Thursday, October 31, 2019

Case study Example | Topics and Well Written Essays - 250 words - 37

Case Study Example Due to having a good reputation and success Creative Bus Service management must ensure that they come up with a good strategic plan. With the board meeting’s conclusion of expansion of profits they have to choose a good strategy that will ensure growth of profits. Mr. Ghosh market survey can be presented clearly through the Internal Rate of return (IRR), Net Present Value (NPV) and Modified Internal Rate of Return (MIRR). These will clearly state the outcome of the proposed projects by the Creative Travel Bus service. The success of the company revolves around the top management ability to manage effectively projects B operating from Delhi to Patna and A operating from Delhi to Joypur. Mr. Ghash should address congestion that hinders bus transport to the management to seek a way out in order to ensure their customers enjoy efficient services and they maintain the good reputation and name the company possesses (The World Bank, 2011). Being the most reliable transport system in India it has to make a decision so as to uphold their name and services to customers. The World Bank, (2011). India Transport sector. Retrieved on 27th November 2012

Tuesday, October 29, 2019

Policy Process Paper Essay Example | Topics and Well Written Essays - 750 words

Policy Process Paper - Essay Example pts are presently being made to counteract the serious problems associated discrimination with youth justice and the following will explore how ending discrimination within the youth justice system can improve the overall operation of the criminal justice system. Discrimination is often described as the prejudicial treatment of others based upon certain real or perceived characteristics. It is generally done on the basis of race, colour, sex, age, language, sexual orientation, religion and disability. Negative terminology within the Youth Service System can lead to discrimination and ensuing levels of oppression towards youth. Labeling is a negative term which means defining someone based upon their appearance or behaviour (real or perceived). A young man with a Mohawk haircut could be labeled as a punk or skinhead solely based on the style of his hair. From a youth justice perspective, a young black man may be subject to more stops and searches by police, and be labeled as more likely to engage in crime, due to the colour of his skin (the UK’s Home Office reports that black and Asian men were more likely to be stopped and searched by police than their white counterparts, see Statistics on Race and the Criminal Justice System, 2006). Discrimination within the Youth Justice System can take a variety of forms. Visible minority youth (black, Asian or other) may be subject to more random police stop and searches, may be less likely to be cautioned by a magistrate and may face higher rates of incarceration. In a study commissioned to look at race and the criminal justice system – not solely the youth system – it was determined that although black residents account for 2% of the population aged 10 and over in England and Wales, their rates of incarceration stand at 12% of the total prison population. This is a whopping and disproportionate 600% increase relative to their total population size! Accordingly, black and Asians are more likely than whites to be

Sunday, October 27, 2019

Gender Differences in Personality

Gender Differences in Personality With relevant theory and research evidence, critically discuss the view that there are gender differences in personality One’s sex, or biological reproductive chances, can be seen as a discrete component to one’s gender, or their psychological perception of themselves used for identification (Phares, 1991). These perceptions of gender differences can be extremely influential from an early age, as seen in Rubin, Provenzano and Luria (1974) study examining the gender-role stereotype labels parents place on their children from a young age. Girls were described as ‘cute’ or ‘sweet’ whereas boys were described as ‘stronger’, both gender specific traits, even though the babies were almost identical in weight, height and activity. Gender differences can be predominantly seen in personality and have been apparent since ancient civilizations. Monuments would depict essentially feminine or masculine characteristics, females were originally viewed as ‘incomplete’ or imperfect males, and these ideologies persisted for years with reinforcement from p hilosophers such as Aristotle and Thomas Aquinas (Friedman Schustack, 2009). Personality, defined by Holt (2012), is the ‘distinct and enduring way in which we perceive and behave in life situations’. The view of differences in personality gender traits can confirm the defined enduring nature, with the female assuming an expressive role, directed towards nurturing and caring tendencies. The male takes on an instrumental role, exerting dominance and competitiveness (Parsons, 1955). However, it is reasonable to question and explore how these gender differences can be measured, the theories behind them and whether female and male traits can really be distinguished into two separate categories in today’s society. The Five Factor Model (McCrae and Costa, 2003) is a trait approach that has attempted to identify and measure gender personality traits. They distinguish women as scoring higher in neuroticism and agreeableness, whereas men scored higher on some aspects of openness and extraversion, such as openness to ideas and excitement seeking. However neither gender scored significantly on conscientiousness (Chapman, Duberstein, SÃ ¶rensen Lyness, 2007). Other trait approaches have endeavoured to classify masculine and feminine traits as multi-dimensional and overlapping. For example the Bem Sex Role Inventory classifies individuals to feminine, masculine, undifferentiated and androgynous (expressing both female and male traits) categories (Bem, 1974). Sexual behaviour and emotion has also been studied to a great extent to help further differentiate between gender differences in personality. Schmitt, Shackelford and Buss (2001) stated that men prefer short-term sexual relations with many partn ers, compared to women who prefer one stable partner over a long period of time. This can be seen in Clark and Hatfield (1989) findings where 3 out of 4 male students would enthusiastically agree to a one night stand compared to none of the women accepting the offer. Holt et al (2012) also state that when looking for a partner, men would seek a younger woman, whereas women prefer older and ‘well to do’ men. These are all gender specific differences in personality that can be explained by gender difference theories. Firstly, biological effects on sex have been suggested to have a major influence on gender personality and behaviour. In terms of genetic influence, the prenatal stage of foetus development can be manipulated to affect gender-specific traits when born, such as higher levels of aggression. Parsons (1980) exposed animal male and female embryos to androgens, the male hormone, during early prenatal development. After birth, both sexes produced higher levels of aggressive play compared to animals not exposed, which suggests the presence of male hormones had an influence on the physical development and personality of the foetus. This supports the idea that aggression can be seen to be predominantly a ‘male trait’ in Reinisch and Sanders (1986) findings. Male and female participants were asked to rate themselves on their physical and verbal aggression. Even though both sexes reported similar verbal aggression, males reported much higher demonstrations of physical aggression. Ho wever, this is not always the case, as Feshbach (1969) work describes, females largely exclude and reject newcomers compared to males, which is a form of indirect aggression, suggesting the cognitive intent of the aggression presented by females may be further internalised, compared to the outward aggressive display be males. This biological view to gender differences in personality can be related to the evolutionary perspective that males and females are genetically adapted for successful reproduction and preservation of their genes. Evolutionary pressures led to natural selection that created fundamentally different gender roles to promote survival (Shaffer, 2009). Males needed to seek as many partners as possible to ‘spread’ their gene, whilst females needed to avoid wasting their short reproductive opportunities by finding a mate that will protect and provide. This in turn created the gender roles seen today including masculine traits in their personality such as co mpetitiveness, assertiveness and aggression, compared to feminine traits such as nurturing, kindness and gentleness (Geary, 1999). Furthermore, Buss (1995) describes male superiority in visual spatial performance as skills gained from natural selection due to their advantage for hunting, killing and providing for the family. The evolutionary theory can be seen in sex differences in the personality trait jealousy, for example Buss, Larsen, Western and Semmelroth (1992) found that men portray more jealousy over the idea of their partner sleeping with another male, compared to women who present more jealousy over the idea of their partner being in love with another woman. Males don’t want the risk of providing resources for a child that may not be theirs, whilst women don’t want their mate to abandon them and leave them with nothing. However, these evolutionary differences in gender personality are not always consistent. Buss (2003) found that some women instead like to e ngage in casual sex with multiple partners because experience has resulted in securing better genes and better resources. This consistency between both sexes therefore leads to question whether females and males really do have specific differences, and suggests socialisation and learned experiences may have more of an impact on gender differences than biology. The Behaviourist approach to gender differences suggests that social learning has created gender-typed personality characteristics. Through operant learning, modelling, observation and classical learning, children develop gender- typed traits that can be used for identification and as a primary socialiser (Bandura Bussey, 2004). For example Henley (1977) describes operant conditioning in a little girl called jenny. Her mother tells jenny off for dirtying her party clothes, and praises her for showing passive and gentle characteristics, which are all reinforcements. Moreover, Peters father wrestles with peter, watches football games with him and promotes more aggressive behaviour, teaching and confirming to peter that these are the traits a male should portray. Repetti (1984) further explains how these gender traits are reflected in the types of toys children are given to play with. Girls were found to be given female orientated toys such as dolls, whereas boys were given masculine t oys such as cars or guns, reflecting the gender-typed personality traits. Also, Maccoby and Wilson (1957) studied the orientation towards same-sex role models in children. They found after the children had watched a film presenting interactions between opposite sex characters, the children recalled more information about the character that mirrored their own sex. The children’s memories had a ‘sex-linked’ quality. However, it could be suggested that socialisation is not a successful theory in determining gender differences in personality. Friedman and Schustack (2009) describe the David Reimer case, where a child, who was born a boy, was brought up and socialised to be a girl after a circumcision went wrong. David was given hormones and was taught to be caring, nurturing and take on a feminine role. However when David reached his teenage year he returned to his male identity, after what he described as an unhappy and ‘misleading’ childhood. Money and Ehrhardt (1972) insist that socialisation is still primary to gender assignment, as their research findings of androgenized girls suggest that before 18 months of age, it is possible to bring up a child as the opposite gender because the child hasn’t ‘internalised’ the gender at that age. However ‘failure’ to correctly socialise gender can still be seen today. Friedman Schucstack (2009) outline Dr. Joan Roughgarden case. She was born a boy and lived 52 years of her life as one. She was socialised to be masculine and had the biological make up of a boy, despite always seeing herself as a girl, and consequently ended up having a sex change. These findings suggest that human gender personality cannot solely be reliant on socialisation, however they do suggest that there still are differences within gender traits and socialisation advocates what traits each gender ‘should’ portray. The significance of different gender traits in gender socialisation is part of the explanation for gender schemas incorporated in the cognitive approach to gender differences. The gender schema theory suggests that culture and socialisation provide organised mental structures that help understanding of the way in which a male or female should behave and think (Bem, 1981). Gender schemas act as cognitive filters to help humans depict gender relevant material, and to use it in everyday life. For example Deaux and Major (1987) describe these cognitive filters being activated by each gender as females enter a beauty salon and males enter a car repair shop. Again, gender differences can be seen to be realistic and apparent. Nevertheless, the theories above do not explain concisely why there are female and male traits in personality. An Integrative theory could be used to see how biology, social-learning and cognitive developmental can overlap and contribute equally to gender differences. This theory suggests that different processes are important at different stages of development. As Halpern (1997) suggests, the prenatal stage consists of biological gender processes developing physically. Birth to three years consists largely of social learning about gender differences and gender schema comes in at three to six years of age. This theory shows a dynamic and interpretive way in which gender traits can be developed and distinguished. On the other hand, all these theories do not take in to account cross cultural differences, individual findings and the growing concept that gender differences all together may be disappearing. Sue and Sue (1999) suggest that African American families, compared to white American families, are observed to be matriarchal, where the mother of the family is the head decision maker. These findings suggest that what would be considered as ‘masculine’ traits can be seen presented in women. Mead (1935) observed differences between two New Guinea people, where in one group, both sexes would display certain considered ‘female traits’ of nurturing and caring, and both sexes of the other group would display certain male trait characteristics such as aggressiveness. These trait findings are opposite to what would be expected to be found in western culture and can suggest that gender traits are not as specific and defined as first thought. Research also suggests that soci al-class can affect the flexibility and ‘acceptable’ gender traits presented by men and women. For example Shaffer (2009) states that people from middle-class background have overall more acceptable views of gender trait presentation in men and women. They may feel more flexible to the idea of a male demonstrating a nurturing role, and a woman being the sole bread winner of the family, than working-class people. This can be seen as a typically modern idea, and can suggest that women and male gender personality traits are swapping, in terms of the roles they take on. This can therefore suggest that male and female gender personality traits are not so specific, but are only presented by the certain sex at certain times. This idea can be seen in Weisner and Wilson-Mitchell (1990) study where children raised in ‘countercultural’ homes, instead of traditionally at home with a mother and father, are seen to present an equal amount of male and female traits, and a re less gender-stereotyped. However, these children are still very aware of the traditional gender traits and the differences between them. Finally, this is not to suggest that cultural differences don’t mirror typical western views of gender trait differences. Williams and best (1990) carried out a longitudinal study over 30 different countries were they found overlapping traits most common found in both women and men, such as aggression and nurturing tendencies. Overall, gender differences in personality are both clearly affected by biological and behavioural influences. Males are born with an evolutionary inclination to behave aggressively, and this behaviour is encouraged by socialisation from parents and other role models. This can be seen in female evolutionary inclinations to nurture and protect their children, and socialisation such as being encouraged to play with dolls and care for them promotes these gender traits. Generally, gender traits in personality present more similarities between females and males than they do differences, but this does not mean they do not exist and are not portrayed differently over cultures and social classes. The way gender traits in personality are measured can determine to what extent male and females differ, but with modern ideas becoming the forefront of gender trait presentation, the distinguishing of gender differences in personality may be swapping over, becoming narrower, and becoming far less de fined.

Friday, October 25, 2019

The Beliefs of Locke and Newton, Inspired Jonathan Edwards Essay

In Jonathan Edwards's The Nature of True Virtue his beliefs of following God's supremacy leads to moral beauty, the virtue in nature, and the selflessness of true virtue will unite society all stem from John Locke's beliefs of the social contract, Isaac Newton's belief of the logical perfection of nature, and both of their beliefs of human morality. An important point which Edwards writes in his sermon is his belief that when man is truly following the path of God, he will reach a sense morality that has beauty. In the sermon, Edwards writes, "And if we consider the†¦moral excellency, the same will appear†¦God is infinitely the greatest Being, so he is allowed to be infinitely the most beautiful and excellent" (14). He is referring to the Puritanistic ideal that God is everything that is good and right. Therefore, God is the most moralistic entity in existence and striving for a godly life will eventually lead to one's own moral beauty. Although John Locke's ideas of morality are more political, they are passionate ideas, much like Edwards's ideas. John Griffith, commentating on Edwards's The Nature of True Virtue, states, "Edwards begins by accepting Hutcheson's proposition that virtue is moral beauty. Beauty, he says, is always a harmony, or 'consent and agreement'" (2576). Griffith is stating, like I previous ly stated, that Edwards predominantly focused on the moral aspect of his beliefs. Furthermore, Locke's passion for morality is also seen in his interpretation of the social contract. We see that Locke's ideas in freedom of life, liberty, and property have formed the basic morals of past and current governments. One of Edwards's morals that have been seen throughout American history is the infinite sovereignty of G... ...1960. Print. Griffith, John. "Jonathan Edwards." The Critical Perspective. Ed. Harold Bloom. Vol. 5. New York: Chelsea, 1987. 2573-79. Print. Rpt. of "Jonathan Edwards as a Literary Artist." Criticism (1973): 156-73. Henry, Caleb. "Pride, Property, and Providence: Jonathan Edwards on Property Rights." Journal of Church and State 3(2011):401. eLibrary. Web. 17 Jan. 2012. Lane, C, Belden.. "JONATHAN EDWARDS ON BEAUTY, DESIRE, AND THE SENSORY WORLD." Theological Studies 1(2004):44. eLibrary. Web. 17 Jan. 2012. Minkema, Kenneth P., Stout, Harry S.. "The Edwardsean Tradition and the Antislavery Debate, 1740-1865." Journal of American History 1(2005):47. eLibrary. Web. 17 Jan. 2012. Scheick, William J. "Virtue and Identity: Last Works: Of Beauty and Virtue." The Writings of Jonathan Edwards: Theme, Motif, and Style. College Station: Texas A&M UP, 1975. 128-32. Print. The Beliefs of Locke and Newton, Inspired Jonathan Edwards Essay In Jonathan Edwards's The Nature of True Virtue his beliefs of following God's supremacy leads to moral beauty, the virtue in nature, and the selflessness of true virtue will unite society all stem from John Locke's beliefs of the social contract, Isaac Newton's belief of the logical perfection of nature, and both of their beliefs of human morality. An important point which Edwards writes in his sermon is his belief that when man is truly following the path of God, he will reach a sense morality that has beauty. In the sermon, Edwards writes, "And if we consider the†¦moral excellency, the same will appear†¦God is infinitely the greatest Being, so he is allowed to be infinitely the most beautiful and excellent" (14). He is referring to the Puritanistic ideal that God is everything that is good and right. Therefore, God is the most moralistic entity in existence and striving for a godly life will eventually lead to one's own moral beauty. Although John Locke's ideas of morality are more political, they are passionate ideas, much like Edwards's ideas. John Griffith, commentating on Edwards's The Nature of True Virtue, states, "Edwards begins by accepting Hutcheson's proposition that virtue is moral beauty. Beauty, he says, is always a harmony, or 'consent and agreement'" (2576). Griffith is stating, like I previous ly stated, that Edwards predominantly focused on the moral aspect of his beliefs. Furthermore, Locke's passion for morality is also seen in his interpretation of the social contract. We see that Locke's ideas in freedom of life, liberty, and property have formed the basic morals of past and current governments. One of Edwards's morals that have been seen throughout American history is the infinite sovereignty of G... ...1960. Print. Griffith, John. "Jonathan Edwards." The Critical Perspective. Ed. Harold Bloom. Vol. 5. New York: Chelsea, 1987. 2573-79. Print. Rpt. of "Jonathan Edwards as a Literary Artist." Criticism (1973): 156-73. Henry, Caleb. "Pride, Property, and Providence: Jonathan Edwards on Property Rights." Journal of Church and State 3(2011):401. eLibrary. Web. 17 Jan. 2012. Lane, C, Belden.. "JONATHAN EDWARDS ON BEAUTY, DESIRE, AND THE SENSORY WORLD." Theological Studies 1(2004):44. eLibrary. Web. 17 Jan. 2012. Minkema, Kenneth P., Stout, Harry S.. "The Edwardsean Tradition and the Antislavery Debate, 1740-1865." Journal of American History 1(2005):47. eLibrary. Web. 17 Jan. 2012. Scheick, William J. "Virtue and Identity: Last Works: Of Beauty and Virtue." The Writings of Jonathan Edwards: Theme, Motif, and Style. College Station: Texas A&M UP, 1975. 128-32. Print.

Thursday, October 24, 2019

Reaction Paper: Oedipus the King Essay

Prophecies, it is a presumption from extraordinary being, maybe from the prophets, gods or goddesses about the destiny of somebody. In the classical story of Oedipus the King, the story revolves about the prophecy made by the god about the destiny of Oedipus. It is a classic literature from the Greek mythology. It is a story about the young boy that was destined to kill his father and will commit incest by being the husband of his mother. Dramatic unities: unity of actions, unity of time, unity of place. Unity of actions, it is the casual connections of events and incidents; unity of time, it is a concept that the tragedy should confine itself as far as possible, to a single revolution of the sun; unity of place, it is a concept about the epic, the epic can narrate the number of actions simultaneously in different parts. These concepts was shown by the story, it simultaneously narrate the actions and also with connections in every scene; it also achieve the unity of time by making all the scenes looks like happen in just a day. Tragic hero, it was describe as a great man who is neither a paragon of virtue and justice nor undergoes the change to misfortune through any real badness or wickedness but because of some mistake. The tragic hero in the story is Oedipus. Hamartia, it may be accompanied by normal imperfection, it was describes as a situation where the hero makes an unintelligent act where you cannot immorally blame him/her. This concept can be seen in the story when Oedipus gets angry on the prophet because of saying he is the one who kill Laius. Hubris, it was describe as the obstacle that the tragic hero will encounter to achieve his goal. This was happen in the story when Oedipus was trying to know the truth, the herdsman didn’t want to talk. Peripeteia, it is the human actions made results exactly opposite to what was intended: it is working in blindness to one’s own defeat. This was seen in the story, it is when Oedipus tried to escape the prophecy, but while escaping, he killed his father where 3 roads met. Anagnorisis, it is the realization of truth, it is the opening of the eyes, sudden lighting flash in the darkness. This concept can see in the scene when herdsman tell the truth, and Oedipus was shocked, even Jocasta; Oedipus made himself blind, while jocasta committed suicide. Catharsis, one of the most difficult concepts in poetics of Aristotle, describes as the purging of the emotions of pity and fear that are aroused in the viewer of a tragedy. You can see this in the story, it happens in the scene where the herdsman was forced by Oedipus to reveal the truth; he was scared on how Oedipus will react. As a whole, the story is great. It touches the heart of every reader, and after reading this text, you wish that destiny will not happen to you or your friends and family. A nice text, must read. Sources: 1. http://www.slideshare.net/ashtri/aristotles-poetics-3096300 2. http://www.english.hawaii.edu/criticalink/aristotle/terms/catharsis.html 3. http://www.ohio.edu/people/hartleyg/ref/aristotletragedy.html

Wednesday, October 23, 2019

Psychology experiments Essay

When conducting psychology research, there are several important standards that must be observed in order to protect study participants. Ethics are a set of moral principles used to guide human behaviour. When these guidelines are breached, they become ethical issues. Nowadays the British Psychology Society (BPS) uses a set of ethical guidelines for all psychology experiments to be bound to.  Most ethical problems in human research stem from the participant being typically in as much less powerful position then the experimenter. It follows that steps need to be taken to ensure that the participant is not placed in a powerless and vulnerable position. All participants must have the basic right in experiments to stop their involvement at any given point. Furthermore, they do not have to feel obliged to explain the basis on which they have decided to withdraw if they choose not to, and they may also insist the data they provided during the experiment should be destroyed. Informed consent is also another safeguard taken by psychologists to indicate a formal agreement between the experimenter and study participant.  However the experimental design, eg. field experiment, may not always enable this as it could potentially seriously affect the validity of the results. Yet a precaution used is to debrief participants on the true aim of the study after if has been conducted, in order to justify deception and then to obtain informed consent off the participants once valid results have been produced. A cost-benefit analysis helps weigh up the cost experienced by the participants as a consequence of their involvement in the study, to the social benefit of the results on society. This helps justify many experiments as the outcome of some studies could be of huge beneficial value to society and the cost of participants seems insignificant to the influence it has made outside the study. Despite many ethical guidelines, previous psychological experiments have breeched these, therefore leading to significant ethical issues. In order to compensate for these downfalls, the experimenters can justify them or use techniques after the experiment is over to restore their ethical values. Milgram’s (1974) research on obedience to authority was carried out in the days before most ethical guidelines were in place, however is still regarded unethical. The experiment involved asking participants to administer very strong electric shocks to another participant (although was in fact an experimenter who was involved in the study). The participants were deceived about key aspects of the study, such as the fact that the other person didn’t actually receive any of the shocks the true participant was administering. However you must consider the affect having the participants know about the false shocks would have on the study. The results would be totally invalid as they would not then be measuring the obedience to the participants. They were also deceived in that they believed they were participating in a memory learning experiment, yet really were involved in obedience to authority experiment. This was again necessary to obtain valid results. However this point also raises issues on informed consent, as p’s only gave consent to the fake experiment, not the true one. This was justified by the experimenters by giving all participants a full debrief of the true nature of the experiment after it had been conducted. During this debriefing the p’s were asked for informed consent to the true experiment instead, therefore making up for the lack of informed consent to start. One of the main ethical concerns which arose form this study was the high level of psychological harm caused to the p’s as a direct result of the experiment. Visible signs of distress, nervous behaviour, sweating, uncomfortable laughter, trembling and even seizers were recorded form the participants during the study. This strongly suggests to us that the participants were very effected by their participation in the experiment. Additionally after the experiment they may have been left feeling ashamed, lower self esteem and degrading thoughts of themselves for have acted like they did. However again the debrief at the end reassured that they had not actually harmed anyone and that the electric shocks were false. They were also told that their behaviour was normal and that many others had acted in similar ways. All p’s later received a detailed report on the study to illustrate the significance of their involvement in the study. Over 80% of the p’s said they were glad to have taken part and only 1% expressed negative feelings. Overall despite the cost to the participants, the results produced from this experiment have been invaluable in extending knowledge on obedience. Still years after this experiment was conducted, the study holds massive insight into obedience and remains one of the most influential psychology studies in this area. Thus justified by the cost- benefit analysis.