Saturday, August 31, 2019

Alcoholism and Theme Jake Doesn

The Sun Also Rises Quote Literary Element Commentary can't get away from yourself by moving from one place to ) conflict Jake is trying to explain that you can't find happiness by moving to another place. You have to find happiness within yourself wherever you may be in life. â€Å"l mistrust all frank and simple people, especially when their stories hold together† (12) theme Jake doesn't trust the ones who are upfront and real because he is so used to seeing everyone who is fake. â€Å"This is a good place,† he said. There's a lot of liquor,† I agreed. † (19) characterization From having a hard life, Jake has seem to fallen on alcohol to heal the wounds throughout his life. He is always drinking and being drunk during the story. â€Å"No, I don't like Paris. It's expensive and dirty. † (26) setting Here George explains to Frances how she doesn't like Paris for it is too expensive. Since this book Is placed In the sass's. Everywhere at this time was e xpensive because of WWW â€Å"l was a little drunk.Not drunk in any positive sense but Just enough to be careless. † (29) theme Jake refers to being drunk and he mentions It can be positive. The characters In this kook drink like it essential to living and that it is a great thing. â€Å"He looked a great deal as his compatriot must have looked when he saw the promised land†¦. He had that look of eager. Deserving expectation. † (29) characterization Cohn was looking at Brett because he thought she was absolutely stunning and he had hopes of being with her. â€Å"Couldn't we live together, Brett?Could we Just live together? † â€Å"l don't think so. I'd just trooper you with everybody. † (62) conflict Jake and Brett want to be together but Brett can't live with Sake's disability and she says that she would always cheat on Jake if they did live together. Never fall in love? † â€Å"Always,† said the count. â€Å"l am always In love. † (67) The count says he is always in love, this points out the fact that he is a hopeless romantic and it could also mean he Is not happy with himself so he seeks love to compensate. Friends,† said Mike. â€Å"l had a lot of friends. False friends. Then I had creditors, too. Probably had more creditors than anybody in England. † (141 ) theme Mike has lost all his money from having fake friends. HIS friends were only his friends because of his fortune and wealth. â€Å"Don't you know you're not wanted? † (146) Mike says this to Jake and It shows that Mike Is someone who has no filter on what they say. Whatever he thinks, he says. Under the wine I lost the disgusted feeling and was happy.It seemed they were all such nice people. (150) theme lake uses alcohol to mask his telling an like he wants to believe they are. That his trends aren't nice † ‘Oh, Jake,' Brett said, ‘we could have had such a damned good time together. ‘ ‘Yes,' I sa id. ‘Isn't it pretty to think so? ‘ † (251) conflict Brett and Jake wish that the could be together but they know they can't. If it wasn't for lake's impotence, then they could have a great life together.

Friday, August 30, 2019

Little Falls Hospital

For the past six months, Lydia, who is paralyzed from a car accident and can only communicate through nodding her head, has been receiving life sustaining support from the staff at Little Falls Hospital. It is uncertain if Lydia is able to understand any information about her current situation and is able to make any decisions for herself. Lydia prepared an advance directive before the accident, but the advance directive cannot be located. There are two laws that can be taken into account for this situation, the New York Health Care Proxy Law and the New York’s Family Health Care Decision Making Act (FHCDA).Under the New York Health Care Proxy Law, Lydia’s husband, Mr. Bevins, who is her legal guardian, which also makes him the surrogate decision maker under the New York Health Care Proxy Law, has the legal right to make the decisions on her health care in her behalf. Being respectful of his wife’s wishes, Mr. Bevins is asking that the life sustaining support be withdrawn. However, Lydia’s mom, Eileen Redfield, believes that her daughter has a chance to recover and does not support Mr.Bevins’ decision. New York’s Family Health Care Decision Making Act (FHCDA) â€Å"establishes the authority of a patient’s family member or close friend to make health care decisions for the patient in cases where the patient lacks decisional capacity and did not leave prior instructions or appoint a health care agent. This â€Å"surrogate† decision maker would also be empowered to direct the withdrawal or withholding of life-sustaining treatment when standards set forth in the statute are satisfied.†With Mr. Bevins being the appointed guardian, it gives him the right to make the decisions on his wife’s behalf. Since there is uncertainty as to whether Lydia can make her own decisions, the doctors would have to confirm that Lydia is no longer capable of making decisions for herself before this right can be enacte d.It is critical that the physician determines whether Lydia is incapacitated and that her treatment is ineffectual before any life support decisions can be made. If it is found that Lydia is capable of making her own decision, she would need to give informed consent for any procedures or withdrawals of treatment. When the physician determines that Lydia is incapacitated and that treatment is ineffectual, there are three options to consider. The first option would be to continue with the current active treatment

Thursday, August 29, 2019

Buddhism and Christianity Essay

Thesis: While both Christianity and Buddhism were religions that encourages kindness and renunciation of wealth, Christianity caused a stir with Jesus’ hatred against the greedy rich and powerful and his alliance with the lower class, which eventually lead to his execution, whereas Buddhism’s leader, Buddha, spread a message that was not threatening to the high class, letting him live his life until his natural death at 80. This Venn diagram compares and contrasts Buddhism and Christianity. It represents my key knowledge and thinking skills by showing my ability to diagnose important similarities and differences between the two major religions, My Venn diagram is okay, but there is room for improvement. It lists some key similarities and differences, but they are worded in an awkward manner. Christianity Christianity * First Christians were persecuted by the Roman Empire (because of the Christians’ refusal to worship the roman polytheistic religion) * By the time Theodosius was Emperor, Christianity became the preferred official religion of the Roman Empire. * Women’s role in church slowly deteriorated * The Great Schism split Christianity into two religions, Roman Catholic and Greek Orthodox. * Saint Paul spread the small religion  * First Christians were persecuted by the Roman Empire (because of the Christians’ refusal to worship the roman polytheistic religion) * By the time Theodosius was Emperor, Christianity became the preferred official religion of the Roman Empire. * Women’s role in church slowly deteriorated * The Great Schism split Christianity into two religions, Roman Catholic and Greek Orthodox. * Saint Paul spread the small religion Changes Changes Continuities Continuities * Strong denial of gods of other Religions * The Bible stayed a constant Main religious text for Christianity * Extremely Monotheistic * * Went from worshipping Brahma to three deities (Vishnu, Siva and Brahma) * Women were not allowed to perform sacrifices anymore  * Went from having sacrifices of animals to personal sacrifices (fasting) * Changed from Brahmanism and lunar and solar lineages to Hinduism. * Went from worshipping Brahma to three deities (Vishnu, Siva and Brahma) * Women were not allowed to perform sacrifices anymore * Went from having sacrifices of animals to personal sacrifices (fasting) * Changed from Brahmanism and lunar and solar lineages to Hinduism. Changes Changes Continuities Continuities Hinduism Hinduism Open to everyone * Caste system * Intentional misinterpretation of Hindu texts To keep patriarchy Thesis: While Christianity and Hinduism both had continuities of (respectively) a strong sense of denial of other religions’ gods and a strong caste system, both had major changes such as going from a heavily persecuted religion to the Roman Empire’s official religion and switching from animal sacrifices to personal sacrifices. The two tables show changes and continuities for two  major religions, Christianity and Hinduism. The table shows my key thinking skills by being able to point out key continuities and changes. My Table is a little bit sparse on the continuities side, but the changes for Christianity are plentiful. I need to work on researching with more effort. Thesis: Although the four main religions, Buddhism, Brahmanism, Hinduism and Christianity affected the role of women, the poor social role of women outside of church was uniform in all the regions of these religions. Patriarchy is very much alive in all of them. My spoke diagram shows a variety of religions. The statements are also positive and negative towards patriarchy. It shows my key thinking skills by displaying quotes for all the statements. My spoke diagram could use more statements, five seems like enough, but more would be better. I think I did a great job on putting quotes for all the statements. Analyze similarities and differences in attitudes and treatment towards women in TWO of the following societies in the Classical period. Han China (206 B.C.E.–220 C.E.) Mauryan/Gupta India (320 B.C.E.–550 C.E.) Imperial Rome (31 B.C.E.–476 C.E.) or Analyze similarities and differences in methods of political control in TWO of the following empires in the Classical period. Han China (206 B.C.E.–220 C.E.) Mauryan/Gupta India (320 B.C.E.–550 C.E.) Imperial Rome (31 B.C.E.–476 C.E.) cause of the cast system and its traditions, India had more of a social code of conduct instead of rigid laws. Tradition of having local princes also was a cause of the fall of the Maurya Empire, because they made it easier to rebel against the main government China During the HAN dynasty, Confucianism came back into government with high sights on education, the tradition of using the mandate of heaven ensured that the Han Empire fell by 3rd century CE. And the Qin Empire fell in a mere 20 years since he lost his mandate of heaven Confucianism taught orderly society with relationships. The tradition of bureaucracy in the Chinese government kept power in the wealthy class. * So they traveled on the Silk road and also traveled to Spain and France * All the provinces conquered by the Roman empire now were influenced to become Christians * So he wrote the gospels * So he used the Roman Roads and traveled all across the Empire, spreading the word of Christ * So they traveled on the Silk road and also traveled to Spain and France * All the provinces conquered by the Roman empire now were influenced to become Christians * So he wrote the gospels * So he used the Roman Roads and traveled all across the Empire, spreading the word of Christ Cause and Effect of the spread of Christianity Cause and Effect of the spread of Christianity Cause Effect * Christians were expelled from the Roman Empire * Theodosius made Christianity the  Roman Empire’s Official religion * St. Paul wished to make Christianity A major religion * St. Paul wanted to spread the Religion throughoutCause and Effect of the spread of Buddhism Cause and Effect of the spread of Buddhism Roman Empire Effect * His word was spread in India, but not much more than the Ganges River. * Buddhism spread even more in India, to northern India even. * The monks made the Chinese believe in Buddha * He promised himself to make up for it by spreading Buddhism by erecting stupas Effect * His word was spread in India, but not much more than the Ganges River. * Buddhism spread even more in India, to northern India even. * The monks made the Chinese believe in Buddha * He promised himself to make up for it by spreading Buddhism by erecting stupas Cause * Buddha traveled in India * After Buddha’s death monks also traveled in India * Monks traveled along the Silk Road * Asoka was appalled by the bloody Battle of Kalinga Thesis: Although both Christianity and Buddhism spread along the Silk Road, Christianity moved along this trade network because of exiled Christians who were seeking a home away from the Roman Empire, whereas Buddhism spread voluntarily, with monks successfully trying to convert the Chinese. The cause and effect table lists the causes and the effects of the spread of two major religions, Buddhism and Christianity. It displays my abilities to  make connections to major effects and their causes. The table is okay. It has four causes and effects for both religions, which is not great. For Buddhism, it seems a little too focused on monks traveling to spread Buddhism. Thesis: Although both China and India’s political systems were influenced by tradition, India’s caste system created no need for laws, while the qin dynasty’s legalistic system created very rigid ones. The two flowcharts show a continual effect of tradition or religion on India and China’s political systems. It displays my abilities to connect separate events into one continuous lineage of facts. The flowcharts do point out main ideas I was trying to display, but they seem a little bit incoherent at times.

Wednesday, August 28, 2019

The Glass Menagerie and the two different worlds (reality and fiction) Research Paper

The Glass Menagerie and the two different worlds (reality and fiction) - Research Paper Example Laura is enrolled in a business school in order to start establishing her own life, but due to shyness, she drops out of school and secretly spends her time wandering in the city (Oliveira 1).Tom, who dislikes his shoe warehouse jobs, finds solace in alcohol, movies and literature. This surprised his mother (Oliveira 1).Amanda and Tom plot to get Laura a suitor at the warehouse, and Tom chooses Jim O’Connor who is his casual friend. A dinner is organized for Laura to meet Jim (Oliveira 1). Just before the dinner, Laura discovers that Jim, whom she had a crash on while in high school, is the suitor. Laura however refuses to eat dinner with the family and Jim and pretends she is ill (Kolin 66). Amanda, who was dressed in her youthful dress, ends up talking with Jim throughout the meal. Later after the dinner though, Laura opens up and confesses to Jim that she had a crash on him in high school(Oliveira 1).Jim reproaches her for being shy and having low self-esteem but also prais es her for being unique. Jim mentions that he has to leave and see his fiancà ©e (Kolin 34). It is therefore discovered that he is engaged. This leaves Amanda and Laura sad, and they blame Tom for not being attentive and for being selfish dreamer, because he is the one who brought Jim (Oliveira 2).Not long after Jim had visited, Tom gets fired from his shoe ware house job and leaves his home. As he travels, years later, he finds it very hard to forget and leave behind guilt memories of Laura (Kolin 23). Tennessee Williams, author of the play struggled with homosexuality which made him feel like an outsider in his society. This and other experiences made him feel empathetic to vulnerable people of the society (Oliveira 2).This play presents similarities between the dysfunctional Williams family and the play’s family, the Wingfield family. There are similarities between the fictional Wingfield family and Tennessee Williams’s own family (Kolin 23). The Glass

Tuesday, August 27, 2019

Summary of an article Term Paper Example | Topics and Well Written Essays - 1000 words

Summary of an article - Term Paper Example The criminal procedures over the 17th century to the 20th century treated the Anglo European American better while discriminating other races. Many races suffered xenophobic exclusion and segregation in the American society. The laws encourage the discrimination based on the race by treating the white or Anglo European immigrants as better citizens than the natives. These laws made it impossible for immigrant of other descends to obtain the necessary services that they require, leading to a serious problem in the process especially when handling issues of equity in the population. The failure to address the various issues was spearheaded by the discriminatory laws developed to protect the right of the Anglo European Americans. These laws led to massive discrimination which in Trinidad and Tobago. The perpetrators of the discrimination are referred to as Massa. The role of white supremacy in colonization and slavery is evaluated in relation to social development. Effect of colonizatio n on economy of Trinidad and Tobago The white settlers in Trinidad and Tobago changed allegiance in order to avoid abolition of slavery. The change of allegiance ensured that oppression is maintained and not abolished. The switching of allegiance led to war and changing of hands between the British, French, Dutch and eventually back to the British for Tobago. Trinidad was under Spain even though it had French colonists. The economy of Trinidad was controlled by the few whites with the view of accruing wealth. Several factors were considered in order to increase the oppression. The rights of Indians and African Immigrants were violated. For the Indians, the violation of their contracts was instigated while for Africans, the use of slavery was employed. The labor force of the country was affected greatly through massive immigration and mistreatment. For instance, a job that could be accomplished by one worker was scheduled to be done by three people. For example, the white colonist em ployed the use of human labor for simple stuff such as carrying of cigarettes or even keeping the master company (Williams 724). Such trivial use of human labor to show power illustrated the economic losses associated with the colonist. In addition, the commercial production of one type of product only led to over-dependence on imports. The locals and slaves planted sugar cane for the production of sugar, while they could not get basic food stuff like rice, beans, and milk. The main aim was to cripple the slaves to ensure they do not become financially independent. In order to achieve financial success, the colonist employed free labor from the slaves while also paying the Indians poorly. However, the involvement of the European government by passing laws abolishing slavery led to change of allegiance. In the process, war erupted between the countries further affecting the agricultural economy. The dependence on sugar was viewed as a major challenge to the economy in case of disease outbreak or collapse of the sugar market. The complaint lodged by the British Government was not dealt with and the colonist continued with segregation and discrimination until the rise of civil movement (Williams 727). From a global perspective, slaves and other races learnt of the movement and success of the various civil rights

Genetic Relations to Job Satisfaction Essay Example | Topics and Well Written Essays - 1000 words

Genetic Relations to Job Satisfaction - Essay Example From this paper it is clear that genetics can also be referred to as the genetic composition of an individual or group of people. In the past, genetics played a great role in breakthroughs as curing diseases, breeding better plants and animals basically under the realm of genetic engineering and even solving crimes in the field of forensic science. It has recently been discovered that job satisfaction is largely genetically determined. This has brought into focus several questions such as: â€Å"How true is it that the level of competence in a person is equal to that of the parent?†, â€Å"Should people be employed on the basis on their parents or siblings’ work record?† â€Å"Should companies do a genetic study on all its employees to determine their traits, characters, health and how these relate to their work capabilities?† This study highlights that at this point, it would be too early to come up with a probable conclusion. It is this questions that this paper seeks to provide answers to as we determine through previous research if, indeed, job satisfaction is genetic. According to a publication of The Bell Curve by Herrnstein and Murray, it is a known fact that genetic factors influence fundamental aspects of our human nature. Initially, it was debated that environmental factors played a basic role in job satisfaction, but scientific research has proven that the applicable environmental aspects emerge to be those not shared by individuals raised together. On the other hand, the Classical Twin Study proved that most behavioural characteristics are heritable. The Classical Twin experiment applied sets of monozygotic twins, raised separately, to examine for the reality of genetic power on job satisfaction. Research suggests that genetics has a role in the fundamental direct experiences of job fulfillment such as challenge or achievement.  

Monday, August 26, 2019

Lewin's Model of Change Essay Example | Topics and Well Written Essays - 1000 words

Lewin's Model of Change - Essay Example It is also comprehensive and relevant that it has not required revisions – unlike others – to remain relevant to its subject. The major concepts of this theory are unfreeze, change, and refreeze (freeze) (Gerth, 2013). This stage comprises readying the organization to acknowledge that change is inevitable. Preparation involves dislodging the existing status quo before starting to construct a new strategy of operating (Gerth, 2013). Crucial to this is creating a powerful message demonstrating why the status quo cannot continue. This is the most convenient to develop when the organization can attest to declining revenue, worrying client satisfaction surveys, poor financial results, etc. These indicate that things must change in a way that all stakeholders can understand (Schunk & Meece, 2014). Successful preparation of the organization requires starting at its core – the people in charge of driving the change should confront the notions, values, behaviors and attitudes that presently define it. After the risk created in the unfreeze phase, the change phase is where the organization starts resolving its risk and looking for new approaches to doing things. People start behaving and believing in ways that back the new dimension. The shift from the unfreeze stage to this phase does not occur overnight (Schunk & Meece, 2014). Employees take time to accept the new dimension and proactively participate in the transition. The Change Curve, an affiliate change model, concentrates on the specific concern of personal changes in a dynamic environment and is appropriate for comprehending this particular issue more comprehensively (Schunk & Meece, 2014). As the changes happen and people have accepted the new methods of working, the organization is primed for refreezing (Schunk & Meece, 2014). The superficial signs of this phase are a stable company chart, uniform job descriptions, etc. The refreeze phase should also

Sunday, August 25, 2019

ATP biochemistry in the CNS Essay Example | Topics and Well Written Essays - 750 words

ATP biochemistry in the CNS - Essay Example It can be said to be a high energy molecule which is responsible for the storage of the energy required to carry out daily activities. Hence all the physiological mechanism in our body acquire energy for operation directly from Adenosine triphosphate. Cells maintain a supply of Adenosine phosphate through the oxidisation of food, as this releases energy. A remarkable ability of Adenosine triphosphate is that it may be involved in many reactions simultaneously, extracting and releasing energy at the same time. Adenosine Tri Phosphate in order to send messages and control chemical reaction is used as an on-off switch (Guyton& Hall 2000).  . Adenosine Tri phosphate induces the purinergic receptors in the brain (Matsuoka & Ohkubo, 2004). It may stimulate them directly or as a co-transmitter. This action is carried about via the P2 purinergic receptors. Adenosine Triphosphate is composed of an adenosine molecule attached to 3 phosphate groups. Adenosine itself is a purine nucleoside and has a role in not only various biochemical processes in the body but also serves as an inhibitory neurotransmitter (Fredholm, Chen, Masino & Vaugeois, 2005). The formation of Adenosine triphosphate requires the addition of 3 phosphate groups to the Adenosine backbone. Adenosine is first converted into Adenosine monophosphate, then to Adenosine di phosphate and finally to Adenosine Triphosphate. ... Adenosine Tri phosphate is vital for all living cells, processes within the cell cannot use the energy stored in the bonds of a glucose molecule, and they have to rely on Adenosine triphosphate. Thus it is present in all living cells, and is particularly highly concentrated in the presynaptic terminals. This is because presynaptic terminals require a lot of energy for the maintenance of the resting membrane potential and the release of neurotransmitters (Burnstock 2013). Along with this, it is also the neurotransmitter in multiple areas of the brain. The neurotransmitter action is believed to be mediated by Adenosine Tri Phosphate as well as adenosine. And attempts to differentiate between the role of Adenosine Tri Phosphate and adenosine on post-synaptic terminals has been futile so far. Although their mechanism of action is different, they seem to have similar role in the postsynaptic cell. Adenosine Tri Phosphate acts via the P2X and P2Y receptors on the postsynaptic cell, and use s Ca++ as the second messenger. Meanwhile this Adenosine Tri Phosphate is also gradually broken down by hydrolysis to Adenosine Monophosphate and then to Adenosine by enzymes present on the surface of the plasma membrane (Dasgupta, Ferre?, Kull, Hedlund, Finnman, Ahlberg, Arenas, Fredholm, & Fuxe 1996). Ecto-alkaline phosphatase is thought to be the major enzyme in the formation of adenosine in the synaptic cleft. Adenosine then activates the A1 and A2 receptors and further augments the role of Adenosine Tri Phosphate. A1 and A2 receptors use cyclic Adenosine Monophosphate as the second messenger inside the cells and their activation leads to an increase in

Saturday, August 24, 2019

The Impact of Leader Behaviors on Group Functioning Essay

The Impact of Leader Behaviors on Group Functioning - Essay Example When a leader is chosen or appointed, the focus shifts from himself to the others making him much more focused on the external and results than the self or trying to seek comfort (Quinn, 2005). This is what makes the leader much more democratic than autocratic. When an individual becomes emotional while in the leadership position, they tend to shift their focus from others and bring it back to their own affairs. They try to seek the solution that will bring them much more comfort and hence the thought pattern is internal which comprise the characteristics of an autocratic leader. When the leader starts turning attention to him and making the solutions and decisions that bring him comfort in lieu of results, then the group members start suffering from lack of independence and participation. They lack inclusivity in decision making and this may weaken the ties of the group rather than make them

Friday, August 23, 2019

Classroom management Plan II Essay Example | Topics and Well Written Essays - 1000 words

Classroom management Plan II - Essay Example This process would allow an individual to confront their inner realities as well as their outer manifestations of actions or behaviors. Both strengths and weaknesses will be identified. As a result it would be easier for you to put strategies in place to improve your weak areas. An immediate response to this analysis should be to make a list of all the tasks that are to be completed. Itemize the important tasks, the urgent tasks and the routine tasks. Prioritize these responsibilities, generate a daily to do list and set a time limit for completion. An effective method for managing one’s time is to set realistic goals. As a student, one can quickly become overwhelmed by the heavy workload. It is necessary then to set sensible goals for what you would like to achieve within a specific day, week and month. Hence, if you are given seven assignments to complete for the same day, it would be impractical to set a goal of researching the seven assignments by the day after the assignments were given. Instead of researching all at once, a more pragmatic goal would be to complete the research of one assignment at a time. The time of completion would have to be staggered in order to ensure quality work is produced. Therefore setting a goal of completing one assignment 3 days before due date and another 2 days before would be a more realistic and sensible goal. Remember to reward yourself for achieving your goals. This third strategy is a direct link to the previous two in that after the analysis and the goals are set the next step is to formulate a schedule for achieving these goals. Hence, each goal should have its particular time period for fulfillment. A schedule allows you to view the various task at a glance and aids you in maintaining the time period you have allocated. A specific time period should be assigned each day to accomplish a certain task. Thus, for the previous example of the seven assignments, a good practice would be to

Thursday, August 22, 2019

Human rights in Pakistan Essay Example for Free

Human rights in Pakistan Essay Pakistan’s human rights situation is a complex one, as a result of the countrys diversity, large population, its status as a developing country and a sovereign, Islamic republic as well as an Islamic democracy with a mixture of both Islamic and colonial secular laws. The Constitution of Pakistan provides for fundamental rights, which include freedom of speech, freedom of thought, freedom of information, freedom of religion, freedom of association, freedom of the press, freedom of assembly and the right to bear arms. These clauses are generally respected in practice. Clauses also provide for an independent Supreme Court, separation of executive and judiciary, an independent judiciary, independent Human Rights commission and freedom of movement within the country and abroad. Although the government has enacted measures to counter any problems, abuses remain. Furthermore, courts suffer from lack of funds, outside intervention, and deep case backlogs that lead to long trial delays and lengthy pretrial detentions. Many observers inside and outside Pakistan contend that Pakistan’s legal code is largely concerned with crime, national security, and domestic tranquility and less with the protection of individual rights. In May 2012, President Asif Ali Zardari signed the National Commission for Human Rights Bill 2012 for the promotion and protection of human rights in the country. Read more:  Current Situation of Pakistan Essay Political abuse of human rights:- Provincial and local governments have arrested journalists and closed newspapers that report on matters perceived as socially offensive or critical of the government. Journalists also have been victims of violence and intimidation by various groups and individuals. In spite of these difficulties, the press publishes freely, although journalists often exercise self-restraint in their writing. The government often ignores abuses against children and religious minorities, and government institutions and some Muslim groups have persecuted non-Muslims and used some laws as the legal basis for doing so. The Blasphemy Law, for example, allows life imprisonment or the death penalty for contravening Islamic principles, but legislation was passed in October 2004 to counter misuse of the law. Furthermore, the social acceptance of many these problems hinders their eradication. One prominent example is honor killings (â€Å"karo kari†),  which are believed to have accounted for more than 4,000 deaths from 1998 to 2003[citation needed]. Many view this practice as indicative of a feudal mentality and falsely anathema to Islam, but others defend the practice as a means of punishing violators of cultural norms and view attempts to stop it to as an assault on cultural heritage. Pakistans military intelligence agency, Inter-Services Intelligence (ISI), and the police have been accused of arresting and kidnapping political leaders who have demanded more autonomy or freedom from Pakistan. They have also been accused of arresting student activists and teachers protesting the exploitation of Pakistani government. Many human-rights activists in Pakistan have protested against force disappearances and kidnappings. Humanitarian response to conflict:- Violence in Pakistan and the Taliban conflict with the government have heightened humanitarian problems in Pakistan. Political and military interests have been prioritised over humanitarian considerations in their offensives against the Taliban, and issues likely to get worse as people are encouraged back home prematurely and face once again being victims of the insurgents. Displacement is a key problem and humanitarian organisations are failing to address the basic needs of people outside displacement camps, nor are they able to address issues such as the conduct of hostilities and the politicisation of the emergency response. Researchers at the Overseas Development Institute argue that aid agencies face dilemmas with engaging with the government, as this does not always produce the desired results and can conflict with their aim of promoting stability and maintaining a principled approach. A principled approach limits their ability to operate when the government emphasises political and security considerations. There were over 500,000 people displaced in 2008, mainly from the Federally Administered Tribal Areas (FATA) on the border with Afghanistan, and a further 1.4 million from Khyber-Pakhtunkhwa in May 2009. By mid-July 2009, Pakistan’s National Database and Registration Authority (NADRA) put the total of Internally Displaced People (IDPs) at just over 2m, while unofficial figures are as high as 3.5m.[4] Most of those displaced (up to 80%) were taken in by relatives, friends and even strangers Pashtun communities in particular have displayed great efforts in assisting the displaced despite their own high levels of poverty. Still others use  schools, but only a small minority live in approximately 30 official camps, mainly in Khyber-Pakhtunkhwa.

Wednesday, August 21, 2019

Film and Literature Essay Example for Free

Film and Literature Essay Literature and film feed at the same breast, considering the affinities between them. Since its very beginning, Hollywood has used works of fiction as source material for films. One of the most discussed adaptations is Francis Ford Coppola’s Film Apocalypse Now (1979) based on Joseph Conrad’s novel Heart of Darkness (1902). This paper compares and contrasts these works of art, arguing that while there are obvious differences, the film generally general remains true to the core meaning of the novel. One can say that Coppola’s film is a thematic and structural analogue to Conrads novel. Differences On the surface it seems that Apocalypse Now deviates largely Heart of Darkness. The differences can be seen in settings, events, characters, and other snippets of information such as quoted lines and strange actions of the major characters. The settings of the two stories are different and written in different periods of time. The setting of Conrads late nineteenth century novel is the Belgian Congo in the 1890s. By contrast, Coppolas 1979 film takes place in Southeast Asia in the 1960s during the Vietnam War. In addition, the novel centers on Charles Marlow, a British sailor employed by a European trading company as captain of one of their steamboats, whereas the film focuses on an American army officer, Benjamin Willard. Another major difference is that the ivory traders are in the Congo of their own greed and free will, whereas the American soldiers are drafted into Vietnam and engage in the war against their will. At the first glance, there seem to be character differences in the novel and film – Copollas Willard is nothing like Conrads Marlow. In the novel, Marlow is very eager to meet Kurtz and perhaps gain knowledge about the secrets of the ivory trade in the former Zaire. On the other hand, Willard seems to have a death wish. Copolla portrays Willard as a depressed human, having a soldiers killer instinct, throughout the entire film. The effectiveness of point of view also differentiates the novel and the film. While it is true that Willard remains on the screen more than anyone else in Apocalypse Now, and his comments are often heard on the films sound track, viewers still do not see others completely from his perspective as readers do in Heart of Darkness. Hence, the film is robbed of some of the emotional intensity that one feels when one reads the novel. This is simply because the narrator in the novel communicates his subjective reaction to the episodes from the past. In the film, the audience does not grasp the extent to which the narrator is profoundly affected by Kurtzs tragedy. Many of Marlows sage reflections about Kurtzs life and death are absent in the film. Moreover, while Coppola successfully creates a staggering experience of the wars madness, he seems to confuse the moral issues. This is perhaps because of his view of personalizing the novel. The director identifies so strongly with Kurtz that he modifies the issue of power and disturbs the delicate balance between Conrads story and the subject of Vietnam. Apocalypse Now succeeds in making its viewers experience the horror of the war and to realize their own complicity in it, but it fails to highlight the nature of Kurtzs horror illuminated in Heart of Darkness. Coppolas failure to combine Conrads story and the Vietnam War in this respect points largely to The films adaptation of Kurtz. In the novel, Kurtz is corrupted by his isolation in the wilderness, resulting in an obsession with power and unfolding frightening truths about himself: I think it had whispered to him things about himself which he did not know, things of which he had no conception till he took counsel with his great solitude-and the whisper had proved irresistibly fascinating. It echoed loudly within him because he was hollow at the core. (133) in the film, Coppola tries to resonate Kurtz’s â€Å"hollowness† by having the character recite The Hollow Men by T. S. Eliot. But this can be seen as more of an emblematic solution that does not somewhat applies in the Vietnam War context. Parallels While the settings, backgrounds, characters, and approaches of the novel and film are somehow different, the narration, structure, and that theme are similar. The following paragraphs summarize some of the essential parallels between Conrads Heart of Darkness and Coppola’s Apocalypse Now. In the novel, Marlow introduces his narrative with a passage about â€Å"devotion to efficiency†, the idea behind how the ivory trade makes profit, justifying cruel exploitation (Kinder 16). This statement is also applicable to the Vietnam War context as they are both in the stages of Western imperialism: The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. What redeems it is the idea only. An idea at the back of it; not a sentimental pretence but an idea: and an unselfish belief in the idea-something you can set up and bow down before, and offer a sacrifice to. (70) Coppola does not retain this speech in the film, but it becomes the groundwork for the dramatic events that unite Kurtz and Williard: the former’s recounting of the inoculation story and the latters murder of a wounded Vietnamese woman. The two are driven into a situation in which â€Å"military efficiency is totally undermined, yet they have been trained to worship it and to internalize it as the source of their own personal pride† (Kinder 16). In the novel, although Kurtz embodies all of Europe, he can be viewed as a â€Å"universal genius† who shows what lies ahead for those who take the challenge to look into the abyss. Despite the shortcomings in the handling of Kurtz, Copollas conception of film remains a masterful work that complements the power of Conrads vision. The novel and the film embody the theme of insanity and madness and insanity caused by the evil of imperialism. Madness in the novel is the result of being removed from ones normal environment and how people cope with their new environment. The same theme is explored in the film. Many soldiers who are drafted into Vietnam are barely 18 or 19-year-olds. Their mental stability is shaken when they are thrown into a harsh environment, where their lives hang on by the minute. Soldiers such as Lance and Chef are ready to snap at any moment due to the shock and realization of what kind of situation they are in or what is the purpose of fighting fellow men. They also fear the fact that they do not know where they are headed. Copolla and Conrad literally and metaphorically confront the madness and insanity brought about by Western imperialism and colonialism. Through Kurtz and the American soldiers, Copolla is able to portray what war is like for them, and why so many of them suffered from Post Traumatic Stress Syndrome. The film suggests that wars are an imperialist tool that drives the weak into their destruction. On the other hand, Conrad exposes how the imperialist agenda leads to the exploitation of foreign lands and its people, leaving the imperialist agents themselves deranged and empty (Papke 583). Both the novel and the film also give rise to a race discussion. Conrad and Coppola portray White men as the dominant. They not only rule over their respective crews; they also dominate the local peoples. Marlow and Willard look at the native people as if are the savage culture and White men are the civilized one. But it is interesting to note that each of the two main characters see a little of himself in Kurtz, a degenerated savage White man. Coppola’s take on Conrad’s Heart of Darkness has gained much attention from film scholars. In â€Å"The Power of Adaptation in Apocalypse Now†, Marsha Kinder states that â€Å"Coppola rarely hesitates to change Conrads story-setting, events, characters-whenever the revision is required by the Vietnam context. † (14) Moreover, the dialogues in the film, especially Willards voice-over narration, have been attacked by several film critics for sounding more like a parody of author Raymond Chandler than an adaptation of Conrads novel. But a deeper look suggests that Willards character and tone are not intended to be Marlows. To suit the Vietnam context, Willard has been totally transformed into a trained assassin, whose life has been drained of all meaning. Coppola retains Conrads focal image of the river. In the film, just as in the novel, each of the main characters embarks on a literal and metaphoric central journey. Marlows description of the Congo is an enormous snake uncoiled that fascinates him as a snake would a bird. The films structure is controlled by the image of the river â€Å"that snaked through the war like a main circuit cable,† carrying Willard to Cambodia. The novel and the film begin with the protagonists explanation of how they got the appointment which necessitated their excursion upriver. Marlow is dispatched to steam up the Congo in to find Mr. Kurtz, while Willard is mandated to journey up the Mekong River in a navy patrol boat to find Col. Kurtz. Moreover, while they travel up a primeval river to fulfill their respective assignments, they speculate about the character of the man they are seeking, with the help of the information they have pieced together about him. In both novel and film, the river eventually leads Marlow and Willard to Kurtz and his dying words of horror (Kinder 15). This final destination for both men is their soul-altering confrontation with Kurtz. Overall, it is an expedition of discovery into the dark heart of man. It is also a close encounter with mans capacity for evil. Coppola agrees with this observation and stated that he also saw Willards voyage upriver as a representation for the journey of life that people take within themselves and during which they decide which side to take: good or evil. The horror of the world dominated by hollow men is at the center of both Heart of Darkness and Apocalypse Now. Kurtz, in his god-like acousmatic voice and morally terrifying manifestation, is invested with much greatness: He fully understands existence in all its repugnance. Repelled and terrified Kurtz pushed himself to go into the very heart of darkness, to fully engage in the dualism (good and evil) of Being. To call Kurtz heroic or rapacious or good or evil, is to miss the point entirely. He is forever shaped by a dark satori, by an understanding of the omnipresent nature of darkness. Marlow and Willard are arguably Kurtzs spiritual sons, and they experience the same realization. Both of them look full face at the great condemnation, at the dark obscurity of Being. Each of them faces moral terror in the shape human conduct forced beyond decent limits; and each of them is profoundly transformed by this experience. In her book, Double Exposure: Fiction Into Film, Joy Could Boyum states that â€Å"in substituting Willard for Marlow, a madman for a sane one,† Coppola creates a character incapable of â€Å"any shock of recognition,† a man unable to â€Å"know evil when he sees it† (114). Boyum also argues that there is no discovery for Willard; he is a â€Å"murderer confronting a murder, a madman face to face with madness-it amounts only to a tautology. † Thus, Copollas Apocalypse Now can be argued as a movie that has no moral center. Unlike Willard, Marlow returns from the river experience with intact moral perspective and sanity, inviting the readers trust and identification. But one can also say that, like Apocalypse Now, Conrads Heart of Darkness, itself, is a novel that has no moral center. The book suggests that Marlows great realization is that existence itself has no moral heart. The character has not sustained the river journey with his intact moral perspective unchanged. Towards the end of the novel, Marlow is a transformed man, largely isolated and very different from those people aboard the Nellie. He is alienated forever in his wisdom. Willard, too, in the end, is vastly separated by his new knowledge. While many critics see Willard as immoral, insane, and unchanging, Kurtzs view of him is more fitting. In the film, Kurtz describes Willard when he sees him for the first time as â€Å"an errand boy sent by grocery clerks to collect a bill. † But in the end, Willard becomes wiser. He has been transformed, humbled by his face-to-face confrontation with the darkness natural in Kurtz, in himself, in existence. Therefore, the separate stories of Willards and Marlows river experiences follow a similar narrative pattern and arrive at a similar truth. Apocalypse Now is a thematic and structural analogue to Heart of Darkness. This is perhaps because, Copolla, in his authorial wisdom, fully understood that theme and technique, meaning, and structure are inseparable entities. To tell a story differently is to tell a different story. It seems that, ultimately, Copolla and Conrad tell the same story. Conclusion This paper looks at the differences and parallelisms between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In comparing and contrasting the novel and the film, this paper suggests that the film has some significant deviation from the novel. Despite this, however, Apocalypse Now generally remains true to the core of Heart of Darkness. Both the novel and the film follow the same story line but Conrad and Copolla have different ways of presenting this story. This results in surface differences. But a deeper and closer reading of both the novel and the film reveals that they complement each other. This is one of the most important things in adapting a work of literature into a film. Works Cited Boyum, Joy Gould. Double Exposure: Fiction Into film. New York: Universe Books, 1985. Conrad, Joseph. Heart of Darkness. New York: New American Library, 1950. Kinder, Marsha. â€Å"The Power of Adaptation in ‘Apocalypse Now’†. Film Quarterly 33. 2 (1979-1980): 12-20. Papke, David Ray. â€Å"Joseph Conrads Heart of Darkness: A Literary Critique of Imperialism. † Journal of Maritime Law and Commerce 31. 4 (2000): 583-592.

Tuesday, August 20, 2019

The Development of Postmodernist Architecture

The Development of Postmodernist Architecture Post modernism was devised from its previous movement, modernism and first began to emerge around the states of America in the 1960s but really took off around the early 1970s when it came to England and Europe and became a movement. It still continues to influence modern architecture today. The most obvious design traits can be seen in architecture; features that best represent this style include bold, visual exteriors, designs that are functional yet contain architectural characteristics that have been seen before but combining these with exciting, colourful, fresh designs. An example of this is the Portland building; Oregon designed by Michael Graves. (See Fig.1) This block of government offices built in 1980 has a very decorative exterior and has become an icon of Post modernism. Post modernism came about when modernist views were being rejected by many people and architects although there where still some whom where in favour of the current modernist ideas, yet still recognized the need for further development within this style to take place as the world fast continued to modernise around them, this saw the beginnings of Postmodernism. This quote from Michael Graves gives his view on how modernism designed everything to be machine like, which worked, although buildings should be made decorative and not so set in the modernist ways: While any architectural language, to be built, will always exist within the technical realm, it is important to keep the technical expression parallel to an equal and complementary expression of ritual and symbol. It could be argued that the Modern Movement did this, that as well as its internal language; it expressed the symbol of the machine, and therefore practiced cultural symbolism. But in this case, the machine is retroactive, for the machine itself is a utility. So this symbol is not an external allusion, but rather a second, internalized reading. A significant architecture must incorporate both internal and external expressions. The external language, which engages inventions of culture at large, is rooted in a figurative, associational and anthropomorphic attitude.à ¯Ã¢â€š ¬Ã‚ ± In this quote Graves refers to the modernist movement and how they designed their buildings to be like machines, extremely clean, sleek and purely functional with no needless design features. His view is not to think that the inside of a building should be run as a machine but to think of the building as a whole and to think outside the modernists clean cut lines and un decorative architecture. Unlike the modernist architecture previous to this movement the post modernism architecture is usually quite ornamental, new but also borrowing some features from the past, such as bringing colour back into architecture which taken away for modernist era. There is quite a lot of rivalry between the two movements, modernists strongly believe in form follows function, their architecture showing functional, formalized shapes and spaces, where post modernists believe in not necessarily form over function but making their functional buildings a lot more visually dynamic and I suppose more of an experience. There is no true reality not even your own2 This is a saying from the late 90s which reflects post modernists views. They felt you need to question reality and think outside the box where as the modernists believed in questioning authority, their thinking that if people looked into why things are designed the way they are and the truth is to be discovered then tradition would be questioned. The postmodern architecture features shameless aesthetics different from anything before, they have a more organic feel and stand out. The post modern era also found the use of different materials being used with in architecture than before, whether it be the colour or the specification of the material that was to be desired. The two main materials used in postmodern architecture are stone and glass. The stone is bold and comes in a very wide range of colours, which stuck to the postmodernist ideas. The glass was used a lot especially in America and large city buildings, office blocks and skyscrapers such as Le 1000 de la Gauchetiere in Canada, its the tallest skyscraper in Montreal. (See fig.2) This was built a bit later on, in 1992 but still shows strong postmodern values. For example the distinctive triangular copper roof and four copper capped entrances at each of the tower base corners. The structural core is constructed from concrete and steel and the exterior consists of glass in a metal frame. The form used in postmodern buildings is also very contemporary, the building function is still important for the designers but compared to the modernist buildings the forms, shapes and look of the buildings are almost there for the designers sake, not for any specific reason other than good aesthetics. As I said before there is almost a collision of beliefs between the two movements, though most of the dislike at the time was focused towards the post modern architecture as the modernist architectures such as Le Corbusier, Ludwig Mies van der Rohe and Walter Gropius had put the belief into the people that a building that was almost wholly based on function was the best way. So when post modern architects such as Frank Gehry, Robert Venturi and Eero Saarinen started designing buildings that where thinking outside the slick, functional, simple design box of modernism and completely aesthetical and almost quite wacky there was quite an uproar and possibly a confusion as people started t o question what was right for the future of architecture? Were the new buildings functional enough and would the new buildings stand the test of time? As the people began to accept the more complex designs of the post-modern world the buildings began to become popular and more and more architectures began to come round to the idea. In todays architecture you can clearly see the inspiration from these initial designs and that architects and designers have turned modernist ideas on their head, by carrying on the idea of aesthetically pleasing designs and almost having more fun with their design rather than just focusing on the function. So how exactly did Postmodernism come about? Well as I have just confirmed the strongest link/lead to postmodernism was obviously the modernist designs lack of decoration, but I also looked at some other factors that could have lead to the development of postmodern architecture. As is well known, the lead to postmodernism was when people started to reject the views of the modernist movement, though how did this come about? And why did people start to reject the modernist ways? The rejection of modernism first came from architects In their works. In Europe Aldo Rossi documented his views of the current art movement, while in America Raunch and Scott Brown expressed similar views on the need for development of the modernist architecture. Though the most influential change came from the work of Robert Venturi. He famously wrote the book Complexity and Contradiction in architecture in 1966 which attacked the modernism of international style, with his strong views on his dislike for modernism. In the writing he replaces Miles van der Rohes (a modernist architect) modernist phrase less is more with : less is a bore. Blatant simplification means bland architecture3 This quote is just a brief look to his views in the piece, he continues throughout rejecting the moral, clean cut ways of modern architecture for elements that are more a blend of features than pure. Frank Gehry seems to be a name that frequently appears when investigating post modernism architecture. His Designs were very contemporary, bold and different to what had been seen before. He denied that his work was post modernist or that it even fit into any category other than something totally new. This would not happen with a modernist architect as; although the designs are different all modernists buildings tend to have the same features, sleek and following function so much that there is not a lot of individuality between the designs. Where as post modernist architecture is all so decorative and ornamental that each design is unique. Just by looking at a few of Frank Gehrys designs you can definitely tell that they are individual although they do fit in with the post modern category his architecture has moved beyond the modernist era being based on geometric and organic forms. As Gehry says himself : Not every person has the same kinds of talents, so you discover what yours are and work with them. Dont try to be me, or try to be Frank Lloyd Wright, or try to be I M Pei. Try to be yourself. You have to understand what drives people to build buildings. 4 One of Gehrys most creative pieces that represent this is The Frederick R Weisman Art Museum at the university of Minnesota, 1993(See Fig 3). The University officials chose Frank Gehry to design the teaching museum for the campus because of his attention to needs of people that use his buildings and his unique stunning designs. The museums exterior is constructed of amazing, sticking shapes made from brushed stainless steel on one side over looking the Mississippi river creating an abstract image of a waterfall and a fish. The other side of the building is on the side of the campus and blends in with the existing sandstone and brick buildings by using terra cotta coloured bricks. Frank Gehry was also commissioned to design an expansion to the building that was meant to have been completed in 2009 though due to financial reasons it will be built by next year. This shows that post modernism continues to inspired designers today and is still popular. An example of an architect that is continuing post modernism design to todays architecture is Santiago Calatrava. Born in 1951 when the postmodern movement was just starting to come about, Calatrava grew up with the organic architecture from the era. Obviously heavily inspired by it he has continued post modernism on in his own works. He has designed many buildings, which are very well known such as the Museum of tomorrow in Rio de Janerio in Brazil and Liege Guillemins TGV station in Belgium. La Rioja, Bodegas Ysios in Spain is one of his designs, which is not so famous though still unique, and particularly show his postmodernism inspiration (See Fig 4). This building is situated amongst vineyards in Spain where la Rioja Alavesa wine is produced, the company wanted a building that would store the made wine and be a place where guests can test the wine. The design definitely meets the criteria and is very functional; there is separate part for the storing of the wine, making it and a tasting area. Although this could have been enough just in a plain rectangular building but in true post modernist style he has also added some amazing design features, the main feature is that the roof, it continues the shapes of the surrounding hills, creating a wavy organic shape. The material he has used for the roof design is aluminium panelling, which reflects the sunlight making it look even more special contrasting with the calm vineyard surrounding. I have researched the lead to post modern architecture and touched on how it has affected modern design today. Now to conclude this essay I will some up my findings of what led to post modernism in architecture. Post modernism first emerged in the 1960s and became a movement in the early 1970s, its routes stemmed from its previous movement, modernism. Modernists had a very strong belief in form follows function, their views where that a building should be purely functional and machine like which worked well but didnt leave a lot of an imagination for design features and all the buildings began to have a lot of the same features. In the 1960s some architects began to recognise this and voiced their opinions in their written works, which made people realize that designs could be a bit more exciting. The most influential architect in this realisation was Robert Venturi, in his well known writing complexity and contradiction in architecture he strongly expressed his dislike for modernist architecture, stating that less is a bore and that buildings do not have to be all about function, they can still be functional and have design features. This contributed to the lead to post modernism. One of the architects I found whos name kept appearing when looking at post modern architecture is Frank Gehry. His designs are functional but with amazing design features using organic forms and patterns to shape the buildings. As is with most post modernist architecture different organic and bold shapes are a big feature of the building making every design unique unlike the similar designs of the modernist era. Although Gehry do es not class his buildings to be post modernist or in fact fit into any category, his designs are definitely fitting with the era and he seems to share the same views as the post modernists. Buildings like Frank Gehrys continue to influence designers today such as Santiago Calatrava whos modern day designs very much resembles that of post modernist architecture. Part II Book review on: 20th Century Architecture by Jonathan Glancey The 20th Century Architecture explores the roots of modern architecture and explains how the history and the ever-changing social and political conditions helped shape and build the world we live in today. In this book, as the foreword states, by writing the book Jonathan Glancey attempts to achieve informing the reader of an introduction to architecture of the 20th Century, not to cover every aspect of the subject, as he says himself, The subject is very vast and no book can realistically cover the entire history of the twentieth century architecture. If I could it would either be too heavy to carry or else set in such a tiny type that it would be unreadable. This quote also I think captures the way the book is written, very informative yet quite light hearted. The book covers 8 of movements of 20th century architecture: Arts and Crafts, Classicism, organic, Modernism, Post-Modernism, Robotic, Cities and Futures. Each movement has a its own section which is started by a page for a brief explanation of the movement then examples of architecture significant to that time. Each piece of architecture has its own page with a full colour photo to show what it looks like and a section about the designer and the building, why it was built and how it relates to the movement and others in that time. I found the book easy to read, and was able put down at any time and pick back up from where I left off. I particularly like the no jargon take and the fact that you dont have to know an awful lot if anything on architecture or the history of the 20th century. The book is very informative if you read the whole thing or if you just flick to a specific section you are interested in. I originally did this but found that I wanted to read on further. This is as Jonathan Glancey intended as would most authors, wanting to get the attention of the reader and want to read on from their own will, as he says in the book: If this makes you want to find out more then it has done its job. If it encourages you to want to be an architect then good luck. I think he has definitely achieved his original intentions for the book. I borrowed this book from the local library but I would definitely consider buying a copy to keep as a reference book. From reading and sourcing from other architectural books, I think this fits in to the subject very well. Id says it is more aimed at students, people who are interested in architecture and starting architectures. I dont think the book would be so suitable for experienced architects and architect fanatics as it informs you of buildings and architects that this group would probably already know of, thought the may still find it informative about the movements and to find out when the movements happened and why. Over all I think this is a good book and deserves the positive comments it has picked up from press and other readers.

Carl Gustav Jung Essay -- essays research papers

Carl Gustav Jung was a Swiss psychiatrist and founder of the school of analytical psychology. He proposed and developed the concepts of the extroverted and introverted personality, archetypes, and the collective unconscious. The issues that he dealt with arose from his personal experiences. For many years Jung felt as if he had two separate personalities. One introverted while the other was extroverted. This interplay results in his study of integration and wholeness. His work has been influential not only in psychology, but in religion and literature as well. Jung was born on July 26, 1875 in Kesswil, Switzerland, the only son of a Protestant clergyman. At the age of four his family moved to Basel. His childhood was a lonely one. Jung observed his parents and teachers and tried to understand their behavior, especially that of his father. The elder Jung had a failing belief in religion. Jung could never understand why. There were numerous relatives on either side of his family that were clergymen. It was expected of Jung to continue in the family tradition. Jung did not decide to follow, instead choosing to attend the University of Basel from 1895-1900. Before deciding on medicine Jung studied biology, zoology, paleontology, and archaeology. His explorations did not stop with that, he looked at philosophy, mythology, early Christian literature as well as religion. His interest in religion could be attributed to his heritage and watching the demise of his father. After leaving Basel, Jung became an assistant physician at Burgholzli Psychiatric clinic under Eugen Bleuler. In 1902 he obtained his M.D. from the University of Zurich. His dissertation was entitled "On the Psychology and Pathology of So -Called Occult Phenomena". Through this work one of his basic concepts is outlined, the underlying wholeness of the psyche. Jung's first research was conducted in 1904. He studied word association in patients. He found groups of repressed psychic content for which he invented the now famous word "complex." This study brought him close to the work of Sigmund Freud. Jung's work confirmed many of Freud's ideas. Between 1907 and 1912 he and Freud worked very close. Many believed that Jung would continue Freud's psychoanalysis, but this did not occur. For temperamental and differences over the signific... ...rre Janet 1902 Went to London 1903 Married Emma Rauschenbach 1904 Research in Word Association 1905 Started lecturing at Zurich 1907 First meeting with Sigmund Freud 1909 Gave up work at Burgholzi 1911 Lectured in the United States with Freud 1911 Elected president of the "International Psychoanalytic Society" 1912 Publication of "Psychology of the Unconscious" 1912 Split with Freud 1913 Gave up lectureship at Zurich 1914 Resigned from the "International Psychoanalytic Society" 1920 Went to Tunis and Algiers 1921 Publication of "Psychological Types" 1924 Studied Pueblo Indians 1926 Studied the inhabitants of Mount Elgon in Kenya 1933 Professor of Psychology at the Federal Polytechnical University of Zurich 1933 Edited the "Central Journal for Psychotherapy and Related Fields" 1935 President of the Swiss Society for Practical Psychology 1937 Visited India 1939 Finished editing the "Central Journal for Psychotherapy and Related Fields" 1941 Retired from The Federal Polytechnical University of Zurich 1943 Professor of Medical Psychology at the University of Basel 1961 Died in Kusnacht, on Lake Zurich

Monday, August 19, 2019

False Memory Syndrome Essay -- Psychology Disorders Essays

False Memory Syndrome How accurate and reliable is memory? "Studies on memory have shown that we often construct our memories after the fact, that we are susceptible to suggestions from others that will help us fill in the gaps in our memories" (Carroll 6). Prior to reading and discussing the issue of False Memory Syndrome, I hadn’t thought much about the topic. Maybe a person who had experienced this would be more educated. I did however find it very interesting to research and my beliefs or feelings about it now exist and will be shared at a later time. The purpose of this paper is to describe what False Memory Syndrome is and summarize some of the facts that have been gathered through previous research and my own research. The definition of False Memory Syndrome, according to the Random House Compact Unabridged Dictionary, is a "psychological condition in which a person believes that he or she remembers events that have not actually occurred" (Freyd 3). Dr. John F. Kihlstrom, a professor of psychology at Yale University also suggests that FMS is a condition in which a person’s identity and interpersonal relationships are centered around memory of traumatic experience which is objectively false, but in which the person strongly believes. This false memory has been so deeply ingrained that is often interferes with the individuals personality and lifestyle. The disorder will sometimes be destructive because the individual will avoid any type of confrontation that might challenge the memory. This often distracts the person from coping with everyday life challenges (Freyd 2). When a couple was accused by their own daughter for abuse that had never happened, the couple, Pamela and Peter Freyd, formed the False ... ... Works Cited Pendergrast, Mark. Victims of Memory: Sex Abuse Accusations and Shattered Lives. Hinesburg: Upper Access, Inc. Ofshe, Richard and Ethan Watters. Making Monsters: False Memories, Psychotherapy, and Sexual Hysteria. New York: Charles Scribner’s Sons, 1994. Carroll, Robert Todd. "Memory." The Skeptics Dictionary. 1998. http://dcn.davis.ca.us/~btcarrol/skeptic/memory.html (01 Dec 2000). Hochman, John, M.D. "Recovered Memory Therapy and False Memory Syndrome." Altedena: Skeptics Society, 1994. http://www.skeptic.com/02.3.hochman- fms.html (20 Nov 2000). Freyd, Pamela, Ph.D. "Frequently Asked Questions." Philadelphia: False Memory Syndrome Foundation. Sept. 1995. http://www.fmsfonline.com/fmsffaq.html. (20 Nov 2000). Freberg, Laura. Stand!. Boulder: Coursewise Publishing Inc., 1999.

Sunday, August 18, 2019

Ben Franklin Norris Essay -- essays research papers

Benjamin Franklin Norris, one of the leading figures in the naturalistic style of writing, was born in Chicago in 1970. During his teenage years he moved to 1822 Sacramento Street to live with his father in San Francisco. He traveled to Paris and studied Art and was first exposed to one of his influential writers Emile Zola. He returned to San Francisco and studied the philosophy of evolution at the University of California at Berkley. He transferred to Harvard and took writing classes under Lewis E Gates. Upon graduating he attempted to make a name for himself as a travel writer. He traveled to South Africa and wrote an article about the Boer war. His plans to stay there were cut short as he was captured by the Boer army and deported back to the United States. When he returned to San Francisco, Norris began writing for the magazine The Wave. It was at The Wave that he wrote his first published article that later turned into a novel. Norris continued to work as a journalist, coverin g the Spanish-American war and he published a few more novels. In 1900, he began work on his second trilogy and most influential set of writings called The Epic of Wheat. The first book of his trilogy, The Octopus, was published in 1901. The second novel, The Pitt, was just near finished when he suffered from appendicitis and had to go under the knife to have his appendix removed. Unfortunately he never recovered from his surgery, and the third book of his trilogy was never written. Norris was mar...

Saturday, August 17, 2019

An Analysis of Early Years Philosophies

Introduction The importance of early years’ education has long been recognised within both academic and professional circles. By establishing strong theories and policies during the early years of education, this then has a knock-on effect on the other aspects of education and makes the overall educational system more effective, in terms of producing capable adults. This paper will look firstly at the contribution of leading theorists when it comes to the provision of key documents in order to guide those in the practical application of these theories in the context of early years’ education (Catron and Allen 2007). The paper will then go on to look at current policies and practices in early years’ education and how these either support or disprove the theoretical perspectives laid out. The final section then goes on to establish a personal philosophy of how the author here has pulled together existing theories and practices to develop their own approach to early years education. Key Theories of Early Education Unsurprisingly, those involved in the theories and philosophy which have emerged, over the years, in relation to early years’ education have gained considerable attention. In order to consider the theories each will be looked at in turn to look at their own contribution and in order to consider any advantages and disadvantages associated with these theories and concepts. This will be broken down within each theory to look at the key issues of: Children’s learning Relationships Learning Environment Meeting Children’s Needs MontessoriChildren’s Learning The educational approach developed by Montessori promotes the notion of freedom and independence in early years’ education, provided of course there are limits put in place with respect to the existing level of education and understanding of the children involved. Although multiple different approaches have been developed and are broadly considered to be based on the educational theories of Montessori, there are certain elements of this educational theory that would be essential, regardless of how it is applied in practice (Montessori, 1994). This includes the use of mixed age classrooms for children between the ages of three and six, with the students themselves having a choice of activities. Once they have been given a range of choices, the work time should be uninterrupted, as far as possible and a discovery model of behaviour being used to encourage the children to explore themselves, rather than being directly instructed on certain patterns of behaviour. In order to facilitate this approach, there needs to be freedom of movement within the classroom. Meeting Children’s Needs Montessori is largely considered to be an educational theory. In reality it is more of a theory of human development and nature, with two key basic principles. Firstly, when children and adults engage in any form of development, they take on board a self construction approach, as they interact with items and the environment around them. This recognises that the learning experience is directly linked to interaction with external factors and it is the stimuli is crucial to this educational theory and places a much heavier emphasis on facilitating, rather than direct teaching (Cadwell and Rinaldi 2003). Learning Environment With this in mind, those looking to apply this educational theory, in practice, will need to consider the environment almost as much of the content of the lesson itself. This is achieved by creating a harmonious and clean environment that is uncluttered and encourages free movement and activity, but also ensures that the availability of material is linked to the area of development being targeted. By restricting the material available, this has the effect of guiding the learning experience, but not to such an extent that the individual feels constrained. This educational theory also breaks down the age groups of those involved, with the recognition that children under the age of six are undergoing an incredibly dramatic development period and therefore developing self-construction during this period will potentially be the most important element of long-term development. Certain key expectations are included within this educational theory to guide expectations, without constraining e ither teacher or student. For example, the acquisition of language is something that is recognised as taking place, continuously, and therefore social behaviours will only truly become a fundamental element of the learning experience from approximately 2 years onwards, according to this educational theory.Waldorf Education (Steiner)Another formative educational philosophy is that referred to as Waldorf education or Steiner, which was established in Austria the early 20th century. As a result of this, several independent Waldorf schools were established, primarily in Germany, although also in neighbouring countries. This theory of education looks at the stages of development as being a crucial underpinning factor as to how education should take place. This theory broadly splits child development into three distinct stages, each of which lasts around seven years. The early years’ education which takes on-board the first seven years focuses primarily on providing hands-on activi ties and creative play opportunities, so that the primary focus is on child development through physical and practical activities, during this phase. Children’s learning For the purposes of this analysis, it is the first stage that is most important. However, so that it can be seen how these early years of education fit into the broader picture, it is worth noting that the second stage focuses more on social development and the third on academic understanding. Although the Waldorf theory can largely be seen as an educational theory that can be attached to independent schools across Central Europe, many of the theories and philosophies have permeated more traditional educational establishments. Relationships The education ideas put forward by Steiner largely follow the concept of common sense and go beyond simply what is taught to children. These theories also look at the environment and broader issues such as health and well-being. Taking this developmental approach is, in many ways, similar to that looked at above, with the Montessori theory; however, it is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme (Roopnarine and Johnson. 2005). The emphasis during the early years period is on providing children with practical activities that will allow them to live life experiences either by following the examples of others, or by their own experimentation. Throughout this theory there is also a heavy emphasis placed on nature, where external influences may be seen to be relevant.High ScopeMore recently, developed in Michigan, USA, is the High Scope early childhood educational approach which looks at a variety of different educational establishment, including kindergarten, pre-school and even home-based childcare, in order to look at the ways in which early childhood development should be best established, so as to lay down the foundations for future learning. The development of this educational theory was primarily founded on the concept developed by the psychologist Lev Vygotsky, which takes a scaffolding-style approach, suggesting that adults should form a learning â€Å"scaffolding† around children, to take into account their current level of development and encourage them to build on it (French and Murphy 2005). Relationships Several central concepts have been developed alongside this educational theory and although participation from the student is important, as it is with the other two theories, there is, however, a structure associated with this educational theory which distinguishes it from the previous theories (High/Scope Educational Research Foundation 2001). Learning Environment For example, environment is seen as important, within this educational theory and the classroom is expected to comply with a high scope model would have several well-defined interest areas, e.g., there would be a toy area and an art area, clearly delineated and made available for the children. This supports the basic learning approach that is advocated by the other two theories in that students will gain from interaction with adults and their own construction of the world around them. However, this is done in a much more structured way, where the daily routine requires early years’ children to be following a predictable sequence of events throughout the day and there not being complete freedom, as advocated by Montessori. To a certain extent, this theory can be seen to be a muted version of the earlier theories. Furthermore, although a heavy emphasis is placed on a constructivist and interaction approach, a much more rigid structure is put in place to ensure that there is consistency and comfort offered to the students and that they understand exactly what is likely to happen, on any given day.Forest SchoolsFinally, there is the specialist theory associated with Forest Schools Education which involves outdoor education and suggests that the children are able to develop confidence and knowledge through having a large amount of outdoor activities and engaging at times within a forest environment. These types of schools are seen as a means of building independence within any age category and the theory of Forest Schools has become a pedagogy, in its own right. This recognition of the importance of the environment is itself something that can be utilised, either in its own right or alongside the previous theories of development of early years children, as advocated by the other theories, mentioned above. Government Legislation and Guidance Within the UK, the Department for Education provides guidance for the Early Years Foundation Stage (EYFS). The aim of this guidance is to produce basic compulsory standards that all entities involved in the early years’ education provide. The statutory framework for the EYFS stage was established in 2012 and is the full document guiding those involved in the provision of years’ education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

Friday, August 16, 2019

Theories on Criminal Behavior

There are many theories that provide an explanation of criminal behavior. According to some theories, delinquent behavior is innate in an individual. Other theories say that crime is influenced by environmental, economic, and psychological aspects (University of North Texas, nd). Biological Theories According to the biological theories, criminals have a different physiological makeup from non-criminals. Their biological inferiority is what pushes them to resort to criminal activities.There had been multiple studies that attempts to find out if criminality is hereditary through analysis of family trees, identical and fraternal twins, statistics, and adopted children. However, these approaches have proved futile because they cannot distinguish hereditary from environmental influences (University of North Texas, nd). Contemporary researches, on the other hand, has discovered a wide array of biological factors that have direct or indirect connection with criminal or delinquent activities .Among them are lack of chemicals, minerals, and vitamins in the food they eat, sugar and carbohydrates-rich food, and hypoglycemia. Exposure to radiation, dysfunctions in the brain, and swallowing of food dyes and lead also play an important role in criminal behaviors. Likewise, criminal acts have something to do with hormonal abnormalities, particularly those that are connected with testosterone (the male sex hormone) and progesterone and estrogen (the sex hormones related to female). By injecting estrogen to male sex offenders would minimize their sexual drives(University of North Texas, nd).In addition, biological theorists likewise believe that the interplay of biological, environmental and social conditions can have an effect on criminal behavior. The genetic makeup of the criminal gives them a predisposition to act in a certain manner. The environmental and social conditions determines the actual behavior as well as the definition of that act(University of North Texas, nd). P sychological Theories The belief that criminal behavior is caused by low intelligence gained ground in the United States.In order to prove this view, a study was conducted in 1931 and reached a zero correlation between the intelligence of an individual and criminal behavior(University of North Texas, nd). According to Sigmund Freud’s psychoanalytic theory, criminal behaviors are associated with psychopaths or those who have internal problems that have been unresolved. Psychopaths are people who are rules by senseless guilt, subjective conscience, and no do not know how to distinguish right from wrong. In general, they find it hard to establish relationships with other people and do not know how to be emphatic(University of North Texas, nd).Sociological TheoriesAccording to sociologists, how people behave is determined by the social group as well as the social structure. The conditions of their society may cause them to commit crimes and delinquency(University of North Texas, nd).Sub-cultural Theory of DelinquencyIn the 1920s, the Chicago School, composed of sociologists, attempted to discover the connection between the crime rate of a community and its characteristics. According to this theory, social disorganization can take place in a neighborhood where the rate of delinquency is high.Social disorganization takes place when:1) there is absence of delinquency control;2) the criminal behavior is most of the time with the consent of parents as well as the community;3) the opportunity for delinquency presents itself; 4) there is minimal encouragement, training, or possibility for legal employment(University of North Texas, nd).Anomie TheoryThis theory was proposed by Robert Merton in 1938. Anomie explains the major difference between the cultural objectives and social structure of the United States. People experience strain as a result of their limited access to legal means of achieving wealth.In order to cope up with this inadequacy, people accumulate we alth through illegal methods as well as through conformity. Other forms of adaptation, according to the anomie theory, include ritualism, wherein the individual does not pursue the wealth actively, and rebellion, where the individual does not accept both the goal of the wealth as well as the legal means of obtaining it(University of North Texas, nd).Differential AssociationThis theory, introduced by Edwin Sutherland, is one of the major beliefs that explains the causes of criminal behavior.According to Sutherland, criminal behavior takes place because the delinquent individual has been exposed to criminal elements and isolated from anti-criminal patterns(University of North Texas, nd).Social Learning TheoryAccording to the principles of learning theory, the best way to approach criminality is to implement policies that would effectively punish criminals. Sadly, this is not being implemented in the United States. At present, the delinquent individual is usually not incarcerated and r eturned to the same community where they have been exposed to criminal behavior.Likewise, the method of punishment lacks consistency and is not immediately implemented. Alternative or prosocial behaviors is not rewarded with positive reinforcement(University of North Texas, nd).Social Control TheoryThe social control theory does not attempt to uncover the reasons why criminal behavior is committed but rather focuses on why people conform and accept these behaviors(University of North Texas, nd). Travis Hirschi, in his 1969 book Causes of Delinquency, provides a comprehensive presentation of contemporary social control theory.In his book, Hirschi concluded that delinquent behavior is likely unless the offender is exposed in a society that is characterized by attachment to other people, commitment to traditional means of action, involvement in usual activities, and concurrence to moral order and law(University of North Texas, nd). Moreover, Hirschi explained that the leading cause of delinquency is ineffective child rearing, which results to individuals with low self-control(University of North Texas, nd).Labeling TheoryThis theory places emphasis on the criminalization process itself as the reason for some crimes.The criminalization process refers to the definition of criminals and delinquent behavior. According to the labeling theory, the first time a person commits a delinquent act and gets punished by the criminal system, they are already viewed as a criminal and it eventually becomes a self-fulfilling prophecy(University of North Texas, nd).Conflict TheoryThis theory delves on the struggle between rich and poor, management and employees, majority and minority group. According to the conflict theory, society involves conflicts between rival interest groups and that the law and justice system functions in order to control subordinate groups.Crime results from the lack of power(University of North Texas, nd).Radical/Marxist TheoryAccording to this theory, capi talism demands competition of people in order to gain material wealth. Because of the uneven distribution of wealth, people have taken advantage of people who are less powerful than them as they accumulate wealth(University of North Texas, nd). According to the radical theory, criminal behavior is caused by what Marx calls class struggle (University of North Texas, nd).Real Life Cases of Criminal Behavior For a period of two years, FBI Special Agent Robert Hazelwood and Janet Warren from the University of Virginia’s Institute of Psychiatry and Law conducted interviews of 41 men who were convicted for the rape of 837 victims. Based on the interviews, 55-61% of the criminals committed premeditated rape during the first, middle, and final act. 15 – 22% of the criminals said that their acts were results of their impulse while 22 – 24% said that the opportunity to rape presented itself(Hazelwood & Warren, 1990).According to Janet Warren from the University of Virgini a, there are methods of sexual attacks on women. The first one is called the ‘con’ approach. In this method, the rapist openly talks to their victims and asks if they can do anything to help them. As soon as the victim is within their control, that is the time they perpetrate their evil plans. This was the case used by one of the interviewed rapists named John, who was responsible for raping 20 victims(Hazelwood & Warren, 1990). The second method used by rapist is the ‘blitz.Here the rapist physically assaults their victims by using chemicals or gases. Most of the times, however, they use their strength to overpower the woman. This was the case of 28 year-old Phil, who raped one of his victims in a vehicle(Hazelwood & Warren, 1990). Finally, the third method is the ‘surprise. ’ In this approach, the rapist pre-selects their would-be victim. The physical assault is perpetrated by the offender waiting for the woman. Weapons, such as guns or knives, as w ell as threats are involved in the surprise approach. 24-year old Sam chooses his victims by observing her patterns.He was able to rape 20 victims before he was caught(Hazelwood & Warren, 1990).ConclusionThere are many theories that explain the reasons why people resort to criminal behaviors. The causes of criminality may be psychological, social, or biological.ReferencesExplaining Crime. University of North Texas. Retrieved July 21 2008 from http://www. unt. edu/cjus/Course_Pages/CJUS_2100/2100chapter3. pptHazelwood, R. , & Warren, J(February 1990). The Criminal Behavior of the Serial Rapist. Holysmoke. Org. Retrieved July 21 2008 from http://www. holysmoke. org/fem/fem0126. htm