Edward Baratt (2003) notes that a Foucauldian conception of organizational structures has enabled the formation of â€Å"a conceptual architecture and a method for exploring and problematizing Human Resource Management† (p. 084). Baratt notes, a Foucauldian conception of organizations has enabled the formation of conditions wherein all members of an organization may engage in â€Å"the practice of critical truth telling† (p. 1085). The importance of such may be fully understood if one considers its effects in relation to the two dominant paradigms that dictate Human Resource Management discourse: managerialist and critical evaluative positions. Jacques (1999) notes, â€Å"Managerialist and critical evaluative positions in binary opposition to each other constitute the main sites from which we can speak academically about HRM† (p. 200). The distinction between the two positions are evident if one considers that in one line of argument has been an emphasis on the production of an enterprising subject dependent on practices designed to engage an employee’s psyche. The possibility of such lies in the formation of managerial practices that opt for the continuous subjectification of the subject [in this sense the employee]. Within such managerial practices, the subject is placed within various forms of practices of subjectification that leads to the development of different form of competencies that further lead to the continuous embeddedness of the subject within the organization. The difficulty within such a managerial method lies in its creation of a fabricated subject. The pragmatic aspect involved within such a method, however, may be traced to its ability to create productive subjects [productive employees]. As opposed to such a totalizing form of managerial methodologies, alternative arguments [of the postmodernist kind] emphasize the possibility of enabling the co-existence and interrelationships between human resource technologies of the self and other disciplinary practices specifically those situated within the grounds of technological and accounting controls (Baratt 2003, p. 1084). A popular theme of such methodologies gives emphasis on the intensification and sophistication of surveillance and control method [through technological and accounting measures]. Within these method, management methods are thereby perceived as enabling the formation that determine the relationships within the workplace by taking control of indeterminate relationships [amongst the members of the workplace] through the imposition of increase surveillance methods that â€Å"impose order on the inherently undecidables† conditions of the workplace. Such a methodology thereby adheres to a postmodernist conception of human relations and social reality as it opts to clarify the indeterminate variables within organizations through the use of â€Å"effective instruments for the formation and accumulation of knowledge-methods of observation, techniques of registration, procedures for investigation and research, apparatuses of control† (Foucault 1980, p. 102). Within such a scheme, the function of management systems [and hence of managers] lies in ensuring the maintenance of â€Å"the precarious local orchestration of material, technical and social relationships which give rise to relatively stabilized configurations† (Chia 1995, p. 601). The heads of the management of organizations, in this sense, are thereby tasked with ensuring the implementation as well as the continuous development of more efficient production practices within the surveillance scheme of management systems. Analytic evaluation schemes used in forming job evaluations will thereby be created so as to ensure the ordering of a population. Managerial positions, in this sense, may be seen as the roles that enable the implementation of the surveillance scheme that enables the continuous effectiveness of a human resource management system. In summary, the effects of the tenets of both modernism and postmodernism are evident within the workplace [or within organizational theories of management and hence management itself] as they influence the historical means of constructing the relations within the workplace. The modernist conception, which perceives reality as bound by static relations, failed to account for the indeterminate variables resulting from the complexity of power relations within the workplace. Such a complexity, however, was accounted for by a postmodernist perspective of organizations due to its recognition of the fluidity of social relations as a result of their embeddedness within the discourse of power and knowledge that define the conditions within any sphere [in this context the public sphere]. Within the field of Human Resource Management, the construction of knowledge operates through rules of classification, ordering, and distribution evident in the definitions of activities and the formation of rules of procedure, which determines a particular institution’s management discourse. The importance of postmodernist perspectives lies in its promise of the possibility of autonomy within such a predefined and hence rigid sphere. The possibility, in this sense, may be attained through enabling the co-existence and interrelationships between human resource technologies of the self and other disciplinary methods. In line with the postmodernist [specifically Foucauldian discourse], the postmodernist has thereby enabled the development of Human Resource Systems and hence Management systems that enable the formation of an understanding regarding the means in which various individuals may be formulated so as to create a system which allows the creation of objectivity amidst the grounds of subjective wills. Analysis of the Effects of Modernism and Post-modernism on Management Practice. (2017, Feb 06).

Ecosystem Succession Paper Essay Example | Topics and Well Written Essays - 750 words

Ecosystem Succession Paper - Essay Example These areas are places that have been damaged by destructive events, such as fires, and have been cleared of existing vegetation, such as trees. 1b. Biotic components are the living things that form the environment, such as predators, while abiotic components are the non-living things in an organism’s environment, such as temperature and light. These components can change the equilibrium of the ecosystem in the sense that the ecosystem can only function as a whole, and not in parts (â€Å"Biotic†). The biotic components of an environment, whether they be prey or predator, factors into what organisms are currently dwelling in that area and which one is the dominating species. If a certain species were to become endangered or extinct, the ecosystem would be thrown off-balance as it would now be missing both a predator and a prey. Furthermore, if the abiotic factors change, damage can also be done to the ecosystem. If the temperature in a hot, dry area suddenly changes to cold and wet, the organisms that have grown accustomed to the hot climate will not be able to strive with the changes, as they were not created to tolerate it. These factors will greatly, and negatively, affect the biotic factors, throwing off the entire ecosystem. If the ecosystem is not balanced, it cannot survive. 2b. The natural cycle of progression in an ecosystem involves the need for things to grow and then die so that new life can feed off the old life (BioScience). The old organisms need to give way to allow new organisms – whether they are of the same species or not – to grow and to strive. Just as with any aspect of any life, life comes from death; it strives off of what was previously there and makes a new environment for itself. If a new organism appears, it can offer new environmental components to its surroundings. 3b. Some of the mechanisms that can help an ecosystem’s recovery from a

Schizophrenia and Recent Research Essay Example | Topics and Well Written Essays - 500 words

Schizophrenia and Recent Research - Essay Example Negative symptoms: which represent a loss or a decrease in the ability to initiate plans, speak, express emotion, or find pleasure in everyday life. These symptoms are harder to recognise as part of the disorder and can be mistaken for laziness or depression Cognitive symptoms (or cognitive deficits): which are problems with attention, certain types of memory, and the executive functions that allow us to plan and organise. Cognitive deficits can also be difficult to recognise as part of the disorder but are the most disabling in terms of leading a normal life" (NARSAD, 2006) It has been reported that "psychiatric researchers at The Zucker Hillside Hospital campus of The Feinstein Institute for Medical Research, including NARSAD-supported and affiliated scientists, have uncovered evidence of a gene that appears to influence intelligence" (NARSAD, 2006). This discovery means that the genes that are associated with the cognitive impairment caused by schizophrenic sufferers, has been mapped to the "dysbindin-1 gene (DTNBP1)" (NARSAD, 2006). Dr. Katherine Burdick will be reporting in the May 15 print issue of Human Molecular Genetics, that "a robust body of evidence suggests that cognitive abilities, particularly intelligence, are significantly influenced by genetic factors. Existing data already suggests that dysbindin may influence cognition" (Burdick, 2006). There is also evidence found by Lipska, Law, Weinberger, Kleinman, (2006) in

Animal Behavior on their Natal Territory Assignment

Animal Behavior on their Natal Territory - Assignment Example The reproductive success of a female mammal depends on a few factors such as safe territory, brood feeding area, and resources such as food availability (Stockley & Bro-Jorgenson, 2011, pg344). The male members of the mammalian species, on the other hand, wander far away from the nest in search of possible female mates who defend their own territories. Thus, we can say that the reproductive success among mammals depends largely on its female members. However, males of avian species are the ones that remain on or near the natal territory since in case of birds it is the quality of the† habitat that the male defends that determines the reproductive success† (Hill,1988,p379). Reproductive success among avian species depends on the male members and on the provisions available for the brood and attraction of female birds in the territory defended by the males. Therefore, remaining within or near the natal territorial range in case of male birds is more beneficial since they are able to attract females while in case of mammal males, remaining near natal territory is not beneficial since the reproductive success depends solely on the female members of mammalian species. 2.In  their  classic  paper  on  mating  systems,  Steve  Emlen  and  Lew  Oring  suggested  that  two  ecological  factors  could  promote  the  evolution  of  monogamy:  a  high  degree  of  synchrony  in  reproductive  cycling  within  a  population  and  a  highly  dispersed  distribution  of  receptive  females.  Try  to  reconstruct  the  logic  of  these  predictions  and  then  make  counterarguments  to  the  effect  that  synchronized  breeding  could  facilitate  the acquisition  of  multiple  mates  while  a  relatively  dense  population  of  receptive  females  might  actually  promote  monogamy.  

The Professional Health Educator in the 21st Century Essay

The Professional Health Educator in the 21st Century - Essay Example Essentially the health educator can be defined as the facilitator of disease prevention and promotion of healthy lifestyles by way of knowledge and behavioral change. The profession of health care educator exposes the working professional to inter-disciplinary preventative healthcare research and literature. Disciplines incorporated into the profession of health education include biology, physiology, psychology, sociology, education, community services and research methodology. As a science, health educator science is dynamic and continuously developing from previous knowledge. As such, the health educator is required to take part in at least four years of academic training at an approved institute. And although there is no global consensus as to the optimal length of training, health educator students are expected to complete their Bachelor's Degree in Health Education or Health Promotion to be able to practice. As well, the health educator professional has the responsibility to continue their education through professional development courses. This may entail attending workshops and seminars, professional organization meetings, or adding to the ir academic achievements within the formal context of the university. The health educator professional is expected to access to numerous journals and other literature so as to be aware of the changes of knowledge and practices within their discipline.In these ways, members of the public can be assured that the services provided by the health educator are of a very high standard. Their academic studies have focused on concepts of attitude and lifestyles behavior and so the professional health educator can deliver a unique service to the community. Also, in order for the health educator to be accepted as a member of a professional body it is necessary that they demonstrate a high level of proficiency of selected competencies. These competencies have been developed within a Framework for the Development of Competency-Based Curricula for Entry-Level Health Educators.At the national level, professional health educators are contributing to the shaping of legislation in regards to preventa tive health care services. Health educators contribute to legislative changes by way of lobbying or debating government decisions and approaches, either as individuals or as a professional group. Such changes highlight the importance of belonging to a professional organization of health education, as often changes sought are in regards to the profession itself, and the overriding body can lobby for changes to legislation that ensure the optimum standards of pay and working conditions and opportunities for its members. The professional organization, such as the National Commission for Health Education Credentialing Inc (NHEC), the Society for Public Health Education (SOPHE), or the American Association for Health Educators (AAHE), are comprised of members who have been awarded certification of achieving a high level of competencies at university. And it is the professional organizations that determine the standards that must be obtained in order to become a member. Thus, there is little room for lay control from those

Economics Essay Example | Topics and Well Written Essays - 2000 words - 16

Economics - Essay Example The UK economy has undergone through very critical evolutionary steps in the 1980s through the implementation of Gower report and the enactment of the subsequent 1986 financial services act (Ellwood, 2002, 565-594). It is acknowledged that these changes are responsible of many developments that the economy has had throughout the late 20th century and the subsequent years in 21st century. This paper therefore focuses on analyzing the critical role that financial services sector play within the UK economy after the Gower report and the financial services act in the late 20th century and subsequent enactment of FSAct in 1986. The Gower report established a platform through which the UK financial sector can provide insights, financial services as well as advise to investors both locally and at the international front. The financial sector specializes in services such as finance and accountancy, banking, financial planning, insurance as well as pension and investments. Over the years that followed the 1980 Gower report, the United Kingdom has moved from the state of passive sale and display of manufacturing produce to become a leading determiner of what is manufactured as well as consumed. The financial services sector shifted the attention of services provide towards retailing and wholesaling industries within the country. Moreover the enactment of the 1986 financial act has been pointed out to have contributed towards increased regulation and compliance requirements within the sector (Llewellyn, 1999, p. 309-316). The importance of such regulation cannot be overlooked as it has the main aim geared toward s consumer protection. Through the act, the industry has been streamlined towards effectiveness in service delivery through overcoming information asymmetry between the service providers and the customers. The importance in regulation is also based on the reason that many institutions are

Animal Behavior on their Natal Territory Assignment

Animal Behavior on their Natal Territory - Assignment Example The reproductive success of a female mammal depends on a few factors such as safe territory, brood feeding area, and resources such as food availability (Stockley & Bro-Jorgenson, 2011, pg344). The male members of the mammalian species, on the other hand, wander far away from the nest in search of possible female mates who defend their own territories. Thus, we can say that the reproductive success among mammals depends largely on its female members. However, males of avian species are the ones that remain on or near the natal territory since in case of birds it is the quality of the† habitat that the male defends that determines the reproductive success† (Hill,1988,p379). Reproductive success among avian species depends on the male members and on the provisions available for the brood and attraction of female birds in the territory defended by the males. Therefore, remaining within or near the natal territorial range in case of male birds is more beneficial since they are able to attract females while in case of mammal males, remaining near natal territory is not beneficial since the reproductive success depends solely on the female members of mammalian species. 2.In  their  classic  paper  on  mating  systems,  Steve  Emlen  and  Lew  Oring  suggested  that  two  ecological  factors  could  promote  the  evolution  of  monogamy:  a  high  degree  of  synchrony  in  reproductive  cycling  within  a  population  and  a  highly  dispersed  distribution  of  receptive  females.  Try  to  reconstruct  the  logic  of  these  predictions  and  then  make  counterarguments  to  the  effect  that  synchronized  breeding  could  facilitate  the acquisition  of  multiple  mates  while  a  relatively  dense  population  of  receptive  females  might  actually  promote  monogamy.  

Economics Essay Example | Topics and Well Written Essays - 2000 words - 16

Economics - Essay Example The UK economy has undergone through very critical evolutionary steps in the 1980s through the implementation of Gower report and the enactment of the subsequent 1986 financial services act (Ellwood, 2002, 565-594). It is acknowledged that these changes are responsible of many developments that the economy has had throughout the late 20th century and the subsequent years in 21st century. This paper therefore focuses on analyzing the critical role that financial services sector play within the UK economy after the Gower report and the financial services act in the late 20th century and subsequent enactment of FSAct in 1986. The Gower report established a platform through which the UK financial sector can provide insights, financial services as well as advise to investors both locally and at the international front. The financial sector specializes in services such as finance and accountancy, banking, financial planning, insurance as well as pension and investments. Over the years that followed the 1980 Gower report, the United Kingdom has moved from the state of passive sale and display of manufacturing produce to become a leading determiner of what is manufactured as well as consumed. The financial services sector shifted the attention of services provide towards retailing and wholesaling industries within the country. Moreover the enactment of the 1986 financial act has been pointed out to have contributed towards increased regulation and compliance requirements within the sector (Llewellyn, 1999, p. 309-316). The importance of such regulation cannot be overlooked as it has the main aim geared toward s consumer protection. Through the act, the industry has been streamlined towards effectiveness in service delivery through overcoming information asymmetry between the service providers and the customers. The importance in regulation is also based on the reason that many institutions are

E-Business and Intellectual Property Essay Example for Free

E-Business and Intellectual Property Essay Patents need to be protected in order for a company to have an advantage in a very competitive market. The Internet revolution has seen a massive increase in the long distance purchases made by consumers, as geographical barriers is no longer as important as they were. Protection is needed for those businesses who conduct business in ways other than in person. A type of industrial property protection can basically be called patents. This type of protection is used to stimulate the innovation and design of new technology. It basically protects the investments made to develop new technology. Patent protection is usually given in terms, mainly about 20 years. In the article E-Boom or E-Bust? Business Method Patent and The Future of Dotcommerce, the authors argue that State Street Bank v. Signature Financial Group caused a rush upon the U.S. Patent and Trademark Office (PTO). The evidence clearly supports such an argument. Before this State Street Bank business methods were unpatentable due to a judicial exclusion of methods of doing business. However, the court in State Street Bank, laid this exception to patent law to rest in 1998 stating that data structures encoded in computer memory constitute patentable subject matter (Marsden Huffman, 2000, p. 18). This had to cause a rush on the PTO. A whole new area of commerce had become available to patent protection; a rush would be the only term sufficient to define the number of patent applications that would descend on the PTO. The authors next argue that the Internet explosion also was affected by the courts finding in State Street Bank. The Internet revolves around commerce. Most sites have a way of generating money, whether producing revenue is from one-stop-shopping or advertising. Many of these sites have used or will use business methods that are patentable because of the State Street Bank decision. Companies only gain when they patent their internet business methods. The third argument concerns the value of the patent. According to Marsden and Huffman,As long as the patent applicant does not overreach by seeking claims so broad that they ultimately render the patent invalid in view of the prior art it can pursue broader and stronger patent rights under the new paradigm  of business method patenting than it would previously have expected (p. 19). They argue that a valid patent has three forms of value. The first form is offensive. This allows for the enforcement of a patent against infringers. If one has the power to make another stop use of an invention, it has control over that invention. The second form of value is defensive. Thus, it deters others from using invention, because of the patents existence. And the third form of value created by a patent is value in the financial market. Companies are better able to find financial backing when they are legally able to protect their property. The clearest support of the financial market theory is based upon the fluctuation of stock prices based on valid patents gained or patents lost due to invalidation. The fourth argument the authors address is the benefits and drawbacks of the broad patent rights. Clearly, the owners of a patent have a benefit. Others believe that broad business method patenting creates a burden on free commerce. The criticisms fall into one of three categories: patents in these fields will create barriers to commerce and innovation that outweigh the purported good of such patents; patents are being issued for trivial or obvious advances, or that are clearly anticipated by prior art; and PTO patent examining resources are inadequate to police the patenting process properly. The PTO responded to the criticism by making reforms that some feel will not change a thing. They have required such things as additional training, a new training manual, and special training as to prior art. The authors think to determine the benefits of these changes are too soon. They also believe that the area is too important to wait for public policy debates to determine the answer. The PTO must continue to issue patents while the answers are found. Then the PTO can make appropriate adjustments. The State Street Bank decision changed the way patent lawyers viewed business methods. Before, a lawyer would not even consider a patent application for a business method. But after 1998, business methods became patentable. This had to change the way patent law was practiced and the number of patent  applications made to the PTO. This argument naturally flows into Internet applications. It seems natural that patent law should provide protection for those holding patents. After reading this article, the three ways that a patent provides value for the holder, seem clear. It gives one the right to sue for infringement, provides others notice they have the patent, and turn an intangible idea into real property. The authors do not take a stand on whether they consider the current patent laws to be a benefit or a drawback. I personally think that the most benefit can be gained by over-granting patents rather than turning down patent applications. I would rather the PTO grant a patent, and it later be invalidated due to prior art, than it be denied out of hand. I suppose this argument essentially creates a company policing policy. But it would be necessary to sue if a company needed use of the patented invention. In areas such as business methods and software where changes occurs everyday, I think that there would probably be an alternative method. Companies would have to determine the importance of the invention to them, before they decided to sue. Patent law provides protection to E-business for their website operations, interfaces, financial management, transactions, and advertising. For an E-business to jeopardize its ability to file for a patent is not very easy. Obtaining a patent and reasons for obtaining one is a process that has to be very clear and precise. The E-business has to show just cause and information in order to obtain the patent. Reference: Marsden, W.J. and Huffman, J.A. (2000). E-Boom or E-Bust? Business Method Patent and The Future of Dotcommerce. Pp. 18-22, 28-29. Retrieved on February 28, 2008 from http://delawarebarfoundation.org/delawyer/Volume18_Number4_Winter2000-2001.pdf

Impact of Offender Stigma and Discrimination

Impact of Offender Stigma and Discrimination Does stigmatising offenders cause more harm than good? Discuss In the study of deviant behaviour, sociologists have explored the effects of society’s perceptions on deviants in a school of thought popularly known as ‘Interactionism’. Deviant behaviour, explained from this perspective, is more a result of how society deals with the deviant individual, rather than a result of the individual’s unique characteristics or background. The labelling theory put forth by interactionists, thus argues that an offender’s deviant ways is not due to his or her own deviance but due to the external stigma faced by the individual. This essay will argue that stigmatising offenders causes more harm than good for the following reasons. Firstly, stigmatising offenders can lead to re offending. Secondly, stigmatising can affect the self-esteem of an offender. Thirdly, stigmatising can also result in the unintended consequence of causing stress and social isolation for the family of the offenders. Fourthly, this essay will discuss and further refute the idea of stigma acting as deterrent to crime. Lastly, stigma will hinder an offender from re integrating and contributing back to the society. This essay will highlight society’s influence in the understanding and portrayal of deviance and will discuss the consequence of this on rule- breaking individuals. Furthermore, it will include examples and various sociological theories to justify the impacts of stigmatising offenders. The definition of stigma used in this essay would be that of Goffman’s(1963) who defines stigma as ‘the situation of the individual who is disqualified from full social acceptance.’ Merton (1948) introduced the concept of the ‘self-fulfilling prophecy’. This begins with a false conception of the situation evoking a new behaviour making the original false conception come true. (Merton, 1948) This can be used to explain how society stigmatising offenders can cause more harm than good as the stigma can result in a self-fulfilling prophecy being created by the offenders. Where an individual has committed a deviant act, they will be stigmatised and cut off from ‘participation in more conventional groups’. (Becker 1963). Becker attributes the further development of deviant behaviour to the stigma faced by the individual which thus results in the individual’s inability to lead an ‘ordinary routine life’. The individual is further given an ‘outsider’ status. When this occurs, the individual internalises the idea of him or her being a deviant. This will propel the individual to act deviantly to upkeep societyâ₠¬â„¢s stigma of him resulting in secondary deviance. The secondary deviance thus causes more harm than good as it will only result in the reoffending of an offender. It can thus be derived from the above that self-fulfilling prophecy which originates from stigma will result in re offending, thus causing more harm than good. This is evident in the UK with regards to the Anti-Social Behaviour Orders (ASBOs). ASBOs are intended to protect the public from anti-social behaviour that is likely to cause harassment, distress or alarm. In 2013 however, it was found that 73 % of the offenders had breached their orders. A possible explanation for offenders who had breached their orders could have acted in this way to conform to society’s expectations of them by unconsciously adopting the self-fulfilling prophecy. This thus causes more harm than good as it has also resulted in offenders regarding ASBOs as a ‘badge of honour’. (Squires and Stephan, 2005) thus living up to society’s expectations of them. Stigmatising offenders can also cause more harm than good as it can lead to the ‘dramatization of evil’ (Tannenbaum, 1938). This can have potentially lasting implications on the behaviour in children, thus causing more harm than good. The process of dramatization of evil involves the shift from an act being defined as evil to the individual becoming seen as evil. For example when a child has committed a criminal act he or she will be separated from other children and will then will be tagged. This evil is then further dramatized by treating the individual the way society thinks the individual should be treated. The individual is recognised as being different from others who are considered ‘normal’. Tannenbaum (1938) describes this process one of â€Å"tagging, defining, identifying, segregating, describing, emphasizing, making conscious and self-conscious.† This inaccurate label that stigma can impose on an individual results in the social exclusion of the individual. This cause more harm than good because the offender will now associate himself with other deviants ( Heimer and Matsueda, 1992) and this could further lead to deviance amplification ( Lermert, 1967) Recently, Injunction to Prevent Nuisance and Annoyance (IPNA) bill was the subject of debate, with the House of Lords rejecting this bill. The intention of the bill was to replace ASBOs. The IPNA in my opinion, is a reflection of ‘dramatisation of evil’ as, it can result in many unassuming juveniles being caught by it which can trigger the possibility of the juveniles seen as delinquent rather than the act alone. This will thus cause more harm than good. It should also not be passed as this could lead to children being considered offenders for petty crimes. This will breed a new generation offenders from such a young age. Stigmatising offenders can result in a lack of self-esteem in offenders. This is explained by symbolic interactionism. The symbolic interactionist view holds that the stigma faced by offenders would affect the way they perceive themselves and this in turn will affect their future behaviour(Blumer, 1969) , causing more harm than good. Cooley (1922) states that one’s perception is formed through the â€Å"looking glass self†. An individual thus will shape their self-concepts based on their understandings of how they are being perceived. With regards to offenders their self perception and esteem is thus based on what is reflected of them in society. An offender will thus have a low self esteem as what is reflected of them is likely to be poor. This reflects how crucial society’s perceptions of offenders are as it can reduce the offender’s esteem where they are negatively perceived. Having a low self-esteem will result in the failure of the offender to move past his mistakes. However, it is impossible to completely blame society for an individual’s actions at the end of the day. Deviants are not always ‘thrust’ with the label of offenders. Offenders could have actively seeked the label be joining certain groups. (Ackers, 2007) Also, Lemert (1967) argues that offenders who have committed secondary acts of deviance do not necessarily commit crimes just because of the stigma they face. There are instances where offenders are able to brush off the stigma, and in other instances even become oblivious to the stigma. The idea of whether stigma discourages offending behaviour and thus acts as deterrence to crime, has indeed been a contentious issue. (Williams and Hawkins, 1992; Tittle, 1980; Grasmick and Bursik, 1990; Zimring and Hawkins, 1973; Andeneas, 1974; Nagin and Paternoster, 1994). Becker (1955) in his study; Marijuana Use and Social Control; observed that the stigma attached to marijuana users as ‘unproductive criminals’ acts as a deterrent to individuals who intend on using the drug. This is supported by the observations of Cohen, who noted that there are certain roles which people actively resist, such as the label of alcoholic or drug addict. Cohen observes that people would avoid subjective identification with these negative labels even when they have been identified with them, trying to limit the visibility of these roles or to emphasise that these are secondary characteristics of their sense of self. Similarly, stigmatising offenders, can work as a deterrent as potentia l first time offenders would not want to be labelled or stigmatised. The certainty of stigma derived from punishment of a crime deters an offender more than the severity of the punishment. (Nagin, 1998). From an economic view point, a key advantage of stigma is that it is a deterrent with no cost involved. (Rasmussen, 1996) This could thus reflect the benefits that stigmatising offenders has. Whilst stigma acts as a deterrent and thus causes more harm than good, it also has some limitations. Firstly, where the stigma is huge, and the offender has no way of hiding it or shedding it, the stigma will be counterproductive to deterrence and will instead amplify the offender’s misconduct. Secondly, research has also shown the stigma might have little effect of already stigmatised ex-convicts, and can possible drive the ex-convict to commit more crimes (Funk, 2004). Having taken into account the advantages of stigma being a deterrent to crime, and the limits to this, this essay argues that whilst stigmatising offenders is good as it helps to deter potential new offenders from committing crime to avoid the stigma that other offenders already face. Offenders are not the only ones to face the stigma and the possible effects of it. Stigma also has broad effects on their families who suffer stress from stigma and also possibly social isolation. This especially holds true for the families of offenders in prison, where the stigma is borne by a host of non-offenders as well. (Thompson, 2008) Where the families of prisoners come from areas that are ‘disproportionately victimized by crime’, the stigma they face is a lot greater. Children of serious offenders suffer secondary stigma, which is related to the idea of ‘contamination’. (Condry, R. and Boswell and Wedge) Condry states that this stigma could be long lasting and serious. 3 It has been established that the stigma society holds of offenders have a significant impact on their livelihood and their abilities to re integrate into society. This is proven by the failure of ‘disintegrative shaming’ which is adopted by many countries which will make an offender still feel like a criminal, and prevent him from re integrating into society. Mc Alinden (2005, 2007) argues that disintegrative shaming stigmatises offenders which thus results in the ostracism from their respective communities. This in turn may result in violence directed towards the offenders. This was evident in the brutal slayings of two sex offenders in Maine in 2006, where the addresses were obtained via the sex registry. This sparked debate in the US as to whether an online sex registry (and thus shaming the sex offender) was necessary. Furthermore, this form of disintegrative shaming will hinder an offender’s employment opportunities and re-entry into the community. This knowledge has contributed to an alternative method of combating certain deviant behaviour, such as juvenile delinquency, known as ‘Reintegrative Shaming’. This method has been analysed by Braithwaite and Mugford. Central to this process is the condemnation of the deviant act, while reintegrating the individual into regular society. A conference is conducted between the deviant, the victim and the deviant’s family, with a neutral coordinator. The deviant is forced to hear the victim’s side of the story, and is shamed in front of his family. He is given the opportunity to apologise and is in turn forgiven, hence reintegrated into society.(McAlinded, 2005 , Makkai and Braithwaite 1994). Braithwaite notes that the most important elements for this method to work are that the actor and the act must be decoupled, so that it is the act which is criticized, not the actor. Petrunik (2002 : 56) that re integrative shaming allows a sex offender to ‘redeemâ⠂¬â„¢ himself/ herself whilst under the scrutiny of the community concerned. Braithwaite identifies Japan as a country with much lower crime rates because the communitarian values that are upheld in Japan enable re integrative shaming to be successfully applied. Further examples of successful re integrative shaming would include New Zealand where juvenile delinquency is dealt with by family group conferencing. Re integrative shaming will also allow the offender to contribute to society, (Braithwaite, 1989, McAlinden 2005). It must be noted that re integrative shaming should not be seen as a softer option to conventional punishments as it can also be degrading and hurtful. There are however certain shortcomings to re integrative shaming. They are that both the victim and the offenders have to be present. McAliden finds that where the participation of offenders is forced upon them, the programme is futile. Where offenders voluntarily involve themselves, the programme is more effective. (McIvor 1992; McLaren 1992; McGuire 1995). Furthermore, forcing victims to participate could lead to victimization and disempowerment. Moreover, the process is often met with controversy, particularly with ‘gendered and sexualised violence’. (Hudson, 2002). â€Å"Disintegrative shaming† on the other hand, labels and stigmatises offenders, ostracises them from the local community and may result in violence directed towards offenders. Mc Alinden (2005, pg 380), in support of Braithwaite’s disintegrative shaming practices in the form of coercive criminal justice responses will not deter offenders, protect victims or make significant reductions in recidivism levels except in the short term. The difference between reintegrative and disintegrative shaming is not in the quality of the shaming, but in its aim and in the processes that follow. However, my view is that such a process shows the deviant that he is no longer ostracised by other members of society. After the apology, he is forgiven by all, including the victim. This eliminates the sense of alienation which was identified earlier as the central cause for amplification of the deviant behaviour. However this process may not work well for perpetrators of serious crimes or for adults, who may not be as open to such a process as juveniles.