Womens Rights between 1750 and 1914 Essay Example for Free

Womens Rights between 1750 and 1914 Essay The era spanning 1750 CE and 1914 CE was the era of revolutions. These revolutions were political, economic, and cultural, and usually very drastic. Perhaps the most visible cultural change was that in working-class womens rights and conditions, which improved significantly during the era of revolutions. The most visible improvements in womens rights were seen in Western Europe and China, where women gained many rights but remained under patriarchal authority and could not vote. Western Europe was the home of revolution. Social revolution grew out of Europe, and Renaissance men and women heralded human rights. Revolutions of the people were built upon the support of women, and in women used their dedication during wartime to garner support for peace-time rights. Women in Western Europe tried to harness the spirit of freedom, equality, and popular sovereignty. It was during the era of revolution that large womens rights movements were established, providing women with their own unions. Enlightenment thinkers presented very convincing arguments for female rights, and in many cases persuaded governments to grant women rights such as free public education, inheritance, and legalized divorce. However, little in terms of actual rights were achieved. In China, industrialization had become a part of life following the mid-eighteenth century. Unlike European industrializing power, China industrialized while relatively remote from other industrial nations, allowing it to develop its own strand of industrialization. Before industrialization, the humiliating practice of foot binding was very popular. Girls were often victims of infanticide, as boys could grow up to become government officials whereas girls would be married and become subservient to another family. Population growth in China caused by industrialization led to social change, and social revolution came in the form of the Taiping program, which decreed that men and women were equal. Though quickly put down, this showed that on the small scale, Chinese women were gaining more rights and independence, and a many people believed that they should no longer be treated as subservient individuals. Throughout the era of revolution, women maintained a, to some degree,  subservient position to men. Despite the many attempts by feminists to try and gain equal rights, little besides recognized was gained for the feminist cause. Indeed, it was not until after World War I that women gained suffrage. Up through 1914, women throughout both China and Western Europe maintained the same generally subservient role in the male household, despite gaining several token rights. It required large-scale social change in order to change the ingrown attitude towards women. Overall, working-class women in Western Europe and China gained little between 1750 and 1914 CE. They built the ideas and foundation that they would need in order to gain rights such as suffrage and legal equality later in the twentieth century, but little more than symbolic rights were granted them. Works Cited Hosken, Fran P., Towards a Definition of Womens Rights in Human Rights Quarterly, Vol. 3, No. 2. (May, 1981), pp. 1-10. Lockwood, Bert B. (ed.), Womens Rights: A Human Rights Quarterly Reader (John Hopkins University Press, 2006), ISBN 9780801883743Lafitau, Joseph Franà §ois, cited by Campbell, Joseph in, Myth, religion, and mother-right: selected writings of JJ Bachofen. Manheim, R (trans.) Princeton, N.J. 1967 introduction xxxiii

Development Of Sentencing Policy In England Law Essay

Development Of Sentencing Policy In England Law Essay According to Andrew Ashworth (Sentencing and Criminal Justice, 5th Edition, Cambridge University Press (2010), p.77), section 142 of The Criminal Justice Act 2003 appears to embody the worst of pick-and-mix sentencing, and one which invites inconsistency. In the light of this statement discuss, and comment, on the aims and purposes of sentencing. To what extent are they a reflection of sentencing currently practised by courts? This essay seeks to consider the way in which the sentencing policy has developed under English law on the basis of the fact that many academics including Ashworth look upon the current system as being somewhat pick-and-mix illustrated by section 142 of the Criminal Justice Act 2003. With this in mind, this essay looks to produce a discussion that is considered to be able to serve to provide an understanding of the aims of sentencing traditionally and as to how English law has looked to fulfil these aims and the extent to which they have proved successful in this regard. In considering the idea section 142 of The Criminal Justice Act (CJA) 2003 appears to embody the worst of pick-and-mix sentencing (Ashworth, 2010), it is necessary to appreciate how it may invite inconsistency by first discussing the aims of sentencing before looking to expand and focus this discussion upon the specific provision and related provisions. On this basis, it should be possible to then determine the extent to which these aims are a reflection of policies of sentencing currently practised by courts in the UK and their associated aims. Finally, this essay will then look to conclude with a summary of the key points derived from this discussion in relation to the remit of sentencing in the UK and as to how it is currently practised by domestic courts. When considering the different aims of sentencing there are significant rationales involved with the development of an effective policy focussed upon achieving retribution, deterrence, rehabilitation, restorative justice, and incapacitation founded upon a specific offenders culpability that can prove complicated (Tonry, 2005). Nevertheless, such an understanding is ably supported by philosopher, Immanuel Kant (2002) to mark the beginning of modern theories of punishment as he argued the only morally legitimate justification for sentencing. Therefore, the key function of such policy is to look to ensure offenders receive the appropriate sentences to manage the apparent conflict that exists between individual liberty under Article 5 of the European Convention on Human Rights (ECHR) 1950 (domestically implemented by the Human Rights Act (HRA) 1998) and the interests of society as a whole (see, for example, Steel v. United Kingdom). However, it has proved difficult for an effective sente ncing policy to develop that is able to find a balance between the aims that have been recognised to account for goals of crime-prevention and the apportioning of punishment (Fraser, 2005). More specifically, government policy makers have sought to explain away major changes with a view to increasing public confidence (Home Office, 2002, p.13) because the criminal justice system domestically did not have the necessary credibility and legitimacy government policy makers felt was necessary to make punishments and sanctions for criminal activity more effective, certain, and consistent (Tonry, 2005). Sentencing policy in the UK has been largely explained by the fact that, for over a decade, government policy makers have explained away major changes as part of a larger effort to increase public confidence in the English legal system (Home Office, 2002, p.13). Prior to the making of these changes, it had been a traditional social belief this countrys criminal justice system did not have the necessary credibility and legitimacy government policy makers felt was necessary to make criminal punishments more effective, certain, and consistent to address citizens problems (Tonry, 2005). But, despite this clear need and the changes, it is arguable that sentencing has still become something of a pick and mix process aptly illustrated by section 142 of the CJA 2003 regarding the purpose of sentencing policy in the English legal system (Ashworth, 2010). Therefore, both the aims and purpose of the domestic system of sentencing has arguably been lost without set guidelines to follow in the int erests of fairness and consistency regarding the sanctioning of offenders because the current codification of the law is arguably too discretionary for the judiciary to utilise in keeping with the remit of their powers as it relates to making their decisions in any given case. Section 142 of the CJA 2003 recognises criminal courts need to consider the following purposes of sentencing (a) punishment; (b) the reduction of crime; (c) reform and rehabilitation; (d) social protection; and (e) reparation. As a result, unfortunately, it is arguable such a provision was always bound to lead to significant problems because it seems to require the judiciary to actively consider a variety of aims before then giving weight to one factor above all of the rest that they must consider to reach a decision (Ashworth, 2010). But such concerns regarding sentencing serve to detract from its aims that now arguably lack foundation since the Sentencing Guidelines Council has adopted section 143 as opposed to section 142 of the CJA 2003 to determine appropriate sanctions for criminal offenders (Tonry, 2005). Section 143 specifically provides, for the purpose of sentencing, the court must consider the offenders culpability in committing the offence and any harm which the offenc e caused, was intended to cause or might foreseeably have cause. Therefore, it has been for the Sentencing Guidelines Council to focus its attention upon the proportionality principle to determine what is required for the sentencing of individual criminal offences to be more effective (Von Hirsch Roberts, 2004). However, the policy of sentencing under English law still remains sufficiently uncertain so one is left to wonder what will happen if section 142 of the CJA 2003 is favoured when determining how the Sentencing Guidelines Councils Overarching Principles Seriousness (2004) is to be followed by the courts in deciding sanctions in any given case. This is because it has proved arguable that section 142 under the CJA 2003 has already given the judiciary too greater autonomy in deciding the sentencing of offenders in any given case regarding the appropriate sanction for the offence the defendant has committed where they are found guilty (Rex Tonry, 2005, Chapter 5). As a result, doubts have arisen throughout society about whether changes in sentencing would actually reduce crime when many people have sought tougher penalties to reduce crime rates through a system that expounded the virtues of deterrence and incapacitation to achieve the aforementioned aims of sentencing. At the same time, however, there is a need to appreciate the prospect for effective rehabilitation from the sentence that an offender is given has changed quite radically under contemporary law. This is because effectively targeted programs, as part of an offenders sentence, can serve to limit the probability of that individual then re-offending through the drug treatment, anger management, sex-offender treatment, and various educational and vocational-skills programs implemented to prevent further offences occurring in the interests of crime prevention within society (Gaes, 1999). By way of illustration, the Home Offices Halliday Report provided the foundation for a massive reorganisation of the English criminal justice system under the CJA 2003 so it was concluded if the [treatment] programmes are developed and applied as intended, to the maximum extent possible, reconviction rates might be reduced by 5-25 percentage points. (Halliday, et al, 2001, p.7) Therefore, a new approach to custodial sentences was proposed and endorsed totalling less than a year with three specific options available. The first is custody plus consisting of a maximum of 13 weeks in prison with the rest being made up by community service, whilst sentencing may also consist of a policy of intermittent custody that involves weekend imprisonment for up 51 weeks (sections 183-186 at CJA 2003). Finally, there is also the possibility of custody minus whereby the offenders sentence is suspended for a maximum of 51 weeks with community service carried out instead (Von Hisch Roberts, 2004). On this basis, the methods for dealing with minor criminal matters have taken on greater significance with the CJA 2003s enactment, since sections 22-27 now also supplement the existing system of cautions (under the Police Criminal Evidence Act 1984) with conditional cautions which may be given when the conditions set out are fulfilled (Ashworth Redmayne, 2005, Chapter 6). However, whilst the CJA 2003 has introduced a new mandatory minimum sentence of five years for possession of firearms without a licence under section 287, there has been a distinct lack of Court of Appeal guidance for the minimum sentence for domestic burglary (section 111 at Power of Criminal Courts (Sentencing) Act 2000) but was not endorsed by the Court of Appeal (R v. Hoare) unlike, for example, guidelines on rape (R v. Milberry). Moreover, the CJA 2003 also eliminated the automatic life imprisonment sentence and absorbed it within the new dangerousness sentences (sections 224-236 Schedules 15 18 of the CJA 2003 because decisions like Stafford v. UK recognised the Home Secretarys power to set a minimum time for someone to remain in prison who is imprisoned for life (see also section 269 Schedule 21 of the CJA 2003). As for the matter of previous convictions impact upon sentencing individual offenders, where an individual has already been convicted of another offence they should be liable to a much stricter penalty for all offences they are convicted of thereafter because such convictions are illustrative of an individuals bad character in court proceedings to impact upon a given case (Choo, 2006, Chapter 8). However, the CJA 2003 have proved somewhat controversial to say the least because the precise moment of their coming into force has proved a matter of notable dispute (R v. Bradley) as well as the fact that, in a criminal trial, any evidence relevant to the case should be admissible (Rees Roberts, 2006). This proved necessary because it was previously largely understood under section 1(3) of the Criminal Evidence Act 1898 the prosecution in any criminal case was unable to adduce evidence of a defendants bad character except regarding the offence a defendant was charged with unless it was co nsidered probative to the best interests of justice (Durston, 2004). But what Lord Wilberforce said in Boardman v. Director of Public Prosecutions (p.444) acted as a caveat in recognising the admission of similar fact evidence (of the kind now in question) is exceptional and requires a strong degree of probative force to be admissible prior to the CJA 2003. Therefore, the level of sentencing may then be determined fairly and consistently in keeping with the facts of any given case to provide sufficient sanctions in the best interests of justice for society as a whole (Fitzpatrick, 2006). In addition, the exclusionary rule previously emphasised as being of fundamental significance against the admission of previous misconduct and other evidence of bad character has now been largely abolished where it is found the matters to be considered are relevant to the issues at hand (section 101 of the CJA 2003). By way of illustration, under section 103(1) of the CJA 2003, the matters in issue between the defendant and the prosecution include: (a) The question whether the defendant has a propensity to commit offences of the kind with which he is charged, except where his having such a propensity makes it no more likely that he is guilty of the offence (Roberts, 2006). But whilst there is little doubt those who drafted this provision intended to make evidence of a defendants bad character admissible because it shows they have a general tendency to commit offences, there is room for considerable doubt about whether the provision achieves its aim (Withey, 2007). To conclude, policy makers under English law have sought to develop a system of sentencing that fulfils its recognised aims since the CJA 2003 has sought to provide for the achievement of higher levels of fairness in the decisions reached to prevent further instances of crime and act in societys best interests. This is because not only can an effective system of sentencing provide a deterrent for others in society, but this can also serve as a means of punishment and rehabilitation. However, whilst the CJA 2003s remit has been called into question because it would seem to give too wider discretion to the judiciary in looking to reason out their decisions, previous convictions must also now be taken into account in determining the level of sentencing for any individual found guilty of a criminal offence as an indication of bad character under the CJA 2003. But, to achieve a consistent and fair approach to the administration of justice through an effective sentencing policy, it is stil l necessary to adhere to the Act to come to a fair approach to sentencing and sanctions to punish and rehabilitate a guilty offender whilst also deterring others from carrying out similar offences.

Meeting Criteria for Early Years Foundation Standards

Meeting Criteria for Early Years Foundation Standards Unit 3 Early years foundation standards are guidelines with in which a childcare facility work, members of staff must be checked by â€Å"Disclosure and barring service†, complete a Health declaration, least one member of staff needs a paediatric first aid certificate and should obtain a level 3 childcare qualification before they start caring for children, one member of staff must have suitable experience with under 2s, at least half of all other staff must hold a level 2 qualification in child care. The children’s health and safety is paramount. Child care facilities must work within the correct adult to child ratio, only permitting the correct number of children for the space they have available. Children under 2 1 adult -3 children Children aged 2 1 adult – 4 children Children aged 3+ 1 adult – 8 children Good. Within the facility provisions must be made for the development of every child, no child is excluded, every child must be supported in fulfilling their maximum potential, the early years stages have a long and lasting effect on the child’s future and ability to start school, no child should be left behind. Each child will be assessed so all of their needs can be met on an individual level and they have a personal plan in place so they succeed in all areas. The plan set in place should be available to parents, cares and any outside practitioner such as health visitors if needed. Every child should have equal opportunity, face no discriminatory actions and every child must be included and fully supported in their learning environment. Practitioners must remember every child is unique, they need to forge positive relationships, offer enabling environments, and plan varied activities as each child learns in a different way and at different rate , every child will have a key person, this person is the point of contact with the child’s parent or carer, they are responsible for helping the child be happy and safe, they are responsible for that child’s care, development and learning, they keep clear notes of the child’s progress and help parents with ideas for their child’s progress at home.( www.gov.uk//policies//early-years-foundation-stage) There are seven main criteria for the early year’s foundation the three prime areas are: Communication and language Physical development Personal, social and emotional development. Then there are four specific areas: Literacy Mathematics Understanding the world Expressive art and design. These core guides must be implemented into children’s everyday environment, communication and language: Children need to talk freely to one another and adults alike, roll play encourages children to interact, asking the children to describe things being big or small, talk about family members being male and female, young or old, encourage them to use descriptive language, and help them understand how it relates to them. Physical development: These activities develop the child’s skills set in handling equipment or showing control and co-ordination this is done with games or dance that involve pushing or pulling or outside games that use ball skills such as patting or kicking, throwing and catching, all of these skills help develop the child’s body and hand and eye co-ordination. Personal, social and emotional development: These skills are the ones a child needs to be confident, to talk and play with other children, to talk about themselves and their own environmen t, to talk about who they are. Doing an activity as simple as â€Å"show and tell† would give the child confidence to talk about something they love or something they have done, if you have children from many different cultures talking about their festivals and traditions encourages understanding of others. Literacy: Children love to be read to so try to use a story that is repetitive, giving the children confidence to join in, or ask the children to make up an alternative ending to a favourite story. Giving each child a word card and going round the room and using those words to build a story would help a child understand the context of the word and phonic sounds to build a word. Mathematics: Children enjoy filling and emptying bottles and containers using sand or water, doing so helps to understand, volume and size, building blocks can help them count, how many blocks can you build up before they collapse. Understanding the world: Children need to know where and how they fi t in, looking at traditions and festivals across all cultures encourages an understanding of self, making festival food , or making a garland worn at a wedding ceremony, helps the children understand the importance of different cultures, they also need to understand the natural world so going on a bug hunt, looking at the life cycle of a butterfly or creating a garden full of food for insects, this would help them understand the things they have seen and why there important to us as humans. Expressive art and design: Children like exploring and using many different materials, clay, play dough, card and paper, they can experiment with how to change their shape and form, use glue or tape and colour. Children like to be imaginative model making is a great way to encourage imagination and develop skills, mixing paint in to a variety of colours, so they can see that you only need primary colours to make any colour you wish. Respecting and valuing individuality Children and families must feel respect for who they are regardless of colour, race or sexual orientation, it’s the practitioners’ job to lead by example the children must understand that everybody is different, everybody has strengths and weaknesses, and everybody is valued. Encouraging manners, caring attitude and understanding will help children become well-rounded young adults. Children should be encouraged to celebrate their cultural differences, and to respect others family backgrounds, this needs to be done in a sharing way, having a world day were the children can look at different countries, the animals living there, the food, maybe ask a parent to ready a native story, it would bring to life the differences giving them greater understanding of where they fit in and how we all fit together. It is important for children not only to share their cultural differences but also their personal differences, some children are good at art some are good at swimming, helpi ng them celebrate their achievements helps children see that everybody is good at something but not all good at the same thing. Doing group activities helps the child learn to work as a team, encourage problem solving, help the children listen and negotiate with one another, or take time at lunch to sit together, talk politely, understanding that eating with the right cutlery and washing your hands before you sit down are all normal behaviour. Activity: Outcome: Awards, celebrate the children’s achievements in and out of care setting Reinforce positive self-image Make a class photo album, ask children to bring photos of family celebrations, and explore the different festivals across the cultures. Bring to life the different festivals and celebrations that happen around the world. Encourage understanding of other peoples culture Give children positive role models such as gold medal paralympians, put posters up around the room for the children to admire Let children understand that being disabled is not a negative and great achievements can still be made Include toys and play equipment that reflect other cultures, such as dressing up clothes, kitchen utensils in the play kitchen, puzzles and dolls By playing with these objects the children will become familiar with different cultures Cook food from around the world. Let the children make and taste different foods that they might not have everyday This activity would stimulate them and get them talking about feeling, texture, smell and taste. Cooking activities also help with measuring and science, and help children to understand health and safety and good hygiene. Sing songs and read stories from around the world, include rhymes and action songs Children love to participate; this activity is great for children whose first language is not English. Positive and negative behaviour Positive reinforcement is a technique used by care givers to modify behaviour, this involves giving positive reinforcement as often as possible, and reminding the children that negative behaviour will have consequences as a carer it is best to focus on the positive but if a negative occurs it needs to be dealt with swiftly and an explanation as to why it is negative behaviour, help the child to develop empathy, the child needs to know it is their behaviour you disapprove of not them as a person, if a child is consistently reprimanded for negative behaviour they will quickly become labelled as â€Å"the naughty child†, an action plan must be made for this child so that positive reinforcement can turn the situation around and positive behaviour becomes the norm. At no time should there be: pain, punishment, intimidation, yelling, degradation, humiliation, shame or guilt this would only hurt and confuse the child. Children need a positive environment to develop their self-esteem, emotional growth and well-being. (www.positivereinforcementforkids.com) Behaviour is not learned once but learned every day. Consistency is the key to dealing with any behavioural situation, children respond to set boundaries and feel safe knowing what is expected of them, let the children know what kind of behaviour you are looking for, with older children they could help set the consequences of their negative behaviour; it would encourage them to be more positive as they have set the rules. As the care giver you need to remain positive at all times it is your professional duty to do so, be a positive care giver, a negative attitude leads to a negative outcome! Consistency is key. Boundaries are needed to establish right from wrong. Children understand the their behaviour has consequences- both positive and negative Reward positive behaviour: give out stickers, or mark with a kind word â€Å"Thank you for being kind and helpful†, â€Å"Your team work was great†. Make the children feel valued and important. Star chart: so the children know that with consistent positive behaviour also comes reward. Praise the child for the effort not just their achievements, praise them for their strengths and remind them everyone is different. If you praise one child use the opportunity to encourage the rest of the group. Managing conflict We all encounter conflict every day, in the childcare environment it’s child to child conflict or child to adult conflict, study’s done at Texas tech uni by Dennis, Colwell and Lindsey show that girls often have child to child conflict that is more often than not resolved within their peer group, whereas boys often have child to adult conflict and that boys look to the adult to resolve the conflict.(www.kon.org/urc/dennis) As the practitioner it’s you job to manage conflict, like many life lessons children need to be equipped to deal with it, Vygotsky: a Russian social development theorist said â€Å" conflict provides a learning experience for children and in doing so they would learn to function better in the social context†, (www.simplypsychology.org) Vygotsky’s theory is not that uncommon amongst child behavioural theorist, his arguments are supported by the likes of Erikson who thought â€Å" life is full of conflict and in order to become a b etter person one must resolve conflict in each stage of life†. Often conflict is cause because of the developmental stage the child is at and they as children have not reached the stage where they have empathy or understanding, or sometimes children act out because it has become their learned behaviour, it is the way they have been treated or something they have seen in their everyday lives due to lack of good role models. As the care giver you need to step back and ask: Why is the child acting this way? What has made the child feel like this? Is it a cry for help? Does he/she need my understanding and empathy towards their feelings? Are the Childs need being met, are they unhappy, scared, confused or frustrated? Are they tired or hungry? Conflict is often born out of a misunderstanding, if identified quickly it can be resolved quickly, children need to feel that their side of the story is heard, as the care giver it is up to you to guide the situation from one of upset and stress on to a calmer and more positive footing, with a peaceful conflict resolution. Bibliography www.gov.uk//policies//early-years-foundation-stage http://www.positivereinforcementforkids.com/ www.simplypsychology.org www.kon.org/urc/dennis

Finding Fulfillment in The Good Earth Essay -- Pearl Buck Good Earth E

Finding Fulfillment in The Good Earth      Ã‚  Ã‚  Ã‚  Ã‚   The Good Earth is a novel written by Pearl S. Buck. It is set in China and on the day of Wang Lung's marriage. Wang Lung is a poor peasant farmer whose love for the land sustains him through the difficult times of his life. He married a slave from the great house, and he moves from a poor, humble, country farmer to a wealthy, respected, landowning patriarch. He moves into the house that he bought his wife from, and dies content with his faith in the good earth. The name of the novel is misleading because we have to wonder if the earth is really good to Wang Lung.    "There was only this perfect sympathy of movement, of turning this earth of theirs over and over to the sun, this earth which formed their home and fed their bodies and made their gods...Some time, in some age, bodies of men and women had been buried there, houses had stood there, had fallen, and gone back into the earth. So would also their house, some time, return into the earth, their bodies also. Each had his turn at this earth. They worked on, moving together-together-producing the fruit of this earth." (Ch. 1, pg. 22). People have taken their turn on the earth. The lived and died for the earth; the earth provided them with food and with shelter. "Well and [the children] must all starve if the plants starve." (Chapter 8, pg. 48) There are times of drought and times of flooding. There were times where there wasn't any food and the rains ruined shelter. Wang Lung spent most of his life rebuilding what was ruined, and when it was rebuilt, it was ruined again. But after many years of working hard, Wang Lung gained enough money to own lots of land. The only difference between a pheasant l... ...h he forgot it for many months together, when spring came each year he must go out on to the land." (Chapter 34, pg. 257) Wang Lung was not aware of his son's interest in selling the land though, and thus died contently. He wished he had done things differently with O-lan and probably would have been happier if he was still a pheasant but we all wish there were things we could have done differently. To Wang Lung the earth was good. He never saw the ending picture and how his faith in the earth wouldn't carry on because of his money hungry sons, but his love for the land ended with him, and peace in his heart.    Works Cited:    Buck, Pearl S. The Good Earth. New York: Washington Square P, 1994.      Ã‚  Ã‚   Kang, Younghill. Review of The Good Earth. Rpt. in The Good Earth. Ed. Peter Conn. New York: Washington Square P, 1994. 367-68.      

Free Hamlet Essays: A Freudian Reading of Hamlet :: GCSE English Literature Coursework

A Freudian Reading of Hamlet  Ã‚  Ã‚      There are many different theories in the world today. The theory that will be discussed in the following paragraphs is the Oedipus Theory, and how it relates to Hamlet. So what are we talking about again?! What I mean is did hamlet have true romantic feelings for his mother? Well I don’t know, am I him?! No seriously this messed up guy was going through a lot, his dad died and came to him as a ghost, his mother married his uncle, his girl jumped off a bridge and his buds are back-stabbers! Come on now what would you be like after all that? Oh ya my topic is his relationship with his mother! Oops! So what is the Oedipus theory again? Well its all this crazy thinking by this cool cat guy named Freud! Wow what character! Well what this guy thought was that boys have unconscious sexual motives for our mommy’s! Ya that nice woman who blows you kisses, makes cookies, and buys your clothes. That’s right! Well before you right Freud off as a weirdo think about it! I sure did and in the following paragraphs, you will see how I get the feeling that Freud is right, (in this one) and Hamlet did have such unconscious motives for his mother.   Ã‚  Ã‚   It was Freud himself who, in an essay published in 1905, was the first to try and resolve in psychoanalytical terms the enigma offered by Hamlet’s behaviour. According to Freud, the personal crisis undergone by Hamlet awakens his repressed incestuous and parricidal desires. The disgust which the remarriage of his mother arouses in him, as well as the violent behaviour during their confrontation in the queen’s bedroom, are signs of the jealousy which he constantly experiences, even if unconsciously. The bedroom scene is one example amongst many of Hamlet’s aversion to sexuality, which he more often than not associates with vulgarity and sickness. Despite his violent reactions, he is nonetheless fundamentally incapable of acting, Freud tells us, because he cannot bring himself to avenge himself on the man who has killed his father and taken his place at the side of his mother. These are some pretty strong influences that would make a person nutty donâ €™t you think? Well how about some evidence from the text hunh? Sure no problem! The Ghost's announcement that the father's death is a great example.

Personality Theory

Learning is defined as Any relatively permanent change in behavior that can be attributed to experience (Coon). It is not, however, a temporary change caused by outside forces. Therefore, things such as motivation, disease and injury cannot be considered to be a form of learning. This is because once the disease, injury, etc. has been removed, behavior will return to it s state before the influence. There are 2 main keys to every learning process: the reinforcement, which is anything that increases the chances that the desired response will take place, and the response, which is the behavior that takes place as a reaction to the reinforcement. An antecedent is the event which takes place before a response, and is the basis for Classical Conditioning. A consequence is something that follows a response, and is the foundation for what psychologists call Operant Conditioning. Classical Conditioning is based on what takes place before a response. It begins with some action that will inevitably produce a response. That action is then associated with another that does not induce a response, or a Neutral Stimulus. After enough repetition, the neutral stimulus which did not previously produce a response will now, on its own, produce the response of the action it was coupled with. It is now what is called a Conditioned Stimulus, or a stimulus that produces a response because it has been paired with another. A good example of Classical Conditioning is presented by Ivan Pavlov, a Russian Physiologist. Pavlov noticed that his dogs would drool when he put food in their mouths. After some time passed, he noticed that the dogs would begin to drool upon seeing the food. Then, the dogs began drooling at the sight of Pavlov. It was then that Pavlov noticed that learning had taken place. The dogs had associated the food with the appearance of Pavlov. The dog s drooling did not have to be learned: it was what is called a reflex, or an automatic response. The reflex is a type of Unconditioned Response, a response that happens on its own. That reflex to drool was finally paired with seeing Pavlov and expecting to be fed. Eventually, the sight of Pavlov was enough to make the dog drool, without ever presenting food. The dog s drooling had then become a Conditioned Response, or a response that has been conditioned by stimuli. This is a prime example of Classical Conditioning. Operant Conditioning focuses on consequences, or what follows a response. In this type of conditioning, a response is followed by some type of reinforcement. This reinforcement can be something good, something bad, or nothing at all. If an action results in a punishment, the action is less likely to take place. However, if the action is followed by reinforcement, such as praise, food, or other rewards, the action is more likely to be repeated. An example of Operant Conditioning is found in the works of B. F. Skinner. Although he rejected the ideas of theories of learning, (Skinner), he is well known for one of his creations, dubbed the Skinner Box. A skinner box is a small, barren chamber into which a hungry rat is placed. The box is featureless, except for a lever on one wall. As the rat explores, it accidentally presses this lever, and a pellet of food or a drop of water is released. Eventually, the rat will learn to correspond the lever to receiving a food pellet. He will then move the lever when he is hungry. This is called the Law of Effect: responses that have desirable effects are repeated, while negative effects will lessen the tendency for the response to take place. What has happened is a good example of Operant Conditioning. The rat is hungry. The rat, then, has had reinforcement (the food pellet) to perform a response (the lever press). In this situation, the food pellet acts as an Operant Reinforcer, or something that encourages the event which it follows. In both of these instances, Acquisition has occurred. Acquisition is the training in which learning occurs. Once it has taken place, Expectancy comes into view. Expectancy is the anticipation that the learned conditioning will continue to produce the same response. However, if the reinforcement is taken away from conditioning, we can expect that the conditioned response will begin to fade. This is called Extinction. This occurs when a response is weakened by the removal of it s reinforcement. However, occasionally, a response may resurface after it is believed to be extinct. This is known as Spontaneous Recovery. Once a response has been conditioned, the response will continue to take place unless the reinforcement is removed. In many cases, however, a reinforcement that is similar to the original will still bring about the desired response. This is called Stimulus Generalization. An example of this would be if someone who looked like Pavlov walked into the view of the dogs. They may begin drooling because of their conditioning to do so at the appearance of Pavlov. After some time, though, the dogs will learn to distinguish between Pavlov and the imposter. After that point, the dogs would respond differently to the 2 men. This learning is known as Stimulus Discrimination. Conditioning has been very useful to psychologists and social workers who want to effect behavior. However, these laws of conditioning can have negative repercussions. For instance, phobias stem from conditioning, usually in early childhood. For instance, a child could have a negative experience with a kitten, or other house pet. This negative experience, previously a Neutral Stimulus, has now been linked with fear, anxiety, and other negative emotional responses. This process is called Conditioned emotional response. This creates a phobia, or an unrealistic fear of a thing or situation. There are different ways to treat and cure phobias. The first is called Desensitization. This would be used, for example, with a person with a fear of heights. The person would gradually be taken higher off the ground, perhaps over days, weeks, or longer. This would gradually introduce them to the fear and eventually allow them to be free of the phobia. In more extreme cases, a conditioning called Vicarious Classical Conditioning is used. If someone had an extreme phobia of snakes, the person might be exposed to a video tape of someone holding a snake. Through small steps such as these, the person could eventually recover from the phobia.

Checks and Balances on the American Government

Tatianna Orozco P. 2 Checks and Balances The six basic principles of the constitution are popular sovereignty, limited government, separation of powers, judicial review, federalism, and checks and balances. Checks and balances is the amount of power assigned to each branch (executive, legislative, and judicial) to keep them balanced. This concept was popularized by Baron Montesquieu to keep the French government from corrupting and was brought to the American government. Over the 200 plus years checks and balances has been in act, it has been very effective through impeachment, laws, and military actions.When it comes to impeachment, the system of checks and balances is very effective. The president can be impeached by the House of Representatives. During the impeachment, the Chief of Justice sits a President of the Senate. So, this is a check on the executive branch. In impeachment, legislative branch holds the power. The legislative branch represents the people which provides a che ck upon itself and the judicial branch. As a result of the legislative branch holding most of the power, it allows the people to have a connected sense especially when it comes to voting.Checks and balances is very effective through lawmaking. If the president decides to veto a bill, congress may override the veto by a 2/3 vote of both houses. This puts a check on the executive branch. In a case where the president does not sign a bill within 10 days it automatically becomes a law. Because of congress having most of the power over lawmaking, it gives the people of this country can have assurance over injury. Military actions are another way checks and balances are effective in equality of two branches.The executive branch puts a check on the legislative branch by the president being commander in chief of the military. Even though the president is chief of the military, only congress has the power to declare war. This is effective in the way that instead of 1 person declaring way ità ¢â‚¬â„¢s a group of people making a big decision. Along with popular sovereignty, limited government, separation of powers, judicial review, and federalism, checks and balances is effective in our government. Without checks and balances we wouldn’t have the stable government and protection we have today.