Discuss How the relationship between kinship and politics is Essay

Discuss How the relationship between kinship and politics is illustrated in texts of Aeschylus's Eumenides and extract from Theogony by Hesiod - Essay Example Unknown to Thyestes, Atreus had secretly murdered all of his children and have served them to him in a way that the true origin of the meat was disguised. Needless to say, he had unwittingly eaten his own children. Atreus had revealed to him the true nature of what he has been eating by the end of the meal, and Thyestes, in his rage, called down a curse on Atreus house. With Aegisthus, his sole surviving child, they fled from the house. (2) Agamemnon and Menelaus are Atreus sons. Agamemnon wedded Clytaemestra, and Menelaus wedded Helen. Menelaus wife, however, was seduced by Paris of Troy, with whom she went willingly with back to his city. Agamemnon and Menelaus had arranged the chieftains of Greece into a massive force in retaliation to win her back. The fleet met at Aulis, but was incapable of setting sail due to the anger of the goddess Artemis who had been keeping the weather against them. The prophet Calchas said to Agamemnon that in order to pacify the goddess, the king would have to sacrifice his own daughter, Iphigeneia. As he did so, he and his troops were able to set sail. They waged a war against Troy for ten long years, which eventually destroyed the city and killed or enslaved all of the people in the city. On their journey back home, Agamemnons contingent was faced by a terrible sea storm wherein only Agamemnons ship was able to survive. In his return, Agamemnon brought with him a captive mistress, the prophetess Cassandra. His wife, Clytaemestra, had taken a lover while he was away who just so happened to be Aegisthus, the only surviving son of Thyestes. Not long after Agamemnons return, Clytaemestra murdered the king in his bath. Her next victim was Cassandra. The prophetess, with the conviction that she is incapable of changing her fate decided to walk wittingly towards her own death. (5) Clytaemestra exhibited the corpse of the king while proclaiming that justice had been served. Her motives were a tangled mix

Social Work Domestic Violence

Social Work Domestic Violence Domestic violence: a brief critical analysis of impact and interventions built on a definitional, historical, and theoretical foundation. Introduction The introductory quotation by Desdemona expresses her fear of Othello’s rage (Shakespeare, 1604, cited in Meyersfeld, 2003) at the same time eloquently conveying the terror implicit in domestic violence and demonstrating that domestic violence is not a new phenomenon. Neither is domestic violence a rare occurrence. According to the British government, domestic violence affects millions of lives. The following statistics are quoted from the official government website (CrimeReduction.gov.uk, Domestic violence mini-site, 2005): one in four women and one in six men will be victims of domestic violence in their lifetime with women at greater risk of repeat victimisation and serious injury; 89 percent of those suffering four or more incidents are women; one incident of domestic violence is reported to the police every minute; on average, two women a week are killed by a current or former male partner; and domestic violence accounts for 16 percent of all violent crime. This essay will demonstrate that the issue of domestic violence is a complex one, much more complex than the term itself might convey. Indeed, domestic violence is complex in terms of its very definition, complex in terms of its theoretical explanations, complex in terms of gender relevance, complex in terms of its effects, and complex in terms of interventions to prevent and deal with its occurrence. The essay begins with a presentation and critique of various definitions for domestic violence, an exploration of the historical evolution of domestic violence as a societal concern, and a discussion and critique of theoretical explanations for domestic violence including consideration of the relevance of gender. This foundation will be used as a basis for exploring the impact of domestic violence upon its direct and indirect victims and the value and efficacy of the current resources, initiatives, and support networks used in combating domestic violence and assisting its victims. Final ly, concluding remarks will be presented. A Critique on Definitions of Domestic Violence Finding a generally-accepted definition for domestic violence proved to be an elusive endeavor. This may be because there is no consensus definition of the term (Laurence and Spalter-Roth, 1996; Contemporary Womens Issues Database, May 1996; Contemporary Womens Issues Database, July 1996). Each writer seems to define the term to fit his or her topic or agenda. For instance, Chez (1994, cited   in Gibson-Howell, 1996), in focusing on female victims of domestic violence, defines the term as â€Å"the repeated subjection of a woman to forceful physical, social, and psychological behavior to coerce her without regard to her rights.† Some definitions are basic and general: â€Å"a pattern of regularly occurring abuse and violence, or the threat of violence, in an intimate (though not necessarily cohabitating) relationship† (Gibson-Howell, 1996, citing Loring and Smith, 1994). Other definitions are comprehensive and specific (Manor, 1996; Neufield, 1996; Asian Pages, 1998; Josiah, 1998; Seattle Post-Intelligencer, 1999; Danis, 2003; Verkaik, 2003). The more comprehensive definitions, although phrased differently, typically possess the following common elements: a pattern of abusive behavior (as contrasted to a single event); the abusive behavior involves control, coercion, and/or power; the abusive behavior may be physical, sexual, emotional, psychological, and/or financial; and the victim of the abusive behavior is a cohabitating or non-cohabitating intimate partner or spouse. The British government has adopted one of the more expansive descriptions of domestic violence, one that includes all of the foregoing elements: â€Å"Any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been intimate partners or family members, regardless of gender or sexuality. Beyond the basic definition, the government furnishes further description of domestic violence as â€Å"a pattern of abusive and controlling behaviour† by which the abuser attempts to gain power over the victim. The government contends that domestic violence crosses age, gender, racial, sexuality, wealth, and geographical lines. (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) Interestingly, the definition offered by the government expands the description to include other â€Å"family members† in addition to â€Å"intimate partners.† Historical Evolution of the Recognition of Domestic Violence as a Societal Concern The issue of domestic violence, particularly violence against female spouses, was a topic of societal concern dating from the first marriage law instituted by Romulus in 75 B.C. But the concern was not in preventing domestic violence; to the contrary; the concern was in support of â€Å"wife beating†Ã¢â‚¬â€legally and institutionally—a condition that existed through the early twentieth century. (Danis, 2003, citing Dobash and Dobash, 1979). English common law, until the late nineteenth century, â€Å"structured marriage to give a husband superiority over his wife in most aspects of the relationship.† This â€Å"sanctioned superiority† gave the husband the right to â€Å"command his wife’s obedience, and subject her to corporal punishment or ‘chastisement’ if she defied his authority.† (Tuerkheimer, 2004, citing Siegel, 1996) The beginning of the twentieth century witnessed the dismantling of laws specifically condoning control and violence; however, the laws were not replaced by codes that protected victims from abuse. Instead, â€Å"marital privacy† became the standard. Essentially, abuse was considered to be a family problem, not one in which society had an interest. (Turekheimer, 2004) Not until the feminist movement of the late 1960s and 1970s was public interest in domestic violence piqued (Danis, 2003, citing Schechter, 1982). With little public or private funding, feminist activists set up shelters for female victims of domestic violence. They also pressed for laws to punish offenders and promoted training of social workers and other professions to recognize domestic violence and treat its victims. (Contemporary Women’s Issues Database, May 1996). From these humble beginnings, over the last thirty-plus years, public awareness has been enhanced dramatically, increasing amounts of public and private funding have been allocated for shelters, domestic violence laws have been strengthened, and social workers and other professionals (e.g. school personnel, healthcare professionals, police officers) have been trained to recognize signs of, and provide treatment to those affected by, domestic violence. Today, in the early years of the new millennium, the way in which society views domestic violence is continuing to evolve. Physical abuse of wives was the initial focus of intervention initiatives. Drawing on research presented earlier, sexual, emotional, psychological, and financial abuse have been added to physical abuse as types of domestic violence. And, many definitions of victims of domestic violence now include, in addition to wives, husbands and domestic partners of the same or different sex. Increasingly, too, children in the domestic arrangement are being included as victims of domestic violence. Theoretical Explanations for Domestic Violence and the Relevance of Gender Just as there is a lack of consensus on a single definition for domestic violence, â€Å"there is no single recognized causal theory for domestic violence.† In the absence of a single theory, at least four theories are used to explain why domestic violence occurs: social exchange/deterrence, social learning, feminist, and the ecological framework. (Danis, 2003) These theories, with their relevance to domestic violence, will be presented and critiqued in this section. A discussion of the relevance of gender in domestic violence will close out the section. Under the social exchange theory, human interaction is driven by pursuing rewards and avoiding punishments and costs. (Danis, 2003, citing Blau, 1964). Gelles and Cornell (1985, 1990, cited in Danis, 2003) contend that domestic violence occurs when costs do not outweigh rewards. Costs in this context include the potential for defensive physical action by the victim, potential of being arrested and imprisoned, loss of personal status, and dissolution of the domestic arrangement. The social learning theory suggests that people learn to be violent by being immediately rewarded or punished after they commit violent behavior, through what is called reinforcement, and by watching the experiences of others, called modeling (Danis, 2003, citing Bandura, 1973). According to some experts, there is a correlation between people who witness abusive behavior in their earlier lives and those who commit domestic violence later. (Danis, 2003, citing O’Leary, 1987). According to feminist theory, domestic violence emanates from a â€Å"patriarchal† school system which assigns men the responsibility for controlling and managing female partners (Danis, 2003, citing Dobash and Dobash, 1979; Yllo, 1993). Under this theory, domestic violence is attributed to a flaw in societal structure rather than to any specific individual male pathology. Finally, the ecological framework theory, in contending that no single theory can be used in explaining or predicting domestic violence, proposes risk factors for domestic violence and interventions to address it at three levels—the micro level (e.g. batterer programs), the meso level (e.g. police and the courts), and the macro level (e.g. a coordinated community approach). (Danis, 2003, citing Crowell and Burgess, 1996; Chalk and King, 1998). Each of these four theories offers valuable insight into domestic violence. For instance, the social exchange theory offers a basis for law enforcement and prosecution of offenders; the social learning theory helps to explain why children who witness abuse sometimes grow up to be abusers themselves thereby providing rationale for corrective interventions to â€Å"unlearn† abusive behavior; and the feminist theory supports interventions targeted at helping batterers to reform and helping to empower victims. But none of these theories seems to provide a comprehensive foundation on which a comprehensive approach for dealing with the many causal and outcome dimensions of domestic violence can be built. The more integrated ecological framework theory, however, seems to furnish the needed basis for such a comprehensive approach. Now attention will turn to the topic of the relevance of gender in domestic violence. Historically, as mentioned earlier, wives were considered to be the only victims of domestic violence. Today, husbands as well as same- or different-sex non-married partners are considered to be victims as well (Cruz, 2003).   Although the statistics vary significantly (Leo, 1994), some indicating that the same number of men as women are victims of domestic violence (Leo, 1994; Simerman, 2002), most experts agree than women are most often the victims and, when they are victimized, the damage is usually more serious. The indication that women are most often victims has now gained official recognition. The British government contends that, although domestic violence is not restricted to a specific gender, â€Å"it consists mainly of violence by men against women.† (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) The Potential Impact of Domestic Violence on Females, Mothers, and Children According to the Contemporary Women’s Issues Database (January 1996), â€Å"the most common victims (of domestic violence) are women and children.† With the acknowledgement that domestic violence affects men as well as women, the focus of the discussion in this section will be on the potential impact of domestic violence on females, generally, and on females in their role as mothers as well as on their children. Domestic violence against women can result in serious physical injuries, psychological trauma, and mental strain (Wha-soon, 1994). According to Wha-soon, physical injuries include â€Å"severe headaches, bruises, bone fractures, loss of eyesight, nervous paralysis, insomnia and indigestion,† and psychological trauma can include â€Å"anxiety, a sense of powerlessness, and a loss of self-respect and self-confidence.† Psychological effects can lead to suicide in some cases. Winkvist (2001) echoes these psychological effects and adds that battered women are also more likely to experience sexual and reproductive health disorders. Effects are not restricted to those that are physical and psychological in nature, however. Women can be financially impacted as well. Brown and Kenneym (1996) contend that women, in an effort to flee their attackers, may â€Å"give up financial security and their homes† in favor of safety. Mothers may experience additional negative effects from domestic violence. Starr (2001) contends that domestic violence against mothers â€Å"is associated with harmful implications for mental health and parenting, as well as for the offspring.† According to Starr, mothers who are in an environment of domestic violence suffer worse outcomes for themselves and for their children. Isaac (1997) suggests that abuse of mothers and children are linked, stating that from thirty to almost sixty percent of mothers reported for child abuse were themselves abused. Hewitt (2002) claims that ninety percent of occurrences of domestic violence are witnessed either directly or indirectly by children. Children can be affected in at least two ways by domestic violence. According to the British government, they can be traumatized by violence they witness against others in the relationship even when they are not the specific targets of the violence (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). According to Hewitt (2002), children suffer low self-esteem, isolation, trauma, and homelessness that they may not manifest until later in life. They may also suffer from maladies such as worry, sadness, focus and concentration difficulties, forgetfulness, headaches and stomachaches, lying, and â€Å"poor impulse control,† according to Salisbury and Wichmann (2004). Importantly, there is also a strong correlation between domestic violence and child abuse, a point which reinforces Isaac’s position mentioned earlier (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). Edleson (1999, cited in Spath, 2003) takes the same position in stating that â€Å"numerous research studies over the last several decades have reported a connection between domestic violence and child maltreatment within families.† And, finally, as mentioned earlier, the social learning theory would suggest that children who witness violence learn that violence is an acceptable way to settle disputes. Supporting this, Wha-soon (1994) writes that the â€Å"learning of violence causes a cycle of violence.† An Assessment of the Value and Efficacy of Domestic Violence Interventions Methods for dealing with domestic violence generally fall into three categories: prevention, protection, and justice (M2 Presswire, 1998). As the terms imply, prevention attempts to avert incidences of domestic violence through methods such as education and counseling; protection involves attempts to prevent further injury through methods such as removing victims from the situation and ordering offenders to stay away from their victims; and justice involves retribution against domestic violence offenders. The value and efficacy of prevention, protection, and justice methods used in dealing with domestic violence are difficult to measure. A reason for this was mentioned earlier: the lack of a consensus definition for domestic violence itself. (Contemporary Women’s Issues Database, May 1996). Nevertheless, there has been some attempt at measuring performance anecdotally. According to the Contemporary Women’s Issues Database (April 1993): â€Å"Currently, the two most common forms of social intervention are mechanisms that help her to leave (such as emergency shelters) and having him arrested†¦(but) neither of these interventions is ideal.† And, police and judicial interventions do not seem to fair much better as illustrated by the case of Samuel Gutierrez who killed his domestic partner, Kelly Gonzalez, in Chicago, Illinois in the United States after multiple beatings, arrests, and various court interventions (Hanna, 1998). That domestic violence still exists as such a serious social problem is probably the best evidence that current methods for preventing it, protecting its victims, and exacting justice on offenders are not working especially well. Perhaps the future will be brighter. Newer perspectives, such as that offered by the ecological framework theory, offer some hope. It seems that taking a comprehensive, integrated approach could potentially be substantially more effective as the various public and private components work together in a cooperative, synergistic arrangement with one goal—the welfare of the potential or actual victim. One expert even suggests that this combined public-private approach could be enhanced further by adding a third component—the family (nuclear family, extended family, intimate family, close relationships)—to the formal, integrated support arrangement (Kelly, 2004). Conclusion Public and private organizations continue to increase their attention to domestic violence. In the United Kindgom, The Domestic Violence, Crime and Victims Act 2004 furnishes greater authority to police and the courts in dealing with cases of domestic violence and in providing protection to victims. Aditionally, the British government’s recently issued national domestic violence action plan sets forth ambitious goals (CrimeReduction.gov.uk, Domestic Violence, 2005) quoted as follows: reduce the prevalence of domestic violence; increase the rate that domestic violence is reported; increase the rate of domestic violence offences that are brought to justice; ensure victims of domestic violence are adequately protected and supported nationwide; and reduce the number of domestic violence related homicides. Returning to the introductory quotation, had Shakespeare’s Desdemona been alive today, perhaps she would have some hope that she would not forever be in such great fear of Othello’s rage. References Asian Pages (1998) What is domestic violence? November 14, 1998. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Blau, P. M. (1964). Exchange and power in social life. New York: John Wiley Sons. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Brown, Karen R. and Kenneym, Catherine T. (1996) Report from the front lines: The impact of violence on poor women [Part 1 of 5]. Contemporary Womens Issues Database, January 1, 1996. Chalk, R., King, A. (1998). (Eds.). Violence in families: Assessing prevention and treatment programs. Washington, DC: National Research Council/National Academy of Sciences. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Chez, N (1994) Helping the victim of domestic violence. American Nursing 1994;94(7):32-37. Cited in Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Contemporary Women’s Issues Database (1996) Domestic and sexual violence data collection [Part 3 of 9], July 1, 1996. Contemporary Women’s Issues Database (1996) Measuring the costs of domestic violence against women and the cost-effectiveness of interventions [Part 1 of 6], May 1, 1996. Contemporary Women’s Issues Database (1993) Men beating women: Ending domestic violence—a qualitative and quantitative study of public attitudes on violence against women [Part 3 of 7], April 1, 1993. Contemporary Womens Issues Database (1996) You or someone you know may live in a home where domestic violence is a problem, January 1, 1996. CrimeReduction.gov.uk (2005), Domestic violence http://www.crimereduction.gov.uk/domesticviolence51.htm, April 4, 2005 [April 11, 2005]. CrimeReduction.gov.uk (2005), Domestic violence mini-site http://www.crimereduction.gov.uk/dv01.htm, April 4, 2005 [April 9, 2005]. Crowell, N. A., and Burgess, A. W. (1996). (Eds.). Understanding violence against women. Washington, DC: National Academy Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Cruz, J. Michael (2003) Why doesnt he just leave? Gay male domestic violence and the reasons victims stay. The Journal of Mens Studies, March 22, 2003. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Dobash, R. E., and Dobash, R. (1979). Violence against wives: A case against the patriarchy. New York: Free Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Edleson, J. L. (1999). The overlap between child maltreatment and woman battering. Violence Against Women, 5(2), 134-154. Cited in Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Gelles, R. J., Cornell, C. P. (1985). Intimate violence in families. Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gelles, R. J., Cornell, C. P. (1990). Intimate violence in families (2nd ed.). Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Hanna, Cheryl (1998) The paradox of hope: the crime and punishment of domestic violence. William and Mary Law Review, May 1, 1998. Hewitt, Kim (2002), Silent victims of violence in home. The News Letter (Belfast, Northern Ireland), September 14, 2002. Isaac, Nancy E. (1997) Response to battered mothers in the pediatric emergency department: a call for an interdisciplinary approach to family violence. Pediatrics, February 1, 1997. Josiah, Ivy (1998) Education through radio. Contemporary Womens Issues Database, January 2, 1998. Kelly, Kristin A. (2004) Working together to stop domestic violence: state-community partnerships and the changing meaning of public and private. Journal of Sociology Social Welfare, March 1, 2004. Laurence, Louise and Spalter-Roth, Roberta (1996) Research-in-brief: Measuring the costs of domestic violence against women [Part 1 of 2] Contemporary Womens Issues Database, January 1, 1996. Leo, John (1994) Is it a war against women? U.S. News World Report, July 11, 1994. Loring, M. T. and Smith, R. W. (1994) Health care barriers and interventions for battered women. Public HealthReports 1994;109(3):322-329. Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. M2 Presswire (1998) Home Office: Prevention, protection and justice: A comprehensive approach to tackle domestic violence, June 16, 1998. Manor, John H. (1996) Helping abusers out of the domestic violence equation. Michigan Chronicle, January 30, 1996. Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Neufield, Brenda (1996) SAFE questions: overcoming barriers to the detection of domestic violence. American Family Physician, June 1, 1996. OLeary, K. D. (1987). Physical aggression between spouses: A social learning theory perspective. In V. B. Van Hasselt, R. L. Morrison, A. S. Bellack, M. Hersen (Eds.), Handbook of family violence (pp. 31-55). New York: Plenum Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Salisbury, Sarah and Wichmann, Lee Anne (2004), Seen or unseen, domestic violence traumatizes children. The Register-Guard, August 29, 2004. Schechter, S. (1982) Women and male violence: The visions and struggles of the battered womens movement. Boston: South End Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Seattle Post-Intelligencer (1999) Domestic violence: Give us statistics we can work with. July 16, 1999. Shakespeare, William (1604), Othello act 5. sc. 2. Edited by Sanders, Norman. Cambridge University Press, 1984. Cited in Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Siegel, Reva B. (1996), The rule of love: Wife beating as prerogative and privacy, 105 YALE L.J. 2117. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Simerman, John (2002) Men, too, fall victim to abuse in big numbers. Knight Ridder/Tribune News Service, November 25, 2002. Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Starr, Raymond H., Jr. (2001) Type and timing of mothers victimization: effects on mother and children. Pediatrics, April 1, 2001. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Verkaik, Robert (2003) One man in six `a victim of domestic violence. The Independent, September 24, 2003. Wha-soon, Byun (1994) A study on the prevention of and countermeasures against domestic violence [Part 1 of 2]. Contemporary Womens Issues Database, January 1, 1994. Winkvist, Anna (2001) Researching domestic violence against women: Methodological and ethical considerations. Studies in Family Planning, March 1, 2001. Yllo, K. A. (1993). Through a feminist lens: Gender, power, and violence. In R. J. Gelles D. R. Loseke (Eds.), Current controversies on family violence (pp. 47-62). Newbury Park, GA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003.

Alcoholism at home Essay -- essays research papers

Children who grow up In families In which parents abuse alcohol live in fear, suffer and “learn'; behavior that inhibit their future lives. Many parents are worried of what is happening with children, who face the fact of excessive drinking of alcohol. Parents from alcoholic families, but those who don’t drink are afraid that their children will inherit the addiction. Some parents are fearful of the destructive possibility and braking up of the family; others think that children don’t see anything. Many, because of children, consider what will be better for the child and when it will have claims: when the parents will divorce or when the family will tolerate the person who drinks. Some of these apprehensions have real reasons, other don’t. Against some opinion children from pathological families don’t have to be bad students (often times they are the best), they don’t have to succeed less than their friends from “normal'; families, they don’t have to be wobbly (many of them are active and pugnacious, and also resourceful and responsible). However, in this theory, there are theories and truths really important that we shouldn’t ignore, but we should get to know them and think of them. Children from alcoholic families experience everything more than their friends. They suffer more tense, anxiety, confusion and loneliness. These feelings favor the creation of defensive attitude. Alcoholism is more than just drinking alcohol. It is a long-drawn illness, caused by immoderate drinking, thinking about alcohol and losing control of consuming it. Even though many experts think that we can’t fight against alcoholism, we can limit it and get to abstinence. In some ways it is similar to a diabetic person. He can’t really win with the illness, but he can cooperate with his organism and avoid eating food that contains sugar. Similarly, an alcoholic person can’t realistically change the reaction of alcohol on his organism, but he can “meet'; his illness by putting away the alcohol. But it’s always easier to say than to do. An alcoholic person pretends that everything is fine, for example he says: “I’m not that bad';, “I drink because of my family';, “Who would not drink if he had such a boss a... ...r laden with toys, who takes his children for a walk is a good person in oppose to always tired and grouchy mother. But it’s about an alcoholic in the earliest stage of drinking – the more alcohol, the less spent time with children. Control and carry-over is tied with behavior of the parent who doesn’t drink, but who tries to control life of the whole family. It comes off from the sense of responsibility of a parent. Also fear controls everything. There is no doubt that in alcoholic families children are the ones who suffer the most. The situation that occurs in a dysfunctional family forces them to play different roles. These are very different ways of reacting to the world that comes off defensive manners against threat that comes from pathological family with alcoholic problem. No homeliness and support impede proper psychological development. Often the child thinks that the alcoholism and fights at home are the child’s fault. Self accusation helps them to control the situation. But in reality neither child, nor an adult can make adults become addicted to something (in this case alcohol), help them to stop drinking or cure the alcoholism.

Bowlby’s Theory of Maternal Deprivation

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

Personal Philosophy of Man , God and the World Essay

ACKNOWLEDGEMENT First of all, I am grateful to the Almighty God for establishing me to complete this project. I wish to express my sincere thanks to SOTERO H. LAUREL Librarians, for providing me with all the necessary facilities and books that I need to be able to carefully analyze all the topics that have been discuss in philosophy of human existence. I also thank Professor Josefina C. Perez, one of the faculties in College of Arts and Sciences of Lyceum of the Philippines University. I am extremely grateful and indebted to her for her expert, sincere and valuable guidance and encouragement extended to me. I placed on record, my sincere gratitude to my close friends, best friends and college friends for their constant encouragement. I also thank to my parents for their unceasing encouragement and support. Lastly, I thank to Professor Violeta G. Tabin, full time faculty in College of Arts and Sciences of the Lyceum of the Philippines University, for taking this opportunity to comprehensive to understand the subject of Philosophy of Man. I also placed on record, my sense of gratitude to one and all who, directly or indirectly, have lent their helping in hand in this venture. INTRODUCTION My project is all about the Philosophy of Man, God and the world according to Pre – Socratic Philosophers who rejected traditional and mythological explanations that they have a lot of rational explanations that some of them I believed in, Great Pillars of Western thought or Classic Greek Philosophy that focusing on the role of reason and inquiry in explaining man and soul that some of them I contradict to their beliefs, Medieval Philosophers which their philosophy refers to philosophy in Western Europe but this philosophy of era is one of the greatest achievements in philosophical theology, Modern Philosophy that centers on the relation between experience and the reality, the ultimate origin of knowledge, the nature of the mind and it’s relation to the body, the implications of the new natural sciences for free will and God and find out some of this philosophers are more believes in science and this Modern Philosophy will discuss my belief in God, Man and the world on existentialism, utilitarianism and communism, lastly the Eastern Philosophers who’s belief generally does not focus on a single, indivisible, all – powerful God, I also write my philosophy of God which the eastern philosophers was almost absent from some of their beliefs to God like in Buddhism and Confucianism and the Hinduism that they said God is Brahman from them but they have almost 3 Gods. My belief in the world, man and God shall be presented in different views which I have more discuses and written on the next page.

The Myth About Learning How to Make Ricin from the Internet

The Myth About Learning How to Make Ricin from the Internet As the story unfolds about the man associated with the ricin found in the Las Vegas hotel room, questions arise as to what he was doing with the ricin and the castor beans. The answers to those question are unknown. It is not even certain the man knew about the ricin in the room. Since he remains in a coma, those questions will have to wait. What We Know So far we know the occupant of the hotel room who was hospitalized for respiratory problems was a 57-year-old-man. There were three pets found in the room. One pet is deceased, apparently due to lack of food and water and not from ricin poisoning. The other two animals are fine. According to a CNN report, in addition to a vial containing ricin, the room also contained castor beans, guns, and an anarchist type textbook.   Bad Advice When I started writing about the chemistry behind AMCs Breaking Bad tv show, I learned that it really is true you can learn how to make crystal meth from instructions freely available on the Internet. Would anyone want to use those instructions? Id hope not... I tried to describe all the reasons making meth is dangerous to yourself and others. The question has arisen as to whether a person could learn to make ricin from information freely available on the internet. Im not going to give you a definitive no since I didnt follow every single link on the subject, but I will say the top links that supposedly tell you how to purify ricin using lye and acetone contain many factual errors. Probably the only good advice given in the instructions is to remove the coat from the seeds. Also, any website that tells you ricin can be obtained from castor oil is wrong. Castor oil is essentially free from the toxin. If you are a terrorist or looking to purify the toxin for other purposes, youre a stu pid terrorist if you think instructions posted on the web by an anonymous source are reliable or that duplicating erroneous instructions across multiple websites magically makes the instructions correct. Can you learn how to make ricin from a Google search? I didnt see any accurate instructions. Can you poison yourself with castor beans? You could, but you can poison yourself with rhubarb or death cap mushrooms, too. In my opinion, ricin is sensationalized because its so very toxic. Would I stay in the Las Vegas hotel room after they clean it up? No. Am I worried about wackos suddenly making ricin because its newsy? No. Even if they wanted to, the instructions are not readily available.Update on Ricin in Las VegasRicin Found at a Las Vegas MotelRicin RCA from Castor Beans | What You Need to Know about Chemical Weapons

Tyler LeBlanc Essays (914 words) - Criminology, Feminist Theory

Tyler LeBlanc Essays (914 words) - Criminology, Feminist Theory Tyler LeBlanc 4/29/2017 CRJ/362 Females Women are believed to be gentle harmless beings that play a small role in society as housekeepers,Child supporters, and servants of men. This view is due to gender roles that are implemented throughout patriarchal households nationwide. Patriarchy is the social system that Men in family's hold complete authority over women and children. Some females in these households at a young age feel the gender constraint and adhere to committing crimes in act of rebellion. Others motives for female criminal participation would be poverty,educational problems, physical/sexual abuse, and poor family ties. In this paper I will address and analyze the motives for Rosie Olpara (Jokey) and Mara Lupe-Sarah, participation in gang activities , and how their activities play into the Strain theory and Cultural Deviance theory. First, I will address Rosie Olpara (Jokey) she is twenty one years of age and a member of the Drifters, a Mexican gang originated out of the East L.A neighborhoods. I believe jokey's gang/criminal involvement derives from the cultural deviance theory. Jokey is a victim of a extremely violent neighborhood, she seen first hand the thrills of drugs,fighting, and the gained clout of being a drifter before even joining the group as she befriended several member's through relations of same everyday struggles. Rosie was offered a academic scholarship to attend college and make a honest living for herself , however she turned down the opportunity as she claimed she would never be satisfied living that life. I belief jokey also joined the Drifters as the gang of misfits gave Rosie a sense of belonging. Discussion of the Olphar household was fairly faint, but Rosie's parents seem to be fairly distant with little family unity. Jokey describes the gang as her "Family" and she would do an ything for them, however grew disgust when pondering upon the question if she loved her father. Her father almost disowns the young women do to her criminal behavior learned from her rough neighborhood. I would also classify jokey's deviant actions under the social strain theory.Rosie works the corners selling drugs to obtain money,as she has no education working fast food would be the only other occupation she could obtain Jokey despite her belief that she is equal to her male gang member counterparts, adheres to some gender role expectations. Jokey is carrying the child of another gang member, despite her awareness of the likelihood he would disappear as he had a history to do so in the past. He even states that we probably won't be involved in the child's life She understands that she was used as a sex object. Rosie and other female gang members also adhere to the needs of their men counterparts as they construct and design there apperal. The next female gang member I'm going to address is Marah Lupe-Sarah she is twenty years of age. The Lupe-Sarah family was a patriarchal family, as her mother was a housewife and her father was the breed winner. However, life took a drastic turn for the Lupe-Sarah family as Marah's father the only source of income for the family was killed. Marah's mother stepped up to the plate and obtained two jobs to pay household bills. Marah was subjected to a lonely life as her mom was always working, so she joined a south LA Mexican gang by the name of Tapa 13. She like other gang members motive for joining the group was to obtain a feeling of belonging, and family. Marah breaks gender barriers as she is not only a member of this violent gang but one of their leader's. Her position as a female gang leader is impressive as she shoots guns and sells drugs just as her male counterpart.Most females of gang affiliation are typically used as sex objects, being tossed around from member to member . Another broken barrier in my mind is her smarts, as she is still on the street and works at a law firm. Some might think she is a idiot by doing so, however she's getting easy fast money from the streets and reaping the benefits of the high pay of working a white collar job. She also has a strong allaby if

How to Fill Out a Genealogy Pedigree Chart

How to Fill Out a Genealogy Pedigree Chart The two most basic forms used by genealogists to record ancestral information are the pedigree chart and the family group sheet. They help you keep track of what you find on your family in a standard, easy-to-read format - recognized by genealogists around the world. Even if you use your computer to enter information, almost all genealogy software programs will print out or display the information in these standard formats. Pedigree Chart The chart most people begin with is a pedigree chart. This chart begins with you and branches back in time, displaying the line of your direct ancestors. Most pedigree charts cover four generations, including space to include names plus dates and places of birth, marriage, and death for each individual. Larger pedigree charts, sometimes referred to as ancestral charts, are also available with room for more generations, but these are used less often as they generally are larger than the standard 8 1/2 x 11 format. The standard pedigree chart always begins with you, or the individual whose ancestry you are tracing, on the first line - number 1 on the chart. Information on your father (or ancestor #1s father) is entered as number 2 on the chart, while your mother is number 3. The male line follows the upper track, while the female line follows the bottom track. As in an ahnentafel chart, men are assigned even numbers, and the numbers for women are odd. After youve traced your family tree back more than 4 generations, you will need to create additional pedigree charts for each of the individuals included in the fourth generation on your first chart. Each individual will become ancestor #1 on a new chart, with a reference to their number on the original chart so you can easily follow the family through the generations. Each new chart you create will also be given its own individual number (chart #2, chart #3, etc.). For example, your fathers fathers father will be ancestor #8 on the original chart. As you follow his particular family line further back in history, you will need to create a new chart (chart #2), listing him in the #1 position. To make it easy to follow the family from chart to chart you record the numbers of the continuation charts next to each individual in the fourth generation on your original chart. On each new chart you will also include a note referring back to the original chart (Person #1 on this chart is the same as Person #___ on Chart #___). Family Group Sheet The other commonly used form encountered in genealogy is the  family group sheet. Focusing on the family unit, rather than ancestors, the family group sheet includes space for a couple and their children, along with fields to record birth, death, marriage and  burial places  for each. Many family group sheets also include a line to record the name of each childs spouse, as well as a section for comments and source citations. Family Group sheets are an important genealogy tool because they allow room to include information on the children of your ancestors, along with their spouses. These collateral lines often prove important when tracing your  family tree, providing another source of information on your ancestors. When you have difficulty locating a birth record for your own ancestor, for example, you may be able to learn the names of his parents through the birth record of his brother. Family group sheets and pedigree charts work hand in hand. For each marriage included on your Pedigree Chart, you will also complete a Family Group Sheet. The pedigree chart provides an easy at-a-glance look at your family tree, while the family group sheet provides additional details on each generation.

Struggle of the Spanish Armada Assignment Example | Topics and Well Written Essays - 500 words

Struggle of the Spanish Armada - Assignment Example We have no choice but to turn to back Spain; we have no fresh water, we’re out of food, and our ammunition is limited. Some of my comrades have resorted to eating rope! The English fleet has routed us and we are forced to fight our way around Scotland. From there we will return to Spain, hopefully alive. I have been counting the days and nights but I have lost track of time. The English have stopped their attacks for some reason but now we have a new foe. The treacherous waters rock our armada to its will and the harsh rains beat into ships like stones. The moral of my comrades is beckoned into the depths of the ocean by this raging storm. I pray to our Lord that we will make our way safely back into our homeland. The storm has ceased its attack upon our Armada. I could have sworn that we had about twice as many ships at the launch of the invasion. Our captain and our crew are growing weary from fatigue and empty bellies. Many of the ships of the Armada, including our own, are splitting up and sailing into Ireland. I’m sure our Catholic brethren will be most hospitable. There we can fill our bellies and rest before returning to Spain. As we pulled up into the harbor, we were not met with friendly eyes. Our ships were being sunk and men were washing up ashore, dead and alive. I watched in horror as our own ship was struck by the enemy.  

Social Psychology Assignment Example | Topics and Well Written Essays - 500 words - 2

Social Psychology - Assignment Example The people of different races are provided equal access to education and job opportunities. It is largely believed that the provision of equal opportunities would increase the tolerance level and a feeling of fraternity between different races. However racism and discrimination is realities that do exist at some level till date. We still have a long way to go. The results of the Clarke and Clark study demonstrated that young African American children in segregated school gave priority to the white dolls over the black dolls as opposed to children in integrated schools. It is said to reflect the low self esteem, self depreciation and self-hate amongst the children as a function of the segregation. This experiment practically demonstrates that the young children are taught from the beginning to accept and endorse the separation and inequality on the basis of their skin color alone. The children by choosing to opt for the white doll negated the principle of humanity that should be followed at all costs. The young and impressionable minds learned from an early age that they were inferior to their white counterparts. The effects of discrimination in the personality development and the over all perception of on life is drastic because they happen at such an early influence able stage (Killen and Levi, 2010). The black people who tend to face discrimination have such low self esteem that they are known to settle for jobs which pays inadequately. On top of dealing with the inner demons, the black people also have to overcome many a mental stereotypes and a substandard preformed ideology about them at the societal level. Their feelings of self worth is further depreciated and infringed when they are discriminated and segregated at a larger scale. According to the experiment of Clarke and Clark the segregation and discrimination at an early point in life

INDIAN NEGOTIATION STYLES Essay Example | Topics and Well Written Essays - 750 words

INDIAN NEGOTIATION STYLES - Essay Example A break from socialist policies to a capitalist oriented economic structure has been cited as one of the contributing factors to the country’s economic growth. Western countries have increased their levels of interest in the country for purposes of economic partnership. India’s high population estimated at over a billion has attracted foreign investors who seek market for their products or cheap labor. However engaging with India demands a deeper connection with the culture, attitudes, and philosophies underlying their business practices. The Problem Multinationals and other global business entities that have attempted to establish their businesses in India have been faced with unique challenges that demanded the understanding of the corporate climate. The levels of success or failure in Indian business are directly related to the manner in which international players adjust to the unique character of Indian culture. Studies have established a strong connection between culture and business in the Indian context. Past and recent analyses on Indian negotiating style show that the styles adopted in Indian business environment are largely consistent with their cultural believes, social values, and attitudes towards life in general (Stephen, 2010). Indians embrace family values and respect the aspect of honesty, respect, order, and hierarchy. Indian culture also features a strong element of interpersonal communications and relationships. The individual is never separate from the deal. They view the negotiation in human terms rather than strictly technical business processes. In essence, Indian negotiating styles combines the values of culture honesty and details in ways that focus largely on the results rather than the processes. It is therefore important for business theorists to establish ways of establishing ways through which the synergies of culture, attitudes, and values can be incorporated into business practice. The Problem Background In India business is considered as a culture and not simply a means towards profits. Success and failure are assessed in terms of the character and ability of agents rather than logical outcomes of strategies and processes (Martin, & Chaney, 2009). In the context of international business, the negotiation process in India is considered, in many circles, as a process of balance of power and an adjustment of equilibriums between the presumed cultural greatness of the west and Indian culture. Cultural balance and cultural universalism acquire more prominence to challenge the negative assumptions resident in theories of cultural relativism as understood in business context. Indian negotiating styles significantly rely on the details (Zubko, & Sahay, 2010). Issues are broken down into their constituent parts and analyzed in accordance with the manner in which they relate to the bigger picture. In essence, the process entails the realization of a range of issues that connect with outcomes. Usually , the focus begins with the bigger picture before attention is given to the driving factors and the specifics of the deal. Clarity and order in the details of the deal becomes necessary for purposes of assessing the feasibility of the deal. Naturally, Indians prefer the guidance of clear data and mathematical procedure towards the attainment of a given goal. This trait is consistent with the cultural attachment to matters of mathematical and scientific importance.

Differences in economic and political culture between Western Europe Research Paper

Differences in economic and political culture between Western Europe and the United States - Research Paper Example This paper is one of the best examples of thorough analysis of the underlying reasons, that stipulated the differences in economic and political cultures of Western Europe and United States. Western Europe and United States have different economic and political cultures. Although there have been cases where some cultures have adopted across Western Europe and America, there still remain major rifts between the two sides of the Pacific Ocean. Issues of globalization and historical incidents such as the two World Wars and the Cold War have been l responsible for the different economic and political cultures between the US and countries of Western Europe. The histories of the United States and Western Europe shaped the political and economic cultures in the two regions. The greatest period was the enlightenment, where several philosophers came up with ideologues that influenced the developments in the two regions. While Western Europe adopted socialist ideologies, the United States adopted capitalism. Western Europe is associated with welfare states. The welfare state concept is where the state plays a major role in the promotion and protection of socioeconomic well-being of the citizens. The welfare programs are intended to support various services Capitalism is a political and social ideology that favours private ownership and control of resources over state control. Capitalism is often associated with free market and individualism. The United States in considered to the epitome of capitalism in the world.

Presentation Essay Example | Topics and Well Written Essays - 250 words - 14

Presentation - Essay Example The event was organized well ahead the usual time but the project committee managed to put every detail into place. All the forty stalls were occupied by stallholders translating to a 100 percent success rate. With the stalls operating at full potential; this year’s event recorded the highest attendance ever. The numbers of customers visiting the stalls were unbelievable. The attendance of course translated to record financial returns. There were obvious benefits that were achieved by the closing of the project apart from the financial gains, the profile of the club was raised amongst circles within the university, the event provided much needed fun for the university students and staff, and finally the club established good links with food business owners in the university. From the evaluation of the project, there are a few lessons that the club officials deduced. There is always need for products to have descriptions, a strong project manager is a basic necessity to a successful project, risk assessment is a very important stage at the start of the project, having risk contingency plans is essential in dealing with prospective risks during the project and finally, the identification of benefits at the beginning of the projects should be considered at the end of the

Marketing Research Buyers and Their Budgets Article

Marketing Research Buyers and Their Budgets - Article Example Sullivan identified the following factors that research buyers take into account, to wit: (1) meeting buyers’ needs more; (2) commitment for partnership; and (3) incorporating the effects of the changes in the environment, like a recession, at present. The author’s views are most relevant for organization’s perusal specifically those taking into account the recent consumers’ preferences, attitudes, and values in response to environmental concerns. The recent financial turmoil that beset the global markets necessitated a review of various organizations’ strategies: marketing, operations, financial, human resources, among others. The relevance of scanning the environment is critical to adjust and adapt corporate strategies which would ensure the accomplishment of organizational goals. Organizations that invest in marketing research must recognize the benefits that they would derive from the suppliers of information as against any costs that would be incurred for employing their services. Thereby, the author’s inputs are relevant to review contemporary marketing strategies in the light of the financial crisis that affected global markets. Sullivan’s contentions are compatible with traditional marketing theories which stipulate the need to factor in recession and its potential aftermath. A period of deep shortages calls for strategic remarketing. Many consumer changes call for new marketing rethinking which would be made available through an effective marketing research effort. According to Kotler (1980, 708), â€Å"marketing is an evolving discipline that must develop new answers as new problems arise†. The recession and the preceding developments lead to changing consumer lifestyle, characterized by more sensible or austere consumption. Firms could re-assess their strategies to recognize a marketing opportunity to serve the needs of the growing segment of sensible consumers.

Presentation Essay Example | Topics and Well Written Essays - 250 words - 14

Presentation - Essay Example The event was organized well ahead the usual time but the project committee managed to put every detail into place. All the forty stalls were occupied by stallholders translating to a 100 percent success rate. With the stalls operating at full potential; this year’s event recorded the highest attendance ever. The numbers of customers visiting the stalls were unbelievable. The attendance of course translated to record financial returns. There were obvious benefits that were achieved by the closing of the project apart from the financial gains, the profile of the club was raised amongst circles within the university, the event provided much needed fun for the university students and staff, and finally the club established good links with food business owners in the university. From the evaluation of the project, there are a few lessons that the club officials deduced. There is always need for products to have descriptions, a strong project manager is a basic necessity to a successful project, risk assessment is a very important stage at the start of the project, having risk contingency plans is essential in dealing with prospective risks during the project and finally, the identification of benefits at the beginning of the projects should be considered at the end of the

Steroids Essay Example | Topics and Well Written Essays - 1250 words

Steroids - Essay Example In terms of the categories, ergogenic aids can be seen as distributed in terms of mechanical aids, pharmacological aids, physiological aids, nutritional aids and psychological aids (Sports Coach, 1997). All of these categories actually illustrate the fact that the ergogenic aids can be specifically tailored in view of the particular aspect of the being that needs to be enhanced. The most commonly used ergogenic supplements are protein supplements, energy boosters, weight loss agents and anabolic agents etc (Bonci, 2010). It is this category of anabolic agents in which the stubject matter of steroids falls. Steroids constitute two categories namely anabolic and corticosteroids (Dowshen, 2010). Anabolic steroids are the synthetic derivatives of testosterone and are synthetic hormones that boost the muscle production in the body and their strength. While the corticosteroids are drugs that doctors specifically prescribe to control inflammation (Dowshen, 2010). The usage of such steroids is mostly for the purpose of enhancing one’s abilities in the strength dependent sports. Anabolic steroids are the ones that trigger the release of the endogenous growth hormone and induce protein synthesis in the muscle cells whose psychological influence can enhance a more intense and sustained workout. While the complete effectiveness of them in enhancing strength and other factors that influence their effects still have some ambiguity in terms of understanding and cannot even be seen in a proper documented form. The effects of such steroids have not yet been determined correctly with full consensus based on the differences in the approaches being taken for their usage (Mac & Silver, 2001). With the advent of steroids as energy boosters in the sports category, there has always been a question of their effectiveness in terms of athletic

The biological and learning perspectives

The biological and learning perspectives Aggression remains a substantial problem today. According to Berkowitz (1975) aggression can be defined as any behaviour which is intended to cause harm to another person whether physically or verbally. This investigation is an evaluation of the biological and learning perspectives of psychology accounting for the development of aggression in children. Aggression from the biological perspective is seen as an innate behaviour which is genetically transferred from the parents to their offspring. Supplementary biological factors which cause aggression are low levels of the neurotransmitter serotonin, as well as certain brain structures such as the hypothalamus and amygdala, that when manipulated, may result in aggressive behaviour. When considering the learning perspective and environmental determinants of aggression in children there are key factors which play an essential role. The observations of others behaviour as demonstrated by Albert Bandura (1961) as well as the frustration aggression hypothesis suggested by Dollard (1939) have been found to be considerable factors in the development of aggression. Video games have also been identified as a contributing cause of aggression in children. This examination investigates the origins of childhood aggression and evaluates two differing perspectives, these being the biological and learning perspective, and collectively concludes that there are various factors which contribute to a child acting aggressively. However, a collective understanding and strong evaluation of both the biological and learning perspective has led to a stronger foundation of understanding childhood aggression. Therefore, to fully understand the origins of aggressive behaviour, both biological and environmental factors must be considered within their limited scope. This leads to the conclusion that there are multiple forces which lead a child to acting aggressively; hence biological and environmental factors which trigger aggression cannot be isolated. Word Count: 282 Contents Biological perspective v Evaluation of the biological perspective ix Learning perspective xi Evaluation of the learning perspective xv Conclusion xvii References xix Bibliography xxi Introduction There are many ways in which aggression can be defined. According to Berkowitz (1975) aggression is any behaviour which causes intentional harm to another person. There are many different forms of aggression which include verbal, physical and emotional behaviours that are apparent in some children. Studies conducted on children (ranging in age from approximately 3 to 15 years old) suggest that aggression develops in children based on their biological background or their environmental context. This essay is an evaluation of the biological perspective and learning perspective of psychology accounting for the development of aggression in children. This issue is worthy of investigation since aggression has become a substantial social problem amongst upcoming generations. Alarming news articles and reports focus on aggressive acts. Children and youth growing up all around the world are resorting to violence on a daily basis. It has always appealed to me to understand the basis of aggressive behaviour as I have seen this behaviour amongst most children and teenagers, as well as adults. It is my curiosity and eagerness to discover more about the development of aggression from two opposing views, these being the biological and learning, which have motivated me to undertake this research topic for my extended essay. This essay is aimed specifically to evaluate the importance of innate drives and the environmental determinants of aggressive behaviour. Biological perspective The biological perspective of psychology is based on the assumption that behaviour is biologically determined. In Weiten (2007) text, the biological perspective belief that is referred to is that all psychological issues stem from a physiological background. Therefore, aggression in children, according to the biological perspective, is considered to be an innate behaviour. Biological factors which trigger aggressive behaviour in children are inheritance, where aggression may be passed from the parents to their offspring, as well as low levels of the neurotransmitter serotonin, and the activity of certain structures in the brain, that when manipulated may trigger aggressive behaviour. Many of the theories and case studies that have been put forward to support the hypothesis that aggression in children is biologically determined will be discussed in further detail. The biological perspective suggests that aggression in children is inherited through the traits of parents. Many theories have been driven by findings from research on animals, which highlight that there is some genetic aspect to aggression. Selective breeding has been one of the longest existing methods to find the existence of a phenotypic characteristic. In 1979 a Finnish psychologist, Kristi Lagerspetz, took the most aggressive mice from an assembly and mated them with other aggressive mice, and similarly the same applied for those non-aggressive mice. Lagerspetzs procedure was repeated over 26 generations of mice giving birth to their offspring (cited in Grivas.J, Carter.L 2005). The significant outcome of this experiment was that the mice that had been bred for aggressive tendencies demonstrated immense levels of aggression; where they instantly attacked other mice sharing the same cage. Mice that were not bred with aggressive mice did not act aggressively; when other mice atta cked them, they did not illustrate the tendency to retaliate. Lagerspetzs experiment can be criticised on the grounds that it cannot be conducted with humans because it is clearly unethical. A significant contribution of this selective breeding experiment is its illustration of a genetic basis of aggression and how it can be passed onto the offspring. These mice had a practical advantage over humans because these species have a short gestation period, which is essential as aggressive behaviour can be monitored over successive generations in a short period of time. The mice can have their behaviours observed in a lab, unlike humans. This is also a practical advantage as the mice were all kept in the same environmental conditions; hence their behaviour would not differ from one mouse to another because they shared the same environment. Arising from this experiment is the criticism of extrapolating results from animals to humans. Despite some similarity between humans and animals; there is still a large difference between them, therefore a direct link cannot be made between mice and children. Mice species have differing logic and reasoning capacities as compared to humans, hence mice do not facilitate the opportunity to choose to be aggressive or not, whereas children have the capability of logically choosing to act aggressively. On the other hand, more efficient methods of demonstrating that aggression in children is an inherited behaviour is emphasised by other research methodologies such as twin studies. Twin studies suggest that aggression in children is an inherited trait passed on from parents to their offspring. Twin studies are very useful for the reason that identical twins are monozygotic, and their genetic makeup is identical. Hence, all additional differences in their behaviour are accounted by their environment and experiences as an individual. In one study, conducted by Caspi (1998), data was collected from identical and non-identical twins following a questionnaire asking various personal and non-personal questions. The results indicated that aggressive behaviour was only partly inherited, and that environmental factors played an equally contributing role. However, according to Baron and Richardson (1994), the tendency to be aggressive is not passed on from the parents to the offspring; rather the temperament which is capable of making someone more or less aggressive can be inherited. This twin study is clearly indicative of the inheritance of aggressive behaviour, yet it cannot be claimed that inheritance is the only key factor which causes aggressive behaviour or the tendency to be aggressive in children. Over time research has also consistently indicated that low levels of the neurotransmitter serotonin plays a central role in increased levels of aggression in children. In a study conducted at the National Institute of Mental Health (Bethasda MD), a positive correlation was found between low levels of the neurotransmitter serotonin and the levels of aggression in children with attention deficit hyperactivity disorder (Mitsis.E et al, 2000). In another study conducted by Russian researchers, silver foxes were studied. It was found that those foxes which had been bred for over 30 years for domestic behaviour, showed no defensive reactions to humans because they had high levels of serotonin in various structures of the brain, compared to the foxes which had been bred without freedom (Popova et al, 1991). These studies clearly highlight the role which serotonin plays in causing aggressive behaviour amongst children; the lower the levels of serotonin the higher the level of aggression. Once again, this research could be criticised on the grounds that it is difficult to associate these findings to children as they are different beings. The above experiments are of considerable value as the foxes could be trained and kept over an extended period of time where their behaviour is closely observed, unlike humans who cannot be kept in such environments. Certain parts of the brain have been found to be responsible for the development of aggression in children. The structure of the hypothalamus and the amygdala located within the brain are a leading biological cause of aggressive behaviour. Both structures communicate with each other via electric signals. The hypothalamus and amygdala can be manipulated using electrical currents, and they may be switched on or off disabling their normal operation using an electrode. Bard (1934) investigated the effect of lesions on the levels of aggression in cats. Bard found that when parts of the cortex were removed from the cats, they displayed sham rage where the cats acted aggressively. He also found that when parts of the hypothalamus were removed the sham rage disappeared, clearly demonstrating that the manipulation of the hypothalamus and cortex plays a role in the development of aggression. Evaluation of the biological perspective The biological approach of explaining aggressive behaviour in children is very scientific and is consequently regarded as reliable. It is based on many experimental studies which are conducted in laboratory conditions in order to eliminate any environmental influences on the findings. However, the location of the experiments is not only a strength but also a potential weakness. The biological perspective involves low ecological validity where most studies are conducted within laboratory conditions. Experiments conducted in the laboratory will most certainly produce different results then in real-life situations as participants will not demonstrate the exact same behaviour in real-life situations as they will under examination. Thus, this weakness does not implicate that such laboratory experiments are invaluable; rather they are limited to generalisabilty. However, positive correlations between real life situations can be drawn, highlighting that laboratory studies are considerably u seful. The biological perspective can be criticised on the basis that aggression in children cannot be related to studies that have been conducted on animals. An argument stemming from this point is that it is not possible to apply animal findings to humans regardless of the similarities because they are different beings. Parallels between humans and animals may be oversimplified, and therefore social, as well as learning processes, must also be taken into consideration. The analysis of animal results from the biological perspective requires cautious interpretation. However, using animals to demonstrate the link between childhood aggression and biological factors is also beneficial. Studies such as the breeding of generations as conducted by Lagzerspetz and lesions on certain parts of the brain, conducted by Bard, are contributing factors in the development of aggression which cannot be conducted on humans because it will cause psychological and physical harm to the participants and most li kely result in death. Similarly, there is always some sort of connection that can be drawn between animals and humans, therefore using animals can be a starting point to understanding the biological bases of aggression in children. Another weakness of explaining the development of aggression in children from the biological perspective is the reductionist nature of the biological approach. This is one of the main weaknesses which the biological perspective incorporates. The biological perspective does not regard or take into the account the interaction of the mind and body with the environment, rather it only takes into consideration neurological processes. Environmental factors are also not placed into perspective. This is a downfall as complex human behaviours cannot always be explained on a genetic basis; the surrounding environment also plays a central role in influencing and triggering aggressive behaviours. One certain structure of the brain cannot be the only factor which is responsible for the development of aggression in children, because most structures of the brain are connected and their influence or triggering of behaviour cannot therefore be based in one specific area. Correspondingly, the findings of all studies conducted cannot be generalised to all children. These findings are applicable to a small sample and findings cannot be predicted to be the same for a different sample of children as all children are different. Yet, this can be a starting point to understanding the basis of aggressive behaviour. Learning perspective The learning perspective is established on the basis that although everyone is born with a genetic endowment which is the root of instinctual behaviours, the majority of behaviour is learnt from the environment. The underlying principle of this assumption suggests that aggression in children does not purely develop as a result of biological factors, rather it accounts for a very minor part. According to Bandura (1961) aggression can be learnt from the observation of other people and their aggressive behaviour. Aggression in children can also be learnt through the observation of frustrated people who surround them and frustration also triggers aggressive behaviour (Dollard 1939). Alarming articles and studies have revealed that violent video games are linked to aggressive behaviour amongst children. Firstly, a theory proposed to support the theory of aggression from the learning perspective is the frustration-aggression hypothesis which was proposed by John Dollard (1939). The frustration aggression theory suggests that frustration is the main factor which contributes to aggression. For example, when an individual is frustrated, in a certain situation, they will immediately display aggressive behaviour. According to this hypothesis, aggression will only occur due to frustration and no other particular factor. Also, according to Glassman (2000) the level of aggression demonstrated is purely dependant on how frustrated one may be. For instance when a child is prevented from taking a course of action or possessing something it is most likely believed that the child will become aggressive; occurring as a result of being frustrated. Barker et al (1941) further investigated frustration as a cause of aggression in young children. In their study, children were shown a roomful of attractive toys which were kept out of their reach. The children were kept away from the toys for a while before they were allowed to play with them. The controlled conditioned group of the children were allowed to immediately play with the toys. Similar to Dollards findings (1939), it was observed from this conducted study that the children who were frustrated because they had to wait before being exposed to the toys, played aggressively with the toys by smashing and stomping on them. On the other hand, the children who were allowed to play immediately with the toys handled them carefully and played happily. One social determinant of aggressive behaviour is Albert Banduras social learning theory (1961) which highlights the role of observation and its consequences on the aggressive behaviour in children from the learning perspective. Albert Bandura views most human behaviour as learned by observing a model or simply another person, which affects a childs view of how this new behaviour can be developed and how this new attained behaviour is a guide for their actions. This provides the basis of explaining aggressive behaviour in children from the learning perspective. Banduras (1961) most well known experiment was the Bobo doll experiment; the Bobo doll being a plastic clown doll. In this experiment Bandura examined the consequential actions of children observing an adult behaving aggressively with a Bobo doll. During the experiment he had children watching models acting aggressively towards a Bobo doll. They watched the video of the model constantly acting aggressively by sitting on the do ll, punching it and kicking it repeatedly. Bandura had other children watch a non aggressive model playing calmly with the Bobo doll. Once the children were exposed to such models, they were taken into another room where there were many toys amongst them the Bobo doll. The results from this experiment indicated that children, who were exposed to the aggressive model and observed their acts, imitated aggressive behaviour towards the Bobo doll. In contrast, the children who were exposed to the non-aggressive model showed no or very little aggressive behaviour. Albert Banduras Bobo Doll experiment highlights the role of observation in childrens learning. Children were the subject as they are less socially conditioned unlike adults. However, this experiment raises the possibility that children may have thought that this experiment was a game as a consequence of the Bobo doll having a spring which causes it to spring back immediately after being knocked down. A criticism of this research is that it is not ecological the children may have not acted aggressively towards any human in real life. Another potential weakness is the fact that the children may have not been exposed to the Bobo doll previously, hence they did not know how to play with it. A criticism of the social learning theory is also that it does not take into account the physical and mental changes which a child undergoes as they mature. Children at different ages may respond to laboratory experiments in different ways. Much like observation of others behaviours, violent video games and television shows have also been proven to trigger aggression in children. The learning perspective suggests that children who play violent video games such as Doom, Wolfenstein 3D or Mortal Combat and others often experience aggressive behaviour, either physically or verbally. Violent video games have a supplementary impact on young children and trigger aggressive behaviour more than violent television shows because they are more interactive, engaging the child in aggressive acts and ultimately rewarding them for acting aggressively within the game. Dr. Craig A. Anderson, Ph.D. (2000) states, This medium is potentially more dangerous than exposure to violent television and movies. Dr. Anderson of Iowa State University in Ames and his colleagues found that in the U.S and Japan, Japanese and American children who played violent video games demonstrated more aggressive behaviour months later compared to their peers who didnt. In Andersons study, 181 Japanese students aged between 12 and 15 years old and 364 U.S. children aged between 9 and12 years old were tested. The U.S and Japanese children named their favourite video games and how often they played. The children from both groups were later on asked to rate their level of aggression and reports from their teachers and peers were also taken into consideration. From the results it was found that the children from each group who were exposed to more violent video games were much more aggressive than those who were less exposed. Comparisons were made between their prior levels of aggression and how there was a dramatic rise in this level (Cited in BBC News, Video games Increase Aggression, Health Section, 2000). Violent video games can impact on childrens aggression levels, as children begin to believe that the world is a hostile place, and aggressive acts are an acceptable part of normal daily life. Presumably, constant and excessive exposure to v iolent video games causes children to become desensitized to violence. Once they have been engaged in aggressive acts it impacts on the children emotionally, and as a consequence these children find it much easier and acceptable to engage in violence and aggressive acts. A criticism of this study is that the cultural context of the children was not taken into account. Japan and the U.S are two differing cultures; hence what is deemed as aggressive in Japan may not be aggressive in the U.S and vice versa. Hence, it is difficult to compare the behaviour of these children whilst ignoring cultural factors. Leonard Berkowitz (1989) investigated the effect of pain and discomfort on individuals to demonstrate their likelihood of acting aggressively. He induced pain by placing the participants hands in cold or warm water while they distributed rewards and punishments to a partner. Berkowitz identified that those who had their hands placed in the cold water caused greater harm to their partner than those who had their hands immersed in warm water. This is sufficient to draw the conclusion that pain is a contributing factor to aggression. Evaluation of the learning perspective The learning perspective also incorporates strengths and weaknesses. Similar to the biological perspective of explaining aggressive behaviour in children, it is reductionist. It explains aggressive behaviour in terms of a characteristic which is being learnt although it does not deny the genetic endowment of aggressive behaviour. The learning perspective argues that aggressive behaviour is learnt through observation, and triggered by the surrounding environment and conditions. It simplifies the occurrence of certain behaviours, especially aggression, into a few steps. For instance, the problem of reduction is evident in Albert Banduras study of the Bobo doll whereby aggressive behaviour is reduced to the process of imitation. Thus, it has overlooked other leading causes of the development of aggression including the childrens upbringing and home environment. Children were varied therefore some children may have been brought up in a violent home and exposed to many aggressive situatio ns. This may have affected the way they acted in the laboratory and the ultimate results of the experiment. It was also assumed that all biological influences such as levels of serotonin are identical for each participant. The frustration aggression hypothesis supported by Dollard (1939) is an inefficient method of demonstrating how childhood aggression develops as in some cases, such as learned helplessness, frustration may not lead to aggression; rather it may lead to depression. Therefore, frustration is not the only key factor which contributes to aggressive behaviour: there are other sources which may lead to this same outcome. The learning perspective also denies some very important mental processes which also result in the development of aggression in children. This perspective does not take into account how certain brain structures may trigger aggressive behaviour, in other words it does not take into account neurological processes, and rather it simply accounts for the influences of daily life and the environmental context which a person is brought up in. The learning perspective does not incorporate any biological or cognitive processes which are also responsible for the development of aggression. Nevertheless, the learning perspective focuses on the environment and the condition in which a child is situated to produce an aggressive response. It has many practical applications which have been effective in explaining the development of aggressive behaviour. It clearly highlights how certain behaviours, particularly aggression, can be learned by the observation of others. The learning perspective also has a low ecological validity, whereby the children who were engaging in the experiment may have acted differently in the laboratory than what they would have in a real life situation. To be specific, Albert Banduras Bobo doll experiment can be criticised on the grounds that the childrens aggression was measured away from their natural environment. However, if such experiments are conducted in a more realistic manner, then the results would be more beneficial in terms of understanding how aggressive behaviour in children develops. Conclusion This essay was specifically an evaluation of the biological and learning perspectives of psychology accounting for the development of aggression in children. Having considered the interpretations of the development of aggression in children from both the biological and learning perspective, and the criticisms which arise from the research conducted, it can be concluded that both the biological and learning perspectives contribute to the development of aggression in children. In terms of the biological perspective, aggression is viewed as purely being based on biological basis. It is regarded as highly reliable since it is based on science. However, the learning perspective views aggression as being unrelated to genes, rather aggression is learnt. The learning perspectives social learning theory is a useful explanation for the aggressive behaviour of children. It not only applies to direct experiences such as being disciplined by parents, but rather at all times such as when watching television. The frustration-aggression hypothesis has a weaker stance, because frustration does not always induce aggression, rather it may encourage retaliation. This hypothesis suggests that frustration accounts for all aggressive acts. For this reason it is not completely justified, because there are more determinants of aggressive behaviour. Both the biological perspective and learning perspective are based on evidence and practical studies which have been conducted. However, the learning perspective views aggression in children as having some sort of biological basis, yet through experience and reinforcement aggression becomes learned and evident amongst children. For instance, the role of the parent is paramount in using the biological factors of the child to mould the child and guide them through their development. If a childs genes are inclined to be aggressive, the parent within the environment will attempt to nurture and accommodate for their childs genes by attempting to provide a calm lifestyle. Parents may also choose to put their child in a hobby that is sports oriented to cater for the aggressive levels in order to use their energy in a positive way, where they stimulate thinking and reasoning skills preventing the child from resorting to aggressive acts. From this it is clearly evident that both the biologica l perspective and learning perspective account for and contribute to the development of aggression in children as it is difficult to isolate the contributing factors. It is clear that innate biological factors may be present in a child; however the environment sets the limits on how to behave and deal with social influences that influence a child to act aggressively. Understanding the underlying factors which contribute to aggressive behaviour will form the basis of combating the levels of violence all around the world where children, youth and adolescents often resort to violence. Through further investigation, the effect of cognitive and mental processes may now be evaluated to determine their influence on childhood aggression which will lead to educational programs being implemented in schools and for the general society. References Books Baron. R.A Richardson. D.C (1994). Human Aggression (2nd ed.). Plenum Publishing. Berkowitz, L. (1975). A survey of Social Psychology. Hillsdale, IL: Dryden Press Dollard, J. D. (1939). Frustration and Aggression. New Haven CN: Yale University Press. Glassman, W. (2000). Approaches to Psyhcology (2nd ed.). Philadelphia: Open University Press. Grivas.J, Carter. L. (2005). Psychology for the VCE Student (4th ed.). Australia: John Wiley Sons. Weiten, W. (2007). Psychology: Themes and Variations (7th ed.). Thomson Wadsworth. Articles Anne, H. (2009). Violent video games linked to child aggression. Retrieved July 18, 2009, from CNN, Health Section: http://www.cnn.com/2008/HEALTH/family/11/03/healthmag.violent.video.kids/index.html Video games Increase Aggression. (23rd April 2000). Retrieved July 5th, 2009, from BBC NEWS, Health Section: http://news.bbc.co.uk/2/hi/health/720707.stm Journals Barker, R. Dembo,T, and Lewin K. (1941). Frustration and aggression: An experiment with young children. University of Iowa Studies in Child Welfare, 18, 1-314. Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation. Psychological Bulletin, 106, 59-73. Caspi, A. Plomin, R., Corley, A, Fulker, D.W, DeFries, J.C. (1998). Adoption results for self-reported personality. Journal of Personality and Social Psychology, 75, 211-218 Bandura, A, Ross, D. and Ross, S.A (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582 Bard,P. (1934). On emotional expression after decortication, with some remarks on certain theoretical views. Psychological Review 41:309-329 and 424-449. Mitsis, Effie M,  Hampering. J.  M and Newcorn. J.H. (2000). Serotonin and aggression in children. Current Psychiatry Reports Journal, Volume 2, Number 2, (1535-1645). Popova N, Voitenko N, Kulikov A, Avgustinovich D (1991). Evidence for the involvement of central serotonin in mechanism of domestication of silver foxes. Pharmacol Biochem Behav.; 40:751-756