Crimes: Crime and Robert K. Merton Essay

Many researchers agree that, in the United States, most arrests for street crime involve people of lower class position. Why, according to Robert K. Merton, Albert Cohen, Walter Miller, and Elijah Anderson, would this be the case? How would a broader definition of crime (to include more white collar and corporate offenses) change the profile of the typical criminal? Robert Merton, Albert Colman, Walter Miller, and Elijah Anderson all agree that people of lower class commit most street crimes, because they are limited in their means to achieve their cultural goal of financial success. They lack proper schooling parental guidance and job opportunities that are available in upper class societies. Therefore, they cannot conform to the conventional means by which to achieve the Cultural goal of getting rich so they use unconventional means, Selling drugs and thievery, which means jail time. Albert Cohen who was a student of Merton believes that in many urban cities youths create sub-cultures. Groups of youths that is determined by who is feared more on the streets. They are delinquents who act out on impulse and do not think of what consequences there actions will bring and who are only loyal to themselves. Walter Miller lends into the theory of delinquency by defining it as having a need for excitement and a search for thrills. These ties in to Elijah Anderson who believes that jail is very likely for youths that adopt a Street Code which means to stand up and be able to take care of ones self by any means necessary. A broader definition of crime to include more white-collar and corporate offences will not change the profile of the typical criminal because society has a wide range of definitions for the behavior and actions of criminals. The definitions of crimes however should include the Social Status of a person and or group with legitimate reasons or circumstances for committing that crime.

Group work in Primary Schools

Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å" state of affairs in which, two or more people learn or attempt to larn something together † [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å" he developed an interview procedure offering a figure of scenarios, each with a moral quandary † for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å" the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the following † [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å" all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational belongingss † ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å" ambiance of accomplishment † ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å" When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å" Motivational and Cognitive † ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å" concerted acquisition additions pupils ‘ motive to make academic work † ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any. Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries: Stipulating instructional aims Determining group size and assign pupils to groups Determining Group Size and Assign Students to Group Classroom agreement Planing instructional stuffs to advance Interdependence Delegating group functions Delegating undertakings Structuring positive mutuality and answerability Explaining the standards for success Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking. An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition: Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å" when struggles are non verbalized they do non foretell positive results † ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å" little misinterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P † and the 2nd being that â€Å" verbal interactions generated to work out struggle are related to larning results † ( Dillenbourg and Schneider, 1995 ) . Alternate Proposal besides referred to as the â€Å" verification prejudices † by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å" Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others † ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å" One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing scheme † ( Dillenbourg and Schneider, 1995 ) Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. Common Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å" the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at manus † ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: â€Å" They develop a state of affairs for the pupils to explicate † ( Gagnon and Collay, 2004 ) â€Å" They select a procedure for groupings of stuffs and pupils † ( Gagnon and Collay, 2004 ) â€Å" They build a span between what pupils already cognize and what the instructors want them to larn † ( Gagnon and Collay,2004 ) â€Å" They anticipate inquiries to inquire and reply without giving away an account † ( Gagnon and Collay, 2004 ) â€Å" They encourage pupils to exhibit a record of their thought by sharing it with others † ( Gagnon and Collay, 2004 ) , and â€Å" They solicit pupils ‘ contemplations about their acquisition † ( Gagnon and Collay, 2004 ) . A comparing of there collaborative techniques, is illustrated in Appendix 1. Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å" Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect world † ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å" hard plenty to dispute but non so hard as to stonewall a conversation. † Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behaviour by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and disad vantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å" By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups † [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å" one-on-one † interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å" In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its rightness † [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å" One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability studentaˆÂ ¦ † ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besid es concluded that â€Å" the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ equals † ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ]1. The Learning Cycle2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider. Appendix 2 Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUPWHAT IS THIS?WORKS BEST FORBenefitsDrawbackPair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions. Notes: These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html This tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_Learning

A Comparative Study of How the Mothers are presented in The Poisonwood Bible and The Mosquito Coast Essay

In The Poisonwood Bible and The Mosquito Coast, the mothers play very important roles. In my study I will explore the authors’ purposes in presenting the mothers the way they have, and what techniques and imagery they use to portray certain themes about women throughout the novel. Within both novels, the reader witnesses the mothers changing characters. As Allie and Nathan’s continuously tiring and increasingly maddening outlook progresses, the mothers begin to change. Orleanna no longer cowers in Nathan’s relentless demands and authority, stating that ‘her first job was to take care of her own and if he was any kind of father he would do the same.’ This contrasts greatly with the Orleanna we meet at the beginning who describes herself as Nathan’s ‘instrument, his animal’. Contrasting to this, Mother is presented so that the reader is not really aware of her the entire way through; Theroux does not bring her character into the foreground of the novel until near the end. She is described by her function as a Mother and wife. However, her role is stronger than that of Orleanna’s; she can speak out to Allie in a passive, gentle way telling Allie, ‘Don’t pretend to be better than you are.’ This shows how Mother does seem to have a more outspoken independent side outside of her family, and which Theroux reveals as the novel progresses. The fact that Mother is given no other name than Mother, also signifies her status within the family. This shows how she has no personality, no independence and is only there for motherly purposes In terms of narrating style, Theroux uses Charlie as an unreliable narrator. Through his eyes we meet Mother; Charlie describes Mother as ‘an angel’, painting a positive picture of Mother. When Charlie talks about Mother, the reader is presented with a person, the complete opposite of Allie, he is a ‘wild man’ and Mother ‘an angel’ This foreshadows the end of the novel as well as revealing Charlie’s perception of his parents. He compares them when discussing Mother’s lessons on the beach; they were like ‘play’. Charlie then continues to say ‘she was not like Father, Father lectured us, but she never made speeches’. This shows the differences in Allie’s and Mother’s parenting roles, Charlie seems to appreciate Mother more, even though he seeks Allie’s approval and this shows in his narration. In comparison to The Mosquito Coast, Kingsolver’s choice of narrative style differs greatly. The reader gets a broader perspective from each character, hearing each woman’s opinion of Orleanna. This choice of narration, leaves less room for bias, Ruth-May states how in their family ‘mama comes last.’ Whereas, Leah talks about looking after Orleanna, ‘how once in a great while we just have to protect her’, this makes Orleanna seem helpless and does not show Orleanna in a particularly positive light, suggesting that Orleanna is weak, and the girls seem more independent than the children in The Mosquito Coast. However, this does reveal that Kingsolver is sensitive to how differently children and mothers’ can relate to each other depending on age, personality and perception. However, unlike The Mosquito Coast, in The Poisonwood Bible, the reader has direct narrative from Orleanna. Kingsolver presents Orleanna’s character as one that retrospectively has a clear view of herself and her children. She describes herself as Nathan’s ‘instrument, his animal. Nothing more.’ This reveals Kingsolver’s ideas about women in that era, how they were only there to fulfil their husband’s wishes. It also emphasises Orleanna’s vision of herself, connoting herself as a passive and obedient object in her family. Furthermore, Orleanna’s character, describes herself as a ‘pale rat of a cowering mistress’, Kingsolver’s depiction of Orleanna gives the reader a pathetic perception of her, this generates sympathy for her character. In The Mosquito Coast, Theroux presents Mother as a character only with the function of being a mother and a wife. Similar to Orleanna, Mother’s first priority is her family and her husband. Her character is controlled by Allie and she willingly goes along with his dreams and ambitions as it ‘makes him happy’. Mother’s compliant attitude to Allie is seen throughout the beginning of the novel when Charlie is ‘Climbing the shrouds-on my [Allie’s] orders†¦Mother looked helplessly at Father and with real agony’, showing how even though she disapproves and is seemingly hurt by Allie’s test of Charlie’s courage and character, she still says nothing; emphasising Mother’s submissive nature. In contrast, toward the end of the novel, Mother declares, ‘I don’t take no as an answer’, Theroux’s choice of assertive language here, shows Mother’s progression as an independent character. However in The Poisonwood Bible, Orleanna is conveyed as a quite weak character at the beginning of the novel, whereas Mother is not so much weak, just less noticeable. Orleanna is presented by Kingsolver as quite secretive, guiding her children silently. By the end of the novel Orleanna is described using metaphor, her ‘profile in the window turned to salt crystal, reflecting all light.’ this imagery paints a hopeful picture, suggesting Mother as the children’s saviour. This contrasts greatly with the Orleanna at the beginning of the novel, she seems lost ‘while all the sparkle drained out of her face†¦her light blue eyes had gone blank, like shallow pans of water’, Kingsolver’s use of imagery here allows the reader to empathise with Orleanna, trying to get the reader to understand Orleanna’s position in the family. In both texts, each family coming from the western world, are thrust into a poverty stricken community, each community with different values and outlooks on western culture. Both mothers’ react differently to the new culture and traditions, highlighting the authors’ ideas of the differences and acceptance of culture other than our own. In The Mosquito Coast, the community the Fox’s are introduced to are at first wary of the new comers, as is Mother of them. However, as they learn to live together, Mother embraces their way of life. Charlie’s narrative describes mother learning ‘the local way of doing something’, revealing how accepting Mother is of the ‘Zambus’ customs, she does ‘not take charge’ supporting Theroux’s presentation of Mother as a subservient character in the novel. This exposes Theroux’s acceptance of other cultures, and the expectations of women. On the other hand, in The Poisonwood Bible, Orleanna seems to cling on to what she has left of western society, finding it hard to mould herself to the traditions of the people of Kilanga. Orleanna is lost in her life in Kilanga, asking herself ‘How in the world did a person get to be where I was?’ Kingsolver’s use of rhetoric here, presents Orleanna as a resentful and self-pitying character, and it could be said to reveal Kingsolver’s ideas of how the western culture takes for granted the ‘electric range’ and ‘precious Clorox bleach’, that we have grown so accustomed to. Another aspect of both novels, which greatly affects the mothers’, is their relationships with the male dominant character, the Fathers’. Both fathers’ are similar in their determination to reach and accomplish their dreams, or calling. In The Mosquito Coast, Theroux presents Allie in a negative way; the reader is introduced to Allie’s ideas and theories through Charlie’s narration. The first time we hear Allie talk, he is talking to himself, ‘I don’t know’, He said, replying to himself.’ this creates the idea that Allie has self-importance and does not listen to anyone else; and this reflects in his relationship with Mother. Allie refers to Mother, as ‘Mother’, suggesting a lack of respect for women. Mother knows that they are going to the Honduras, however when Allie reveals he is taking them to Mosquitia ‘Mother just stared at him, it was news to her.’ Theroux shows Mother’s character here, as she does not complain, in fact she goes on to help Allie made uncomfortable by Reverend Spellgood, this reveals her submissive nature to Allie and gives the reader insight in to Allie and Mother’s relationship. Mother may seem subservient to Allie, although she does have some power in the relationship, most direct speech is to Allie in gentle warning or commenting on Allie’s actions passively. She advises him to not ‘do anything I wouldn’t do’ and to not make himself ‘out to be better than you are’, this highlights that Mother knows how to communicate with Allie and even know they do not seem intimate, they know each other intimately. This is clear when Mother comments ‘I love him when he’s happy’. However, most of Mother’s comments Allie brushes aside, which may show why Mother doesn’t say much, as when she does Allie takes no heed. It seems that Theroux put Mother in the novel as a device to counterbalance Allie’s character, they are opposites, Allie a ‘wild man’, mother ‘an angel’, and as Theroux reveals Allie’s character very forcefully from the beginning, Mother’s true character and strength, is revealed slowly throughout. This could be because of Theroux’s choice narrative strategy, we learn as Charlie learns, so as Charlie finds out more about his mother, the reader does also. By having Mother in the novel, Theroux has given the reader a more sympathetic, contrasting character to Allie, and this causes the reader to dislike Allie more. In contrast, Orleanna’s relationship with Nathan seems entirely unhappy. Orleanna is left entirely alone as Nathan ‘wrapped himself up in the salvation of Kilanga’ whereas in The Mosquito Coast, Mother and Allie seem more of a team. Nathan’s behaviour towards Orleanna creates a negative response to his character. Orleanna is presented as bitter towards Nathan, saying ‘a wife may revile a man with every silent curse’, this use of hateful language, conveys to the reader the state of Nathan and Orleanna’s relationship. Theroux uses a retrospective narrative to give the reader insight to how Nathan and Orleanna became so unhappy. Orleanna describes Nathan as a ‘tyrant before men†¦and a child before God†¦a petulant one’ this show of Nathan’s character emphasises and explains Orleanna’s submission to his beatings and weakness in his presence and ends up ‘swallowed by Nathan’s mission, body and soul.’ reinforcing the view that women of that era were to do their husbands’ ‘magnificent will’. The theme of death is apparent in both texts, in The Poisonwood Bible, when Ruth May is bitten by the snake, the way in which Orleanna reaction is very surprising, ‘she behaved as though someone else had already told her,’ Orleanna’s calmness could be misinterpreted for not caring, but as we heard from Orleanna’s narrative, she cannot get away ‘from the disaster she knows is coming’ this prolepsis to the end of the novel, seems to be reflected in Orleanna’s reaction, Kingsolver uses this to demonstrate how powerless Orleanna is, she knows disaster is coming, and yet she is helpless and so ‘inhumanely alone’ here Kingsolver uses the character of Orleanna to reflect the women of the 1960’s, who felt trapped in their roles as good wives and mothers.

Applying psychological perpective to a case study

Applying psychological perpective to a case study The aim of this report is to apply psychological perspectives of human growth and development to a specific case study. To demonstrate an understanding of psychological theories of human behaviour with regards to a specific stage in life and to identify ways in which these theories underpin the social work profession. This report will analyse the case of Tina with primarily giving the history and evidence of the case. The report will then explain the possible psychological explanations for Tina’s behaviour, followed by a conclusion and the recommendations the social worker may advise in order to assist Tina. Case history/sequence of events It would appear from Tina’s background she had a difficult upbringing and this appears to have stemmed from her mother leaving when she was three years old. She was left in the care of an abusive alcoholic father and there appears to be significant amount of neglect from her father and issues with poor standards of hygiene. Although, this evidence is from a former friend, both Tina and her brother John were placed on the Child Protection register. Tina was sexually active in early adolescence which then lead to her having a baby at fourteen years old but the baby was taken into emergency foster care as there was evidence of neglect and physical abuse. When Tina was eight months pregnant her GP referred her and her boyfriend Tom to social services due to concerns about their ability to cope with the unborn child because of her previous history. When the social worker visited the family home she reported the conditions of the flat, which is on the fourteenth floor, were unacceptable due to poor standards of hygiene and no signs of preparation for the unborn child. Tom was extremely unreceptive towards the social worker. The social worker received a call from the hospital two days after Tina and Tom had their baby as Tina was seen by staff at the hospital to smack the baby. Psychodynamic explanations of human beha viour Freud’s psychodynamic theory is widely used in the social work profession and is extremely valuable when attempting to understand the relationship between feelings, emotions and behaviour. From a Freudian perspective there appears to be significant evidence surrounding Tina’s childhood experiences and the difficulties she experienced could relate to how her behaviour is affecting her capabilities in looking after her baby. According to Freud (1938) disturbances in the five stages of psychosexual development in childhood could result in abnormal behaviour in adulthood. Perhaps the most important crisis point in these stages is the phallic stage which occurs around the age of three and therefore, does relate to the age when Tina’s mother abandoned her. Freud (1923) would suggest this may cause the child to repress the sexual and aggressive urges into the unconscious causing problems later in life. He suggests children will internalise aspects of their parent ’s standards and would follow what their parents do with regards to aggression and other forms of anti-social behaviour. From a Freudian point of view, it could be argued Tina is exhibiting the same behaviour as her father with being over sexualised and her aggressive behaviour is being displaced unto her newborn baby. Therefore, it would appear the social worker could use the Freudian view of Tina’s behaviour, as it could relate to the disturbances she encountered in her childhood and more specifically the abuse and neglect from her father.

Evolution of International Monetary System Essay

Evolution of International Monetary System - Essay Example Moreover, there was no mechanism to consolidate an orderly return to inflation-adjusted exchange rates. â€Å"When countries, such as the United Kingdom in 1925, tried to return to the gold standard at overvalued parities, they were forced to endure painful deflation of wages and prices in order to restore competitiveness† (Check against Delivery, 2009). â€Å"During the Great Depression, the united states stay with strict norms of the gold-exchange standard, but gradually could not use monetary policy to offset the economic contraction† (Eichengreen & Franklin, 1992). Bretton Woods: In the 1940s, British and American policy makers decided to work jointly to design a new post war international monetary system, which would combine the benefits of a liberal international system along with the freedom for government to pursue domestic policies aimed at promoting social well being and employment to all. â€Å"The principal architects of the new system, John Maynard Keynes and Harry Dexter White, created a plan which was endorsed by the 42 countries attending the 1944 Bretton Woods conference. The plan involved nations agreeing to a system of fixed but adjustable exchange rates where the currencies were pegged against the dollar, with the dollar itself convertible into gold. So in effect this was gold – dollar exchange standard† (International Monetary Systems, 2010). The main feature of Bretton Woods’s system was: Simplicity and adjustability to the rates as well as the exchange rates was a real reflection of the instability of inter-war period. â€Å"It was more administered than market-based; also exchange rates adjustment was... This essay presents a comprehensive review of the stages of the development of the international monetary systems. Possible reform measures to make the monetary system more fair and stable are discussed in the paper. International monetary systems are sets of internationally agreed rules, conventions and supporting institutions that facilitate international trade, cross boarder investment and basically the reallocation of capital between different nations. Over the past century, different international monetary regimes have struggled to adjust to structural changes, including the integration of emerging economies into the global economy. Systemic countries failed to adapt domestic policies in a manner consistent with the monetary system of the day. Adjustment was delayed, vulnerabilities grew, and the reckoning was disruptive for all. All the developing as well as the developed economies, should accept their responsibilities for open, strong and effective management of International Monetary System. Main function would be the timely recognition of any negative effects regarding a particular monetary decision on global economies and financial systems, as well as working to mitigate those before it amplifies adverse dynamics. So countries adopting a new policy should make sure that they submit it for peer review internally and then have the IMF do an external review Globalized economy with market-based exchange rates and effective utilization of reserves will lead to proper and harmonious external balance over time.

Australian Taxation Law Assignment Example | Topics and Well Written Essays - 1000 words

Australian Taxation Law - Assignment Example The $5,000 received after the trading period qualify as income for the period ended 30 June 2010. This is in accordance with accruals accounting method; income is recognized when it is earned. All this is in accordance with and requirements of section 6-5. The trading stock for Philip’s business has to be evaluated according to the general rule of accounting for stock-S70-35(1). The difference between the opening and closing stock is added to assessable income because the closing stock exceeds opening stock-S70-35(2). The allowable deductions (division 8) include the $2,000 which was an expense from the replacement of the air conditioner-S25-10. The amount is minimized to the cost that Phillip incurred since he resold the air conditioning system which generated back income-S6-5. W Thomas & co v FCT? bought a building and did not know that the building had damage when they bought it – the courts held that the ATO will treat expenditure that remedies defects, damage or de terioration to property as capital if the defect, damage or deterioration existed at the time of acquisition of the property, and did not arise from the operations of the person who incurs the expenditure. Note – the mere fact that the purchaser did not know that initial repairs were needed at the time of purchase is irrelevant. His interest accrued on a loan that was used in renovating the rental houses resulting in a generation of assessable income-S25-25(1). The $500 he used for replacing the light bulb is also a deductible income since it falls under repairs and replacement-S25-10. Fine paid by Phillip to the local does not qualify as a deduction as per the S26-5 stating that penalties are not deductible amounts. The expenses incurred in the manufacturing of the tennis racquet also, are a part of the deductible allowance as it is an expense incurred in generating an assessable income-S8-1. Under Division 30, donations are deductible allowances as long as they are voluntar y and, no collateral claimed. This can be related to the charity donation. However, the gifts he presented to family and the 5 racquets he took for personal use do not qualify as deductible allowance-S26-54. Paper 2 Joan’s total taxable income Joan’s income $ $ Salary 375,000 Home ware magazine 24,000 13,500 537,500 Agreement 230,000 Payment for damages through accident 360,000 590,000 Total assessable income 1,127,500 Allowable deductions $ $ Pain and suffering 10,000 University Union fees 650 Textbooks 750 Photocopying and writing aid 350 Travel 450 2,200 Total allowable deductions 12,200 Joan’s total taxable income Assessable income 1,127,500 Allowable deductions 12,200 Total taxable income 1,115,300 Joan’s total taxable income amounts to $1,000,300.  

The hidden power of smiling Assignment Example | Topics and Well Written Essays - 500 words

The hidden power of smiling - Assignment Example He indicated smile does not start when people are in the physical life but through the analysis of radio scan information, he found that babies in the womb smile and this continues after birth where, normally, children smile up to four hundred times each day. Gutman noted that a research carried out among sportsmen who smile differently indicated that they have different life span where those who rarely smile are likely to live an average of 70 years while those who smile a little live up to an average of 72 years and those who smile much have an average lifespan of 80 years. He mentioned that only a few adults rarely smile less than fourteen times a day and that they are usually very gloomy and perceived unwelcoming by the other people, but those who do it more than that, have a brighter life. In his analysis, Gutman indicated that a smile is evolutionary contagious and makes a person to feel good and therefore, if a person stays next to others who are smiling, they are likely to sm ile as well. In his argument, Gutman says that smiling stimulates the mind very much, more than the simulation that can be caused by 2000 bags of chocolate, which people like much or 16000 dollars in cash.