My utopian society Essay

The paper describes a utopian society that is created using Skinner’s principles of operant conditioning. The basic principles and norms of family and community relationships are discussed. The paper evaluates the basics of the community’s economic and criminal justice system. My Personal Utopian Society B. F. Skinner is fairly regarded as one of the most prominent figures in behavioral psychology. His experiments and theoretical elaborations resulted in the development of a new theory of operant conditioning – the turning point in the human understanding of psychology and human behaviors. In his writings on behaviorism and operant conditioning, B. F. Skinner openly voted against punishment: even before he became a well-known psychologist, Skinner had been opposing to punishment by all possible means (O’Donohue & Ferguson, 2001). With time, Skinner came to recognize the usefulness of punishment in particular conditions an in relation to particular subjects. In his statement on punishment, Skinner wrote that â€Å"punishment is usually used to the advantage of the punisher, but there are exceptions, and they are sometimes justified† (Griffin et al, 1988). Yet, I believe that positive reinforcement is an excellent way to encourage desired/ positive behavioral reactions. According to Skinner, positive reinforcement is a superior form of modifying human behaviors compared with punishment (O’Donohue & Ferguson, 2001). That is why my utopian society will apply to positive reinforcement to promote human behaviors that are desirable and benefit the community. A utopian society based on positive reinforcement will seek to reward its members for desirable behaviors. In positive reinforcement, the reward follows behaviors and decisions which the community considers as desirable and appropriate (Zastrow & Kirst-Ashman, 2009). Positive reinforcement will keep individuals from engaging in negative / undesirable behaviors (Zastrow & Kirst-Ashman, 2009). In my society, positive reinforcement will stimulate individuals to repeat desirable behaviors. My society will have its own constitution, which will list all desirable behaviors and the ways of rewarding community members for displaying and repeating these behaviors. The society will not distinguish between different types of desirable behaviors and all rewards will be equal. Equal rewards are necessary to ensure that community members are equally committed to all types of desirable behaviors. For example, a society member who decides to work additional hours on Friday and a society member who decides to share his profits with a poor neighbor will receive equal rewards. According to the constitution, desirable behaviors will include work, participation in music and fine arts, charity and medical assistance, marriage, birth control, and collective childrearing. To avoid overpopulation, my utopian society will encourage marriages and strict birth control. Every family that manages to have no more than 2 children during the first 10 years of its marriage will receive a small material compensation. The society will not reward abortions. Families that do not have children will be able to use a surrogate mother. Surrogate mothers will serve a form of reward to families that do not have a child and desire to have one. This is the rare case where the utopian society will apply to intangible benefits to reinforce desirable behaviors in community members – surrogate mothers will be a natural reinforcement for families that do not have children but want to become parents. Children will grow in collective facilities without parents. No formal education will exist. My utopian society will make children learn from the natural environment in which they live, from their relationships with other children and the constitution. Children will return to families after they are 16 years old. By that time, they will have to learn the basic professional skills and will become the full members of the community workforce. Children who actively engage in labor activities will receive a small material compensation. The society will reward parents who send their children to the collective facilities. The society will encourage and reward human relationships and unions that are based on mutual profits and benefit community rather than promote romance or friendship. The society will organize marriages based on reason. The society will reward only reasonable marriages organized around a common professional or productive goal. Such families will receive a small material compensation. Agriculture and unskilled labor will shape the basis of the society’s economy. My society will not reward education and related activities. The society will reward only unskilled labor. Individuals will have to work 6 hours every day. Saturdays and Sundays will be free. Longer hours at work will be desirable, and the society will materially reward members’ participation in various labor activities. The society will encourage its members to participate in music and fine arts. The society will stimulate individuals to avoid unhealthy and harmful behaviors. No formal criminal justice system will exist because, due to positive reinforcement, individuals will refrain from the criminal activity. Individuals that have never committed an illegal or immoral action by the time they reach their 40th birthday will receive a small material reward. The perspective of a reward will inspire individuals to avoid behaviors that can harm the society or its members. No formal authority will exist. Because authority empowers only a small group of individuals, it may disrupt the peace and balance in the society. My utopian society will encourage self-expression and open opinions and will stimulate community members’ participation in public discussions. Participation will become a form of positive (active) reinforcement for anyone who decides to express his view. Society members will have an opportunity to test their ideas and suggestions in practice. The society will gather once a week to monitor the progress of various experiments and to judge their results. The society will reward individual participation in experiments. The society will stimulate other members to sponsor such activities. The society will refrain from applying to punishment or negative stimuli. My utopian society will promote positive reinforcement as the basic element of modifying individual behaviors. Positive reinforcement will help the members of my utopian society to refrain from harmful or undesirable behaviors. Conclusion My utopian society will utilize positive reinforcement to stimulate desirable behaviors. Positive reinforcement will ensure that community members display and repeat behaviors that benefit them and their community and, simultaneously, refrain from behaviors that can harm other society members. All rewards will be immediate and will follow the desirable behaviors. All rewards will be equal, regardless of the specific form of desirable behavior and the amount of effort put in it. In this way, the community will guarantee that residents are equally committed to all types of desirable behaviors listed in the community constitution. Positive reinforcement will help the members of my utopian society to refrain from undesirable behaviors. References Griffin, J. C. , Paisey, T. J. , Stark, M. T. & Emerson, J. H. (1988). B. F. Skinner’s position on aversive treatment. AJHR, 7, 104-105. Retrieved from http://www. judgerc. org/Griffin1988SkinnerpunishmentstatementAJMR. pdf O’Donohue, W. T. & Ferguson, K. E. (2001). The psychology of B. F. Skinner. SAGE. Zastrow, C. & Kirst-Ashman, K. K. (2009). Understanding human behavior and social environment. Boston: Cengage Learning.

Social class is linked to educational achievement

It has been suggested that societal category is linked to educational accomplishment. The lower the socio-economic position of a household, so it is said, follows a form of low educational accomplishment. Conversely, kids from so called, center and upper category households in general tend to be higher winners academically than their on the job category equals, and are more likely to go to university. Research suggests that kids with parents in extremely paid professions are more likely to obtain higher classs in their GCSEs, take A degrees and so go on onto university than kids with parents in low paid manual employment. Therefore, it could be argued that a kids ability to go socially nomadic remains inactive, as it is likely that they will go on along the way of their parents. ( REFERENCE ) The research undertaken for this undertaking seeks to find if the same applies to maturate pupils either go toing Bath Spa University or maturate alumnuss known to the research workers. The research will try to look into whether or non there is any correlativity between parental societal category and that of the mature pupils and graduates educational accomplishments. The research will besides research the impression of societal mobility and seek to detect if the topics of the survey believe that they have or will, accomplish societal mobility due to their educational accomplishments. The consequences of this survey, if the result is favorable, could perchance assist to promote other mature pupils from lower socio-economic backgrounds into higher instruction. However, if the consequences seem to hold with old research, which argues that lower income households feel that the costs outweigh the benefits of higher instruction, and hence would non see university, so the research may hold an inauspicious affect and merely reenforce the fact that people feel that a university instruction is merely for the wealthy. The consequences of the survey could enable universities to nail jobs mature pupils face, which could enable them to explicate schemes to promote pupils from lower socio-economic backgrounds to use for a topographic point at university. However the consequences could reenforce the generalization or old research which suggests that kids from working category households are less likely to travel to university and hence deter people from even trying to travel through the application procedure. ( mention ) The consequences could besides assist to detect replies to go on the procedure of shuting the spread between societal category and educational accomplishment. However, if the findings suggests the opposite to already published research, eg, if our findings argue that societal category has no bearing on the educational accomplishment of the topics of the survey, so inquiries would necessitate to be asked as to why our survey appears to differ from the norm. ( mention ) Hypothesis. Does societal category affect educational accomplishment? This research will try to set up a nexus between societal category and educational accomplishment. As already stated in the debut, research ( current and historical ) suggests that low socio-economic position constantly leads to low educational accomplishment. The undermentioned research is intended to look into whether this generalized impression is true of the topics who volunteered to be interviewed for this undertaking. The variables to be measured will be that of ; the societal category of the topics parents and the educational accomplishments of the topic. Following on from this the research will besides try to set up whether or non the single topics have, or expect to accomplish, societal mobility due to their educational accomplishments. Literature reappraisal There are many pieces of research which have attempted to reply the inquiry ‘does societal category affect educational accomplishment ‘ . Assorted theories have been introduced as to the grounds why kids from lower societal categories appear to make less good academically than their more advantaged equals and as to why at that place seems to be a big spread in the consumption of university topographic points from people from low socio-economic backgrounds. Connor et Al ( 2001 ) found that there was a continuing and â€Å" long standing form of societal exclusion † of lower category groups in higher instruction. Their research suggests that there are legion factors which lead to the under-representation of the lower categories, including ; household background and support, and fiscal considerations. They besides make the interesting point that over the last 50 old ages statute law has been put in topographic point to guarantee that educational patterned advance is based on ability instead than wealth. However, their research seems to propose that the statute law has non been successful in accomplishing its purposes. Research conducted by Goldthorpe ( 1996 ) agrees with the findings of Connor et Al. goldthorpe provinces that the differences between societal category and educational attainment have changed really small since the beginning of the 1900 ‘s. It is suggested that kids from lower category households have remained more likely to go forth the instruction system once they have finished their compulsory instruction than their more financially advantaged equals. This could be due to the fact that parents with a higher economic position appear in general to put a higher value on instruction than the parents of kids from the lower categories. It has been suggested that the lower categories place more value on vocational and on the occupation developing instead than higher instruction. There has been research such as that by bowles and gintis ( 1976 ) that suggests that instruction is a signifier of ‘cultural reproduction ‘ . They argue that the dominant or higher categories use their power to guarantee ‘social structural reproduction ‘ . Therefore, it is suggested that societal control is maintained by the educational system by working category inequality. In practise schools would non lawfully be allowed to consciously discriminate against kids from lower societal categories. However, there may be unconscious favoritism. For illustration, kids are praised and given inducements such as certifications for stand outing in the schoolroom. Yet the kids more likely to stand out are those from more advantaged households who are able to afford the excess resources such as excursions and books. Following on from this, Goodwin and le expansive ( 1987 ) suggest that those households in greatest demand are non the mark of educational subsidies. They a rgue that province support for instruction by and large merely helps the more financially advantaged households maintain their ability to come in higher instruction. However, although it could be argued that statute law, schools and support are all colored towards households of higher socio-economic position, Gambetta ( 1987 ) suggests that a kids ability to come in higher instruction is all due to their parents. Gambetta found that the picks parents made comparative to their kids ability was based on their perceived societal category. Therefore working category households were less ambitious with respects to their kids instruction than those of higher socio-economic position. As the above research suggests that societal category affects educational accomplishment in kids, it so has to be asked ‘does the same apply to adults? ‘ A study on higher instruction and societal category ( Bolton 2010 ) shows historical informations refering how societal category affected university engagement in the early twentieth century. The information shows that the per centum of entrants with male parents who have a manual business, and hence considered working category, were as follows ; 1928-1947 23 % 1955 25 % 1961 25 % As the authorities have introduced statute law to assist shut the spread between societal category and entryway to higher instruction at that place should perchance be additions in these Numberss in more recent times. However, informations from UCAS shows that in 2001 the Numberss were much the same as those shown supra. In 2001 merely 27 % of entrants were from a working category background. However, the study concluded that ; ‘since the mid 2000 ‘s ; immature people from disadvantaged countries are well more likely to come in higher instruction ‘ ( Bolton 2010 ) . However, a research paper entitled ‘ Social Class and Higher Education ‘ ( Connor et al 2001 ) commissioned by the Department for Education and Skills ( DfES ) suggests that there are many factors every bit good as societal category that affect possible pupils determinations to come in into higher instruction. The research workers province that ; â€Å" pupils from lower societal category backgrounds take into history a wider scope of issues than their opposite numbers in higher societal category groups when taking the determination to come in higher instruction † . The countries of concern for those from a working category background included the fiscal facet, nevertheless, they besides raised issues such as experiencing unable to get by with the work load, the application procedure and personal issues such as working during term clip and besides set uping child care. However, the chief issue does look to be that of a fiscal nature. Those from the lower classed either would instead get down paid employment every bit shortly as possible after go forthing mandatory instruction or they feel that the cost of analyzing at university outweighs the benefits. Despite the chief findings of this study being reasonably negative towards higher edication by the lower categories there were some positive facets. The participants of the survey from the lower categories who had decided to come in university did so with the belief that the makings that they would finally derive would intend that their calling preospects and future gaining possible were raised well. The little graduated table research undertaking which follows is slackly based on old research into societal category and higher instruction. If the published research is right so we should happen that societal category does in fact affect educational accomplishments in grownups. If our research corresponds with others, so we should happen that merely about 25 % of our participants who are from working category backgrounds have entered into higher instruction. Methodology. The focal point of this survey was to find whether or non socio-economic position had any impact on educational accomplishment. A series of inquiries were devised to be delivered in either a face to confront interview or by manner of an electronic mail questionnaire, depending on which was more practical, due to distance and clip restraints. Those topics who were asked to answer via electronic mail were asked to react in every bit much item as possible instead than merely yes or no replies. The purpose of the inquiries asked was to find the effects of the topics parents societal category and educational accomplishment on that of their kids. The initial inquiries asked were general inquiries to find the age, sex and location of the interviewee. This was followed by a set of inquiries to set up parental educational accomplishment and societal category. The inquiries besides attempted to set up whether or non their parents attitude towards instruction had any impact on the topics educational picks. The concluding set of inquiries sought to detect the educational accomplishments of the topic and their current or future socio-economic position. aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.of the topics are undergraduates and aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦of the questionnaires were completed by manner of face to confront interviews. Another aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.were conducted via electronic mail questionnaire. The interviews and questionnaires took about 10 proceedingss to finish. All of the persons who were asked to react did so. The determination to utilize interviews and questionnaires was taken because we felt that we could acquire a more unequivocal reply to our hypothesis this manner instead than a simple questionnaire that merely needed yes and no replies. However, there are restrictions when utilizing this method for research. Some of the inquiries which were asked were unfastened to sentiment and besides self-perception. Some of the information was besides 2nd manus as we had asked for information about parents. Once once more, this may non be entirely dependable as the topics were non asked for unequivocal cogent evidence of either their parents, or their ain educational accomplishment or societal position. Therefore, the research is based on the premise that the topics were true in the answering of the inquiries. There are other restrictions. The research was really little graduated table and therefore it could be argued that the sample of topics is non representative of the general population of under alumnuss and alumnuss in the United Kingdom. However, as a usher it could take to similar inquiries being asked on a larger graduated table to enable the theory that societal category does or does non hold an consequence on educational accomplishment, depending on the findings of this research, to be proved or disproved. With respects to the ethical considerations of this research, those who participated were ensured namelessness at all times. No names have been used in the write up of the research and merely the general location and age of the particiants have been documented. All participants were made aware of the grounds for the research and how the information they gave would be used. They were besides informed that a transcript of the finished research undertaking would be made available to them for their blessing, if they so requested, before it would be handed into the university. They were besides made aware that they could retreat their part at any clip before the entry day of the month.Findingss and decisionThe chief intent of our research undertaking was to find whether or non a on the job category background created a barrier to higher instruction for grownups in the same manner as antecedently mentioned research suggests it has on kids. The research argues that kids of mandatory school age are at a disadvantage educationally if they are from low income households and we wanted to look into as to whether or non this translated into maturity. Our findings seem to propose that low socio economic position does non restrict the opportunities of grownups come ining into higher instruction. Seven out of the 12 subjects interviewed categorised themselves as coming from a working category background and six of them had either gained grades or were analyzing for a grade at the present clip. This translates to about 86 % of people from lower category background come ining into higher instruction, whereas old research has stated that the norm is about 25 % . However the contradiction is likely due to the little graduated table of the undertaking which was undertaken. The other five participants considered themselves to be from a in-between category background and all five had enetered into higher instruction. Therefore, our little graduated table research undertaking seems to propose that there is no disadvantage in a individuals ability to derive makings from university or other higher instruction constitutions based soley on their on the job category background. It could be said that it is an persons ain motive and aspirations, or deficiency of both, that has the most impact on their educational accomplishment, instead than their on the job category background. One of the topics interviewed declared that her parents had ; â€Å" influenced me to travel out and accomplish what I want careless of category, money or background † . Bing at university as a mature pupil I felt that the result of our research would in fact find that category did non find educational accomplishment. However, it is a really little graduated table undertaking and could non be perceived to be dependable informations which reflects the educational accomplishments based on category for the state as a whole. The information could be seen as colored and undependable as eleven out the 12 subjects interviewed had been, or were presently at, university. Those interviewed were besides known to the research workers. If there had been a wholly random sample of topics from a shopping promenade for illustration at that place would hold perchance been a really different result. I feel that to do the research valid and dependable it would necessitate to be done on a much larger graduated table. The topics interviewed should be selected at random throughout the united land to enable a broad assortment of people and therefore a varied choice of repli es, which would perchance in bend produce more valid and dependable informations which would more likely correspond to old research in the same field.

I Was Waitlisted - What Do I Do Now?

Hearing back about your college admissions decisions may be one of the most stressful things you’ve yet experienced. You’ll probably feel some combination of excitement and dread while waiting to find out whether your first-choice college will be sending a â€Å"Congratulations!† or a â€Å"We regret to inform you†¦Ã¢â‚¬  But what if, when you open that envelope or log into that application system, the answer is neither? As you probably know, a certain number of college applicants are neither accepted nor rejected on that notification date in March or April. Instead, they’re waitlisted — placed on a list of applicants who may be reconsidered in the coming months, should there be gaps in the freshman class. Obviously, being put on the waitlist is not the acceptance for which you’ve been hoping, and getting waitlisted can be quite disappointing. However, you may still have a chance at being admitted to your chosen school. In this post, we’ll go over the waitlist process, your waitlist action plan, and how to make the best of this situation. If you are placed on a college’s waitlist, you have not been accepted to that college. However, the college is telling you that if there ends up being space in the incoming freshman class, they may consider admitting you to fill that space. Why might there be space in the matriculating class for waitlist candidates? Often, it’s because fewer accepted applicants chose to actually attend the college than the admissions office anticipated; in other words, their yield was lower than they expected. It might also be because some accepted students chose to defer admission for a year and take a gap year. Having a waitlist allows the school to fill any remaining spaces with qualified candidates, thus both ensuring they’ll have a complete class and making a handful of lucky students very happy. In many ways, this is a win-win situation for colleges and college applicants, but in order for you to have the best possible chance at eventually being admitted , it’s important that you understand the waitlist process and use it to good advantage. Because space for waitlisted candidates depends upon how many accepted applicants choose to attend, waitlist decisions can’t be made until the college hears back from this original batch of applicants. Since most colleges have response deadlines of around May 1st, this means that you won’t hear back about your waitlist application until at least May. Different schools have different procedures for considering waitlisted applicants. For some schools, the process can stretch out over the summer. Fortunately, most schools will inform you once the waitlist acceptance process is over even if you weren’t accepted, so you won’t have to live with uncertainty for longer than necessary. It’s hard to say what your chances will be of getting off the waitlist. A great deal of that depends on your profile as an applicant. Generally, the waitlist admissions process considers all the same factors that were considered when you initially applied, though (as we’ll describe below) you’ll also have the opportunity to update the college about any new accomplishments. Waitlist acceptance rates vary from school to school and even from year to year; it all depends upon how the regular admissions process goes that year. Some colleges have ranked waitlists, in which the college’s admissions office already knows who will be offered admission in what order if spaces open up, but many don’t. With all this unpredictability, the waitlist process offers no guarantees, and it’s important that you keep this fact in mind. The number of spots that open up in the matriculating class is often quite low, and consequently, so are waitlist admissions rates. In some years, at some competitive schools, no waitlisted applicants can be admitted at all. You can choose not to stay on the waitlist if you wish, meaning that you’re giving up your chance to be considered for later admission. If you’re excited about another school that has offered you admission, it may be preferable to you to take that offer and begin making solid future plans rather than waiting around. There’s nothing wrong with taking that path. Still, most of the time, someone is accepted off of the waitlist. If you’re still strongly interested in attending that college, and you’re willing to accept not knowing your status for a while longer, it may be worthwhile for you to stay on the waitlist and put in some additional work to make sure you’re as strong a candidate as you can be. If you do choose to remain on the waitlist, you’ll have some work ahead of you in order to maximize your waitlist potential. Below, we’ll go over how to figure out the best approach for your particular college, what to do in order to secure your waitlist spot and update your application profile, and why it’s still essential that you have a strong backup plan. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. In order for you to get accepted off the waitlist, you first need to make sure that you’re on the waitlist. Many schools require that you do something specific to indicate that you’re accepting a spot on the waitlist, such as filling out an online form or sending an email to a particular address. As we discussed above, your waitlist notification will usually tell you exactly how to confirm (or turn down) your waitlist spot. If your school does not give specific instructions, you’ll need to write the admissions office a formal letter notifying them of your decision. If your school uses a specific procedure, use that procedure, and you’ll often be able to submit a more detailed letter as well — ask your admissions office for advice. In your letter, you should explicitly state your intention to stay on the waitlist. You should also reiterate your strong interest in attending that college if you are eventually accepted. Keep your letter relatively succinct, though — the admissions office already has access to your application, so you don’t need to repeat information that they already know. What you can include is information about any new accomplishments you’ve achieved since you submitted your initial application for admission. New accomplishments can also include ways in which you’ve significantly improved your original applicant profile. If you’ve retaken a standardized test and achieved a substantially higher score — for example, a change of more than 150 points in your SAT score — informing the college might  help your application. The same is true if your grades have improved by more than one letter grade. Smaller improvements in grades or scores probably won’t make much of a difference. Depending on the nature of these updates, some of them may require you to submit additional information. For example, if you have a higher SAT score to report, you must also remember to order an official score report to be sent to the college by the College Board . If you want to send in any other supplemental information at this point, first, call the college and ask if they’ll take that information into consideration. Some colleges won’t even look at supplemental materials, and it’s a waste of time to prepare any. Remember, the college already has your application; you can make updates, but you can’t rewrite the whole thing. Don’t forget to do your research on the college’s website and even call the college’s admissions office if you’re at all uncertain about whether or not to include a particular achievement or piece of information in your letter. It’s also a good idea to have someone read your letter before you send it — this would not be a good time for typos or other silly errors. Finally, in making and carrying out your waitlist action plan, you need to follow any specific instructions that you’re given by the college. As we’ve mentioned, some schools have more specific procedures than others regarding what to do when you’re waitlisted. If a school uses a particular online system to collect information, for example, make sure you use that system rather than just submitting a separate letter. Conversely, don’t do anything the college tells you not to do. If the college tells you that they don’t accept additional letters of recommendation for waitlisted students, don’t send one in. If the college tells you that you can’t arrange for an additional interview or admissions meeting, don’t show up unannounced and demand to see the Dean of Admissions. (Yes, things like this do occasionally happen.) Not following directions can only hurt an admissions officer’s perception of you as a candidate, even if you’re breaking the rules in an attempt to portray yourself in a better light. Being perceived as rude also won’t help. As always, being polite and respectful to admissions representatives is essential — these are the people you’re trying to impress, after all. While you might be tempted to call the admissions office every day to find out if there’s been any change in your status, it’s best to stifle the impulse to check in too frequently. Once you’ve done your best to update your application, you can be hopeful while still moving on with your life. In the next section, we’ll offer some advice about making backup plans while waiting to hear about your waitlist application. Making a backup plan involves confronting the reality that in the end, most waitlisted applicants will not be accepted . This doesn’t necessarily reflect poorly on you — competitive colleges have to turn down many qualified applicants , and there’s always an element of chance. Still, it can be hard to give up on your dream school or your mental plans for your college career. The good news is that, in many ways, college is what you make of it. Even if another college doesn’t initially seem perfect, it can still be a great fit for you. While you’re waiting for news about your waitlist status, for your own safety and sanity, you need to continue moving forward with your plans as if you’re not going to be accepted to your waitlist school, and think about how to make the most of life at another school. First, you’ll need to make a big decision: Which school’s offer of acceptance will you go with? Evaluating your choices and coming to a final decision is rarely easy, and its complexities deserve their own blog post: How to Deal With College Decisions and Make a Choice . Once you’ve made your decision about where to attend, do whatever that school asks you to do in order to secure your spot in the matriculating class. Don’t worry about this decision impacting your chances of admission off the waitlist — it won’t, and the college that waitlisted you knows that making a backup plan is a wise and mature move. Many schools ask admitted applicants to submit some type of deposit in order to confirm their enrollment, and sometimes also to confirm on-campus housing. These deposits are often nonrefundable, meaning that if you get accepted off the waitlist at your first-choice college and withdraw from your backup college, you won’t get your money back. Enrollment and housing deposits are not insignificant, especially if your family income is on the lower end. However, despite the potential monetary loss, this is the safest way to proceed if you want to remain on the waitlist. If you’re unsure whether you can afford to do this, discuss the situation with your family and your guidance counselor for more advice. Don’t just choose a backup school to attend — embrace that choice! Instead of dwelling on what might have been, throw yourself into learning about all the opportunities that await you at the school you plan to attend. For more advice on how to deal with this situation, check out our blog post Envisioning a New Future: Preparing for Life at Your Second-Choice (Or Third, Or Fourth) School . What if you do get that coveted acceptance letter over the summer? If you make your plans well, it’ll be an exciting surprise rather than an agonizing wait. There’s even the chance that you’ll change your mind and decide to stick with your second-choice school. Either way, you can rest easy knowing that you handled the situation with maturity and foresight. Do you have more questions about the waitlist and how to manage your waitlist status? Check out the blog for more posts about the waitlist experience: Are you looking for some help in perfecting your update letter? Our experienced consultants can assist you in crafting a compelling waitlist letter that truly shows off your achievements and potential. Learn more about our College Applications Program , where successful grads from top colleges guide students every step of the applications process, from creating a school list to preparing for interviews to writing waitlist letters.

CIPD Essay Example | Topics and Well Written Essays - 750 words - 1

CIPD - Essay Example The postures and movement within the training room is important for the trainer as it keeps the learners enthusiastic along with an established but rotating eye contact that shows that individual attention from the trainer is present. I encouraged them to ask questions and for learning to occur, I kept summarizing what we learned from the previous slide and asked them questions to reinforce learning. An ample break of an hour was kept between two sections of the training and it was encouraging to see that the enthusiasm of the learners remained the same in fact some participants came up to me in the break to ask questions. I learned that besides readiness of learners and conducive environment of the training facility, an important factor that played a key role in this training, was my expertise on subject, enthusiasm and friendly behavior that created interest and raised expectations of the learners (Ford et al., 1998). The participants were seasoned professionals, hence creating a facilitating environment where learning can occur made my job easier although my inexperience and ability to relate their decision making examples to theoretical frameworks is a weakness that I need to work on. Further once a participant started sharing his / her experience I was not able to restrict them in the allotted time. I have learned that the learner cannot control every aspect of the training especially when he is countered with experienced professionals. One can only hope in effect to story tellers there will be some individuals that will keep things short and concise. It was an excellent experience where I saw many positives, my extensive research and readings on the subject matter helped me define and answer the questions from participants adequately. Participants found the Cynefin questionnaire very interesting and were eager to know there scores as soon as they were done with their

Consent of the govern Essay Example | Topics and Well Written Essays - 250 words

Consent of the govern - Essay Example However, consent should be adequate in order that individuals will honor their obligations. What then is an adequate form of consent? An adequate form of consent should be one that was given voluntarily by a person. It must not be given out of coercion. It should be stated explicitly and expressly. In order for consent to be adequate, the person giving it should have complete knowledge of the consequences of his decision. The state of mind and the maturity of the person must be considered (Mclean, 112). As an example, contracts entered into under duress do not constitute an adequate form of consent simply because it was not given freely and would not have been given had there been no pressure applied on the person. In fact, the contract could be considered voidable in those cases. Further the practice of giving consent should be legitimate in itself, that is, it should be acceptable to the existing political authority (Mclean, 112). Work Cited Dunn, John. â€Å"Consent in the Politi cal Theory of John Locke†. The Historical Journal, Vol. 10, No. 2, 153-182. 1967. Web. 22 March 2011.

MPLS Protocol Research Paper Example | Topics and Well Written Essays - 1250 words

MPLS Protocol - Research Paper Example The current version could hold around four billion connections and since in last few years the technological advancements have brought about more devices and connections all over, for this reason IPv6 was worked out in last few years. Internet Engineering Task Force (I.E.T.F) is the entity that defines new protocol standards and hence is responsible for ensuring the new version fulfils the demands by equipping the new version with all the essentials. While the previous version was brought into practical use, little or no consideration was given to the space, and security, and it was believed that around 4 billion address spaces would be sufficient for generations, however with time those addresses ran short, and security became a more serious issue with all types of malwares, and other insurgent forces that came to the world of internet communication.(Kahng et al 2004) The need for a larger network system was felt due to the depletion of I.P address spaces and since about 2 billion p eople across the globe use internet in form of tablets, p.d.a ,smart phones, internet is part of every cafe, airport, office, educational institute , for this purpose a network was needed that could accommodate large number of upcoming connections. IP v4 provided a 32 bit address space.IPv6 users are likely to have faster connectivity. It is gaining popularity with time and need is being felt in Asia and Europe for its implementation on full scale.(Mun,young Song et al, 2005) .Internet protocol version 6 is a network layer protocol of the O.S.I model; it is termed as the next generation internet protocol, which is a new version of I.P, successor to IPv4.The main aim has been to bring about improvement and advancements in the existing version. The overall design is an improved one. The large address space (128 bits) can accommodate many more number of networks, users and devices. The addresses are arranged in eight groups of four hexadecimal digits that are separated by colons. The a ddress types are either unicast which uniquely identifies an interface on IPV6 node, while a multicast is for identifying group of interfaces and Anycast is assigned to multiple interfaces on multiple hosts (Eastep et al 2009), further there are three classes of unicast interfaces that includes link local, site local and global.6 to 4 is another technical term associated with the entire concept which enables the packet transmission of IPv6 to a version 4 network. The 6 to 4 feature allows testing and experimenting the IPV6, even if the version is not provided by the Internet service provider. Global unicast network is dedicated for the 6to4 mechanism. Gateways creates interface between the two. Salient Features of IPV-6 Large address space Stateless auto configuration Quality of service capabilities Improved Security Streamlined Protocol header Mobility IPV6 is packed with large number of improvements which includes large addressing space, and hence accommodation of more users on th e network, this is followed by mobility, which enables tablets, and other handheld devices to be connected even when on the go. A salient feature of the new version is its increased security. IPSec a security protocol is made mandatory in this version while it was only optional in case of its predecessor. Hence it makes it more secure

Resolution To Childhood Obesity Through Exercise and Diet Research Paper

Resolution To Childhood Obesity Through Exercise and Diet - Research Paper Example According to the American Psychological Association, around one in six children are obese and â€Å"only 30% of children (aged 6 to 17) participated in 20 minutes plus of vigorous physical activity on a daily basis† (Changing diet and exercise for kids, 2012), whereas the prescribed amount of physical activity is sixty minutes. This clearly indicates flaws in the lifestyle that people follow as the reason for the persistence of the problem of obesity in children. An increasingly sedentary lifestyle that arises from various factors such as pressure of studies and addiction to certain forms of technology leads children to abandon the forms of physical activity that they are supposed to engage in. Most children and even their parents do not consider physical exercise as a priority area that needs to be taken care of for the overall health of the child. There are problems associated with this formulation too. Children with disabilities and chronic illnesses were found to have a mu ch higher incidence of obesity. The table given below bears out this statement. Prevalences of overweight and obesity in disabled children and adolescents a) Compared with healthy children and adolescents Disability Percentage of overweight/obesity Healthy comparison group Country Functionally restricted mobility 30% overweight 16% overweight USA (11) Developmental delay 24% overweight 17% overweight Australia (12) 15% obese 6% obese Learning disability 35% overweight 31% overweight USA (11) 21.9% obese 15.7% obese Learning disability 19.3% obese 12.2% obese USA (13) Hearing or visual impairment 18.4% obese Autism 23.4% obese Attention deficit (hyperactivity) disorder 18.9% obese Asthma 19.7% obese Asthma 24.6% overweight 14.2 % overweight Denmark (Reinehr, Dobe, Winkel and Hoffmann, 2010 [the table is directly from the essay]) In such cases the underlying disease is complicated by the problem of obesity and an inability to walk and perform other physical exercises is compounded by the excessive weight of the body. This may lead to pain at the joints as well since the weight of the body becomes too much for the bones to bear. There are other medical problems too that accompany obesity when it occurs in addition to another disease or disability. These compound the misery that the child experiences and the social isolation that results may lead to depression in the child. This would then further diminish the chances of the child taking part in any leisure activities. This heightens the problem of obesity and the cycle is complete. One method of alleviating this problem is through dietary changes that can be introduced for the patient who is obese. This has the ability to cause enormous changes in the weight of the patient. Diet in these cases needs to be closely monitored since eating as an activity may be used by the patient to alleviate the feelings of loneliness and sorrow. The quality that certain foods have, to cause a temporary suppression of depressing th oughts may be the reason behind this. This again feeds into the earlier mentioned cycle, thus worsening the entire situation. The importance of diet, thus, needs to be stressed when one is dealing with a person who is obese. Children who are obese are more likely to develop other diseases early on

Computer laws in US. Computer Fraud and Abuse Act Research Paper

Computer laws in US. Computer Fraud and Abuse Act - Research Paper Example Just like any other invention, computers have two sides; the positive and the negative side. The positive side is where business flourish, scientists do more invention and government offer better services while on the other hand, it gives criminals an extra tool to commit more crimes and get away with it. Computer crimes have been on rapid increase since the advent of intern. Internet has facilitated the criminal activities as a means of access other people’s computers regardless of geographical location. Crimes such as cyber-stalking, child pornography, fraud and scams, hacking copyright violations, malicious code are some of the computer crimes that are now easily committed because of the internet. Compute crimes are unavoidable to organizations that use IT in delivering their services and products. Computer professional therefore should ensure that there are frameworks put in place to protect and face these challenges through laws. This paper will identify and detail some o f the computer laws put in place by US federal legislation. Computer laws face greater challenge because of the dynamic nature of computer crimes because of the new and evolving technologies. The wire fraud statute was the first law in the US used to prosecute computer criminals. This law prohibited the use of communication wires that are used in the international commerce with an attempt to commit a fraud. This law is still in place and is used to date to prosecute computer criminals.... The challenges with the initial structure of CFAAA was that to successfully prosecute fraud charges, one must provide evidence that the suspect gained unauthorized access into the computer system (CFAA, 1986). Have a clause that touched on the method of entry into the computer system rather than focusing on the computer usage was a loophole for crimes committed by insiders. An employee within the company who has legal access to the computer can also commit a crime using the computer. Since it will not be proved that he/she had illegal access, then such person will not be prosecuted. CFAA was modified for the second time in 1994 so as to deal with the act of malicious code such as viruses, worms and other programs designed with an aim of changing or damaging data on the computer (Title 18 U.S.C section 1030). This amendments enhanced the law because initially it focused on the access to the computer system without looking at how the computer system was used. The law was now able to pr osecute those who executed illegal or malicious programs on computers with indention of causing damage to data or the computer. There are several acts that have been passed to add strength or deal with loopholes in CFAA. The National Information Act (NIIA) was enacted in 1996 to protect computer systems against those who access them using other people’s authorization. Penalties under CFAA Offense Minimum sentence Maximum sentence Getting national security information 10 year 20 years Unauthorized access in government computer 1 year 10 years Knowing access and damage 1 year 10 years Knowing access and reckless damage 5 years 20 years Trafficking in passwords 1 year 10 years Extortion involving threats of damage computer 5 years 10 years Theofel v. Farey-Jones in 2003 is a

The Choice of Music in Any Film and the Meanings of the Actions Research Paper

The Choice of Music in Any Film and the Meanings of the Actions Performed in the Film - Research Paper Example In the Pianist, the horror story of the Nazi holocaust is told through the story of Wladyslaw Szpilman. He is a Polish-Jewish Pianist cum composer trapped in the evil objective of the Nazi manifesto to degrade the Jewish people of the world (Akhtar, Rogers & Plotkin, 2002). Music in both films is used to achieve different emotions to viewers in order to convey different messages to them. While â€Å"The Pianist† starts with a low note of the piano The GodFather begins in the centre of the underworld which is Don Corleone’s office as he listens to requests in his role as The GodFather; the leader of the crime world. Dressed in a dark suit and a white shirt The GodFather epitomizes the cadre of his profession which is a raw crime. Outside the dark tense office of Don Corleone, there is an ongoing wedding full of pomp and music; it is the wedding of his only daughter. This is meant from the onset to show the two different worlds in a mafia family. While the women and the c hildren are spared the intricacies of mafia operations the men such as Sony and his father are the kingpins of the underworld. The Pianist begins in the streets of Warsaw in 1939 at the onset of the world war. Szpilman is behind his keyboard in the studios of the polish state radio playing Chopin 's Nocturne in C-sharp minor Lento con gran espressione. The calm composition signifies the pieced prevailing in Warsaw before it is attacked by the Nazi thugs. As Stillman plays the piano the first sounds of the raging war outside are heard presumably from the window behind his producer in the studio.

Custmer and supplier Essay Example | Topics and Well Written Essays - 1250 words

Custmer and supplier - Essay Example The students create a demand for the services offered by the professional fraternity. Instructors are expected to offer a conducive social environment that encourages responsiveness in a class or lecture hall (Tomas 31). The teachings delivered are expected to increase student productivity in the engineering field. This includes using competitive instructional formats and preparation for the job market. Registrar The role of registrar is to facilitate admission and ensure the enrolment of engineering students is smooth. This includes ensuring the integrity of examinations and clear submission of thesis and other academic requirements are fulfilled. The office of registrar ensures the logistical preparedness of the student is achieved. This also entails considering the students under interdisciplinary programs have maximized their services with minimal interferences. The number of students is directly proportional to the workload in the office of registrar. This means that students af fect the demand to registrar services. Cafeteria This is the place where students get meals. The profitability of cafeteria business depends on the number of students using the service. The cafeteria system supplies food to the other stakeholders who include lecturers and students. The students create a demand for food services and the cafeteria supplies to offset the demand (Tomas 19). The success of students and cafeteria systems is mutually inclusive. Internet suppliers Most of the students have access to internet services through wireless networks and other centers like cyber cafes. The internet service providers ensure that fast service is delivered for research and other academic assignments. This ensures that students perform according to the expected standards. Engineering and computer students are perceived to become increasingly dependent of internetworking and other advanced software. The supply of the international networks forms the core of the expected competencies in the coursework. The internet service providers gain through increased coverage and subscription. The rise of technologies like video conferencing and electronic library services has given rise to renewed demand for information technology services and providers. This is the foundation of virtual learning. Technological companies like Google and Microsoft have created an atmosphere for virtual platforms to meet the growing demands. Students and university policy initiatives e.g. Recreation services and discoveries The college environment for engineering students offers an enabling atmosphere for students to access recreation services. Some the structures include five star hotels with swimming pools, conference centers and other prestigious facilities. Most of these investment targets the college fraternity which includes students, lecturers, workers and other staff within universities. The students create a demand for the facilities depending on the level of education and academic nee ds. Interuniversity contests take place in these facilities. The hotels offer multiple services which include high profile meals and specialized accommodation services. These hotels target high level learning events, wealthy students and lecturers among others. They offer practical in case of special arrangements which interested university departments. The demand for specialized facilities is directly

Factors of Chinese Art Market Essay Example for Free

Factors of Chinese Art Market Essay The Chinese possess the longest continuous cultural history of any of the peoples of the world (Sickman. L, 1968). In recent years, pushed by the huge economic growth in Asia, the fine art market rise sharply within Asia, especially China, changed the geographical structure of the global art market. The Chinese government set up some preferential policies to promote the fine art market because they see the great economic potential in this flied. In 2011, China has a 49% growth of artworks in auction revenue, becoming the first global marketplace for the sale of art. Although the transaction volume of China (10.8%) was behind USA and France, the auction revenue (41.4%) was the first of the world (Artprice, Trend of art market 2011) . This means China is becoming the central of high price fine art market. In 2011, a painting with calligraphy which was painted by Qi Baishi, †Eagle Standing on Pine Tree; Four-Character Couplet†¦Ã¢â‚¬  was sold for 4.255 Yuan(about 65 million US dollars) in Beijing by China Guardian auction company, a record high for contemporary and modern Chinese paintings and calligraphy(China Guardian Auctions). As Chinese fine art market growing quickly in last few years, more and more researches and studies have been done by both Chinese and other foreign people, this essay will focus on some factors behind the market and analysis how the factors influence the Chinese fine art market. And the analysis can be dividing into four sections, cultures, history events and policies, buyers and marketing channels. First of all, this essay is going to find out the difference between the western countries people and the Chinese people in culture of collecting aspect and work of art aspect. There is some strong culture which is really to be changed in any country and this will completely change the way people treat art works in a country. Just because people treat art works differently, every country’s fine art market culture is unique, and this can influence the market automatically. For example when Chinese people selling antiques, they always leave a large gap between the quote and the deal price to wait buyers to bargain because Chinese people believe buyers will feel happy and they have brought the antique in a cheaper price. Secondly, history events and policies linkage to the Chinese fine art market will be mentioned. Through the history events (such as the reform and open up in 1978 and joining the WTO in 2001) and policies (like import and export trading policies) to analysis how these events and changes influence the Chinese fine art market. A cultural repatriation has been in the spotlight a great deal from 2000, with the sale of the Yuan Ming Yuan bronze fountainheads, then the Chinese government has attach more importance to the fine art trade after it(Wang. A, 2012). Actually, modern Chinese fine art market starts after the reform and open up in 1978 and today becoming the first place of the marketplace for the sale of art. Also according the Tariff implementation plan 2012 of China, the import duty of art work decreased from 12% to 6% (General Administration of Customs of the People’s Republic of China), this promoted the fine art market, in the first half of 2012, the trading amounts reach 210.8 billion Yuan (Ministry of Culture of the People’s Republic of China), which means China has been overtaken the USA, becoming the top art market. Then, this paper will explore different kinds of buyers and find out their purchasing intention. In this section, it will be a case study about the different buyers by having an interview with an antiquary and a staff of an international auction company. Antique buyers have different purchasing intention; some of them are shop holders or agencies buying art works for selling, some of them are art fanciers buying art works for collecting, some of them buying art work as investment, and there are some people just want to show their social status or financial position through buying expensive art works. Through the interview, more purchasing intention will carry out so that it will be more clear that how different buyers can influence the fine art market all around the world differently. The last section of this essay will talk about the marketing channels aspect. Chinese antiques can be seen in auction houses, trade fairs, art galleries, fine art shops all around the world(Artprice, Trend of art market 2011), People come together to appreciate or buy antiques. Furthermore, some private trade happens a lot without noticed by the mass. Different marketing channels have its own characteristics and price levels so that it could attract its own target audience. Although the market of Chinese antiques is growing in a very high speed, some scholars still have some issues to worry. As Audrey Wang mentioned (2012), some speculators believed that Chinese art market is an indomitable force and become the first place in volumes of sale of fine art. On the other hand, sceptics claim that the current trend as merely a bubble and today’s China is not ready yet to experience a full economic cycle of growth and decline. When a group of Chinese curio dealer visit the 25th of TEFAF which hold in the Nederland, they were not only shocked by the fine art work’s quality and authenticity, but also the seller’s integrity and normative. When they ask for some background and information about an antique, the vendor just read from the testimonial but not making an attractive story. The Chinese fine art market is still not mature because more standard rules or policies are needed. Lastly, the high speed growth of the Chinese fine art market might cause some mislead about the art. Quite a lot of people will regard high price as high quality in the fine art market, this is completely a misunderstanding for the art works. Therefore some scholars argue that the great growth could destroy the culture and art, this will be also discussed in this essay. Bibliography: Sickman, L (1968) The Art and Architecture of China, Yale University Press, London Wang, A (2012) Chinese Antiquities, an introduction to the art market, Lund Humphries, Surrey. TEFAF https://www.tefaf.com/ Artprice, Trend of art market 2011 http://imgpublic.artprice.com/pdf/trends2011_en.pdf (2013-01-07) China Guardian Auctions http://english.cguardian.com/ (2013-01-07) Ministry of Culture of the People’s Republic of China http://www.chinaculture.org/index.html (2013-01-07) General Administration of Customs of the People’s Republic of China http://english.customs.gov.cn/tabid/47800/Default.aspx (2013-01-07)

Whats Eating Gilbert Grape Essay Example for Free

Whats Eating Gilbert Grape Essay World War I was supposed to be the war that ended all wars. Instead it set the stage for future conflicts throughout the 20th Century. The people of the time called the conflict the Great War, and they believed that there would never again be another like it. Although the United States tried to remain neutral, it was eventually drawn into the conflict. The war had a profound effect on the nation, and touched upon many aspects of American life. When the war ended, the United States, and the world, was changed forever. Your Task: Place all of your answers in your computer notebook for the following questions. Your notebook should include pictures, maps and anything else you want to make your project the best. Please use the links provided and your textbook to answer the following: Area 1 : Choosing sides and war plans: 1. Using the map in your text pp. 375 and the chart on page 379, answer the following in your notebook. -Allied Powers (6 major countries) Great Britain, France, Russia, Italy, Serbia and the U.S -Central Powers (4 major countries) German, Hungarian, Turkish, Bulgarian -Neutrals (6 major countries) Switzerland, Sweden, Spain, Norway, Ireland, Denmark and the Netherlands. -What were the central and the allies called before the war? The Central powers were known before the war as the Triple alliance and before the war the Allies were known as the triple entente. 2. Which side did the United States eventually join? Why? All allied forces, The US had planned to stay out of the war at first. They would only send aid to the Allied Powers, but they did not fight. When Germany heard they were sending aid to the Allies, they got angry and bombed one of the supply ships, which really angered the US. Thus, the US joined the war on the Allied side. 3. Which country switched sides just before the war started? Why? Italy was in the Triple Alliance but then switched to fight with Russia, Britain and France and don’t forget the U.S. 4. List and describe the four long term causes of World War I. Militarism- is when a country builds up on their armys navys and weaponry. Alliances- A union or association formed for mutual benefit, esp. between countries or organizations. Imperialism- A policy of extending a countrys power and influence through diplomacy or military force. Nationalism- An extreme form of this, esp. marked by a feeling of superiority over other countries. 5. What was the spark! that led to the immediate cause of World War I? Murder of Archduke Franz Ferdinand of Austria set-off chain reaction of national treaties guaranteeing alliances/protections and they honored those agreements until they were all at war with each other. 6. Who was General Schlieffen, and what was his plan for World War I? What was his country trying to avoid by implementing this plan? Alfred Von Schrieffen to help Germany win a war on two fronts against France and Russia. The general gist of it was that Germany would attack France first as their army was the most organized. They would surprise the French by attacking through Belgium (not accounting for the fact that the UK would rush in to help, and that Belgium itself would put up a fight.) and spit in half half would take the coast to defend against Britain, whilst the other half would circle round and take Paris. They expected Russia would take a few weeks to get ready for war by which time they would have cap tured France and be ready to fight Russia. Area 2 : Weapons of War: 1) List and describe 4 weapons introduced in World War I. Be sure to explain their effectiveness and how they were used? Tank- The tank was first used at the little known Battle of Flers. It was then used with less success at the Battle of the Somme. Though the tank was highly unreliable – as one would expect from a new machine – it did a great deal to end the horrors of trench warfare and brought back some mobility to the Western Front. Gas- most feared of all weapons in World War One. Poison gas was indiscriminate and could be used on the trenches even when no attack was going on. Whereas the machine gun killed more soldiers overall during the war, death was frequently instant or not drawn out and soldiers could find some shelter in bomb/shell craters from gunfire. A poison gas attack meant soldiers having to put on crude gas masks and if these were unsuccessful, an attack could leave a victim in agony for days and weeks before he finally succumbed to his injuries. Rifle- they used rifles to use people duhhhh.. they could only use those because they were in a trench and it was hard to get other stuff in there. Machinegun- Machine guns inflicted appalling casualties on both war fronts in World War One. Men who went over-the-top in trenches stood little chance when the enemy opened up with their machine guns. Machine guns were one of the main killers in the war and accounted for many thousands of deaths. 2) What is Propaganda? What were four reasons propaganda posters were used? Propoganda is the aim of getting people to believe your side of the story 1. They were trying to enlist people into the army. 2. They were trying to convince people to ration the food they used and send the rest to the soldiers 3.They were trying to convince people to grow victory gardens and send the food to soldiers 4. They were trying to show people the opposing side was a monster and to donate money/food/work to help the soldiers fight them 3) What nation produced the most posters throughout WWI? Germany. 4) Go to sidebar to the right and click on a couple of countries; England, U.S. and Germany. Are they similar? List some symbols, messages, similarities and differences, if any, in the posters. No they are not similar. Area 3: Life in the Trenches: 1) What is trench foot? What caused trench foot? Trench foot is a condition of the foot resembling frostbite, caused by prolonged exposure to cold and dampness and often affecting soldiers in trenches. 2) What affects did it have on the body? What was the remedy for it? Trench foot is what you get when your feet have been exposed to long periods off wet, cold, and unsanitary conditions .If the infection was left to sit without medical attention for to long it could turn into gangrenous and have to be amputated. The remedy was for officers to change their socks at least 4 times a day and wear thigh high boots. 3) Read the diary entries from Thomas Fredrick Littler and answer the following: * Describe some common repetitive themes (tasks) of trench life. July 2nd 1916 (Sunday) We rested all day, and many of us are still a little shaky. July 3rd 1916 We had a number of reinforcements sent to us, and paraded at 9-30 p.m and moved up the line to Foncquevillers a little to the north of Hebuterne and were billeted in cellars, turned out to work at 11-p.m and went up the trenches and in places we were waist deep in water, and at last got to the fire trench and went on top and put out 150yds of barbed wire and returned to billets at 4-30 in the morning. July 4th 1916 Put another 150 yrds of barbed wire on the top and the trenches were still waist deep in water July 5th 1916 Just the same as the day before. * Define stalemate, How does the definition of this word describe life in the trenches? Stalemate in ww1 refers to the period throughout the war where trenches dominate the front-line. Like the definition stalemate, during this period the battle lines barely moved, so most historians refer to it as stalemate. 3) What was No Mans Land? (Please be sure to describe at least three distinct features) No Mans Land is the area of land between the trenches of the opposing forces. To get to No Mans Land you had to crawl under barbed wire . While in No Mans Land you were at high risk of dying as you could easily be shot dead by a sniper bullet. You were most likely be taken down by machine guns or simple assault rifles, if you went to No Mans Land snipers were for long distances for the enemies who were in trenches. The machine guns that the Germans had were much more advanced; the English ones were more basic Area 4: America enters the War: 1) What was the Lusitania? What is the significance of the Lusitania in the War? How many people died and were there any Americans on board? Lusitania was a ship built by Cunard for the Admiralty, who loaned the shipbuilder 2,600,000 pounds for the construction of two ships, the Lusitania and her sister ship RMS Mauretania. Both ships were to be built to Admiralty standards for heavy cruisers and during time of war would be placed in the service of the British Navy. Carried Americans. On the Lusitania a total of 1,198 people died (785 passengers and 413 crew). Those killed included 128 US citizens. 2) How many Allied and Neutral ships were lost to submarines in 1917? How much total number of Allied and Neutral ships were sunk by submarines between 1914-1918? (Scroll downits there!) there were 2,439 ships were lost. There were 4,837sunk. 3) What is the Zimmerman Telegram and who wrote it? Why did Americans feel threatened by this telegram? (Think Monroe Doctrine). The Zimmermann Telegram (or Zimmermann Note; Zimmermann-Depesche; Telegrama Zimmermann) was a 1917 proposal, Arthur Zimmermann wrote it. The British intercepted a telegram sent from Germany to Mexico asking the Mexicans to attack the U.S. if the U.S. got involved in WWI. They promised the Mexicans money and a return of AZ, CA, NM territory lost by the Mexicans to the U.S. in the Mexican American War of 1846-8. Mexico considered it, after all, they did not like the U.S. or Wilson, but were more afraid of the U.S. than Germany. Plus, Germany is 1000s of miles away it was one of the factors that helped bring us into the war. 4) In the telegram, what did the German government decide to begin on Feb. 1, 1917? What was promised to Mexico in the telegram? 5) When does the Untied States declare war on Germany? Who was John J. Pershing? There were two major reasons. First off, the German U-Boats sank 3 passenger ships carrying US civilians and citizens. As if that wasnt enough, the Germans sent the Zimmerman code, which was a code (intercepted and decoded by Britain) that asks Mexico to ally itself with the Axis (or, at least Germany). If Mexico does ally itself with the Axis, then the Axis would help Mexico take back some of the original Mexican lands that the US took over. Seeing this, the US got pissed (after a large amount of casualties and a lethal threat note) and began to attack (or, declare war on Germany). Because the British were also going against Germany, and Britain was once the US homeland, the US joined war on the Allies side. John. J. Pershing was a general officer in the United States Army who led the American Expeditionary Forces in World War I. Pershing is the only person to be promoted in his own lifetime to the highest rank ever held in the United States Army—General of the Armies (a retroactive Congressional edict passed in 1976 promoted George Washington to the same rank but with higher seniority[1]). Pershing holds the first United States officer service number (O-1). He was regarded as a mentor by the generation of American generals who led the United States Army in Europe during World War II, including George C. Marshall, Dwight D. Eisenhower, Omar N. Bradley, and George S. Patton. 6) What was the Brest-Litovsk Treaty? How did it affect the fighting on the Western Front? (Think Schlieffen Plan) The Treaty of Brest-Litovsk was a peace treaty signed on March 3, 1918, at Brest-Litovsk (now Brest, Belarus) between the Russian SFSR and the Central Powers, marking Russias exit from World War I. it make fighting more intense on the western front. Area 5: Results of the War: 1) What was the name of President Wilson’s Speech to Congress on January 8, 1918? 14 points. 2) Through the points mentioned in the above article, how does Wilson address: * Imperialism- * Militarism- * Navigation of the seas- * International trade- * Self-determination What does this mean- * League of Nations- 3) How does the US Congress feel about the League of Nations? Why is this League set up for failure? 4) In Articles 231232 of the Treaty of Versailles, what is Germany responsible for? 5) What happened to most of Wilsons Points in the final draft of the Treaty of Versailles? Why? 6) What country lost the most soldiers, and has the most missing, How many American soldiers died and what was the total number of soldiers who died in the war? 7) When did the war end? When was the Treaty of Versailles signed? Why are these dates significant? 8) Why did this attitude of an unfair peace and US noninvolvement in the League of Nations help set up the foundations for a new world conflict? Reflection Assignment Historical Context: World War I was supposed to be the war that ended all wars. Instead it set the stage for future conflicts throughout the 20th Century. The people of the time called the conflict the Great War, and they believed that there would never again be another like it. Although the United States tried to remain neutral, it was eventually drawn into the conflict. The war had a profound effect on the nation, and touched upon many aspects of American life. When the war ended, the United States, and the world, was changed forever. Using the information acquired from your Webquest, write a well-constructed essay including the following: * An Introduction, body and conclusion. * Evidence of proof reading—grammar and spelling do not interfere with the message. * Answer a separate sheet of paper to be used as a rough draft for your next test. -List and describe the long and short-term causes of World War I. Be sure to also include how the agreements at the Treaty of Versailles left many of the causes still in place after the war. -Be sure to use specific examples from your World War I Webquest as well as other information provided in class. -Be sure your thesis is supported through the body and conclusion from this packet and other information from this unit. -Be sure the essay has clarity and answers the question. On Sunday, June 28, 1914, in Sarajevo, Bosnia, an 18-year-old Serbian named Gavrilo Princip, shot and killed Archduke Francis Ferdinand and his wife Duchess Sophie while they were driving in an open car. Princip belonged to a sercet terror society, called the Black Hand, that wanted to rid Bosnia of Austrian rule and unite it with Serbia. The assassination led to the first World War. This terrible conflict latsed over 4 years, involved over 30 nations, and claimed more than 20,000,000 lives, both miltary and civilian. It cost billions of dollars, destroyed Europe, crumbled empires, and sowed seeds of World War 2. There were also others causes that led up to World War 1. Over time, countries in Europe made mutual defense agreements that would pull them into battle. If one country was attacked, allied countries were bound to defend them. Before World War 1, the following alliances existed: Russia and Serbia, Germany and Austria-Hungary (The Dual Alliance 1879), France and Russia (Franc o-Russian Alliance 1891), Britain and France and Belgium, and Japan and Britain. Austria-Hungary declared war on Serbia (July 28, 1914), Russia got involved to defend Serbia. Germany seeing Russia mobilizing, declared war on Russia (August 1, 1914). France was then drawn in against Germany and AustriaHungary (August 3, 1914). Germany attacked France through Belgium pulling Britain into war (August 4, 1914). This eventually split the continent into two hostile sides. The Central Powers (Germany, Austria-Hungary, later joined by Bulgaria and the Ottoman Empire), and the Allies (Great Britain, France, Russia, later joined by Japan, Italy, and the United States). Another factor that increased the rivalry in Europe was imperialism. Before World War 1, Africa and parts of Asia were areas of conflict between the European countries. This was because of the raw materials these areas could provide. The increasing competition and desire for greater empires led to an increase in conflict that helped start World War I. Militarism means that the army and military forces are given a high profile by the government. The division between European countries and militarism, or a policy of glorying military power and keeping an army prepared for war, led to an arms race between the main countries, another cause of World War I. The armies of both France and Germany had more than doubled between 1870 and 1914, and there was fierce competition between Britain and Germany for mastery of the seas. In the fall of 1914, a series of battles occured in the region of northern France known as the Western Front. During this time a German general, named Alfred Graf von Schlieffen, had drawn up a plan, called the Schlieffen Plan, which called for attacking and defeating France in the west and rushing to fight Russia in the east. By early September, German troops had reached the outskirts of Paris. But, on September 5, the Allies attacked the Germans northeast of Paris, in the valley of Marne River. The Germans retreated after four days of fighting. The Battle of the Marne was an important battle because the Frenc h and British forces were able to stop the Schlieffen plan for a quick victory. However, the German army was not beaten, and its successful retreat ended all hope of a short war. By early 1915, armies on the Western Front began digging long trenches to protect themselves from opposing armies. This became known as trench warfare where soldiers fought each other from trenches. New technology, such as machine guns, poison gas, tanks, and submarines, allowed armies to wipe out each other more quickly. War was also going on in a region known as the Eastern Front, which strecthed along the Russian and German border. In this region, the Russian and the Serbs fought the Germans and Austro-Hungarians. Here, the Russians lost many lives. Near the town of Tannenberg, the Germans defeated the Russians killing over 30,000 Russian soldiers. In September 1914, after defeating the Austrians twice, the Russians were defaeted by the Austrians pushing them out of Austria-Hungary. By 1916, Russia was near collapse. Russia was less industrialized than the other European countries, but they had a large population which allowed their army to rebuilt its ranks. In Feburary 1915, the Allies made an effort to take the Dardanelles strait, which led to the Ottoman capital Constantinople. Taking over this region, would allow them to defeat the Turks and make a supply line to Russia. This became known as the Gallipoli campaign. The Gallipoli peninsula was attacked by British, French, Australian, and New Zealand troops. By May, the campaign turned bloody. In December, the Allies began to evacuate. They had lost over 250,000 soldiers. Germanys colonies in Africa and Asia were attacked. The Japanese defeated the Germans in China and captured Germanys Pacific island colonies. Four of Germanys colonies were attacked by France and England who took control of three of the colonies. Soldiers and laborers from India, South Africa, Senegal, Egypt, Algeria, and Indochina joined their French or British rulers in hope that their service would lead to their independence. In 1917, many wars took place on the sea. During the year, the Germans used unrestricted submarine warfare, in which the submarines would sink without warning any ships in the water around Britain. In Janurary 1917, a German submarine sunk the British passenger ship Lusitania which left 1,198 people dead, including 128 United States citizens. Germany claimed the ship had been carrying ammunition, but still recevied strong protests from President Woodrow Wilson. After two more attacks, the Germans agreed to stop attacking neutral and passenger ships. In February 1917, United States officals intercepted a telegram from Arthur Zimmermann, Germanys foreign secretary, which stated that Germany would hel p Mexico regain the land it lost to the United States if Mexico would help Germany fight. This pushed President Wilson, on April 2, 1917, to ask Congress to declare war on Germany. The United States then joined the Allies. When the United States entered the war, the war had already been going on for three years. World War 1 became a total war because all of the countries devoted their resources to the war. The wartime government took control of the economy and told factories what and how much to produce. Nearly every civilian able to work was put to work. Governments began rationing or limiting the number of goods people bought that might be needed at war and using propaganda to put people in favor of the war. Women were also a big help by taking over factories jobs and helping the wounded on the battlefield. In March 1917, Czar Nicholas was forced to step down due the shortages of fuel and food in Russia. By 1917, about 5.5 million Russian soldiers were either killed, wounded, or a prisoner of war. Russia refused to fight anymore. In November 1917, a Communist leader, named Vladimie llyich Lenin took control and insisted on pulling Russia out of the war. Germany and Russia signed the Treaty of Brest-Litovsk which ended the war between them in March 1918. In May 1918, the Germans again reached the Marne River. In July 1918, the Allies and the Germans fought the second battle of Marne. The weakened Central Powers were unable to fight off the Allies. The Bulgarians first surrendered and then the Ottomans. In Germany, the soldiers and the people revolted. On November 9, 1918, Kaiser Wilhelm II stepped down, and Germany became a republic with socialist Friedrich Elbert as president. A representative of the new German government met with Commander Marshal Foch near Paris. They signed an armistice or an agreement to stop fighting. On November 11, the Great War came to an end. World War 1 left the nations of Europe devastated. France and England had large debts. Germany, near economic collapse, was told to pay reparations that it could not pay. For hope the Germans turned to a man, named Adolf Hitler, that promised to avenge Germanys defeat. This would soon lead to another bloody war in the years to come.

Functionalist Look At Society As A Whole Criminology Essay

Functionalist Look At Society As A Whole Criminology Essay Emile Durkheim, the founder of functionalism argued that a certain amount of crime in any society is inevitable. Durkheim thought that it was an integral part of all healthy societies. Durkheim thought this because not everyone has the same collective values and moral beliefs in society. Durkheim also believed that crime and deviance could be positive in society as this can help reinforce the ideas of right and wrong. The problem with deviance arises when the level of crime becomes too big, this then can threaten the stability of a society. Durkheim thought that deviance acted as a catalyst for social change, change can happen but you need change the perception, what we once thought was a deviant act is now acceptable. This is how a society can evolve, which Durkheim considered as healthy. Durkheim also thought that if crime was too low in a society it was unhealthy, this was because such societies remained static and their social attitudes remained unchallenged. Anomie was a concept devised by Durkheim; Merton further developed this. Durkheims concept of anomie explained how societies undergoing social change also experience some confusion over what the society considered right or wrong behaviour. The confusion should not be viewed as negative, as new ideas are paramount for a society as they are considered the life-blood. (socialscience, 2012) There are positive functions to crime as crime can reaffirm boundaries as when crimes are committed, they are normally publicised. This then confirms our shared values for society for example; we learn the appropriate behaviour by seeing the inappropriate behaviour punished. Tragedy or loss can also help to bring societies together it can help mend social or cultural divisions, and help strengthen our sense of belonging in the community. Cohen a prominent American criminologist believed that deviance acted as a safety valve for society, Cohen believed that releasing small amounts of anger and tension prevented the build-up of greater frustrations. This then could cause major problems in society. Cohen also believed that deviant acts could help to alert society that certain aspects of it are not working properly. Another positive aspect to crime is social progression, this happens when the people of today challenge the norms and values of society as they want to help build a better future, as a result todays deviants could be tomorrows innovators. Here is an example of how crime can change society, March 2012, when gay 24-year-old man called Daniel Zamudio was beaten so severely, this was after having swastikas carved into his skin that he died in hospital three weeks later. The brutal murder shocked Chileans and spurred the Chilean government to fast-track LGBT antidiscrimination legislation. (advocate, 2013) Crime and deviance can also create employment, if there was no deviant behaviour we would not have any police, courts or prisons, therefore Durkheim was correct is thinking that crime has a positive factor on society. Some of Durkheims theories do have a negative function to crime and deviance, especially as functionalists believe that society is based on the value consensus. In certain situations e.g. major social upheaval, the social norms and values can become confused. This is when people are not sure on how to behave or what to believe, this happens when people are freed from social control, become selfish and only look after their own interests. When anomie occurs, the crime rates soar. Downes Rock (1998) thought functionalists who refer to Durkheims work failed to consider the impact that crime and deviance had on society, especially the victims of crime. They also thought that crime maybe functional but at what cost. Robert K Merton was also inspired by Durkheims theory of anomie; Merton applied his theory to American society in the 1930s. Merton tried to explain why young working class men were most prominent in the crime statistics. This is where Merton developed the strain theory (also known as Mertonian Anomie). Merton suggested that culture, especially the United States of America was saturated with dreams of opportunity, freedom and prosperity or as Merton described it the American Dream. Most people bought into this dream and it became a very powerful cultural and psychological motivation. Merton identified five possible responses to his strain theory conformity, innovation, ritualism, retreatism and rebellion. Therefore, as many people responded to strain through innovation or rebellion, the nature of American dream actually created crime and deviance. Although Mertons explanation of the strain theory answers some questions to crime, it does not answer them all like crimes that are not for personal game e.g. vandalism. Mertons description on anomie was different to Durkheims. Merton thought that anomie meant dichotomy (a division) between what society expected of its citizens and what those citizens could achieve. If the social structure of opportunities is unequal, this will prevent the majority from realising the dream, this then means that some of them will turn to crime in order to realise it. Travis Hirschi (1969) realised that most sociological theories tried to explain why people committed crime; Hirschi decided that he would look at why most of society do not commit crime. His theory was called the social bond theory, which later developed into the social control theory. This theory historically has been an interesting way in approaching social problems and how they are explained, the social bond theory emphasises on the fact that there is an absence of social attachments among juvenile delinquents. Hirschi thought that One of the most critical times in our lives is adolescence, during this critical time we need strong positive social ties. On the other hand, if the ties we share in our lives are negative and criminal-like it is most likely that negative results will occur. Hirschi believed there were four basic elements to the social bond theory they are attachment, commitment, involvement and belief. Attachment is described as the level of values and or norms that an individual holds in society. Commitment the personal investments we have in our lives, involvement the amount of free time we have and belief our commitment to the rules and goals of our society, Hirschi thought the greater our bonds of attachment the lower the level of crime. In conclusion, functionalist accept the official statistics without any question, therefore functionalist see crimes are committed by the working class, and they have ignored corporate or white collar crime. They also do not take into consideration the thoughts or feelings of deviants, they assume that all working class people respond to society in the same way and everyone shares exactly the same cultural goals. (criminology, 2012) Karl Marx, the founder of Marxism saw crime and deviance as the ruling class (bourgeoisie) keeping social control over the working class (proletariat) if you did not conform you would be punished. Marx believed that Institutions such as the police, the justice system, prisons and schools are there to encourage you to conform. Marxists argue that white-collar crimes, which tend to be committed by the bourgeoisie are ignored, while crimes committed by the proletariat such as burglary and street crime are seen as more serious. Marxists also argued that different social classes are policed differently, with the working class heavily policed in the expectation that they will be more criminal. Marxists such as Milton Mankoff, Frank Pearce and Laureen Snider see power as largely being held by the bourgeoisie who own the means of production. Marxists believe the laws reflect the interests of the bourgeoisie. They are then passed by a bourgeois parliament, then enforced by the Police and supported by right-wing sections of an increasingly powerful media. Marxists also argue that crime is widespread in all social strata, Snider (1993) said, many of the most serious anti-social and predatory acts committed in modern industrial countries are corporate crimes. Snider also said corporate crime does more harm than the street crimes, such as burglary, robbery and murder which are usually seen as the most serious types of crime. (historylearningsite, 2012) The corporate crime Snider referred to included examples such as the Zeebruge ferry disaster and the Hatfield train crash, the enquiries found that the companies had put profit before safety. In the UK, the crime of corporate manslaughter was introduced. This was to cover such events with boards of directors being put in the firing line if similar tragedies occurred again. David Gordon (1976) stated that the values of capitalism encouraged crime in all of the social classes, the frustration of being on the bottom rung of the ladder encourages crimes like violence, sex and drugs and vandalism. Does capitalism cause crime? Possibly not, because crime is still present in communist societies , and some capitalist countries like Switzerland have a very low crime rate. It is also very unlikely that working class crime can be the cause of resistance and rebellion, most of the victims of working class crime are in fact working class themselves. Other aspects of this argument could be that some would say the working class criminals are making excuses for the behaviour, by showing a Robin Hood type of example. It is very unlikely that the law favours the bourgeoisie, as there are some laws that favour the proletariats for example welfare laws. Pierce (1976) had views on corporate crime, he said, Prosecutions for corporate crime are rare otherwise, society would have to rethink its view that crime is a working class pursuit, which would create a crisis for the ruling classes. In addition, are illegal and immoral practices normal under capitalism? Some of the lowest paid jobs with the most appalling working conditions are under communist regimes. (moodle, 2013) Internationalism is the second major sociological perspective after functionalism. Internationalism considers three things Phenomenology, Symbolic Interaction and Ethnomethodology. Interactionists focus on the way that individuals act rather than react to social stimulation, and the way in which different social groups interpret the behaviour of others is significant, as this helps to understand the way the world is socially constructed. An example of social construction would be, imagine you are sitting at a set of traffic lights, a car drives straight through the red lights. You could interpret that behaviour as wrong and illegal. However under the same circumstances, if the car went through the red light with blue flashing lights and a siren you could consider that as understandable. Howard Becker (1973) said, Social groups create deviance by making the rules whose infraction constitutes deviance, and by applying those rules to particular people and labelling them as outsidersthe deviant is one to whom that label has successfully been applied. Labelling is a social judgement and is based on social reaction, the labels that we give people can define their future, and this is a self-fulfilling prophecy. Unfortunately the people that we label can become social outsiders. Therefore, labelling can be considered as social constructed. Becker developed his theory of labelling in 1963 in a book called the outsiders, Becker studied the theory during a period of social and political power at a college campus. Becker adjusted Lemerts labelling theory and its symbolic interaction background during this liberal movement. (moodle, 2013) Beckers labelling theory had five stages, the first stage was where an individual was labelled as deviant, and the second stage is where the deviant is then rejected by their family, friends and employers. Next, because the individual has been rejected they return to the deviant behaviour, this is the start of their criminal career. Fourth the individual then looks for social acceptance, this normally will be by a deviant group, and fifth a deviant subculture develops. Beckers book Outsiders (1963) used two cases to illustrate his approach to the labelling theory. Becker studied marijuana laws in the United States, and the recreational use of the drug. Becker had chosen to analyse marijuana because the progression of use could be observed. The first time user of marijuana finds the experience as somewhat unpleasant, but as the user imitates peers he/she learns to perceive the effects of marijuana as enjoyable. Becker found that if someone breaks the rules not all of society would find the act deviant, someone needs to enforce or draw attention to the rules. Only when an individual has been successfully been labelled do certain consequences follow, and the individual may take the label as a master status. Jock Young (1971) also did a study on marijuana, but this time the study was in Notting Hill, London. Young found that most marijuana users called it a peripheral activity. Young also found that once the stigma of the label had been made, the deviant behaviour and use of marijuana increased, the users then started to lose their jobs and social network. As this happened the users became more dependent on marijuana and some used it as a source of income, Young realised that labelling leads to the increase of deviant behaviour. There are problems with labelling, as this assumes that deviants are normal people until they have been given a label. Liazos (1972) said, that the labelling theory is a study of nuts, sluts and perverts. The labelling theory does criticises the groups that come up with the labels, it also fails to look at the benefits groups get from being labelled, it also doesnt explain where primary deviance (the initial act) comes from. Stan Cohen (1964) studied the social reaction especially in the mass media towards the clashes between the mods and rockers culture. Cohen actually witnessed the clashes on Brighton beach, he realised that the media were reporting things that actually had not happened. As a result this caused moral panic, the mods and rockers were being singled out and being called folk devils, as a result society thought their behaviour was a threat to the social order. How everyone in society reacts to actions and behaviour and the judgements we make contribute to the social construction of crime, the media is an area in society that visually contributes to constructing crime and deviance, Internationalists might argue that police are another such group in society. Police statistics are the main way in which the police can socially construct crime, there are other ways in which crime can be socially constructed, and this could be by changing legislation, interpretation or moral values. (moodle, 2013) Since the early 1980s a number of sociologists have developed a perspective on crime and deviance this is usually referred to as Left Realism. The supporters of this perspective are Jock Young, John Lea, Roger Matthews and Richard Kinsey. Left realism originated in Britain, but has started to influence other criminologists in other countries. Left realists feel that longer sentences and more prisons are the answer to crime, but they also oppose the views from left idealists, people like Marxists, Neo-Marxists and radical Feminists. Politically, left realists tend to see their approach as being close to the position of the British Labour Party, Lea and Young (1984) describe themselves as socialists and support the reform of society. One of the views of a left realist is that crimes other than white-collar crimes are a serious problem; Jock Young (1993) argues there has been a significant increase in street crime. Young thought criminology had undergone an aetiological crisis (crisis of explanation), resulting from the increase in officially recorded street crime. Lea and Young (1984) pointed out that the chances of being the victim of street crime are minimal; however, some groups face a higher risk. It is not the rich who are the targets of muggers or thieves, but the poor. Left realists have carried out a considerable amount of victimization studies, examining such issues as the extent of crime and attitudes towards crime. Lea and Young began to develop an approach to explaining criminality. They saw crime as rooted in social conditions and argue that crime is closely connected to deprivation. However, they reject those views that suggest factors such as poverty and unemployment can be seen as directly responsible for crime, they did accept that the problem went beyond poverty. (historylearningsite, 2012) The values of a criminal are not too different from capitalist values: they are aggressive, greedy and selfish. In addition, it is not poverty and deprivation that are important, or in the way that it is perceived, it is how people respond to it. Left realist developed the square of crime; they thought that to tackle crime four elements needed to be dealt with the state, the offender, society and the victim. Left realists believed that the only way you could reduce crime was to reduce inequality, improve community facilities and build the relationship between the police and the community. Although the left realists have the square theory, they tend to focus more on the victims of crime. It is very difficult to use the concept of relative deprivation to explain crimes like rape and assault, and they still do not explain corporate crime. Two key features to left realism are they emphasise on the social causes of crime, and they are concerned with the effect of crime on individuals and communities. Left realists do have long-term goals; they would like changes in the social structure and promote social justice and remove the reduction of inequality. Right realists assume and take a more realistic view on the causes of crime and deviance, right realists believe that crime and deviance are a real social problem that requires practical solutions. It is said that right realists devised moral panic as a way of swaying the public to agree with their views, e.g. the media claims elderly people are scared of being attacked when they leave the safety of their home, but in reality crimes against OAPs are minimal. Right realists believe that official statistics often underreport crime. However, they believe they are able to paint a more realistic picture of crime and deviance in the UK. They also believe that crime is a growing social problem and is largely committed by lower working class males and juveniles, who are often black, and live in inner city areas. Marsland (1988) stated that crime and deviancy is linked to the breakdown in the moral fabric of society. Schools and religion have become less effective in social control and the moral glue of society has gone. Marsland believes that this has led to a decline in morality and as a result, crime has increased. Right realists do not believe that poverty causes crime, in the 1960s an affluent time in the UK the crime rate grew faster than any other time that century. Murrays (1994) theory stated that the welfare state was a factor in criminal behaviour, the problem was that it did encourage dependency and a lack of motivation that seemed to be handed down the generations. Murray said the welfare state saps moral fibre, erodes Christian ethics and threatens family values. Marsland (1992) agreed and said, The nanny state removes individual choice and desire to work. (historylearningsite, 2012) Right realists have blamed a decline in respect for authority, and the rise of fatherless families where young males are denied an appropriate role model, along with a decline in family values with the lack of discipline both inside and outside the family home. Right realists also believe that you have a choice and you do not need to become deviant, Wilson and Kelling (1982) devised the broken window theory, they believed that if just one window is broken and is not repaired that soon other windows in the property will become broken. They also believed that a tolerance in crime is the downfall of the community. A solution to this would be to have a zero tolerance on any deviant behaviour or crime, with harsher sentences and a lot closer surveillance. The right realist approach does have some flaws, it ignores white-collar crime, they place a lot of ownership on the victim, and they forget that crime can be a result of emotions, rather than calculations. Finally right realists believe in Situational Crime Prevention, a crime prevention strategy that looks at crimes and then by designing and manipulating the environment in a way that increases the risk to the offender, whilst reducing the offenders reward for committing the crime, making the offender stop and think to see if the reward outweighs the risk. (moodle, 2012) Left and right realists do share some common beliefs on crime, they accept the reality of situations and the problems in trying to promote solutions. Left realists think we are responsible for ourselves, where the right realists think everyone is responsible for each other. They also agree that the police can only do so much and that the community and individuals should work with the police to keep crime under control, Left realists and their social deprivation theory and right realists and the choice of the individual. If both sides worked together and everyone took an active part in trying to reduce crime and not just the police then it could work, the opportunities for an individual to commit a crime would drastically be reduced as a result, we would live in a safer and a more enriched society. Reference Advocate, (2013) twelve crimes that changed the LGBT world [online]. Available from: http://www.advocate.com/arts-entertainment/advocate-45/2012/05/07/12-crimes-changed-lgbt-world-0 [Accessed 16th January 2013]. Criminology, (2012) social theory [online]. Available from: http://www.criminology.fsu.edu/crimtheory/hirschi.htm [Accessed 17th January 2013]. Historylearningsite, (2012) Left Realism and Crime [online]. Available from: http://www.historylearningsite.co.uk/left_realism_crime.htm [Accessed 17th January 2013]. Historylearningsite, (2012) Marx and crime [online]. Available from: http://www.historylearningsite.co.uk/marxism_crime.htm [Accessed 17th January 2013]. Historylearningsite, (2012) Right Realism on Crime [online]. Available from: http://www.historylearningsite.co.uk/right_realism_crime.htm [Accessed 17th January 2013]. Socialscience, (2012) Functionalist perspective on crime and deviance [online]. Available from: http://socialscience.stow.ac.uk/criminology/criminology_notes/functionalism.htm [Accessed 16th January 2013].