Example Translation Essay

Translation from a major language into a minor one is very different from translating in the opposite direction.

Introduction

It has been suggested that minority languages are not even acknowledged in many parts of the world, and where acknowledgement does exist they are defined as uncultured, primitive,simple dialects because they have been suppressed by the more dominant,official languages. Lotman and Uspensky believe the structure of language must be at the centre of every culture for it to survive, describing languages the heart within the body of culture and putting into perspective the distinctions between a language accepted as minor, and that which is a flourishing major language (Lotman and Uspensky 1978, Pages 211 – 32). Research into minor languages, however, reveals a taxonomic sophistication that adequately expressed its speakers’ cognitive requirements synchronically, but has not evolved adequately to incorporate the plethora of technological terminology that dominant languages encompass with relative ease, resulting in many loan words taken from the influence of adjacent major languages. 

Many minor languages die out as their speakers age, but some undergo a revival as enthusiasts propound the benefits of their continued value.

The fundamental difficulty within many of the minority languages today, however, continues to be one often minology, described asa semiotic science of cognitive and communicative organisation of knowledge (Myking, 1997) and considered to be the central discipline or the common denominator for all the aspects of a translator’s work (Holljen, Translation Journal, 1999, January). Most minority languages are often not particularly suited to adequate translation in terms of modern concepts and technologies and are more inclined towards maintaining the socio-linguistic aspects associated with those languages, as recognised by Holljen: The scientific aspect of any languages dependent on the vocabulary of that language. 

The possibility must be retained for people to be able to express themselves in any given field in their mother tongue, no matter on which level of abstraction ( Holljen, Translation Journal, 1999,January). Some of these minority language groups, such as the Nordic languages, are now utilising language planning techniques to standardise their natural languages rather than indiscriminately incorporating loan words from technically advanced languages such as English. As a result, NORDTERM has spearheaded the campaign for a standardisation procedure across Finland, Norway and Sweden, designated the ‘Nordic Terminological Record Format’ (Holljen, Translation Journal, 1999,January), supported by the European Charter for Regional or Minority Languages to ‘ protect and support historical, regional and minority languages in Europe ‘ (Part I, Article 1, Council of Europe, https://conventions.coe.int/Treaty/EN.htm).

Discussion

We cannot yet specify satisfactorily just what we mean by a ‘perfect’ language (Aitchison,1991, pp. 214) Toury noted that Translation is a kind of activity which inevitably involves at least two languages and two cultural traditions (Toury 1978:200).

Nida concurred, adding that, if the cultural and linguistic disparity was particularly great the socio-linguistic facet would be more of a problem (Nida, 1964, Page 130). The potential difficulties in translating major languages into minor languages can be illustrated through the concept of the ‘space of possibilities’ upon which utterances based on context provide a background for semantic representations of inferred language that might be spoken or, equally, left unspoken and from which linguistic form triggers interpretation rather than conveying information (Winograd and Flores 1986, p.57), contributing to external influences which, with memorised sequences and pre-cognitive learning (Gutt,1991, p.26), can all be attributed to a meaning’s intertextuality, or all pervasive textual phenomenon (Hatim, 1997a, Page 29).

Newmark identifies cultural,technical or linguistic disparity that might require a translator to add extra information to maintain intelligibility (Newmark, 1988, Page 91) whilst Hatim considers inter textual information provides the various textual clues(Hatim, 1997b, Page 200). 

A translator initially needs to identify inter textual markers and then evaluate the implications for understanding by the target audience when translated, particularly difficult in cases of extreme cultural diversity, or ‘implicates’ in Baker’s terminology (1992, Pages 71 – 77).Baker suggests translators may attempt literal translation, cultural substitution, elaboration and explication, translation by omission or transliteration through retaining the source language within parts of the text. Hatim and Mason’s model of context takes into account the context of culture with its aspects of ideology and sets of values (Caldas-Coulthard, 2000a, Page 2), reinforced by Hoey’s connective pattern which highlights the more predominant points due to paradigmatic and syntagmatic properties of lexical priming (Hoey, 1991: 82), established in the West Greenlandic language, or kalaallit oqaasii (or kalaallisut) (Petersen,in Collis, 1990: 294), through the highly developed inflectional use of nominal and verbal paradigms (Fortescue, in Collis, 1990: 309) and which, with its spelling and pronunciation alterations being contingent upon grammatical and lexical requirements, provides an excellent illustration. 

West Greenlandic is a deeply inflected, polysynthetic language, heavily influenced and dependent upon the concepts of theme and rhyme, and reliant on the positions of Subject and Object to develop an adequate semantic and pragmatic morphology (Fortescue,in Collis, 1990: 309). The ‘resource [for] making meaning’ (Gerot and Wignell, 1995: 6) is notably, in West Greenlandic,realised through a very long string of words built up from bases and associated affixes whose meanings describe, very adequately, the sparse surrounding landscapes in very accurate and specific terms, less appropriate, however, for evolving technology. These inter textual messages are a necessary precondition for the intelligibility of texts (Hatim and Mason, 1997, Page 219) without which only partial understanding could possibly be achieved. 

Inter textual reference provides a semiotic approach which can link previous text to define tenuous meanings although precedence should be intentionality over informational content (Hatim and Mason, 1990, Page 136) maintaining semiotic status and lexical devices in terms of cohesion and coherence to ensure that translation continues to make sense, retains its original tone/voice and engages the intended response from the target reader.

Sapir recognised the disparity between individuals’ cognitive environments, commenting that No two languages are ever sufficiently similar to be considered as representing the same social reality (Sapir, 1956, Page 69). This recognition that translation is not just a transfer of information between languages, but a transfer from one culture to another (Hervey et al, 1995, Page 20)controversially requires translators to acquire adequate understanding and empathy of a particular culture to enable the necessary inter textual cues to be recognised and available for transfer into language use. 

Modern German has sixteen forms for ‘reiten’, whereas Old English had thirteen forms of ‘ridan'[both meaning ‘to ride] (Coates, 2004). Over time these inflections became lost which added to the flexibility of language used, e.g. nominalisation;additions of pre- or -suffixes, and word-blending, e.g. the Norse word ‘rein’ meaning ‘deer’ added to the Old English word ‘deer’ meaning ‘animal’ giving a literal meaning ‘deer-animal’.

Evidence of this concept is still apparent in the innumerable lexemes associated with the concept of snow in West Greenlandic 

The vastly controversial Sapir-Whorf hypothesis also recognises these constraints that can be placed on communications within the concepts of cognitive experiences, according to principles of linguistic determinism and linguistic relativity, with subscription to language being utilised in order to discern differences between agents. Lexicaland grammatical devices add to the flexibility of language used, e.g. nominalisation, with additions such as suffixes or post-bases, inflectional endings and portmanteau verbs contributing to the rich diversity of this language’s morph-syntactic adaptability. Strong determinism associated with the Arctic traditions evolved from man’s close proximity to nature which, in turn, shaped their concept of language realised through cognitive thought (Maclean,in Collis, 1990: 164). 

The difficulty in translation, however, occurs through the Sapir-Whorf hypothesis which acknowledges everyday word usage taking a rather flexible position in a typical Kalaallit sentence, with markers to identify their relation to other lexemes (Maclean, in Collis, 1990: 164).These Kalaallit characteristics can be explained through the theory of reference in relation to the semantic relation between an element in the text and some other element that is crucial to the interpretation of it (Halliday and Hasan, 1976: 8), with ‘lexical priming’ (Crystal, 2003:162) providing the cohesion that displays an expectancy relations between words (Eggins, 1994: 101) in accordance with Nunan’s model whereby randomsentences are distinguished through the existence of certain text-forming, cohesive devices (Nunan, 1993: 59).

West Greenlandic relies on the static nature of word-internal morphemes. If their order was changed, the utterance would lose its full impetus and implications. 

The implications of local and global meanings are revealed through code-switching, i.e. switching the positions of over 400 post-bases and 300 inflectional endings to achieve con notational and denotational meanings, the ‘signals for retrieval'(Caldas-Coulthard, 2000: 5) which can be demonstrated through reference in the form of an exophoric or endophoric context within an utterance where cohesion lies in the continuity of reference (Halliday and Hasan, 1976: 31). The syntax of this language reveals a major problem when translating languages such as Kalallit into major languages. Fortes cue suggests that A particularly characteristic trait of the language is the re cursiveness of its morphologyitsword-order is fairly free; it is a ‘non-configurational language (citedin Collis, 1990: 311) resulting in a ‘global freedom’ which can, conversely create a strong cohesive bond between lexical items[that]cohere with a preceding occurrence even with different referents (Haliday andHasan, 1976: 283), a feature Hoey describes as the ‘study of patterns of lexis in text (Hoey, 1991: 10). 

Stoddard explained the coherence factor exhibited through cohesive devices whichmight be expected to occur most frequently might also be expected to exhibit the most fruitful network patterns…[and the] types of cohesion which are global in nature might be expected to exhibit the most common patterns (Stoddard, 1991: 32), especially pertinent to the syntax of Kalaallit.

A particularly interesting concept in translation that reveals the ethos between translating from any minor languageinto a major language and vice versa is the translation of poetry, recognised by Bassnett (1991, Page 101) who describes a gulf between cultures through distance in time and space. Thai poetry, for example, reveals the representation of ‘jai’, or ‘mind’ of the writer, lacking appropriate morphemes to provide a suitable translation, explained as just pretty words, nice sounds to show you that the words are feeling words (Conlon,2005).

The translator needs to decide whether to maintain the ethos of the target language, or to aim for literary significance, described by Bassnett as modernisation as opposed to archaisation (Bassnett, 1991), or to follow Luke’s principle of maintaining comprehensibility by providing a chain of signifier in the target language (Luke and Vaget, 1988: 121).

Conclusion

This essay focused on the difficulties associated with translation from a major language into a minor one which is a very different concept from translating in the opposite direction for various reasons, not least the differences between cultures[which] may cause more severe complications for the translator than do differences in language structure (Nida, 1964:130). The socio-linguistic aspects of translation are more profound when a major language is being translated into aminor one, evidence of which can be observed through the cognitive-conceptual significance of Kalaallit which, together with its specific connotation and denotation, is directly associated with their dependence upon survival in an inhospitable terrain. This factor has contributed to the highly specialised differentiation of its morphological characteristic, utilising a switch-reference system in preference to the development of a more syntactic-based language (Petersen, in Collis, 1990: 294), a feature that is often present in minor languages through the dependence of their speakers on ever-changing features of the landscape for survival, requiring an awareness of language planning according to Holljen (1999, January, Translation Journal). 

Whilst there are various difficulties associated with translating from a minor language to a major one, these are mainly represented through expressing elusive cognitive meanings into these mantics of more prosaic terminology. However, major languages are representative of fairly well documented cultures whose ways of life, whilst not necessarily familiar, do not represent totally unknown and incomprehensible traditions and, coupled with well-established linguistic understanding, makes the task of translating an abstract concept from a minor language less arduous than attempting to establish sufficient empathy to adapt technological terminology from a major language into a more fundamental vocabulary.

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Leisure Resort Hotels

>Fieldwork Needs and Wants of the Leisure Tourist

Tourism has long been considered as an effective vehicle for development in general, and in island micro-states in particular. Various countries have got some of the fascinating sceneries which attracts the tourist. These areas have got vast qualities that make them attractive which includes the physical potential scale, the conducive environment, the history of heritage and the various diverse traditional craft styles all of which produce a unique traits.

Tourism is playing a vital role in the development and growth of the economy. Urban economy hammered from city economy to the production economy and so historic cities have to compete to one another in order to attract and maintain visitors to these areas or to maximise and to develop market share.

The needs and wants of tourists vary from one guest to another. These needs may be for accommodation, looking for food, or a place to conduct their seminars and work-shops. Leisure guests may want to spend time in an environment that is quite different from their normal place of residence.

They explore places looking for decent accommodation, a variety of quality foods, motivated and pleasant personnel and an efficient service delivered to them. Leisure guests want to experience new things visiting different scenic places and interacting with the local residents and staff in the area that they are visiting. By visiting these hotel/resort centres, they not only relax and rest from their normal regular duties, but also exercise their right and thus enable them to realise their self-esteem. They do this by acquiring new experiences which might not be found from their own home. Their demands increase as they encompass culture and the arts.

They also require sports, entertainment, good food, various products, health among other essentials goods and services.

However, it has been observed that most of the resort/hotel staff does not understand what service or products can best suit this kind of guest. This may be because most of these tourists are coming from a different background hence their taste and preferences are not well understood by these resort personnel. Likewise, some of the owners of these resorts/hotels are not financially stable to provide for some of the luxurious goods and services are quite often demanded by these leisure guests.

Therefore the resort staff should be in a position to understand the needs of their quests. For instance; those leisure guests visiting a historic centre, the atmosphere created by the bars, restaurant, cafes is an important part of experience to them. Thus, these places should be kept attractive and conducive as possible. Visitation of these places by the leisure guests keep a centre active, provide value to them as well as promoting and developing the potential economy of these centres, hence able to attract more investment.

Psychocentric travellers as described by the plog are a self-inhibitive, nervous, and non-adventuresome tourists. Psychocentric leisure tourists prefer going to the familiar places during their travels. Psychocentric has been widely taught and routinely acted as a cornerstone tourism theory and simultaneously viewed as having many flaws.

Basic economic and marketing theory assumes that consumers are rational beings and are able to allocate the scarce resources to fit their personal desires. The purchase of vacation travel requires the expenditure of both money and time as well the commitment of both inventory of physical and psychic energy.

Fieldwork destination (New York Manhatan) and its components sector

Fieldwork is the first hand observations made in the field as opposed to observations done or observed in a controlled environment. The tourists have often sought to explore places for different purposes which ranges from academic to leisure tours. There are increasing numbers of the organization struggling to operate effectively at the intersection between offering quality, purposeful vacation experiences that are not intrusive, exploitation or disruptive to the local people.

This has been one of the biggest achievements completed by the New York Manhattan.

Different themes have been adopted by the various components of the organization to improve the experience of their visitors. Entertainment attractions are one of the major concepts in a fieldwork destination. Manhattan has moved from the concept of amusement parks and fair grounds of former times with no underlying themes into a fantasy-provoking atmosphere.

The key aspect to consider in park development is the image landscape, the location and the markets which both should appeal to the tourist. Reproductive landscape that evokes the known products, events or stories in the public mind is most suitable. A theme park ground is normally modelled based on the tourist interest. Visitor figures are used to determine the required number of attractions. The largest and best parks provide a variety of rides and entertainment for the visitors, with a level of investment that encourages a repeat visit.

A choice modelling approach is another theme that is adopted by different organizations.

The perceived impacts of tourism on host communities and the associated residents’ attitudes towards tourism are an important aspect. The choice modelling approach can be used to identify the trade-offs residents are willing to make with respect to tourism impacts. This allows an estimation of the probability that residents will support a tourism project that generates a specified impact.

The rate at which residents are willing trade the negatives for the positives can be used to evaluate whether potential development in these communities will be beneficial in terms of either being supported by the majority of residents or making a positive contribution to their economic welfare. Market segmentation and the prediction of the tourist behaviours have also been considered as the efforts towards the improvement of the tourist experience. The preferences and the behaviour patterns of the tourist involved relaxation, nature and local culture. Market segmentation seeks to identify some easily identifiable characteristics of which purchasing behaviour of the tourist within the market may be predicted and targeted. Demographic and socio-economic characteristics have long been used as a basis of segmentation.

However, the power of age, gender and wealth to predict purchasing behaviour is fully situation-dependent because they are only indirectly to buying intentions. Backpacker ethnography is a concept of culture which advances the understanding of the tourist.

Such a concept furthers the understanding of a phenomenon that is so vast and diverse. It also displays widespread affinities, behavioural similarities, social interaction that enhances system of meaning and a connection to references.

The culture angles enable the backpackers to be viewed as a social in related category involving both self-perception and peer recognition. Road statures as a key phenomenon for the compression of the backpacker tourism culture comprises of hardship experiences, competence, cheap travels, along with the ability to communicate it properly. For examples clothes and equipment which back home would have been discarded are often mended and used.

The guide books, internet and emails have allowed the individual backpacker to invoke a personal virtual community to supplement face-to-face interactions. This enables a more selective choice of patterns, which a gain facilitates partitioning. The internet has changed the direction of the institutionalized that includes the increase scheduling and planning, flexibility as well as communication. Lastly, telematics opportunities have led to strengthening broader understanding, regional and technological development.

Telematics reduces the importance of the physical distances but does not eliminate the need for face-to face contacts. It is up to the firm to meet the challenge of turning what might seem to be a threat but which adapted to the firms’ local conditions and networks as a prosperous opportunities. The consequences of telematics for remote areas especially have to do with improved accessibility and communication facilities, while the possibilities for change of processes internally in the firms must be assumed to be largely the same irrespective of the location.

The utilization of telecoms in tourism and travel industry especially in remote areas should be given due consideration. The mere fact that hotels may be located in remote areas hardly implies a limitations as to their utilization of telecommunication based information and sale channels.

How the tourist experience can be improved

The tourist experience implies an understanding of tourist behaviour from the tourist’s own frame of reference, rather than the one imposed by the researcher. It is important to clearly understand the needs and wants of the different categories of the tourists so as to be able to deliver services and products as preferred by them. There is a tendency to read representations landscape and experiences on the behaviour of the tourist who reads them as part of their everyday lives.

Conceptualization and the analysis of the culture of the tourist and the consumption of the representations are equally important. 

The conservational research and participation observation to capture tourist knowledge and action are especially required in accordance to the frames of reference preferred by the tourists. Research focusing on the experience of the tourists should be advocated for, where concepts or methods which are useful in understanding the experience and culture of the people being given the first priority. The transport sector should be improved so as to make travel easier.

Resort centres that mostly suit the needs of the rich should be brought up within the range of the middle class people. Water ways, road networks, rails and the airstrips should be well improved. The tourist attraction centre management should ensure the availability of such services like post offices, and banks. This will enable the tourists to either post or receive mail at the same place. They will also be able to deposit or withdraw cash without traveling to another centre whenever the needs arise.

Accommodation should also be established so as to improve tourist destination. Hotels and lodges should be remodelled and refurnished to accommodate the traveling and the resident tourists in the best ways possible. New pleasant homes and hotels should be established to accommodate the sudden growth of the tourism.

Aspect of guides practice should be provided to the tourists to help them experience the country as they explore it. The guide should be in terms of the human personnel or the printed guide book which contains history and the description of the tourist site. The guide book also serves as a geography of the new areas to a nation with little understanding of the new territories. Travel magazines and illustrated promotional literature and the picture postcard collection also influence the tourist experience. It is recommended that management of the tourists, delivering of materials and setting the pace could be improved.

There should be more information on scheduling-information about what will happen during the trip, as well as clear instructions about time schedule and programmes. There is also a need to have more humorous and informative guides.

Guides should try to speak clear English with no dialect.

The development of different destinations such as national parks, historical architecture, and the urban site are much important in influencing the experience of the tourist. The healthiness of the travel activities and mental stimulation added to the success of the travel, alleviates the health problems. The security of the tourist destination is sought after.

Most of the tourists prefer traveling in the secure areas. The security of the place could be improved by employing tourist guides to look into the security measures of the visitors at the site. Improvement of security lights and fencing off the area is equally important. Equipment and vehicles are also important components which should be considered to improve the experience of the tourist. To hear the guide, better technical equipment and working public address system should be provided.

Comfort level in tourist vehicles with more space and seats need to be established. Another factor which is essential in improving the tourist experience is the provision and incorporation of games and other activities.

Fun, socialization, more games and activities in the tour such as on vehicle-based sightseeing tours and canoes tours, more time for swimming and sun-bathing are necessary in improving the experience of the tourist.

Conclusion

Tourism is one of the most economic activities in many countries that contribute a lot to the domestic growth. Tourist sites should be remodelled and refurbished to suit the needs and wants of the tourist. Tourist experiences should be clearly be understand to enable efficient deliverance of service and products to them based on their preference.

Reference

  1. Crag, M. (1997) Picturing Practices: research through the tourist gaze. Progress in the Human Geography, 21 (3), 359-373.
  2. Douglas, J.D. (1976) Investigate Social Research: Individual and team Field Research. London.
  3. Mejlving, M. and K. Halskov (1996) The Internet has grown from the nerds (in Danish only), Jyllands. Poster. April1. Smith, “A Test of Plog’s Allocentric/Psychocentric Model.” S. C. Plog, “A Carpenter’s Tools: An Answer to Stephen L.J. Smith’s Review of Psychocentrism/ Allocentrism,” Journal of Travel Research 29, no. 2 (1990): 43-45.
  4. S. L. J. Smith, “Another Look at the Carpenter’s Tools: A Reply to Plog,” Journal of Travel Research 29, no. 2 (1990): 50-51.
  5. Plog, “Why Destination Areas Rise and Fall in Popularity: An Update
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Islam Quran Life

Islam - The Quran and its Different Uses in Everyday Life

In the world we live in today there are many different religions. Islam is a religion that has over one billion followers worldwide. It teaches that one must submit to God (Allah) in heart, soul, and deed. A person that follows Islam religion is called a Muslim. Islam is based on the teachings of Muhammad, the central figure in Islam. He symbolizes to Muslims the perfect man that shows what it means to be a Muslim. The Quran is the book of Allah and it is written in Arabic. The word Quran means recitation in Arabic. All Muslims must recite the Quran in Arabic, regardless of their national language. The Quran consists of one hundred and fourteen chapters of six thousand verses, originally revealed to Muhammad over a period of twenty-two years (Esposito, Islam 17). These chapters which are called surahs are arranged according to length, from the longest being some twenty-two pages of Arabic text for sura two, through the shortest being only a single line for sura one hundred and eight (Rippin19). The name of Allah appears more than two thousand five hundred times in the Quran (Esposito, Islam 22). The Quran emphasizes service to God. "It envisions a society based on the unity and equality of believers, a society in which moral and social justice will counter balance oppression of the weak and economic exploitation" (Esposito, Islam 29). The Quran is the central religious text used by most Muslims to guide their prayer rituals, worship services, and family traditions. Muslims have many different forms of prayer rituals that they perform on a daily basis. To them, prayer is very important in their way of life and they use the Quran for many of their prayers. They perform prayer rituals called Salat five times each day. They pray at dawn, noon, afternoon, sunset, and evening. These five prayers, in the order of which they are performed, are called salat al-subh, salat al-zuhr, salat al-asr, salat al-maghrib, and salat al-isha (Rippin 101). Since Muslims live all over the world, there are Muslims praying all the time because of the time differences. Prayer is always done in the direction of the Kaaba shrine in Mecca. Kaaba is the House of God and Mecca is the holiest city of Islam and the birthplace of Muhammad (Esposito, What Everyone 24). The prayers are said in Arabic and they combine "meditation, devotion, moral elevation, and physical exercise" (Esposito, What Everyone 24). Their basic physical positions for prayer are standing, bowing, sitting or kneeling, and prostration (Zepp 82). The prayers take about five to ten minutes each (Ahmed 33). "The whole sequence of the ritual is repeated twice in the morning, three times at sunset, and four times in the noon, afternoon and evening prayers" (Rippin 101). This equals to seventeen daily prayers. Additional prayers can also be performed. There is the witr prayer which is performed at night (Rippin 102). Also, the wird prayer is a private prayer based on the recitation of the Quran (Rippin 102). Before Muslims pray they must perform ablution. Ablution is a spiritual and physical cleaning. They begin by cleaning their minds from thoughts and concerns and concentrate on God and his blessings. Then they wash their hands, face and feet. The arms they wash up to the elbows. Then they say, "I bear witness that there is no god but God; He has no partner; and I bear witness that Muhammad is His servant and messenger" (Esposito, What Everyone 25). The person that recites this must say the statement with an honest intention. If a person is under ceremonial impurity, then he must wash his whole body. The cause of this impurity is any seminal emission or contact with sexual organs (Williams 98). Worshippers may also use sand when water is not available. This process is called tayammum. The person places the hands on the soil and rubs the face with the hands (Williams 98). There are two types of ablution. They are ghusl and wudu. Ghusl is done after acts of great defilement like sexual intercourse. Wudu is done after small defilements like going to the bathroom, sleep, and simple contact with the opposite sex (Farah 138). Muslims also follow the Quran as a guide to do their worship services. They follow the Five Pillars of Islam to Worship Allah. The first pillar is daily confession of the faith called shahada. A Muslim must say, "There is no god but God (Allah) and Muhammad is the messenger of God" (Esposito, What Everyone 17). This proclamation confirms to Muslims that there is only one God and to idolize others is an unforgivable sin. The second pillar is daily ritual prayer called salat. They are performed five times a day. The prayers are recitations of the Quran in Arabic. The prayers are done with physical movements. These movements are: standing, bowing, kneeling, touching the ground with one's forehead, and sitting. The recitation and movements demonstrate submission, humility, and the adoration of God (Esposito, What Everyone 19). At the conclusion of the prayer, they recite the shahada and they repeat their "peace greeting" twice. This "peace greeting" says "Peace be upon all of you and the mercy and blessings of God" (Esposito, Islam 89). The third pillar is paying the alms tax called zakat. Muslims are required to pay an annual contribution of two and a half percent of their individual wealth and assets. This money is used to help the poor, orphans, and widows. Zakat is an obligation to respond to the needs of the less fortunate. It is an act of worship, or thanksgiving to God, and of service to the community (Esposito, Islam 90). The fourth pillar is fasting during the month of Ramadan and is called sawn. It is done once a year on the ninth month of the Islamic calendar. During this month, Muslims that are healthy must abstain from dawn to sunset from food, drink, and sexual activity. Families eat before sunrise to sustain them until sunset. Then they eat a light meal at dusk and eat a late evening meal (Esposito, Islam 91). Fasting lasts for twenty-nine or thirty days. Ramadan is a time of spiritual discipline and of expressing gratitude towards God (Esposito, Islam 90). "Total abstinence reminds the Muslim that each life is one of sacrifice, dependent on God" (Zepp 88). Muslims recite a special prayer that is only recited during Ramadan (Esposito, Islam 91). The Eid al-Fitr is the Feast of the Breaking of the Fast of Ramadan and is a celebration that lasts three days (Esposito, Islam 91). The fifth pillar is a pilgrimage to Mecca called hajj. At least once in their lifetime, a Muslim must make the sacrifice to make this pilgrimage which is done after Ramadan. The conditions to go are that they must pay for themselves without burrowing the money and be able to afford it (Ahmed 37). They are from different classes, colors, nationalities, and races and they are in the same dress performing the same rituals (Zepp 90). About two million Muslims go every year. Pilgrim men must wear two seamless white sheets and the women must cover their whole body except for their hands and face. These coverings symbolize purity as well as the unity and equality of all believers (Esposito, What Everyone 22). As Muslims arrive in Mecca they go to the Kaaba where they move counterclockwise around the Kabba seven times symbolizing their entry before God. The Kaaba is known as the "House of God". It is a cube-shaped house in which the sacred black stone is embedded (Esposito, Islam 91). In the coming days, the pilgrims participate in several ritual ceremonies that symbolize important religious events. They also visit the Plain of Arafat where they stand before God in repentance for forgiveness for all Muslims (Esposito, Islam 92). The Eid al-Adha is the Feast of Sacrifice which lasts four days and symbolizes the annual completion of the pilgrimage to Mecca. Here they sacrifice animals and most of the meat is given to the poor (Esposito, Islam 92). Also, during daily prayers, the faithful go to the mosque to pray. The mosque is a place of peace and serenity without images or idols of worship. The mosque has a carpet on which to stand or sit and meditate. "If a mosque is unavailable, a prayer rug may serve as a "mosque", and each rug will have a point in its design to orient the prayer to Mecca" (Zepp 81). Muslims stand and bow before God. Worshippers begin by raising their hands and proclaiming God's greatness, "Allahu Akbar", or God is most great (Esposito, What Everyone 25). Then, passages of the Quran are recited. On Fridays a great congregational prayer is done in the afternoon called juma. The men and women worship in separate groups (Esposito, What Everyone 33). This prayer is led by a leader who is called imam. There is also a sermon called khutba which combines religious advice on social and political issues based on the Quran's teachings (Esposito, What Everyone 33). Muslims use the Quran as a guide to worship Allah. They invoke the name Allah (God) on an average of no less than twenty times a day (Farah 6). Worshipping Allah has many effects on their actions. Muslims shed the attire of daily life for a plain white linen cloth as a symbol of equality. A person must profess the Shahadah, or open testimony which states their belief in Allah. "The words of the Shahadah are said fourteen times a day if a Muslim does all daily prayers. The Shahadah is heard at every significant occasion from birth to death" (Zepp 80). "Al-Islam" signifies the total submission to the will of God. Muslims also have obligations they must follow. For instance, they have obligations such as obedience to Allah, kindness, consideration, and chastity (Farah 127-28). They also have a social morality that requires them to place duty before right, as well as ceremonial duties (Farah 128). These duties are incumbent regardless of their status in society. Their most important act of faith in their ceremonial duties is "There is no god but God", or al-Shahadah (Esposito, Islam 88). Muslims also use the Quran to guide their family traditions. To them, marriage is the basis of a family. Although to have a valid Muslim marriage, a marriage contract or marriage proposal must be mutually agreed upon by the bride and the groom (Zepp 99). The man must give the bride a mahr, or gift, as a form of surety. This gift is usually money, but it can be any other thing. Two Muslim men must be witnesses to the offer and to the acceptance (Zepp 99). Unlike other religions, marriage is not a sacrament but a social contract to establish family unity (Zepp 99). Marriage is preferred to be between two Muslims and within the extended family, even though men are allowed to marry non-Muslim women (Esposito, Islam 94). "The Quran permits a man to marry up to four wives, provided that he is able to support and treat them equally" (Esposito, Islam 95). On the other hand, "The vast majority of men are monogamous" (Ahmed 152). The marriage "emphasizes the great significance attached to family life as a force for unity in Islamic society" (Farah 166). Divorce and remarriage is allowed as a last resort. A requirement stated in the Quran says that a husband must pronounce "I divorce you" three times for a period of three months to allow time for reconciliation (Esposito, Islam 96). Nowadays, in many countries, Muslim women can request a divorce from the courts based on different grounds. Also, in a marriage, the men must pay the household expenses and he has the final decisions on family matters. The wife takes care of the house and the children and supervises their religious and moral training (Esposito, Islam 96). On the other hand, the wife obeys her husband. The birth of a son is a joyful event for every Muslim family. When the son reaches the age of seven, the circumcision rite is performed and strictly observed (Farah 167). Male circumcision is required in Islam according to tradition and Muhammad's example (Sunnah) (Esposito, What Everyone 101). Circumcision symbolizes submission to God's will. It is an important part of a boy's life showing a transition to adulthood that includes male responsibilities and attendance to public prayer. This circumcision rite launches the boy's formal study of the Quran at school (Farah 167). The daughter on the other hand stays close to the house where she receives her education. The girl is taught to become a good housewife and mother. The parents' main concern is about a properly arrange marriage (Farah, 167). For Muslims, the Quran is the central religious text that guides their prayer rituals, worship services, and family traditions. Memorization of the entire Quran brings immense prestige and merit. The Quran provides rules that guide a person in relation to modesty, marriage, divorce, inheritance, feuding, intoxicants, gambling, diet, theft, murder, fornication, and adultery (Esposito, Islam 29). The Quran emphasizes service to God because is their belief that it is on earth and in society that God's will is to govern and prevail (Esposito, Islam 28). Islam is not only a religion but an all-embracing way of life (Farah, 14). The Quran is the sacred text that is most widely read in the world today (Farah 79). As a result, Muslims use it to help guide their spiritual life all over the world.

Works Cited

Ahmed, Akbar S. Islam Today: A Short Introduction to the Muslim World. London: I.B.Tauris, 1999. Esposito, John L. Islam: the Straight Path. 3rd ed. New York: Oxford UP, 1998. Esposito, John L. What Everyone Needs to Know about Islam. New York: Oxford UP, 2002. Farah, Caesar E. Islam: Beliefs and Observances. 7th ed. Hauppauge: Barron's, 2003. Rippin, Andrew. Muslims: Their Religious Beliefs and Practices. Vol. 2. London: Routledge, 2001. Williams, John A., ed. Islam. New York: Washington Square P Inc., 1961. Zepp Jr., Ira G. A Muslim Primer: Beginner's Guide to Islam. 2nd ed. Fayetteville: University of Arkansas P, 2000.

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Example Tourism Essay

Outline the key requirements for good research and identify how research might support policy-making.

Research, defined as a broad range of processes designed to provide policy makers and managers with information that is objective, reliable and as reproducible as possible (Bull, 1999) is a vital business tool used to support policy makers in making decisions. Page (2003) also suggests that tourism policy-making is inherently a political activity, affected by the formal structure of government. A wide range of forces affects policy making, and policy does not exist in a vacuum, because various agencies exist to implement it. Drew (1980) suggests that research is conducted to solve problems and to expand knowledge, and stresses that research is a systematic way of asking questions, a systematic method of enquiry (taken from Bell, 1999). As previously mentioned, policy making is a fundamental business tool, however it must be noted that undertaking research is also a very expensive, time consuming and complex task and researchers must be able to select the right information to avoid further implications. Research activity supports policy-making in a number of ways. First of all if a company is deciding to open a new site in a different country for example, they will need to know who their competitors are, how accessible is the place, where will the labour come from, what impact will this have on the locals? How safe is the area? How will the marketing and advertising be conducted to ensure its success? It is clear from this simple example how complicated and time consuming information gathering can be. Primary data, secondary data, or both may be used in a research investigation. Primary data is original data gathered for a specific purpose as for example interviewing the local community, while secondary data is data that has already been collated for similar purposes, i.e. crime statistics. Data here, could be collected either through quantitative, therefore utilising a positivist approach, or qualitative methods therefore adopting a phenomenological approach. Policy makers will need to know whether that policy is going to be successful, politically/legally/ethnically acceptable, the costs involved, the number of staff needed to implement that policy and whether it fits with the wants, needs and aspirations of the people directed at (Ritchie and Goeldner,1994). Taking into consideration the fact that research can be an expensive and time consuming task and that this may make or break policy decisions, some key requirements for good research have been identified. Bell (1999) suggests that the following are to be considered as key requirements for good research to be conducted: the utility of data, therefore the data that can be used, the cost-effectiveness whereby benefits must be greater than costs; timeliness therefore data that will be there when needed; accuracy, data will need to be accurate; and finally whatever procedure for collecting data is selected, it should always be examined critically to assess to what extent it is likely to be reliable. Reliability is the extent to which a procedure provides similar results under constant conditions on all occasion, however due to the nature of tourism this is not always the case. Three policies examples will now be provided to show how research generated the information that was needed to make those policy decisions. The first policy considered is that of Stonehenge. As suggested by Chris Blandford Associates (2000) this World Heritage Site survived for thousands of years and not so long ago two roads were introduced into the landscape, bringing with them ever increasing traffic and serious environmental problems. Government's proposal to close the A344 and to place the A303 in a 2 Kilometre tunnel where it passes the stone has raised many arguments. The policy for Stonehenge all started with the vision to save this site from environmental degradation and placing it back in its original and unique settings, by eliminating the impact on the environment made by the noise and sight of traffic. The way in which this could be achieved was by closing one road, the A344, and introducing a two kilometre tunnel. It is important to stress that the decision of policy makers to close the road and introduce the tunnel to solve the problem, has not been decided overnight, but has been the result of extensive study and consultation since 1991, and alternative ways have been considered prior to the decision. Between 1991 and 1993 other 50 possible routes were considered. At this stage researchers decided to gather primary data, by means of a panel, from local bodies and organisations in order to have their views on the matter. Each representative gave their own view, and during the process all the possible alternatives were considered and discussed. A Public Consultation was held in April 1993, whereby four routes were put forward as a possible solution to the problem. In 1994 two national bodies organised a one-day international to debate solutions for both a road improvement and a new visitor centre for Stonehenge (Chris Blandford Associates, 2000). A Public Exhibition was held in September 1995 and a Planning Conference followed in November 1995 to understand publics and other interested organisation's perceptions and ideas of the proposal. A further public consultation was held in 1999, and once again households in the vicinity were consulted (Chris Blandford Associates, 2000). In November 2000, the Highway Agency conducted primary research to gather qualitative and quantitative data by means of desk study and field.
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Statistics Essay Example Downdload Free

Using the crime survey of England and Wales, examine how experience of crime affects citizen's opinions of the criminal justice system. What demographic factors influence the relationship between experience of crime and rating of the criminal justice system?

Introduction:

In order to answer the question posed, the following analysis is split in to three sections. Firstly, Section 1 presents an initial inspection of the variables in the dataset. A statistical modelling procedure is then proposed in Section 2 in order to address which variables affect citizen’s opinions of the criminal justice system. Appropriate conclusions are then drawn in Section 3.

Section 1: Description of the data

1.1: Variables in the dataset

The crime survey of England and Wales provided data for 35371 individuals. There is a clear problem with missing data in the dataset, which will be investigated in due course and discussed in detail in Section 2. The variables in the dataset can be grouped in to three types for this analysis: (1) Demographic factors: Sex: categorical variable Age: continuous variable Marital status: categorical variable Respondent Social Class: categorical variable Type of area: categorical variable (2) Variables relating to citizen’s opinions of the criminal justice system, such as: How confident are you that the Criminal Justice System as a whole is effective? (4 level ordinal categorical variable ranging from “very confident” to “not at all confident”) (3) Variable relating to citizen’s experience of crime: Experience of any crime in the previous 12 months? Categorical variable

1.2: Inspection of the data

As a starting point, some initial inspections of the data were conducted by assessing variables on an individual basis. Of the 35371 individuals, there were 16176 males and 19195 females, as shown in Table 1. Hence there were no missing values for the sex variable. Table 1: Gender frequencies in the crime survey of England and Wales

Valid Frequency Percent Valid Percent Cumulative Percent
Male 16176 45.7 45.7 45.7
Female 19195 54.3 54.3 100.0
Total 35371 100.0 100.0  

For the continuous age variable, ages ranged from 16 to 99. There was a small percentage of individuals who did not give their age (0.33%), thus these responses are missing. See Section 2 for more details on missing values. Only 61 of the 35371 individuals did not provide their marital status (0.17%). Similar to the age variable, this percentage appears to not be meaningful. Table 2 shows the marital status frequencies in each of the 8 categories. The frequencies in the “same-sex civil partnership and living with partner” category and the bottom two categories in Table 2 (all highlighted in bold) are small in comparison to the others. For the modelling procedure in Section 2, it is of benefit to have sufficiently large counts in each of the categories and to have a smaller number of categories. Consequently, the categories were combined in a relevant way. The “same-sex civil partnership and living with partner” category was combined with the married category. Similarly, the “SPONTANEOUS ONLY separated but legally in same-sex civil partnership” was combined with the separated category. Finally, the “SPONTANEOUS ONLY surviving civil partner” was combined with the widowed category. In other words, categories that relate to civil partnerships had to be combined with the corresponding same-sex partnerships due to small counts. Table 3 gives frequencies for the new marital status variable. Individuals who are either single or married account for nearly 75% of the dataset. This new marital status variable is used in the modelling procedure of Section 2 and is referred to as “MaritalStatusNew” from now on. The respondent social class categorical variable had a very large number of categories, therefore making interpretations difficult. Clearly there are too many categories for it to be considered as a categorical variable in a statistical model in Section 2. Although an attempt could be made to try and group the categories in to a much smaller number, this was not deemed sensible. This is because results in Section 2 could potentially differ drastically depending on the groupings chosen. In addition, 1765 individuals did not state their social class (4.99%). Given all these points, this variable was not considered further in Section 2. The type of area variable had no missing values with 27585 individuals (77.99%) stating that they live in an urban area and 7786 (22.01%) individuals stating that they live in a rural area. Table 2: Marital status frequencies in the crime survey of England and Wales

Valid Frequency Percent Valid Percent Cumulative Percent
Single 10513 29.7 29.8 29.8
Married and living with husband/wife 15657 44.3 44.3 74.1
In a same-sex civil partnership and living with partner 90 .3 .3 74.4
Separated 1273 3.6 3.6 78.0
Divorced 3936 11.1 11.1 89.1
Widowed 3818 10.8 10.8 99.9
Separated but legally in same-sex civil partnership 18 .1 .1 100.0
Surviving civil partner 5 .0 .0 100.0
Total 35310 99.8 100.0  
Missing System 61 0.2  
Total 35371 100.0    

  Table 3: Marital status frequencies (with combined categories) in the crime survey of England and Wales

Valid Frequency Percent Valid Percent Cumulative Percent
Single 10513 29.7 29.8 29.8
Married 15747 44.5 44.6 74.4
Separated 1291 3.6 3.7 78.0
Divorced 3936 11.1 11.1 89.2
Widowed 3823 10.8 10.8 100.0
Total 35310 99.8 100.0  
Missing System 61 .2  
Total 35371 100.0    

The five variables relating to citizens opinions of the criminal justice system (type 2 in Section 1.1) have large proportions of missing values, as shown in Table 4. Table 4: Frequencies for citizen’s opinions of the criminal justice system

  How confident are you that the police are effective at catching criminals? How confident are you that the Crown Prosecution Service is effective at prosecuting people accused of committing a crime? How confident are you that prisons are effective at rehabilitating offenders who have been convicted of a crime? How confident are you that the probation service is effective at preventing criminals from re-offending? How confident are you that the Criminal Justice System as a whole is effective?
Valid 17727 16892 16145 15193 17452
Missing 17644 18479 19226 20178 17919

Given the nature of the question, attention is focused on the “How confident are you that the Criminal Justice System as a whole is effective?” variable, which will be referred to as “CJSopinion” from now on. This is because interest lies in determining which variables affect citizen’s opinions of the criminal justice system generally rather than any specific aspects of it. A more detailed analysis would also focus on the other four variables. The CJSopinion variable will therefore be the dependent variable in Section 2. The consequences of the 17919 missing values (50.66%) are discussed in detail in Section 2. Table 5: How confident are you that the Criminal Justice System as a whole is effective (CJSopinion)?

  Frequency Percent Valid Percent Cumulative Percent
Very confident 573 1.6 3.3 3.3
Fairly confident 7556 21.4 43.3 46.6
Not very confident 7164 20.3 41.0 87.6
Not at all confident 2159 6.1 12.4 100.0
Total 17452 49.3 100.0  
Refusal 2 .0    
Don't know 779 2.2    
System 17138 48.5    
Total 17919 50.7    
Total 35371 100.0    

The final variable to consider is the variable relating to individuals experience of crime. This variable had no missing values with 29819 individuals (84.30%) stating that they had not been a victim of crime in the last 12 months. This variable will be referred to as “ExperienceOfCrime” from now on.

Section 2: Modelling the data

2.1: Potential approaches

Based on Section 1.2, CJSopinion is chosen as the dependent variable with sex, age, MaritalStatusNew, type of area and experience of crime as the independent variables. The continuous variable age is mean centered to aid interpretability. There are a number of modelling based methods that one may consider in order to determine which of the independent variables significantly affect citizen’s opinions of the criminal justice system. For example: (1) Linear regression with CJSopinion as the dependent variable and sex, age, MaritalStatusNew, type of area and experience of crime as the independent variables. (2) Multinomial logistic regression with CJSopinion as the dependent variable and the same independent variables as (1). (3) Ordinal logistic regression with CJSopinion as the dependent variable and the same independent variables as (1). Approach (1) relies upon the assumption that the dependent variable is truly continuous and the intervals between consecutive values are equal, both of which are questionable for this case. Approach (2) is an acceptable approach but it does not exploit the fact that the dependent variable in this case is ordinal. Approach (3) is the preferred approach since it exploits the fact that the dependent variable is truly ordinal. In contrast to traditional logistic regression approaches, the ordinal approach in SPSS is based upon the logit of the cumulative probabilities. SPSS uses the proportional odds form of this model. The reader is referred to Agresti (2013, chapter 8.2) for more details.

2.2 Missing data and checking the adequacy of the model

As detailed in Section 1.2, the dataset contains missing values on both the dependent and the marital status independent variable. The problem is of more concern for the dependent variable since 50.66% of the values were missing. The ordinal regression procedure in SPSS only allows for the listwise deletion method of dealing with missing data. The listwise deletion method deletes all the observations for any individual who has any missing values on either the independent or dependent variables. Despite this, listwise deletion still leaves 17427 individuals who have no missing values on any of the dependent or independent variables. However, listwise deletion is a strong assumption that relies on the missingness being random. The assumption was deemed to be acceptable for this dataset, the details of which are given in Section. More details on missing data are given in Agresti (2013, p. 471) and Little and Rubin (2002). Prior to running the ordinal regression model in SPSS it is important to make sure that there are no low cell counts for combinations of the dependent variable with each of the categorical independent variables in the dataset (for the individuals with no missing values). Crosstabs of the dependent variable against each of sex, MaritalStatusNew, type of area and experience of crime were assessed. All the counts were sufficiently large, thus the model was deemed acceptable to be run in SPSS. The proportional odds model also assumes a proportional odds assumption. This means that the model assumes the same regression effects for each cumulative logit (Agresti, 2013). This can be assessed in SPPS, as detailed in Section 2.3.

2.3 Ordinal logistic regression in SPSS

In order to address the first part of the research question: “Examine how experience of crime affects citizen's opinions of the criminal justice system”, an ordinal logistic regression was run in SPSS with the dependent variable CJSopinion and independent variable experience of crime. For the dependent variable, “not at all confident” is treated as the baseline and for experience of crime, “not a victim of crime” is treated as the baseline. Ordinal logistic regression can be performed in SPSS by selecting the Analyze tab then Regression and then ordinal, as shown below. CJSopinion is then entered as the dependent variable and experience of crime as the single independent variable in the factor(s) box. In order to test the proportional odds assumption, the test of parallel lines tick box should be checked on the output tab, as shown below: The key part of the SPSS output is the parameter estimates. These are shown in the table below. Table 6: Parameter estimates for the proportional odds model (no demographic variables)

  Estimate Std. Error Wald df Sig.
[CJSopinion = very confident=1] -3.341 .043 6092.466 1 .000
[CJSopinion = fairly confident=2] -.090 .016 30.468 1 .000
[CJSopinion = not very confident=3] 2.010 .024 6975.842 1 .000
[ExperienceOfCrime=victim of crime=1] .301 .039 59.541 1 .000
[ExperienceOfCrime = not a victim of crime=0] 0a . . 0 .

The model has three intercept parameters (one for each cumulative logit) and these are labelled thresholds in the parameter estimates. These parameters are not usually of interest unless interest lies in calculating response probabilities (Agresti, 2013). Attention is therefore focused on the location part of the parameter estimates. The experience of crime variable is statistically significant since the p value in the Sig column is <0.001. In order to interpret the coefficient, we can say that the odds of being less than or equal to a given value of the dependent variable are exp(0.301)=1.35 times greater for those who have been a victim of crime than those who are not a victim of crime. For example, for the lowest category of the dependent variable, the odds of being very confident in the criminal justice system are 1.35 times greater for those have been a victim of crime than those who have not been a victim of crime. The proportional odds assumption was found to be satisfied since the p-value in the sig column is not less than 0.05 (at the 5% significance level). The SPSS output is shown below. Table 7: Test of Parallel Linesa

Model -2 Log Likelihood Chi-Square df Sig.
Null Hypothesis 49.120      
General 49.032 .087 2 .957

The next stage is to add the demographic variables in to the model. The table below shows the parameter estimates for this case. Table 8: Parameter estimates for the proportional odds model (with demographic variables)

  Estimate Std. Error Wald df Sig.
[cjsovb1 = 1] -3.323 .060 3099.016 1 .000
[cjsovb1 = 2] -.063 .045 1.967 1 .161
[cjsovb1 = 3] 2.051 .048 1808.076 1 .000
AgeMeanCentered .008 .001 66.790 1 .000
[sex=Male] -.009 .029 .102 1 .749
[sex=Female] 0a . . 0 .
[Type of area=urban -.028 .035 .667 1 .414
[Type of area=rural] 0a . . 0 .
[MaritalStatusNew=Widowed] -.296 .065 20.602 1 .000
[MaritalStatusNew=Divorced] .230 .054 17.951 1 .000
[MaritalStatusNew=Separated] .080 .081 .975 1 .323
[MaritalStatusNew=Married] .110 .038 8.198 1 .004
[MaritalStatusNew=Single] 0a . . 0 .
[ExperienceOfCrime=victim of crime=1] .357 .040 81.390 1 .000
[ExperienceOfCrime = not a victim of crime=0] 0a . . 0 .

The experience of crime variable remains significant after the inclusion of the demographic variables with similar conclusions to before. The continuous variable age is significant. In order to interpret this variable, we can say that for a one unit increase in age, the odds of being very confident are exp(0.008)=1.008 times greater (holding other variables constant). For marital status, the odds of being very confident in the criminal justice system are exp(0.296)=1.34 times greater for those who are single than those who are widowed (holding other variables constant). In addition, the odds of being very confident in the criminal justice system are exp(0.230)=1.26 times greater for those who are divorced than those who are single(holding other variables constant). Similarly, the odds of being very confident in the criminal justice system are exp(0.110)=1.12 times greater for those who are married than those who are single (holding other variables constant). Type of area and sex were non-significant. The proportional odds assumption was found to not be satisfied for this model since the p-value was less than 0.05. Rather than rejecting the model outright, Agresti (2013, page 307) recommends performing separate binary logistic regressions (by collapsing over the levels of the ordinal response) and comparing the parameter estimates obtained to those from the original proportional odds model. For this model, the estimates were not found to differ drastically so the assumption was deemed to be viable.

2.4 Assessing the listwise deletion of missing values

SPSS only allows for listwise deletion of missing values when conducting ordinal regression. However, traditional linear regression techniques in SPSS allow for alternative methods for dealing with missing values. It is acknowledged that the use of traditional regression methods for an ordinal response is more questionable and open to debate. However, the same conclusions with regards to which variables are significant are obtained by treating the response as continuous as opposed to ordinal. Table 9: Parameter estimates for the linear regression model (with demographic variables)

Parameter B Std. Error t Sig.
Intercept 2.595 .017 149.591 .000
[sex=Male] -.003 .011 -.258 .796
[sex=Female] 0a . . .
[Type of area=urban -.013 .014 -.933 .351
[Type of area=rural] 0a . . .
[MaritalStatusNew=Widowed] -.114 .025 -4.499 .000
[MaritalStatusNew=Divorced] .092 .021 4.304 .000
[MaritalStatusNew=Separated] .029 .032 .920 .357
[MaritalStatusNew=Married] .044 .015 2.958 .003
[MaritalStatusNew=Single] 0a . . .
[ExperienceOfCrime=victim of crime=1] .139 .015 8.982 .000
AgeMeanCentered .003 .000 8.191 .000

The same conclusions were also obtained when alternative methods were chosen for dealing with the missing values (pairwise deletion and mean substitution) thus giving more confidence in the results obtained for the original proportional odds regression model in Table 8.

3 Conclusions

To conclude, the results of Section 2.3 indicate that experience of crime significantly affects citizen’s overall opinion of the criminal justice system. This was true before and after accounting for other relevant demographic variables. After accounting for other variables, the odds of being very confident in the criminal justice system were 1.43 times greater for those who have been a victim of crime than those who had not. Age and marital status were also found to significantly affect citizen’s overall opinions of the criminal justice system. Gender and whether the area was urban or rural were not found to affect citizen’s overall opinion of the criminal justice system.

References:

Agresti, A. (2013). Categorical Data Analysis, 3rd edition. New Jersey : John Wiley and Sons, Inc, Little, R. J. and Rubin, D.B. (2002). Statistical Analysis with Missing Data, 2nd ed. Hoboken, NJ: Wiley.

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Business BFTA Travel

1.0 Executive Summary

May 31, 2009 marks the grand opening of Business and Fun Travel Agency (BFTA) and will strive to be the primary travel agent to service people in the Central North America, specifically the Pine Bluff, Arkansas area. BFTA's potential success relies on the annual growth in the travel industry. Further, the Pine Bluff traveling needs are expeditiously increasing due the growth in its business economy. More and more companies are paying for employee development which in turn, will afford BFTA the opportunity to take advantage of the travel ripened environment. The Pine Bluff area and its surrounding states have a large concentration of vacation resorts. BFTA's target market is a unique group and BFTA will provide a specialized and thus differentiated service. BTFA will strive to stay competitive in this industry, and anticipates yielding about $250,000 within its 1st year of operating.

2.0 Introduction

BFTA is a travel agency that will service not only the business district, but personal travel seekers as well. We provide consulting and custom business travel arrangements as well personal vacation packages. BFTA's strive to become the most elite provider of traveling market to the people of the Pine Bluff, AR. BFTA's employees and owner are prolific travel individuals, as well as keen business professionals.

3.0 SWOT Analysis

3.1 Strengths

  • BFTA's owner has a great reputation in this industry. His experience and the network of valuable connections he has developed will contribute greatly to BFTA's success.
  • BFTA will be ideally located. The Pine Bluff, AR is a mid-size city with and fairly large business district. In addition, Pine Bluff is located 45 miles from the Little Rock, AR and less than two hours from Hot Springs. The Arkansas River surrounds the state. Also, Pine Bluff is conveniently positioned in close proximity to Tennessee, Texas, and Kansas City. These geographic features will continue to attract potential customers.
  • The BFTA team is experienced in the business travel business and in vacation resorts. Initially, BFTA will be owned and operated by, Craig Russell and his wife La Shanna Russell and an Assistant Amber Hunter. Both Mr. and Mrs. Russell a very vast knowledge of business travels as well as relaxing vacation spots through personal and business related experience.
Moreover, they are both willing to sacrifice extra time and effort to build a successful business. BFTA will offer profit sharing as well as an excellent benefit package to its ground-floor members. BTFA will also in the future utilize small businesses to stimulate the economic growth in the area.
  • BFTA is extremely confident that the traveling market will continue to grow. A vast majority of the population is beginning to travel significantly whether it is business or leisure.

3.2 Weaknesses

  • BFTA is a start-up and the odds are stacked against small start-up companies.
  • With limited staffing, they will be faced with long hours for little pay during the first two years of operation.
  • Preliminary estimates of sales and expenses suggest that BFTA will remain financially stable. However, BFTA's cash position, which will be particularly vulnerable in year one.

3.3 Opportunities

  • The national traveling market is growing annually, and preliminary estimates suggest that the Pine Bluff area will continue in this area.
  • BFTA plans to begin this effort via a World Wide Web campaign in the first year of operation and commence to obtain a diverse clientele group.
  • BFTA has the management and staff to produce a top-quality service. Only to increase it's employee base gradually over time.

3.4 Threats

  • The Internet provides consumers the ability to plan and arrange trips for themselves. This, in turn poses to potentially lesson the need for BTFA professional services.
  • Economic recession would threaten BFTA's sales as consumers will decrease the travel/vacation significantly.

3. 5 Competitors

Aside from the Internet, BFTA has approximately 3 immediate competitors in the greater Pine Bluff area:
  • Travel Time: Based on the east coast, Travel Time is well known in the Little Rock area. They have serviced the area for many years and have an excellent reputation for customer satisfaction. However, their packages are expensive and appeal primarily to a high-income clientele.
  • Fun in the Sun: Based in Chattanooga, TN, Fun in the Sun is a traditional agency and has been in business for 10 years. They deliver fairly good quality of service however, they have a high personnel and management turnover and the lack of a clear plan for future growth.
  • Travel Inc.: Global was established in 2001 and has successfully established themselves as traveling industry. Global has done a good job positioning itself through successful marketing communications and management. However, they are based in the Hot Springs area which has a very competitive travel environment.

4.0 Environmental Analysis

1 Business Travel Overall, business travel comprises 18 percent of total U.S. domestic person-trips. Business person-trips are most often taken for general business purposes (likely for consulting, client service, etc) (44%). One in five (22%) business person-trips are taken for the primary purpose of attending a convention, conference or seminar. One-third (34%) of business person-trips are made by those traveling for combined business and pleasure purposes. One-third (32%) of business person-trips include air transportation. One in six (17%) business trips include multiple adults from the same household; 10 percent include children under 18. (Sources: Domestic Travel Market Report, 2004 Edition; Business and Convention Travellers, 2004 Edition) Vacation Package Travel: One quarter (23%) of past-year travellers (33.3 million adults) say they bought a travel package within the past three years - that is, a trip including at least transportation and a place to stay all in one price. The average age of a package traveller is 43 years and the gender breakout is almost even (47% men, 53% women). A majority (68%) of these travellers are married; 24% are single, never married. Half (51%) have children in their household. Four in ten (43%) have a college degree or more education. The average annual household income of a package traveller is $72,400. Nearly 80 percent of all air business travellers say their company has one or more business travel policies in place. One-third said that one or more of these policies were implemented in just the past year. Examples of these new restrictions include limiting the class of air service that can be used (14%), requiring U.S.-only travel (31%), limiting travel per diems (19%), restricting the number of employees traveling (25%), and requiring/recommending they drive instead of fly (34%). The improvement in online business communications has accelerated the use of technology as an alternative to taking business trips. Business travellers are turning to the Internet for the best airline ticket price, with almost half of all business air travellers personally purchasing their ticket online at least once in the past year. (Sources: https://www.tia.org/pressmedia/domestic_a_to_z.html#b)

5.0 Target Market

According to the 3Queensland Australia site, adventure travellers are 61 percent male, aged 40.5 years, income of $74.7K, 22% married, 7% with kids under 12, 91% full time employed, 79 % college graduate, has 28 annual vacation days, spends $5076. There are over 52, 000 people in BFTA's local target market. BFTA will focus on the sale and promotion of traveling market primarily to individuals, but also to corporate clients in the Pine Bluff area. BFTA will also target the following groups: Couples and individual traveling marketers: This is the customer group that meets the demographic profile for traveling marketers - ages 18-35, marriedw children, or single and with household income greater than $50,000. BFTA will also target Group traveling marketers, corporate traveling marketers and local businesses in an attempt to secure corporate accounts. BFTA plans to focus its initial efforts on the traveling market in the greater Pine Bluff area. As BFTA grows, marketing efforts will expand. The major purchasers that fit BFTA's target market are located in urban areas within these states: Tennessee, Texas, Kansas, Alabama, and Georgia.

6.0 Market Research

Research on the travel and tourism industry will be purchased as necessary. Demographics and spending patterns of traveling marketers have been secured and used to formulate communications strategy. BFTA will conduct customer surveys when a specific research problem is identified. BFTA subscribes to several industry publications and will attend trade shows to stay abreast of relevant issues. Domestic travel accounts for approximately 50% of industry revenues. Business travel can be divided into two categories, the medium to large corporate account, and the small independent business owner. Leisure travellers are classified according to the types of trips they take, income, or age. The four primary leisure travel groups are:
  • Adventure, Special-Interest, R&R, Honeymoons & Sightseeing Trips
  • High-Income Travellers
  • Budget-Conscious Travellers
  • Families, Students & Seniors

According to the Travel Industry Association of America (TIA) estimates total U.S.

Travel expenditures at $733.9 billion, up from $699.9 billion for 2006. Based on these and other figures, BFTA estimates the Pine Bluff traveling market to be approximately $2 million annually. BFTA estimates that it will capture a 20% of this market.

7.0 Marketing Strategy

BFTA marketing strategy is to build a strong customer satisfaction base. BFTA's primary focus is that of business travel. BFTA strives to reach consumers search for personal traveling for vacation as well. BFTA wants to establish itself as the core of our customer base and give them a sense of confidence knowing that BFTA will provide all of their traveling needs. Our goal is to keep smiles on our customer's faces and provide a comfort in our customers in knowing that are getting the best unparalleled service which includes saving time and money, and confidence in the vacation's success.

8.0 Marketing Tactics

Develop brand recognition through the use of effective advertising, marketing communications and promotion by using the following resources
  • Use the internet and paper flyers, and local radio and televisions stations advertising campaign
  • Team up with established companies to conduct promotions and giveaways
  • Develop and promote BFTA's website. The availability of information and the ability to schedule and purchase online will be beneficial to the customer and BFTA.
Customer satisfaction program
  • . Focus BFTA's efforts on customization of traveling market and utilization areas of expertise. BFTA would rather recommend that a potential customer purchase elsewhere than provide a trip outside of its expertise.
  • . Follow-up with customer after the sale would create a positive influence for repeat purchase
Corporate account acquisition
  • Will utilize small businesses as much as possible to diversify BFTA's sources of income.
  • Utilize corporate giveaway promotion. Trips will be awarded as prizes and will be promoted via local radio

9.0 Implementation and Control

9.1 Implementation

  • BFTA's grand opening event will take place in the second quarter. This will be a combined effort with an affiliated resort, one of BFTA's strategic alliances. The event will be hosted by a local radio station and will include a prize giveaway of a traveling market package.
  • BFTA will begin its corporate account marketing in the second quarter and hopes to secure at least one corporate account during that time.
  • BFTA's website should be operational by the middle of the third quarter of operation. The website will be capable of online transactions with secure site protections. BFTA banners will be placed at several World Wide Web locations.
  • Tracking of ad exposure will begin in the first month of Web operation. BFTA has a designated 800 number that is only used in advertising.

9.2 Control

BFTA's marketing efforts will be reviewed quarterly. Variance between sales goals for the first year of operations and revenues will be BFTA's only real source of comparison. BFTA will seek customer feedback on marketing efforts and may conduct surveys or focus groups to test ad effectiveness. Owner and CEO Craig Russell will be responsible for the planning and implementation of BFTA's Advertising, Communications, and Promotion activities. Ms. Hunter will work under the supervision of La Shanna Russell and will oversee the marketing activities. BFTA may use marketing consultants from a local firm (small businesses where possible) to help with strategy.

10. Summary

Business and Fun travel Agency will be the best in the business. We are a team that knows the business and has a good understanding about quality. Our work ethics has and always will speak volumes as far as the capacity of which we value our customers. We are dedicated to the success of our company in turn focuses on of customer satisfaction. We look forward to services all of travel and vacation needs. See you in May of 2009!
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TESOL English Teaching

TESOL ellipsis stands for Teaching English to speakers of other languages. Of late, the English teaching industry has developed this acronym which is associated to learning, teaching and examination and also certification of the English language. Presently, the world studies two major branches of English; British English and American English. Since the English language is the world language there has been creation of different acronyms all over the globe by trainers and educators in this field. North America's # I rated TESOL institutions and Global TESOL collages leads to the way in professional academic based TESOL in the whole world. All the in-class and distance education syllabuses are designed professionally, monitored, administered and quality controlled so as to ensure that the graduates are of very high quality of teachers available today. The in-class TESOL guaranteed courses are offered across America and Canada. Globally, the North America and other colleges have become a household name in TESOL distance learning, offering quality professional quality TESOL diploma and certification courses online and also through correspondence (Ohta 2001, pg 53). About 35 percent of graduates complete successfully their TESOL courses by distance learning. Global TESOL institution was the first institution to provide a TESOL teacher qualification program in Canada. It has currently expanded its programs to include professional and advanced level diplomas to achieve the demands of students' worldwide and English teachers. All basic and secondary institution students presently in the United States will be contributing to and living in an increasingly varied society and inter reliant community a countries in the 21 century. To understand their social, personal and long term career goals, individuals will be in a position to communicate with others proficiently, effectively and appropriately. The challenge of modern education is to prepare all the students for life in the new world, together with the learners who join schools with another language other than English. There has been increased purpose aim of identifying the ESL standards and their roles in associated with the system. In the United States, communities and schools are experiencing increased cultural and linguistic diversity. Annually, more and more learners with different languages other than English and who come from communities, homes with varied traditions, histories educational experiences and world views, fill classrooms in urban, rural, and suburban settings. There has been an increment in the number of youths and school-age children who speak other languages other than English by 68.6 percent in the last 10 years. In 1993, the English language learners in United States public schools totalled to more than 2.5 million. Currently, projections estimate that, by the year 2000 most of the school age individuals in over 50 major United States will be from language minority surroundings (Klahr 1976, pg 86). There is a great variation in proficiency level and academic needs to the ESL students. Some of the ESOL students are current refugees and immigrants, taken to the United States by their families searching for refuge from persecution, political repression or by families looking for economic opportunities like business activities. Other students have acquired limited formal schooling. Some students are members of ethno linguistic clusters that have stayed on the continent for generations, some more extensively than the United States has existed as a nation. Some of the students have had former education, including accuracy in their nature languages. The primarily concern is with the students in basic and secondary schools who are non-native speakers of English and who are referred to as ESOL learners and students. There have been standards set to describe and specify the language competencies ESOL students in secondary and preliminary schools so as to become fully proficient in English, to have unrestricted admission to grade-appropriate directions in challenging educational subjects, and decisively to lead rich and prolific lives. The establishment of the standards has been by the effort of other national standard set of groups especially by the foreign language standards and English language arts. The total three language standards schemes share an emphasis on the essence of: assessment that respects cultural and language diversity, the role of ESOL learners' native language in their general learning development and English language, cognitive, cultural and social processes in academic development and language, language as communication, the societal and individual value of both bi-and multilingualism and also language learning through significance and meaningful use (Braine 1990, pg 121). For TESOL research to be effective for second learning, its standards have seemed not to work alone. In turn, other professional organizations and firms have devised world-class standards which are developmentally appropriate and useful. These standards provide high levels of success in content education for all scholars, including the ESOL students. But the substance standards do not provide the educators with the strategies and directions they need to help ESOL learners to get these standards because they have an assumptions that, students ability and understanding English to engage with the content. Most of the substance standards do not recognize the central role of language in the content achievement. Nor do they emphasize the styles of learning and particular assessment and instructional requirements of students who are still developing ability in ability in English. In summary, the substance standards do not add English to the personal home languages, SOESL standards are high required in TESOL learning. The ESL standards have recognized that besides school entry, the students should acquire extra culture and language and learn the competencies in English that are characteristics of English native speakers at the same age and that are basic to the full English language skills attainment and other content standards. The ESL principals articulate developmental English language requirements of ESOL students and highest special assessments and instructional considerations that must be provided to ESOL students if they are to gain from and get the high principles proposed for other matters. Therefore, the ESL principles are vital because they; emphasize the main role of language in attaining of other principles, emphasize on the English language development requirements of ESOL students, and also ensure provision of directions to tutors on how to meet the requirements of ESOL learners (Harkla 1999, pg 93). Several myths have been associated with the second language learning which prevail both among several educational professionals, several lay persons and policy makers. It is perceived that ESOL students learn English quickly and easily due to being exposed to and enclosed by native English speakers. The fact of this matter is that it takes more time for an individual to learn the second language. It also involves a quite significant effort on the part of the student. It is hard work to learn the second language because even the youngest students do not just simply pick up the language. It is also perceived that when ESOL students can be able to communicate comfortably in English, they have proficiently developed in English language. The fact of this is that it can take a student for ESOL around 6-9 years to attain the same level of proficiency in learning English as a native speaker. More so the ESOL student taking part in thoughtfully designed programs of sheltered or bilingual content direction remain in school longer and achieve significantly higher academic rates as compared to learners without such advantages. Majority of the people also perceive that, in earlier periods, refuge children learned English rapidly and assimilated quicker in to American life. Contrary to that, most of the refuge students in the early part of this century did not easily learn English quickly or well. Most of them dropped out of education to work in sectors that did need the type of academic attainment and communication skills that substantive career opportunities need today. Consequently, TESOL came up with a vision of effective learning for all students. The purpose of ESL principal can only be fully recognized in the wider context of learning for ESOL students. Therefore, before presentation of the ESL principles, it is of great importance to outline and explain the over arching vision of effective learning. Some of the TESOL's vision include: the knowledge of over one culture and language which is of advantageous for all learners, the effective learning also needs comprehensive provision of the first rate services and full acquisition to the services by all learners (Braine 2005, pg 88). All educational personnel should have an assumption of responsibility for the learning of ESOL learners. At the same time, effective education for ESOL learning comprises of native like levels of ability in English. Last but not the least the effective learning for ESOL students should include the promotion and maintenance of ESOL learner's native language in community and school context. Effective learning for ESOL students includes native like stages of proficiency in English. For ESOL learners to be successful in a learning institution and ultimately outside school, they must be in a position to utilize English to accomplish their personal, educational and social goals with the similar proficiency as English native speakers. In school, the ESOL students require to be able to both write and read English so as to demonstrate their learning and achieve academic content. ESOL students also require to be in a position to follow routine classroom directives provided in English and recognize and utilize appropriate communication models so as to become successful learners in the academic environment. Lastly, ESOL students require using English to have effective function in social settings when outside the school and also in academic performance and assessment principals that differentiate between academic and language achievement are also needed if ESOL learners are to be granted full credit for learning academic content as they acquire English (Braine 2005, pg 114). For effective learning of ESOL, there should be promotion and maintenance of ESOL students native languages in both community and school contexts. Through definition, the ESOL students already know and utilize other languages. Both the school completion and academic achievement for ESOL learners is enhanced significantly especially when they are able to use their native language facilitates development of the second language. The development and use of ESOL learner's native language also serves United States national interests since it increases the cultural and linguistic cultural available as the US competes globally in economy. The achievement of challenging world class educational principles by learners is only possible if all the schools prepare their educational missions with ESOL students as well as others in mind. For comprehensive learning, there should be sharing of responsibilities by and collaboration among all educational professionals working with the ESOL learners (Helbert 1976, pg 155). Professionals should extend their knowledge to encompass aspects of relevance to the learning of ESOL students.

References

Braine G, (1990). Non-Native Educators in English Language Teaching. Mahwah. Braine G, (2005). Teaching English to the World: History, Curriculum, and Practice. Mahwah. Harkla L, (1999). Generation 1.5 Meets College Composition: Issues in the Teaching of Writing to U.S.-Educated Learners of ESL. Mahwah. Hiebert E, (2005). Teaching and Learning Vocabulary: Bringing Research to Practice. Mahwah. Klahr D, (1976). Cognition, Learning, Psychology of Collections. Hills lade. Ohta A, (2001). Second language acquisition processes in the classroom. Mahwah.
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Unemployment Essay Example

SPSS Unemployment Illness

Introduction

The aim of this report is to try and find patterns and model relevant factors such as:
  • Unemployment levels across different districts in England.
  • Modelling long term illnesses in relation to other key variables
  • Create and develop an index which measures affluence for the different English districts.
The analysis will be carried out using two key sets of data. With reference to these datasets, there are no issues with small sample sizes as both sets of data are large and hence are a good representation of the population under review- in this case England.

Analysis

The first part of the project will focus on developing a model which fits unemployment levels across the different districts. Multiple regression analysis will be used to develop this model. Before taking this step, some basic exploratory analysis would be useful as it gives us an idea of what are the main characteristics of the data. As can be observed from the above chart and table the majority of the districts have unemployment rates ranging between 2% and 6%. Isles of Scilly have the lowest unemployment rate at 1.34% whilst Hackney has the highest unemployment rate at 10.59%. The average unemployment rate per district is in the region of about 4%. The Pearson correlation coefficient (Appendix 1) clearly shows that the level of unemployment is correlated with all the variables involved in this study. However, the key positive relationships are with % of lone parent families (r=0.907, p<0.001), with % of persons without a car (r=0.886, p<0.001), with % of people living in rented LA accommodation (r=0.739, p<0.001). On the other hand the key negative relationships are with % married (r=-0.815, p<0.001), with % of homeowners (r=0.678, p<0.001) and with % of the population aged between 45-59 (r=-0.613, p<0.001). Interpreting the above results means that the higher the unemployment rates than people are less likely to have a car, likely to have an accommodation rented out to them by the LA and are also likely to be single parents. On the other hand low unemployment rates figures suggest that people are more likely to be married, middle aged and have their own house. Correlations are a good start to identify which predictors could be useful for the regression model. In this instance there are 18 variables which are all statistically significant with % of unemployment. In an ideal world the 'best' model which accounts for all the variation would be one which includes all these 18 variables however, from a practical perspective, this is a bit unworkable and hence stepwise regression will be used as this will provide a model with less predictors, yet a statistically robust enough model. For the purpose of this project no more than six predictors can be used to model unemployment rates. Stepwise regression produced the following model, based on six predictors which are % of lone parent families (r=0.907, p<0.001), % with llti in the district (r=0.573, p,<0.001), % of persons aged 60 and over (r=-0.225, p<0.001), % of hh with no earners (r=0.551, p<0.001), % of persons in detached /Semi detached or terraced housing (r=-0.525, p<0.001), % of females in each district (r=0.283, p<0.001). Various multiple regression models were tested. The model with three predictors provided by the stepwise regression model had a lower r-squared statistic and hence has been discarded. Another model with six independent variables (those variables that had the highest correlations with the dependent variable were also tested, but again, the r-squared statistic was lower and hence this option too was discarded) In the light of these results, it has been decided that the original six variables proposed by the stepwise model will be used.
  • The above model looks appropriate as about 94% of the variability of % of unemployed is explained by these six predictors. The r-sq adjusted is also very similar to the r-squared implying that the data under study provides a true reflection of the entire population.
  • Autocorrelations are not a problem for this model as the D-W statistic is very close to 2.
  • F = 997.4 and p<0.001 means that this regression model is a statistically valid one.
This means that the model is: % persons unemployed = 4.81 + 0.241*% of lone parent families + 0.219*% of persons with llti in district - 0.069*%persons aged 60 and over + 0.094*%persons in hh with over 1.5 persons per room - 0.005*%persons in detached/semi-detached or terraced housing - 0.087*%female in each district.
  • Large t-values are linked with small p-values and indicate that particular independent variable is appropriate for the model. In this particular model all the six predictor variables contribute to the model. Furthermore the 95% confidence interval of the value of the coefficients do not include zero.
  • Multicollinearity is not a problem for this model as VIF values are very low.
  • The residuals appear to be normally distributed and randomly distributed.
  • Broadly speaking this is decent model as all diagnostics and criteria indicate so. The tables below show which cases or districts have extreme values, statistically termed as outliers.

District

Observed value

Predicted value

207

4.90

3.54

258

9.21

7.81

357

8.65

7.35

District

Observed value

Predicted value

366

1.34

3.05

241

3.84

5.53

280

4.34

5.97

The above three tables show those districts/cases whose observed unemployment rates deviate considerably from those fitted via the regression model. The regression model predicted significantly lower unemployment rates for Gravesham, Haringey and Newham districts. On the other hand this model predicted significantly higher unemployment rates for Isles of Scilly, Hyndburn and Burnley. The next phase of the analysis is to try and model long term illness. Based on the earlier analysis it has been established that long term illness is positively correlated with unemployment levels. Logistic regression will be used to model this variable as this is a dichotomous variable (a variable which has only two outcomes, i.e. a yes and a no). Before performing logistic regression, some basic analysis need to be carried out to find out which variables are statistically significant and actually demonstrate that there is a real and meaningful relationship. Care needs to be taken when dealing with this dataset as it is very large and therefore the least difference can result in a statistically significant relationship when actually there may not necessarily be one. The majority of the variables are categorical and hence chi square statistic alongside the Spearman rank correlation (Appendix 2) will be used to find out if there are any meaningful bivariate relationships. The bar charts (please refer to the SPSS output files) will also be used to ascertain verify if the statistically significant relationships are actually meaningful. Including all the variables presented is not a practical approach as some of them have multiple categories resulting with a very long model made up of loads of dummy variables. The four variables which had the highest statistically significant relationship have been picked up to create this model. These are Age, economic position, marital status and number of cars. The next step is to provide some descriptive statistics on these four variables.

Economic Position

  • As can be observed from the above table, those who are permanently sick, unemployed and retired are more likely to be long term sick.
  • On the other hand those in employment are less likely to be long term sick.

Marital Status

  • From the above table it can be clearly seen that the 'healthiest' people are those who are single.
  • Those who remarried, divorced and widowed were more likely to suffer from long-term illness.

Number of Cars

  • Those without a car were more likely to suffer from long-term illness.

Age

  • It can be seen from the above two plots that the older the respondents the less likely that they have long term illness.
This is a decent model as the inclusion of age, Economic position, marital status and number of cars has reduced considerably -2log likelihood. This statistic measures how poorly the model predicts the decisions -- the smaller the statistic the better the model. In fact, the -2 Log Likelihood statistic has dropped significantly with four independent variables (from about 3000 to just under 2000) when compared with no variables, indicating that our expanded model is doing a better job at predicting decisions than one will fewer predictors. The Cox & Snell R-squared can be interpreted similarly to R-squared in a multiple regression and in this context it is ok. The Hosmer-Lemeshow is used to test the null hypothesis that there is a linear relationship between the independent variables and the log odds of the criterion variable. A requirement for this model to be valid is that the Hosmer and the Lemeshow test should not be statistically significant. Within this context, p = 0.722 which is greater than the 0.05 cut off point and indicates that the data fits the model adequately. Overall predictions using this model account for 93% , implying that this model is a valid one. There are a number of categories where the confidence interval for exp(B) do include 1. This means that these categories are not adding any meaningful information to the model. It can be seen from the above table that:
  • Respondents working part time are about 1.2 times more likely not to have long term illness when compared with full time workers
  • Respondents working full time are about 3 times more likely not to have long term illness when compared with retired respondents.
  • Respondents working full time are about 1.5 times more likely not to have long term illness when compared with students.
  • Respondents working full time are about 3.6 times more likely not to have long term illness when compared with inactive respondents.
  • Respondents who are permanently sick are certain to have long term illness.
  • Respondents working full time are about 2.4 times more likely not to have long term illness when compared with unemployed respondents.
  • Respondents who are married are almost twice as likely to have long term illness when compared with single respondents.
  • Respondents who remarry are about 2.2 times more likely to have long term illness when compared with single respondents.
  • Respondents who widowed and are divorced are also more likely than single respondents to be suffering from long term illness.
  • Respondents who have a car are about 1.8 times more likely to have long term illness when compared with those who do not have a car.
  • Respondents who have two cars are about 2.2 times more likely to have long term illness when compared with those who do not have a car.
From the above results it is interesting to point out that the exploratory data analysis regarding car ownership contrasts with the findings proposed by this logistic model. It is interesting to point out that being employed in some form or shape reduces the likelihood of being long term ill and obviously those who are long term ill are very unlikely to be employed. If a respondent is out of work it is more than twice as likely that they will be long term sick when compared with full time respondents. This may be to the case that being unemployed is not a particularly pleasant situation and perhaps people are more likely to me depressed, anxious and fall ill. It would be ideal to try and compare the two datasets used to do the analysis, however this is not possible as the two datasets are not quite identical. There are a number of variables that can be found in one dataset but not found in the other. As found out in question 1 long term illness is statistically positively correlated with unemployment (r=0.573, p<0.001), meaning that if unemployment is high than long term illness is high. This makes sense as people who are long term sick can't work. Furthermore in question 2 it has been found out that respondents working full time are about 2.4 times more likely not to have long term illness when compared with unemployed respondents. This too makes sense as being unemployed is not an easy situation and anxiety, depression and other forms of illnesses can kick in. The next phase of the analysis will focus on creating an affluence index. Affluence is a measure of the living standards of a particular person, neighbourhood, family etc. This means that for a district to be affluent than low unemployment and home ownership would be two factors which should be a good thermometer to measure this phenomenon. So these two variables are central to create this index of affluence. The next step is to find out which variables are both statistically significant and strongest with both unemployment and homeownership. Please refer to section A. Unemployment is statistically significant with lone parent families, married, living in rented LA accommodation. Home ownership is statistically significant with living in rented LA accommodation, lone parent families and being married. As can be observed, there are numerous variables which are correlated with both unemployment and homeownership. Based on this information it has been decided that this affluence index will be built using the following variables: unemployment, home ownership, married, lone parent families, living in rented LA accommodation and aged between 45 and 59. The way this index will work is as follows: The lower the coefficient the more affluent is the district. Based on the above table and correlations, for a district to be affluent it has to have the following characteristics:
  1. Low unemployment rates
  2. High home ownership
  3. Higher marriage rates
  4. Low LA rented housing
  5. People without cars will be low
  6. Aged between 45 and 59.
For this index to be meaningful the home ownership, married and persons aged 45-59 variables need to be recalibrated in a way that they do not skew the index as these three variables need to be high whilst the remaining three variables need to be low. To overcome this issue, home ownership, married and aged 45-59 variables were transformed in a way that their values reflected the overall pattern that the lower the values the more affluent the district is. The equation used to streamline these three variables was the following: [1/(var)^0.9]*100 This means that the range for the following six variables is: VAR 1 - Homeownership 1.72 to 11.6 VAR 2 - Married 2.67 to 4.55 VAR 3 - Persons aged 45-59 5.32 to 9.94 VAR 4 - Renting from LA 2.29 to 60.93 VAR 5 - Persons without a car 6.08 to 57.22 VAR 6 - Unemployed 1.34 to 10.59 The equation which created this index is: [1/(VAR1)^0.9]*100 + [1/(VAR2)^0.9]*100 + [1/(VAR3)^0.9]*100 + VAR4 + VAR5 + VAR6=AFF_1 AFF_1 being the coefficient of affluence. It can be seen from the above correlation table that the affluence coefficient (AFF_1) is strongly correlated with all the six variables which contributed to developing it. There is a strong positive correlation between AFF_1 and % persons unemployed (r=0.899, p<0.001), between AFF_1 and % persons in housing rented from local authority (r=0.911, p<0.001), between AFF_1 and % persons without a car (r=0.947, p<0.001). These positive correlations make sense as the unemployment, LA accommodation and having no car variables need to be low to have a low AFF_1 coefficient. On the other hand there is a negative correlation between AFF_1 and % married (r=-0.799, p<0.001), between aff_1 and % of persons aged between 45 and 59 (r=-0.604, p<0.001) and between AFF_1 and persons in owner occupied households (r=-0.848, p<0.001). These negative correlations make sense as being married, being a homeowner and being aged between 45 and 59 need to be high for the AFF_1 index to be low. With reference to unemployment as mentioned earlier AFF_1 is strongly related to this variable. The above scatter plot clearly shows this positive strong association (r=0.899). The next step is to find out if this affluence index is a true reflection of the unemployment figures, meaning that districts will lower unemployment rates should have a lower affluence index and those districts with a higher unemployment rate should have a higher affluence index.

district

county

unemp

AFF_1

Isles of Scilly

Cornwall a

1.34

76.47

South Lakeland

Cumbria

1.81

40.65

Ribble Valley

Lancashire

1.88

32.08

With reference to the top three areas with the lowest unemployment levels, this model does not appear to be entirely correct as the Isles of Scilly are ranked 321st, South Lakeland are ranked 89th and Ribble Valley is ranked 13th. Isles of Scilly have this 'erratic' index because about 45% of the respondents do not have a car and homeownership is relatively very low.

district

county

unemp

AFF_1

Tower Hamlets

Inner Lond

9.32

147.42

Knowsley

Merseyside

9.50

107.15

Hackney

Inner Lond

10.59

129.90

With reference to the top three areas with the highest unemployment levels, in this instance Tower Hamlets, Knowsley and Hackey are ranked 366th, 359th and 365th respectively and hence are more or less a true reflection of the unemployment rates.

Conclusion

With respect to the datasets, both datasets are large enough to generate reasonably decent data analysis. The issue arises with the fact that at the local level, due to the large dataset, statistical significance is easily achieved even with little differences. Large datasets detect even the slightest changes and hence they are sensitive enough to trigger statistically significance. One of the issues with these two datasets is the fact that they are similar but not similar enough to compare data and results. In the first question, multiple regression was used to model unemployment. A model based on six predictors was generated. It is a reasonably good model which observed all the required diagnostics and statistics. In an ideal world it would be great to try and have all the possible predictors available but from a practical point it is very difficult to interpret a model made up of more than ten predictors. So in that instance it is very difficult to come up with a better/ more accurate model. With respect to the logistic model used to model long term illness, perhaps a model including more independent variables could have been a sensible approach. Another issue with that dataset is the lack of continuous variables. Currently there is only one, i.e. age. The affluence model was created using a mathematical equation which appeared to be reasonably good but certainly not perfect. In fact with regards to modelling the lowest unemployment districts, this model did not do very well. On the other hand it performed much better when the areas with the highest unemployment areas had to be modelled. It would have been interesting for example to compare unemployment and long term illness not just at a district level but perhaps also at a county level. It would have been more interesting to compare all the different districts throughout the UK rather than parts of it. Further analysis could perhaps involve comparing unemployment rates between males and females. This can be done through a t-test or the non-parametric equivalent. ANOVA could be used to compare unemployment rates between the four nations making up the UK Multivariate analysis could have also been used to group/cluster districts which have common underlying characteristics. With respect to the affluence model, islands would perhaps need to have a separate index as the characteristics of islands may well differ from those of mainland Britain.
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Critical Appraisal Statistical Inference – Article by Tamir (1988)

Critical appraisal statistical inference - article by Tamir (1988)

Write a critical appraisal of the author's use of statistical inference and more general issues of presentation in the article by Tamir (1988).

Introduction

Academic achievement throughout school has a major impact on the opportunities which are available to individuals with regards to further education and once they leave the educational system. Improving levels of educational attainment in the UK is a consistent component of government agenda, with a particular focus on lessening inequalities across the population (Cassen & Kingdon, 2007, online). Understanding factors which influence academic achievement is therefore clearly important in the design of effective educational policy. It has been relatively well established that there are gender differences in general educational attainment. Although this is less marked in the UK than in many other countries, it is a general trend across Europe and internationally (Buchmann et al., 2008, p. 319; Eurydice, 2009, p. 74). There have been numerous studies which have sought to understand whether these differences apply within specific subjects. One example of such a study was conducted by Tamir et al. (1988, p. 128), and aimed to investigate whether there were differences in achievement and experiences between boys and girls in high school science. This essay presents a critical analysis of the study with regards to the statistical analysis performed and the conclusions inferred. The first section presents a brief overview of the study, followed by a more in-depth discussion of the statistical inference used.

Study Overview

The study sought to evaluate gender differences in science achievement and attitudes towards science among Israeli 12th grade students. The sample included both those majoring in science, be that physics, chemistry or biology, and those not majoring in science. Data was collected using both surveys and objective testing instruments. Overall, there were 10 different dimensions of high school science experiences which were investigated within the study including achievement, attitudes towards science both for their own personal use and for society, preferences with regards to science and learning, and their learning and study experiences. Socioeconomic status was also considered as an additional explanatory variable. The authors concluded on the basis of their study that physics was predominantly chosen by boys while biology was chosen by more girls. The study also indicated that boys had a preference towards science subjects, had more positive attitudes towards science, viewed themselves as higher achievers in this area, and were more inclined towards scientific careers. The study also indicated that boys were higher achievers in physics and earth sciences than girls and that non-science majors were relatively scientifically illiterate.

Academic Achievement

All participants were administered a general science test. Those studying one of the three individual majors were also administered a separate test based on this major. In addition, understanding of science was measured using the 20-item Understanding of Science Measure (SUM). The use of objective testing is important in achieving valid measures of student academic achievement. Although the two are linked, internal and external factors may also interfere so that self-concept may not always match actual performance; this could therefore skew results (Caprara et al., 2011, p. 78). Similar problems could also be seen with regards to self-reported attitudes (Alexander & Winne, 2006, p. 330). It is also important that both were measured, as there is evidence that objectively measured academic achievement and subjective attitudes may not directly correlate (See & Khoo, 2011, p. 180). Data were analysed using SPSS. It is not made entirely clear which statistical tests were used to analyse the data, but the presence of a column marked t in the results tables would appear to indicate that the students' t test was used. This would have been an appropriate test to use for comparison of two samples, in this case taking boys and girls as separate samples and analyzing for a difference with respect to other variables. However, it is possible that some of the assumptions of this test may have been violated. First, the test assumes that all observations are independent (Gliner & Morgan, 2009, p. 219). However there is evidence that peer influence may be a major factor determining attitudes towards science, which could indicate that these observations are not independent. Teacher influence is also important, so there could be trends within each class (Talton & Simpson, 1985, p. 19; George, 2006, p. 571). Also, the test relies on all observations coming from a normal distribution (Gliner & Morgan, 2009, p. 219). A sample size of 2 153 pupils was used. This was generated using random sampling from a sampling frame of 68 different high schools and 137 12th Grade classes. The sample was stratified according to the major studied by the pupil, although there were different numbers of each included: 926 in biology, 484 in physics and 249 in chemistry. This was based on inclusion of 68 biology classes, 39 physics classes and 18 chemistry classes. As a control group there were also 404 non-science majors included, from 26 different classes. As a large sample size was used, it would be expected that the distribution would approach normal, therefore this assumption may be upheld (Underhill & Bradfield, 2004, p. 8). However the assumption that the variance of the dependent variables is approximately equal could be called into question given the unequal sizes of the different groups (Gliner & Morgan, 2009, p. 219). The authors inferred that boys excel in physics and application. This was based on the results for these areas within the general science test (3M), as well as in the tool specifically measuring achievement in physics (3P). Although all study participants were reportedly administered the 3M general science test, this is inconsistent with the results presented, which include a total of only 1590 participants. The number of boys taking the physics 3P test was also much larger than the number of girls, possibly leading to questioning of the assumptions underlying the t test (Gliner & Morgan, 2009, p. 219). The authors also concluded that the girls outperformed boys on the biology test 3B. Here too, the number of girls was much larger than the number of boys in the sample. This also appeared to be inconsistent with the results of the general science test 3M. On this same basis, the authors concluded that there was no difference in chemistry achievement for those majoring in one of the subjects. There was no set of results presented for the general science test broken down according to major studied. This means that it is difficult to determine whether this is the case, or whether this conclusion could also be applied to those not majoring in science. There was no evidence of confounding, as there was no individual area in which girls significantly outperformed boys. This same trend was also seen in the non-science participants. The authors also concluded that non-science students are scientifically illiterate. Although this could be judged to be true when comparing the results achieved by participants in the 3M and 3N tests, it is not clear whether these two tests were different. In addition, there were a much larger number of participants completing the 3M than the 3N test.

Attitudes Towards Science

Understanding the attitude of pupils towards science is also important as this is linked to achievement (Koballa & Crawley, 1985, p. 222). Inference regarding major subject choice was that girls had a preference for biology and non-science, while boys had a preference for physics. This was appropriate, based simply on comparison of proportions studying each subject. Attitudes towards science were measured using a 40-item scale (3ATT). Scientific or cognitive preference was measured using a 20-item Cognitive Preference Inventory (PREF). One issue with the use of this type of instrument is that there needs to be some assessment to ensure that there is consistency across items in measuring a given construct (See & Khoo, 2011, p. 181). The authors concluded that boys had more positive attitude towards science than girls. This was justified according to analysis of the specific questions regarding science being important to both themselves and to society. However given that the attitude scale (3ATT) had 40 items, this represents only a small number of the questions to which responses were generated. Similar could also be said of conclusions drawn on attitudes toward science learning, attitude toward learning and school, interest in biology and inquiry experiences, and self-perception of achievement in science and math. As with attitudes toward science, the tables presented by the authors provided only a small snapshot of the completed survey instruments. Therefore it is difficult to determine whether the responses provided to other items were also consistent with the inferred conclusions. The authors concluded that there were no differences between the preferences of boys and girls with regard to cognitive modes. However there were no results presented from which to understand whether there could have been small differences. There was also no analysis according to stratification of participants in terms of major. The authors concluded that there were gender differences with regard to science career orientations. They also concluded that there was an almost perfect match between the subjects which the pupils chose to major in and their future career aspirations. Both of these conclusions were justified by the data presented and the results of the t test analysis.

Other Explanatory Factors

It would be argued that the major omission from this study was the failure to relate the different variables on which data were collected. This could have provided a more detailed picture of the gender differences and could have provided a more realistic picture of the interaction between different factors in determining pupils' choices with regards to science education. Importantly it could also have provided more information on whether differences observed were all due to gender individually or whether other factors contributed more towards differences, but were perhaps themselves influenced by gender. This would be expected on the basis of numerous other research studies which have indicated that there is a complex interplay of factors determining achievement in science, including internal and external factors (Wolf & Fraser, 2008, p. 321). One of the most important findings reported by the authors may relate to the differences in socioeconomic status between boys and girls in the study sample, which has been shown to be an important influence on academic achievement by other authors (Sirin, 2005, p. 417). Their results indicated that boys had a higher socioeconomic status on average. They suggested that this implied more girls of lower socioeconomic status elected to major in science in high school. However it is not possible to infer causality from this type of statistical test. It could instead be that more boys of higher socioeconomic status choose to major in science, or a combination of the two. This would appear to be more consistent with their conclusion that boys with lower socioeconomic status tend to select vocational courses. It doesn't explain what girls of higher socioeconomic status choose to major in. It could also be merely a coincidental finding. Importantly, this inequality in socioeconomic status could also be a potential explanatory factor for some of the other differences between boys and girls reported in the study. The authors concluded that this was not the case with respect to analysis of the data on physics achievement. Analysis of covariance when SES was maintained at a constant level demonstrated that there remained significant differences between boys and girls in this respect. However it may have been more pertinent to perform multivariate regression analysis on this data instead. There was unfortunately no inclusion of this variable in the models used to analyse the differences in other factors.

Conclusions

Overall, the statistical inference of the authors was accurate in identifying simple trends in the data. However more complex statistical analysis, such as the use of multiple regression modeling could have better elucidated the relationships between the variables explored. There is some consideration given by the authors as to the implications of their findings, but this type of analysis could have provided results more relevant to practice. There is also little discussion of the generalizability of the findings to the wider population. Yet this may be an important consideration if the results were to be used to shape educational policy and programme design. It would be suggested that the results could only be partially generalizable, as the study sample would not reflect the same type of distribution of characteristics of individuals in other countries. For example as the study was conducted in Israel all those included in the sample were Jewish.

References

Alexander, P.A. & Winne, P.H. (2006) Handbook of Educational Psychology – 2nd Edition. Mahwah, NJ: Lawrence Erlbaum Associates, p. 330. Buchmann, C., DiPrete, T.A. & McDaniel, A. (2008) Gender inequalities in education. Annual Review of Sociology, 34, 319-337. Caprara, G.V., Vecchione, M., Alessandri, G., Gerbino, M. & Barbaranelli, C. (2011) The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. Cassen, R. & Kingdon, G. (2007) Tackling Low Educational Achievement. Joseph Rowntree Foundation. Available [online] from: https://www.jrf.org.uk/publications/tackling-low-educational-achievement [Accessed 02/12/2011]. Eurydice (2009) Gender Differences in Educational Outcomes. Brussels: Education, Audiovisual and Culture Executive Agency. Available [online] from: https://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/120EN.pdf [Accessed 02/12/2011]. George, R. (2006) A cross-domain analysis of change in students' attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589. Gliner, J.A. & Morgan, G.A. (2009) Research Methods in Applied Settings. Mahwah, NJ: Lawrence Erlbaum Associates, p. 219. Koballa, T.R. & Crawley, F.E. (1985) The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222-232. See, Y.H.M. & Khoo, B.L.Z. (2011) Tailoring information to change attitudes: A meta-structural approach. In I.M. Saleh & M.S. Khine (Eds.) Attitude Research in Science Education. USA: Information Age Publishing, pp. 177-198. Sirin, S.R. (2005) Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. Talton, E.L. & Simpson, R.D. (1985) Relationships between peer and individual attitudes toward science among adolescent students. Science Education, 69(1), 19-24. Tamir, P. (1988) Gender differences in high school science in Israel. British Educational Research Journal, 14(2), 127-140. Underhill, L. & Bradfield, D. (2004) IntroSTAT – 2nd Edition. South Africa: Creda Communications, p. 8. Wolf, S.J. & Fraser, B.J. (2008) Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321-341.
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Can Suicide Still be Explained by Classic Sociological Theory on this Subject?

Consider recent instances of 'webcam suicide' and other cases in which modern digital technology is involved.

By the 1850s, suicide was a growing social problem in Europe. Many people felt that it was related to the huge industrial changes taking place at that time. For Emile Durkheim, studying this phenomenon – which is generally seen to be one of the most private and personal acts – provided the perfect opportunity to show the power of the new science of sociology (Ritzer, 2008). Durkheim developed a theory around four types of suicide which will be outlined below. The affect that Durkheim's book Le Suicide (1897) has had on the suicide research that came after it will be discussed, including issues with empirical evidence to back up his claims around his four types of suicide and their causes. The need for methodological developments from those used by Durkheim is addressed in order for sociological research on suicide to stay relevant. Finally, the introduction of new dimensions to the issue of suicide with the growth of the internet is discussed.

Emile Durkheim was not the first to study suicide rates in the nineteenth century. However, his contribution to the study of suicide in sociology is without doubt the most influential. Quetelet and Morselli, two moral statisticians who attempted to inductively analyse a large body of suicide statistics, were enthralled by the stability of yearly suicide rates, as well as the overall rise in the rates in the modern era (Quetelet and Morselli, in Wray et al, 2011). Masaryk (in Wray et al, 2011) actually proceeded Durkheim in looking to explain the rise in rates by the forces of modernisation. Tarde disputed these statisticians' theories by postulating that imitation behaviour could account for geographical and temporal clustering of suicide behaviour (Tarde, in Wray et al, 2011). Durkheim, who outright rejected Tarde's imitation theory and went to great lengths to discredit it (Ritzer, 2008), wanted to approach the view that modernisation was the root cause of the suicide rate increase in a more analytical way than his contemporaries (Wray et al, 2011). To this end, he formulated a social theory of suicide in which the causes of suicide lie within a framework of society rather than at an individual's psychological state (Morrison, 1995). What Durkheim was interested in was suicide rates rather than individual causes, in order to explain why one group had a higher rate than another (Ritzer, 2008).

Durkheim's theory on suicide is based on the two continua of social integration and social regulation, at the ends of which are four independent theories of suicide (Breault, 2001). These four theories are egoistic, altruistic, anomic and fatalistic suicide. For Durkheim, 'egoistic suicide' occurs in societies or groups where the individual has a low level of integration into the larger social unit, making them feel as if they are not part of society and likewise, society is not part of them (Ritzer, 2008: 91). According to Durkheim, society is where the best parts of being human come from; our morality, values and sense of purpose. Without these, as well as the general moral support that gets us through our daily troubles, 'individuals are liable to commit suicide at the smallest frustration' (Ritzer, 2008: 91). The main protectors against egoistic suicide are, according to Durkheim, membership in well integrated religious groups (for example the Roman Catholic Church), well integrated family units and political or national units. 'Altruistic suicide', on the other hand, results when social integration in a society or group is too strong, for example amongst the military or mass suicides following the death of a leader (Davies and Neal, 2000: 38). Suicide in the group is for the greater good or because those who commit suicide this way believe it is their duty to do so (Ritzer, 2008).

The other continuum on which Durkheim bases his theory is that of social regulation. Too little social regulation, results in what he calls 'anomic suicide' (Tomasi, 2000: 16). The term anomie can be defined, in simple terms, as the decline in the regulatory powers of society due to the process of industrialisation (Morrison, 1995). It is likely that individuals will be left feeling dissatisfied and frustrated with life as there is little control over their social wants and needs due to these disruptions. Morrison explains how Durkheim believed that this frustration can only happen when:

...individuals constantly aspire to reach ends or goals that are beyond their capacity to obtain. It is important to keep in mind that motives leading individuals to strive for goals which they cannot realistically obtain are due to the failure of the powers of society to set limits and regulate social wants (1995: 184).

The effect on the suicide rate is to be seen in both times of positive disruption (economic boom) and negative disruption (economic depression). These changes put people in 'new situations in which the old norms no longer apply but new ones have yet to develop' (Ritzer, 2008: 93). One the other end of this continuum is what Durkheim calls 'fatalistic suicide' (Ritzer, 2008: 94). This is the least developed of his theories and in fact, was only discussed as a footnote in his book Le Suicide (1897). Fatalistic suicide is as a result of too much regulation within a society or group. The example that Durkheim cites in support of this is the suicide of slaves who, he argues, take their own lives due to the hopelessness caused by the oppressive regulation over their lives (Ritzer, 2008).

These theories on suicide have influenced many pieces of research on suicide to the present day, but are they still relevant to modern society and the study of suicide? Breault argues, in a critical survey of the empirical literature on Le Suicide, that the hypothesis with the most empirical research to date is that of egoistic suicide. He believes that, although the other theories may seem plausible, it is impossible to say whether Durkheim was right or not in the absence of empirical research on altruistic, anomic and fatalistic suicide (Breault, 2001).

According to Breault (2001), there is a wealth of evidence and empirical research in support of egoistic suicide. However, the issue as he sees it, is whether this research is meaningful. In the research which he cites in his analysis, investigators have controlled for variables such as age, sex, race/ethnicity, demographic variables, economic variables and socioeconomic variables, but not one single psychological variable. However, he believes that Durkheim's argument against psychological explanations would be considered primitive in the present day in light of considerable research showing that affective disorders, schizophrenia, substance abuse, to name but a few, are consistently related to suicide (Breault,2001). So Breault (2001) questions, what would be the relationship between social integration and suicide controlling for depression? The fundamental issue is that Durkheim omitted psychological factors in part as he believed that there were no psychological regularities in suicide as consistent psychological correlates had yet to be identified in his day. In light of this, Breault notes:

Today, Durkheim would not be satisfied with our failure to control for empirically supported psychological variables. Even though he advocated a sharp division between sociology and psychology, his methodological approach would have precluded the exclusion of psychological explanations if such explanations had been empirically demonstrated (2001: 61).

Wray et al (2011) suggest that in order for sociology to stay relevant in the area of suicide research, which is evolving as a multi-disciplinary investigation of suicide as a social problem, three avenues need to be pursued simultaneously. Firstly, they believe there is a need to reconsider the micro-macro dilemma, both theoretically and methodologically. This should include a consideration of how to assemble a data set complex enough to provide rigorous empirical research on suicide (Wray et al, 2011). Second, Wray et al (2011) suggest, there is a need to incorporate the insights from other disciplines into the multiple factors which affect suicide in individuals and society. Finally, sociologists need to move forward with real-life efforts to reduce suicide through demonstrating and evaluation the usefulness of the robust research in this area Wray et al (2011).

The importance of the inclusion of individual level data in studies of suicide, and not just the suicide rates or aggregate data, as well as the need to incorporate findings from other disciplines, can be demonstrated through the discussion of suicide involving the internet and other digital media. Although Shah (2010) found that the prevalence of internet users was correlated with general population suicide rates, he cautioned against causal relationship attribution due to the ecological study design. In other words, the use of aggregate data rather than individual data when looking for a causal relationship between internet use and suicide (Shah, 2010). Other studies have taken an individual level approach to investigate the association between internet use and suicide. Indeed, Messias et al (2011) analysed a nationally representative survey from the US (Youth Risk Behaviour Survey) and found that teens who reported five hours or more of video games/internet use daily had a significantly higher risk for sadness, suicidal ideation and suicide planning. Furthermore, a study of Taiwan teens aged 12-18 found that web communication is a risk factor in self-injurious thoughts and behaviour in boys but not in girls (Tseng and Yang, 2015). They also found that family support is a protective factor in both genders (Tseng and Yang, 2015). Although these findings do not in any way negate Durkheim's theories on suicide – and in fact may actually support his claim that egoistic suicide is caused by social isolation - these findings would not have been possible using the methods employed by Durkheim. In essence, just looking at suicide rates, without consideration for individual level data.

The digital age has introduced a new dimension to the study of suicide. Never before have people had access to the range of suicide information as they do now. As Mishara and Weisstub (2007) explain, there are numerous reports of suicides allegedly related to the internet. Examples include the son of a Danish journalist who was encouraged to end his life on a website which gave him information that he used to kill himself (Weisstub, 2007). Moreover, reports of young people who have resorted to suicide after a barrage of cyberbullying and online abuse, and a number of suicides which have taken place live on web cam while others watched, some of whom reportedly egged them on. Furthermore, there is the issue of internet suicide pacts, which are a rising concern in Japan and South Korea. Traditionally, suicide pacts were made between people who knew each other. However, in the internet age, these pacts are formed between complete strangers who meet online (Luxton et al, 2012). The issue at the core of this piece is to assess whether classical sociological theory can explain these newly developing phenomenon? If the person is committing suicide as they no longer feel part of society and society is no longer part of them, then why broadcast it live over the internet for an audience to watch? Is this egoistic suicide or is it a new 'type' of suicide unlike those described by Durkheim?

One area that Durkheim outright rejected in his theories on suicide was that of imitation (Thorlindsson and Bjarnason, 1998). However, there are strong arguments against this omission as Abrutyn and Mueller (2014) found that suicides, like other social behaviours, can in fact spread through social relationships. They found that social ties can be conduits of social support in the positive sense, but also anti-social behaviours such as suicide as well. Luxton et al (2012) address this issue of imitation or contagion through the media. These scholars explain how the media's influence on suicidal behaviour, especially in relation to method used, has been well documented:

A recent study by Dunlop et al. specifically examined possible contagion effects on suicidal behavior via the Internet and social media. Of 719 individuals aged 14 to 24 years, 79% reported being exposed to suicide-related content through family, friends, and traditional news media such as newspapers, and 59% found such content through Internet sources. Additional analysis revealed no link between social networking sites (e.g., Facebook) and suicidal ideation, but it did find a connection between suicidal ideation and suicide-related content found on online forums (Luxton 2012: Para 12).

Indeed, Luxton et al (2012) go on to discuss how social media platforms, for example, chat rooms and discussion forums, may also influence decisions to die by suicide for some vulnerable groups. They argue that these online interactions may foster peer pressure to die by suicide, encourage their user to idolise those who have already completed their suicide or facilitate the making of suicide pacts (Luxton et al, 2012). In the end, these interactions may reduce any doubts or fears of people who are undecided about suicide and thus, act as another social force contributing to the causes of suicide in modern times.

Society is very different today from that at the time of Durkheim's seminal book Le Suicide (1897). However, suicide is still considered a serious social problem, just as it was in the 1850s. Durkheim believed that suicide could be explained by looking at societal factors and their effect on the suicide rates of particular groups. Yet, this essay has shown that suicide cannot be understood simply as Durkheim theorised it. Although his theory of egoistic suicide has for the most part been supported by empirical research, for sociological research to advance in this area, a methodological and theoretical rethink on the study of suicide is necessary. For example, the inclusion of psychological variables, individual level studies and the relationship between the internet and suicide.

Bibliography

Abrutyn, S. and Mueller, A. S. (2014) 'Are Suicidal Behaviours Contagious in Adolescents?: Using longitudinal data to examine suicide suggestion'. American Sociological Review 79(2) pp. 211-227.

Breault, K. D. (2001) 'Was Durkheim Right?: A critical survey of the empirical literature on Le Suicide' in Pickering, W.S.F and Walford G. (Eds.) Emile Durkheim: Critical Assessments of Leading Sociologists. Third Series, Volume IV. London: Routledge.

Davies, C. and Neal, M. (2000) 'Durkheim's Altruistic and Fatalistic Suicide' in Pickering, W.S.F and Walford G. (Eds.) Emile Durkheim: Critical Assessments of Leading Sociologists. Third Series, Volume IV. London: Routledge.

Durkheim, E (1897) Le Suicide: A©tude de sociologie. Paris: Alcan.

Luxton, D. D., June, J. D. and Fairall, J. M. (2012) 'Social Media and Suicide: A Public Health Perspective'. American Journal of Public Health 102(Supplement 2). Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3477910/ [accessed 30/08/2015].

Messias, E., Castro, J., Saini, A., Usman, M and Peeples, D. (2011) 'Sadness, Suicide, and Their Association with Video Games and Internet Overuse among Teens: Results from the Youth Risk Behaviour Survey 2007-2009'. Suicide and Life Threthening Behaviour 41(3) pp. 307-315.

Mishara, B. L. and Weisstub, D. N (2007) 'Ethical, Legal and Practical Issues in the Control and Regulation of Suicide Promotion and Assistance over the Internet'. Suicide and Life-Threatening Behaviour 37(1) pp. 58-64.

Morrison, K. (1995) Marx, Durkheim, Weber: Formations of Modern Thought. London: Sage Publications.

Ritzer, G. (2008) Sociological Theory (7th Ed.). New York: McGraw-Hill.

Shah, A. (2010) 'The Relationship between general Population Suicide Rates and the Internet: A Cross-National Study'. Suicide and Life Threatening Behaviour 40(2) pp. 146-150.

Thorlindsson, T. and Bjarnason, T. (1998) 'Modelling Durkheim on the Micro Level: A study of Youth Suicidality'. American Sociological Review 63(1) pp. 94-110.

Tomasi, L. (2000) 'Emile Durkheim's Contribution to the Sociological Explanation of Suicide' in Pickering, W.S.F and Walford G. (Eds.) Emile Durkheim: Critical Assessments of Leading Sociologists. Third Series, Volume IV. London: Routledge.

Tseng, F. and Yang, H. (2015) 'Internet Use and Web Communication Networks, Sources of Social Support, and Forms of Suicidal and Nonsuicidal Self-Injury among Adolescents: Different Patterns between Genders'. Suicide and Life-Threatening Behaviour 45(2) pp. 178-191.

Wray, M., Collen, C. and Pescosolido, B. (2011) 'The Sociology of Suicide'. The Annual Review of Sociology 37 pp. 505-528.

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Prison Rehabilitation Comparison

'Prison Works.' Discuss. Websters dictionary defines prison as ‘a place of confinement especially for lawbreakers; specifically: an institution (as one under state jurisdiction) for confinement of persons convicted of serious crimes.' The idea and reasoning behind prison has been an issue of great controversy especially in the 20th century. It has been greatly criticised due to its apparent lack of rehabilitation and early releases of paedophiles and rapists, especially in recent news with the release and re-offence of known paedophile Craig Sweeny. However recent data and statistics have shown a significant decrease in levels of crime both in the UK and US. This paper will attempt to give a balanced argument both in support and against the imprisonment system and attempt to answer whether or not prison does in fact work. Prison systems across the world will be looked at and a comparison will be made between systems in the UK and those in other countries. There is a lot of evidence in the form of statistics which shows a decrease in levels of crime and re-offending. Evidence from the US shows that as the likelihood of going to prison increases crime decreases. In the UK statistics show that increasing likelihood of getting caught and being put in prison reduces crime. However there is also the issue of there being serious flaws in statistics offered by the British Crime Survey (BCS). The BCS focuses on crime against an individual, thus eliminating all crime against a business or organisation, including fraud. It fails to take into account "victimless" crimes such as drug offences and crimes such as murder where the victim cannot, for obvious reasons, be interviewed. Rape and other sexual offences are not included, an acknowledgement that many respondents would be unwilling to disclose this information. Crimes against people under the age of 16 are also excluded - removing large numbers of crimes that are common among this age group, such as mobile phone theft and child abuse. There was also a significant change in the way methodology was carried out as new offences were added to categories of crime in April 1998. No distinction was made between new and old offences which made comparing new statistics to old rather difficult. This shows statistics and figures referring to crime should be taken in to account rather carefully as it is difficult to see whether this data is accurate. The Government has set out to reduce crime, but the evidence from a study comparing the policies pursued in the USA with those in England and Wales suggests it has adopted the wrong policies. From the early 1980s until the mid-1990s the risk of imprisonment increased in the USA and the crime rate fell; while in England and Wales the opposite happened: the risk of imprisonment fell and the crime rate increased. Then, from 1993, policy in England and Wales was reversed and the risk of imprisonment increased, though it remained historically low. Even this relatively small increase in the use of prison was followed by a reduction in crime.

How do we compare with Europe?

During 2002, concern about prison overcrowding led Britain's senior judge, Lord Woolf, to discourage judges and magistrates from sending criminals to jail. When he made his statement the BBC television news announced that the prison population was rising when crime was falling and Britain already had more people in jail per head of population than the rest of Europe. The implication is that judges and magistrates are deploying a rather barbaric instrument when everyone else in Europe prefers a more gentle approach. But a closer look at the figures suggests a different interpretation. The proper comparison is not between the number of prison inmates and the total population, but between the number of prisoners and the volume of crime. A country with a high level of crime would expect to have to put more people in jail. And England and Wales have one of the highest crime rates among industrialised countries. (See above.) In the EU the average number of prisoners per 100,000 population (unweighted) in 2001 was 87, compared with 129 in England and Wales. But if we compare the number of prisoners to the number of recorded crimes the EU average was 16.9 and the figure for England and Wales was 12.1. In fact, 8 out of 15 EU countries had rates of imprisonment for every 1,000 crimes that were the same or higher. Comparison with countries outside Europe reveals a similar pattern. In 1999, Canada had 123 prisoners per 100,000 population compared with England and Wales, but 15.9 prisoners per 1,000 recorded crimes. Japan had only 43 prisoners per 100,000 population but 25.3 per 1,000 recorded crimes. Australia, which had the worst crime victimisation rate out of the 17 countries in the International Victims of Crime Survey, had 108 prisoners per 100,000 population and 15.4 per 1,000 crimes. On this evidence prison in England and Wales is under-used. But does overseas experience suggest that greater use of prison would reduce crime? The best available evidence compares England and Wales with the United States, below.

The Government Line

The Government claims to be cracking down on crime. In the foreword to the white paper, Justice for All (July 2002), authored by the Home Secretary, the Lord Chancellor, and the Attorney General, tough language was used to back up this claim: "Too few criminals are caught or convicted or prevented from reoffending. Justice denied is justice derided. This White Paper is designed to send the strongest possible message to those who commit crimes that the system will be effective in detecting, convicting and properly punishing them." But does the evidence suggest that the Government has adopted the best methods for reducing crime? For at least 20 years until 1993 the Home Office was strongly opposed to the use of prison, but when Michael Howard became Home Secretary the use of prison was increased for a time against the wishes of officials. Subsequently this policy reversal was weakened and the long-standing bias against prison continues to influence policy today. Custody, in the words of Justice for All, has an important role in punishing offenders and protecting the public, but it is expensive and should be limited to 'dangerous, serious and seriously persistent offenders and those who have consistently breached community sentences'.(1) However, the old Home Office policy of reducing the use of prison has been tempered by acknowledgement that community sentences do not adequately protect the public. This realism has led the Government to the search for 'tough community sentences' that are a 'credible alternative to custody', including community sentences with multiple conditions like tagging, reparation and drug treatment and testing. It is imperative, according to the Government, that 'we have a correctional system which punishes but also reduces reoffending through the rehabilitation of the offender'.(2) Consequently, a genuine third option is also needed in addition to custody and community punishment. The planned new sentences combine community and custodial sentences. The list includes a modified suspended sentence called Custody Minus, under which offenders will be automatically imprisoned if they fail to comply with the conditions of the sentence. Custody Plus involves closer supervision by the Probation Service on release for those sentenced to up to three months in prison. The period of custody and supervision combined will be not more than 12 months in total. Intermittent custody is designed for low-risk offenders and involves serving time at weekends or overnight, but working or training during the day. Seven aims of sentencing are listed in the white paper: to protect the public, to punish, to reduce crime, to deter (others as well as the criminal), to incapacitate, to reform and rehabilitate, and to promote reparation. In the heyday of the anti-prison consensus at the Home Office, 'incapacitation' and 'punishment' were very much out of favour. Some even denied that prison had a deterrent effect, preferring to regard all criminals as victims of social forces. The list shows how opinion at the Home Office has progressed. But has it absorbed all the lessons revealed by the evidence from overseas? If the Government really thinks that 'too few criminals are caught or convicted or prevented from reoffending' and, if the real aim of policy is to 'send the strongest possible message to those who commit crimes that the system will be effective in detecting, convicting and properly punishing them', would an independent and rational person choose the policies set out in Justice for All? What evidence is available? If we increase the rate at which criminals are caught, convicted and imprisoned, can we expect crime to fall? Two kinds of experiment would allow this theory to be tested. First, two countries would need to pursue opposite policies: one would need to reduce the risk of punishment and another to increase it. If it is true that crime falls when the risk of punishment increases, then crime will rise in the country that reduces the risk of being caught, convicted and imprisoned. Or, second, a single country would need to reverse its policy, either by increasing or decreasing the risk of punishment, to allow an historical comparison of the impact on crime to be made. In the social sciences opportunities for such experiments are rare, but for once we are lucky and both an international comparison and a single-country historical comparison are possible. We can compare the USA with England and Wales from 1981-1996 and we can contrast the impact of the anti-prison policy in England and Wales up to 1993 with the effects of the increased use of prison thereafter. The policies pursued in England and Wales were very different from those adopted in America during the 1980s and 1990s. In America over the whole period, a vigorous effort was made to incarcerate more criminals. As a result crime fell dramatically. In England and Wales, however, the Home Office pursued an anti-prison policy up to 1993, preferring 'community sentences'. During this period crime increased dramatically. After that date, criminals faced an increase risk of imprisonment. Crime subsequently fell. Ann Widdecombe - undisputedly a conviction politician - answered the question posed on law and order by the Howard League for Penal Reform with characteristic speed. Speaking on the Tory party conference fringe, the shadow home secretary said simply "Yes" to the question 'Does prison work?' "Of course it does," she continued speaking in a packed hotel function room in sunny Bournemouth. "When people are locked up they can't commit any further crime," she said. By taking the persistent offenders off the streets the one-time Home Office minister said a significant dint could be made in the crime figures. But enough of incarceration. Miss Widdecombe quickly changed tack. "Prison does not do anything like as much as it should to prevent crime. "It only defers crime, it does not solve it." Rehabilitating offenders was not, she said some "wet liberal extra, it is necessary." "If people spend any length of time in prison they should not leave without being able to read and write." Self financing prison workshops were the way forward, she said. Something had to be done, said Miss Widdecombe, to change a situation where prisoners were set to work to produce 1.4m pairs of socks for a prison population of 67,000 people. Speaking for the National Association of Prison Officers, Harry Fletcher said that if model prisons run to rehabilitate prisoners and reduce re-offending could be shown to work then they should be taken up nationwide. But he said that the present size of the prison population made him "pessimistic" that the system could be made to work in such a way. Speaking for the Howard League itself was David Faulkner. Although welcoming Miss Widdecombe's words, he said he had heard similar speeches made by ministers and prison officials for the last 40 years. He then attempted to answer the question his organisation had posed. "Tackling crime requires so much more than incarceration." Policies should be framed within a sound respect for human rights and framed on "evidence and experience" and not constructed by following populist cries for action, he said. In the past three financial years, however, the three main types of rehabilitation scheme - psychological 'offending behaviour programmes', drug treatment and basic skills education - have been funded to the tune of £213 million, and are set to expand substantially again. Last year, 6,127 inmates completed offending behaviour programmes, more than 11 times as many as in 1994. That figure will rise to 9,000 in 2002. Another 16,000 are being taught numeracy and literacy - the basic skills of more than two-thirds of prisoners are so poor they are automatically excluded from 94 per cent of jobs. Research shows that nothing succeeds in preventing recidivism more effectively than employment. ETS is now in use in 79 jails and a similar programme adopted from Canada at another 24. Peer-reviewed research by Caroline Friendship, a Prison Service psychologist, compares 670 inmates who went through these courses with 1,801 offenders matched by offence and social categories who did not attend a programme. All types of offender who had the treatment were significantly less likely to be reconvicted within two years. Among those judged 'medium-low risk', for example, only 18 per cent were reconvicted, against 32 per cent in the comparison group. The research concludes that prisoners who take the courses in 2002 can be expected to commit 21,000 fewer crimes. The effects of rejecting the bleak 'nothing works' philosophy go beyond the courses themselves, to prison culture as a whole. The rapid spread of offending behaviour, drugs and education programmes, and the increasing involvement of ordinary prison officers in running them, means the old, militaristic ethos is breaking down in many prisons. Small signs point up deeper changes - most prisoners address their officer tutors by their first names, for example. From the staff's point of view, convicts struggling to overcome dyslexia, or to analyse their worst past actions, are less easily dehumanised. To use a word from a previous era which believed in rehabilitation, albeit through religion, they have begun to appear redeemable. At the same time, as research from Canada has long suggested (see box below), prisoners on programmes are less violent, more sociable, and easier to work with. 'I'm more outgoing, more relaxed,' says Dave from the CSCP. 'And if someone calls me a wanker now, I'm OK with it. That's their opinion, that's all. It doesn't mean everyone thinks that.' At Pentonville, all staff, not only those running programmes, attend an 'awareness course' to learn what they entail. 'You see a prisoner develop, so your attitude to him changes,' says officer Steve Oliver after one such session. 'He's no longer the prat he was, so you treat him better. When you see a prisoner doing something you never thought he would, it's an incredible buzz.' 'There have always been people in the service prepared to treat prisoners decently,' Narey says. 'But sometimes they might have felt they had to treat prisoners decently by stealth. Recently I took a guy into Wormwood Scrubs who had worked with Lord Woolf on his report into the [1990] Strangeways riot. He was astonished at the change.' The best testimony comes from prisoners themselves. After 16 years inside, Dave says the changes are palpable. 'It's much less hostile. The media's constantly saying that society has got so much more violent. The funny thing is, it's got less violent in here.' Politicians and police officers complain about dropped cases and acquittals in court, but the facts remain that judges and magistrates are much more likely than they were a decade ago to send convicted criminals to prison, and they are awarding longer sentences. The stresses on the prisons are immense and they may, in the end, obliterate the good Narey and his staff are trying to do. The effects on the programmes are already being felt. Peter is on his third attempt to settle into the CSCP - far from ideal for such a demanding programme. At Ranby, near Nottingham, where he started, the course has been closed altogether; he then moved to Dartmoor, where it met the same fate. He says he knows the course is valuable to him and may indeed be essential for release. But he is being forced to spend a year hundreds of miles from his family in the North. 'They can't visit me. And believe me, doing this, I could really do with their support.' In other jails, overcrowding means prisoners are disappearing from courses just as they get into their stride. This first concern is substantive, that is, whether deterrence-based programmes are effective in reducing crime. Current scientific opinion on an international basis is that punishment through imprisonment does not reduce crime rates and, in some instances, even worsens crime rates. For example, in a recent review of 29 evaluation studies of boot camps, this approach was considered ineffective in reducing crime.1 Analysis2 of 50 studies from 1958, involving nearly 350,000 offenders, showed that prison slightly elevated the risk for recidivism. Also, lower risk offenders tended to be more negatively affected by the prison experience. Therefore, recent research has failed to establish a link between length of prison sentence and recidivism as predicted by deterrence theory. As a product of numerous factors, crime requires varying interventions targeting problem-specific areas. Best practice rehabilitation programmes are those that target factors empirically linked to the risk for re-offending. These include pro-criminal attitudes, problem-solving deficits and creating opportunities for education and employment. Evidence from a wealth of studies shows that the risk for re-offending is modifiable when such programmes are delivered. For example, recidivism rates in serious or persistent young offenders can be reduced by 40% in community treatment and 30% in institutional treatment.3 A second concern is methodological, that is, whether the right measures have been used. Incarceration rates should have been computed as the ratio of persons admitted to prison for a particular offence in a given year to the number of persons arrested for that offence in the same year. In this way, the likelihood of the results accurately capturing cross-national differences in the willingness to incarcerate is enhanced. By using number of prisoners in custody on a given day (stock data), the authors have confounded sentence length with imprisonment rates. Stock data often over-represent more serious offenders with longer sentences, with the potential for over-estimation of the propensity to incarcerate in those countries with higher serious crime rates. By contrast, the number of admissions to prison (flow data) is not affected by the accumulation of more serious offenders, thereby allowing the separation of the propensity to incarcerate from the length of sentence served. For instance, in a comparison of the use of incarceration in US, Canada, Germany and England, Lynch4 found that, in terms of either population-based stock rates or population-based flow rates, the US was several times more likely than any of the countries to incarcerate for homicide, robbery, burglary, and larceny. For homicide, the US was incarcerating 7.5 times and 5.3 times more frequently than England and Germany, respectively. Flow rates based on police arrests revealed a different pattern, showing a broad similarity in the probability of incarceration for the offences. It appears that Saunders and Billante have not adjusted for variations in size of unsentenced prisoners. Failure to make a distinction can affect comparisons of stock-based incarceration rates since not all those held in a prison have been convicted of an offence.5 To minimise bias in comparative studies, police arrests, rather than crimes reported to police, seem to be the most appropriate data to use. One of the reasons for establishing the International Crime Victims Survey (ICVS) was to provide an alternative mechanism to inaccurate police records on crime. The trends reported have not controlled for differences in the seriousness of crime across the countries compared. Countries could have similar crime rates but the nature of the crimes committed could vary. The ICVS (the fourth round, 2000) reported that ‘there was a higher than average use of weapons in the US, Spain, Scotland and Portugal'.6 Guns were used more often in the US and Spain. Without standardising for such variations, it is incorrect to attribute differences in incarceration rates to punitiveness. Therefore, offence-specific analyses provide a better approach.

Correlation between crime rates and imprisonment rates

A third concern is largely empirical, that is, whether crime rates can necessarily predict imprisonment rates. Simple correlation analyses are insufficient for exploring the complex and multi-dimensional association between crime and incarceration propensity.7,8 Several studies have shown the influence of crime rates on imprisonment rates to be limited.7,9,10 In Canada, where the criminal law is the same across the country but administered provincially, Sprott and Doob 11 found that crime rates did not predict incarceration counts. Numerous and complex factors, such as the organisation of the criminal justice system and reward structure, need to be examined. More detailed analyses are required to substantiate Saunders' and Billante's claim that ‘the rate of crime and incidence of punishment are closely associated'.

Conclusion

The observed differences reported by Saunders and Billante in the propensity to incarcerate cross-nationally have been made in terms that are too general to serve as a useful and valid basis for policy guidance. Stringent requirements focusing on more sensitive measures and specific crime categories are critical. Analyses of comparable crimes minimise the effects of variations in crime seriousness cross-nationally, thereby yielding more credible results. Well-designed studies show that deterrence-based programmes are ineffective in reducing crime and the focus should be on developing rehabilitation programmes that do reduce the likelihood of recidivism. The case for Australia adopting the US approach to crime reduction through the use of imprisonment has not been established. It is common sense that the only guarantee of protecting the community from an offender during the period of a sentence is a custodial sentence. It has been calculated that over a quarter of offenders serving community sentences will have re-offended at least once by the time an offender has served an average length sentence. The majority of offences are minor ones. For offenders who present a risk of serious harm, prison is quite properly used. Prison provides absolute protection from an individual only for the duration of the sentence. This will not always mean protection from crime. It was suggested to the Home Affairs Select Committee in 1998 that demands for drugs from people inside prison results in crime outside. The Home Office collects information on serious offences allegedly committed by offenders under supervision by the Probation service. In 2000, among those serving community sentences 103 convictions for very serious crimes were reported-about one in sixteen hundred of those starting sentences in that year. Better longer- term protection may be provided by community supervision. If prison has not done anything to change offending behaviour, it cannot be said in the long term, to protect the public. If community sentences are effective at weaning offenders away from a criminal lifestyle, they may, in many cases offer the most effective long-term protection of the public. It has been shown that even allowing for selection effects, prisoners released early under parole supervision are reconvicted less than those serving the whole sentence. For the Lord Chief Justice “many things can be done as far as offenders are concerned without sending them to prison which actually provides better safeguards for the public”. Lord Chief Justice Woolf 27.12.2000. Some community sentences offer more intensive supervision than others. Probation hostels can offer 24 hour monitoring at 50-66%% of the cost of prison. There are just over 100 hostels providing 2,200 places. ISSP for under 18's combines intensive supervision with close monitoring. The community surveillance element of the programme aims to ensure the young offender know that their behaviour is being monitored and demonstrate to the wider community that their behaviour is being gripped. ISSP schemes tailor individual packages of surveillance to the risks posed by each offender. They have available either:
  • Tracking by staff members
  • Tagging
  • Voice Verification
  • Intelligence led policing
  • - 12 -

We know from research and statistics that

There is no clear relationship between the use of imprisonment and the rate of crime in the UK or internationally. The 12% increase in recorded crime in France between 1987 and 1996 was similar to that in Holland although the percentage rise in the Dutch prison population (143%) was twenty times greater than the French Incapacitation has only a modest effect. If a drug dealer is locked up, another will enter the market. If one of a gang of burglars is locked up the others may well carry on regardless. The Home office estimates that a 15% increase in the prison population produces only a 1% reduction in recorded crime. (Home Office) Properly designed community measures or early interventions are a more cost-effective route to prevention than imprisonment. The American Rand Research Institute found that graduation incentive programmes and community supervision were considerably more cost effective than prison building in reducing crime. People subject to community alternatives commit no more crimes afterwards than people who have been to prison and in some cases the results are even better. The Home Office say there is no discernible difference between reconviction rates for custody and community penalties. 56% of prisoners discharged from prison and commencing community penalties in 1995 were reconvicted within two years. Reconviction rates do vary by type of order. 2 year rates for probation and combination orders were 59% and 60% respectively considerably higher than the 52% for community service. Reconviction rates for prisoners released after short sentences of up to 12 months were higher (60%) than those for longer term prisoners. Actual re-offending may be higher than that which is measured by reconviction rates. Crude measures of reconviction do not allow distinctions to be made between the seriousness of types of offence. Some individual projects report markedly better rates. The HASC concluded that “some evidence suggests that the most successful forms of community sentence can reduce re-offending more effectively than prison.” HASC 1998. Since then, the most effective community supervision programmes have been shown to reduce offending 15% more than a prison sentence. The Wiltshire aggression replacement training programme achieved a 14% difference and the West Midlands sex offender programme reduced overall offending by 22%. Among the individual projects which report better results are Sherborne House and the Ilderton Motor Project in London; C-Far in Devon and two Scottish projects, the Airborne Initiative and Freagaarach. The Home Affairs Select Committee in 1998 found “the absence of rigorous assessment astonishing”. While the position is getting better, we still do not know as much as we might about effectiveness. As the then Home Secretary Jack Straw said in 1997: “We know that community sentences can be effective. But we need to ensure that they are consistently effective”. Research has confirmed the common sense view that offenders with no legitimate source of income, no settled place to live and or addiction problems are particularly likely to re-offend. Studies (e.g.) have found that a number of social factors affect the likelihood of re-offending. These suggest that successful approaches need to; Get offenders into work. In a comprehensive North American study getting young offenders into work was by some way the most effective way of reducing recidivism (Lipsey et al) Solve accommodation problems. A Home office study found that in Nottinghamshire 44% of those with stable accommodation were reconvicted compared to 62% with unstable accommodation (May 1999) Address and treat drug use. A Home office study found that drug use was highly related to reconviction in all areas; offenders with drug problems were more likely to predict that they would re-offend (ibid) Help with financial problems Research has found some relationship between debt and reconviction (ibid) For some offenders, approaches are needed which deal with relationship problems and engage the question of peer pressure (ibid) All of these factors are capable of positive resolution through community intervention and likely to be made more problematic by imprisonment. “Evidence certainly exists to show that imprisonment creates additional challenges when prisoners are released- for example through loss of job or accommodation, or reduced prospects of obtaining either or both. (Home Office 2001). A research study from Scotland found that “the supervision of offenders in the community can bring about positive changes in behaviour”. (McCivor and Barry 2000). Reconviction rates were lower following the imposition of a probation order than before, the majority of probationers believed that their circumstances had improved since they were on supervision. In the literature on effectiveness, community based programmes have shown more positive results than those in custodial settings. (Vennard) This is not surprising given the then Prison Commissioner's insight 80 years ago that “it is impossible to train men for freedom in conditions of captivity”.

References

1. Secretary of State for the Home Department, the Lord Chancellor and the Attorney General, Justice for All, Cm 5563, London: 2000, p. 87. 2. Justice for All, p. 87. 3. BBC News: Does Prison Work? “yes”. Monday, 2 October, 2000, 14:15 GMT 15:15 UK https://news.bbc.co.uk/1/hi/in_depth/uk_politics/2000/conferences/conservatives/953257.stm
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What affect did the Islamic invasion have on the history of Spain?

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Up to the present day this irrigation system has been controlled by an old Muslim tribunal (Tribunal of the Waters); today this Tribunal is held once a week and is aimed at solving disputable agricultural issues. Due to these improvements, Spanish people began to cultivate various plants and trees, such as oranges, lemons, artichokes, apricots, olive and implemented an advanced system of nature protection (Imamuddin, 1965, p.84). Before the Islamic invasion, Spanish grew winter crops, but the Muslims managed to implement Indian crops that were grown in a frost-free season. As a result, many Arabic words were introduced in Spanish language to reflect different aspects of the irrigation system; for instance, alberca-al-birka means a pool and acequia-al-saqiya means an irrigation ditch. Nowadays some flowers bear the Arabic names, such asbellota-balluta for acorn, alazor-al-asfur for safflower and al-fasfasa foralfalfa. Other words reflect the impact of the Muslims on farming: tahona-tahuna (flour-mill), aldea-al-day's (village), and rabadan-rabb al-da'n (head-shepherd). As the Muslims were obsessed with nature, they utilised their artistic skills to create splendid gardens and buildings that have attracted attention of people till nowadays (Blair & Bloom, 1994). Such unusual places as the Alhambra of Granda, the Mosque of Cordoba and the Alcazar of Seville are the visual legacy of the Muslims in Spain (Barrucand & Bednorz,1992; Ettinghausen & Grabar, 1987). These splendid architectural buildings clearly reveal the Muslims' innovations in the fields of architectural design and style(King, 1978; Grabar, 1978; Rodriguez, 1992). Unfortunately, almost all Islamic architectural monuments were destroyed at the end of the fifteenth century; only the Alhambra remained undamaged (Fletcher, 1987). Many famous writers and artists depicted the Alhambra in their works (Ching, 1979). For instance, Washington Irving created Tales of the Alhambra when he visited this place in Spain. Despite the destruction of many Islamic buildings (Barrucand & Bednorz, 1992), a new Islamic mosque for Spanish Muslims hasbeen recently built in Granada as a result of Islam renewal in 1989. The Muslims are able to pray in the mosque and receive education in such sciences as medicine and law. Today the number of the Muslims in Spain approaches to onemillion people who strongly defend their rights and their faith. Some Spanish Muslims continue to live in the Albaican quarter in Granada, where the Muslims lived in the 10-15 centuries. However, the tensions between Spanish Muslims and Spanish Christians are rather complicated, although Spanish government realises that it is crucial to improve the relations between these two religious groups. Analysing the impact of the Islamic invasion on the history of Spain, the essay suggests that the Muslims considerably affected such areas of Spanish life as economics, culture, science, architecture, art and religion. They managed to improve the country's agriculture and manufacturing, contributing to its prosperity and wealth; they implemented many advanced systems based on scientific findings, especially Arabic number system of calculation, the illumination system and the irrigation method. The Muslims transferred their knowledge in medicine, algebra, chemistry, astronomy, architecture, art, nature and technology to Spanish people who further imparted these valuable data to other European countries. Thus, the Islamic invasion on Spain paved the way for the period of Renaissance in Europe; as Ghazanfar (2004) puts it, Muslims not only occupied Spain but planted the roots of European Renaissance through unparalleled transfer of knowledge in almost every field known (p.11). Today the Islamic influence is especially obvious in many Spanish words that reflect the Arabic roots, as well as in architectural monuments, literature, sciences, legal laws and cultural traditions. Although Islam was officially renewed in Spain at the end of the twentieth century, the Muslims continue to experience serious racial prejudices from the side of Spanish Christians.
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Have Social, Cultural and Technological Developments in the UK Created a Countrywide ‘urban Society’?

Or do the urban and rural spheres remain socially distinct in any ways? Discuss with relevant ideas from urban and rural sociology. Sharma (1997 p. 74) states that rural and urban communities form the 'end points in the continuum of development of human habitats'. However, it has also been suggested that the social, cultural and technological developments in the United Kingdom (UK) have resulted in a country wide urban society, with limited sociological distinctions between the two geographical locations, through a process of urbanisation. The remit of this assignment is to discuss this further, and will refer to various theoretical contributions to support or contradict this argument. Furthermore, specific reference will be made to the concept of communities and the essay will also explore social relations from both the urban and rural perspective.

If sociology is the study of society and its social problems, rural sociology focuses predominantly upon the existence of these within rural environments, often focusing on the countryside (Karalay 2005 p. 3). Peggs (2012 p. 89) proposes that in Britain we often perceive the countryside as being a 'rural idyll', a view which is premised upon the lower crime rates, perceived continued existence of community and kinship ties and a lower population density. However, Pugh and Cheers (2010 p. viii) suggest that such perceptions often result in clear generalisations and a failure to acknowledge the diversity amongst villages, suggesting that the definition of rurality itself is often flawed due to its presumption that each area holds homogenous characteristics. This stereotypical view of rural society being harmonious has also resulted in a failure to recognise the impact of industrialisation upon the sociology of agriculture, and the isolation often experienced by adults in remote rural areas (Scott 2014 p. 656). The former refers to the impact that technological advancements have had upon the practice of agriculture, or the Agricultural Revolution. Whilst this has significantly increased the abilities of farmers to support a larger number of people and created a surplus of the availability of food, specifically in Western areas, it has also impacted upon climate change and employment rates in rural areas (Volti 2011 p. 6).

Whereas, urban sociology is mostly associated with the structure of a city or town as well as the social interaction between the people that live there (Peggs 2012 p. 90) and it has been suggested that cities are the 'physical embodiment of political and economic relationships; thus, an exponential focus has been placed upon urban societies by sociologists and the government (Flanagan 2010 p. 3). Browne (2005 p. 389) defines urbanization as the 'process of the movement' of people from rural areas across to urban areas with cities becoming the major centres of population. Whilst it is often associated with being exemplary of the modern world post the Industrial Revolution, Wagner (2008 p. 6) notes that is has also caused a number of 'new' problems; including pollution and the negative impact that it has had upon the environment, health issues particularly within lower socio-economic groups, and country wide inequality. Although urban communities are fundamentally developed from rural habitats, there is a number of 'glaring differences in every aspect of life' (Sharma 1997 p. 74). For example, the distinctive characteristics of an urban society is noted as being the 'substitution of secondary for primary contacts'; the weakening of kinship; decline in the role of the family; lack of neighbourhood and community; and an 'undermining of the traditional basis of social solidarity' (Lin and Mele 2012 p. 39). For example, Flanagan (2010 p. 175) argues that one of the main reasons for migration to rural areas has always been, and remains to be, economic incentive and Sharma (1997 p. 76) proposes that urban societies have become more meritocratic, offering its citizens the chance to reach their full potential, suggesting that rural areas are premised upon a traditional value system which offers little room for change.

Louis Wirth (1938) perceived the defining characteristics of a city as being population size and density as well as social diversity; proposing that the combination of thus have resulted in a 'distinctive urban way of life' (Fulcher and Scott 2011 p. 475). Wirth's theory has been noted to be a seminal piece discussing urbanisation, proposing that he perceived this to be something which would spread to all areas; fearing that it was a 'socially disruptive' process, a threat to the moral values of citizens, that would result in a lack of community and 'underlying consensus' (Slattery 2002 p. 303). Additionally, he perceived urbanism as being separate from accounts of capitalism, industrialism or modernity and failed to acknowledge how such concepts are intertwined and dependent of each other (Magnusson 2013 p. 55).

Tonnie's (1957) analysis of the impact of the industrial revolution suggested that the disruption caused by people moving to the city led to an increase in 'large-scale, impersonal, calculative and contractual relationships'; at the expense of community (Hillyard 2007 p. 7). His theory consisted of a comparison between gemeinschaftlich, communal solidarity, and gesellschaftlich including relations of calculative and contractual natures, and is often critiqued due to his depiction of historical communities to be romantic and ideal (Scott 2007 p. 780). Similarly, Simmel (1903) proposed that there were significant differences within human interaction in city life in comparison to rural areas, suggesting that people are more likely to be emotionally reserved and individualistic, proposing that the development of such skills allows them to 'cope with the multiple demands of urban life' (Stolley 2005 p. 169). He suggested that urban life leaves citizens 'bombarded' with 'images, impressions, sensations and activities' resulted in them becoming blasA© and disinterested with others, exacerbating the emotional distance between themselves and others (Giddens 2006 p. 896). This is further discussed by Furedi (2013 p. 319) that the 'veiled hatred and contempt' for the modern industrial society resulted in Tonnies work often being disputed due to its generalised nature.

This change in the socially cohesive nature of pre-industrial society was also discussed by Emilie Durkheim (1897), however, his work was not solely from a pessimistic perspective and he argued that this was just a change in the social bonds and relationships (Hillyard 2007 p.10). He argued that urban-adults are more likely to become less tied to the 'common concern' and develop an interdependence premised upon an organic solidarity; in which, 'social ties are based on differences' (Stolley 2005 p. 169). He felt that modern society was based upon 'the ideals of modern individualism', with concerns as to whether this could provide a sufficient foundation for society, however, felt that communities could be re-established on different grounds (Challenger 1994 p. 211).

Community is a multi-dimensional term that may refer to a physical place in which people live together but also to 'groups of people whose interaction is not based on physical proximity but shared interests' (Robinson and Green 2011 p. 13). The concept of community is often compared within the urban-rural continuum, with Mann (2003 p. 190) supporting the theoretical perspective that urbanisation has resulted in a loss of community, and the values that are associated with it. Furthermore, Fulcher and Scott (2011 p. 475) proposed that the weakening of relationships in city life is one of the key reasons why urban-adults are significantly more likely to have mental health issues, commit suicide or become victims of crime. Yet Browne (2005 p. 393) argues that the close knit community in rural areas can actually be very 'narrow minded and oppressive'; proposing that people who are different to the majority, or even do not have family ties with the area, are likely to be excluded. This is further supported by Lister (2010 p. 203) who notes that whilst any community can provide security for some, this is often done so on the basis of the exclusion of others; reiterating that it cannot be viewed as an 'organic homogenous entity'. However, Abrahamson (2013 p. 55) argues that one of the key reasons for the focus upon urban development is community planning, attempting to alleviate the issues associated with the lack of community in urban areas by attempting to adjust the structure, provision and resources to enforce these.

Lin and Mele (2012 p. 39) state that the adult urban population are significantly less likely to be unemployed due to the number of jobs available, also suggesting that city life itself 'discourages' unemployment due to the lack of support and focus upon individualism. Yet Ferrante (2013 p. 252) argues that problems with the rural areas of a country are often under exaggerated or ignored: for example, she notes that a large percentage of children that live in poverty live in rural areas; noting the effects of economic restructuring, decline of farming and traditional industries and the lack of sufficient support in these areas. This is further discussed by Pugh and Cheers (2010 p. xvi) who note that assumptions premised upon the idealised nature of the rural lead to a 'comparative invisibility' of some of the social issues which are just as likely to occur here as in urban societies, such as poverty, domestic violence and substance misuse; proposing that often the needs of rural-adults are largely ignored by state provision. Additionally, Betti and Lemmi (2013 p. 36) argue that whilst statistical evidence may indicate that rates of poverty are significantly higher in cities and towns, they explain this by the significantly higher population density, a higher cost of living in such areas, and the exponential costs of owning or renting accommodation in the centre of a city. Furthermore, whilst poverty is often perceived as being an inner city problem, it is found widely in rural areas with farm workers being amongst the lowest paid in society with a loss of their job also potentially resulting in homelessness and eviction (Browne 2005 p. 393).

Paddison (2001 p. 12) argues that there has become a decentralisation, with the intertwining of town and country, resulting in a country wide urban society and a rural sociology becoming less relevant in modern times. This is further maintained by Fulcher and Scott (2011 p. 471) who note that the differences between the two communities have 'largely disappeared' due to both of them now being 'shaped by the dynamics of consumer capitalism'. Although Browne (2005 p. 389) argues that since the 1960's the UK has reversed some of the changes made during the industrial period, with increasing numbers of people choosing to live in the countryside. This is particularly relevant within areas which are within commutable distance to major cities, due to high costs of living in the cities as well as the perception that rural areas are significantly better for raising children. Furthermore, Pugh and Cheers (2010 p. 6) argue that technological advancements, such as the internet, have further perpetuated the decentralisation of urban life, with communication significantly improving in even the most remote areas; allowing people to have 'easier and more reliable access to information and services'. However, Flanagan (2010 p. 176) reports that there has been a failure to develop rural areas sufficiently, causing high urbanization rates resulting in unemployment and housing shortages in large cities; questioning whether the rate of urbanization has been 'beneficial or detrimental to economic growth'.

The lack of community life in urban environments is often cited as being one of the key distinctions between rural and urban sociology, and would denounce the claim that that rurality lacks relevance in a post-modern society. However, technological advancements, including information communication technology and transport amongst others, have led to more people choosing to live in rural environments and commuting to their employment on a daily basis. This assignment has discussed both sides of the argument, with reference to a number of theoretical contributions, including Wirth, Durkheim, Tonnies, and Simmel; each of which focus on the impact upon social relations in the city. However, it has also highlighted a number of the social problems which are indiscriminately impacted upon by location. The assignment has clearly supported the perception that there has been a decline in the relevance of rural sociology since the Industrial Revolution, however, it has yet to lose all credibility regardless of the developments made in a postmodern society.

Reference 

  1. Betti, G. and Lemmi, A. (2013). Poverty and social exclusion. Abingdon, Oxon: Routledge.
  2. Browne, K. (2005). An introduction to sociology. Cambridge, U.K.: Polity Press.
  3. Challenger, D. (1994). Durkheim through the lens of Aristotle. Lanham, Md.: Rowman & Littlefield Publishers.
  4. Durkheim, E. (1964). The division of labor in society. New York: Free Press of Glencoe.
  5. Ferrante-Wallace, J. and Caldeira, C. (2014). Seeing sociology. Belmont, CA: Wadsworth Cengage Learning.
  6. Flanagan, W. (2010). Urban sociology. Lanham: Rowman & Littlefield.
  7. Fulcher, J. and Scott, J. (2011). Sociology. Oxford: Oxford University Press.
  8. Furedi, F. (2013). Authority. Cambridge, United Kingdom: Cambridge University Press.
  9. Hillyard, S. (2007). The sociology of rural life. Oxford: Berg.
  10. Karalay, G. (2005). Integrated approach to rural development. New Delhi: Concept Publishing Company.
  11. Lin, J. and Mele, C. (2005). The urban sociology reader. London: Routledge.
  12. Lister, R. (2010). Understanding theories and concepts in social policy. Briston: Policy Press.
  13. Magnusson, W. (2011). Politics of urbanism. London: Taylor & Francis Routledge.
  14. Mann, P. (2000). An approach to urban sociology. London: Routledge.
  15. Paddison, R. (2001). Handbook of urban studies. London: SAGE.
  16. Peggs, K. (2012). Animals and sociology. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
  17. Pugh, R. and Cheers, B. (2010). Rural social work. Bristol, UK: Policy Press.
  18. Robinson, J. and Green, G. (2011). Introduction to community development. Los Angeles: SAGE.
  19. Scott, J. (2014). A dictionary of sociology. 4th ed. Oxford: Oxford University Press.
  20. Sharma, R. (1997). Urban sociology. New Delhi: Atlantic Pub.
  21. Slattery, M. (2003). Key ideas in sociology. Cheltenham: Nelson Thornes.
  22. Stolley, K. (2005). The basics of sociology. Westport, Conn.: Greenwood Press.
  23. TAnnies, F. (1988). Community & society. New Brunswick, N.J., U.S.A.: Transaction Books.
  24. Volti, R. (2008). An introduction to the sociology of work and occupations. Los Angeles: Pine Forge Press.
  25. Wagner, L. (2008). Urbanization. New York: Nova Science Publishers.
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Example Sports Essay

Injured Athletes Use of Self-Talk.

A sports injury can be serious and cause profound physical and emotional distress. The physical aspects of the injury can even contribute to loss of a sports career. The emotional stress of a sports injury can result in affects such as anxiety and depression which result in obstacles to healing and future performance (Myers, Peyton & Jensen, 2004). After injury most athletes will suffer from a change in their mood for a short length of time.

This change in mood will manifest as anger, depression, tension, and low energy levels. Normally the athlete returns to their pre-injury mental status once they are on their way to recovery (McDonald & Hardy, 1990) Sports injuries can have a devastating impact on athletes and the search for effective psychological rehabilitation methods have been ongoing. One study using the open-ended Sports Injury Survey found that athletes that healed the fastest engaged in more positive self-talk, goal setting and healing imagery than slower healing athletes. It was found that the mental strategy of goal setting was the most productive technique and scientists believe the reason for this is that it is easy to learn and is within the athlete’s control. The results of the study would suggest that there are numerous psychological factors that play an important role in injury recovery. A number of other studies have demonstrated that speed of recovery was effected by goal setting, attitude, imagery, social support, and coping skills (Ievleva & Orlick,1991). One study demonstrated that imagery can be helpful in injury rehabilitation. Imagery is used often in training and competition, but athletes don’t use it as often for recovery from healing and need to be reminded of its efficacy (Sordoni, Hall & Forwell, 2000) It has been found that an athlete’s inability to return to pre-injury performance levels was due to psychological factors and stressors rather than physical ones (Evans, Harding & Fleming, 2000). One of the factors with an impact on performance levels post-injury is the athlete’s perceived inability to demonstrate the same skills they enjoyed pre-injury. One example of this isa rugby player who returned to the game after suffering a shoulder injury. He favoured the injured shoulder and used the other shoulder more frequently.

The result of this behaviour was that he put extra pressure on the one shoulder setting himself up for future injuries (Evans et al., 2000). When an athlete returns to the game before they are truly ready the risk for more injures or re-injury is increased. Even if an athlete has been told by his sports physician that they can return to competition they may not be ready psychologically (Evans et al., 2000). Cupal (1998) claims evidence exists that indicates when an athlete returns to the sport before they are psychologically ready they increase the risk of more injuries There are different approaches to explaining how an athlete responds to injury.

One of these approaches is designated the cognitive appraisal approach. This approach focuses on the athlete’s perception of the injury and it offers an explanation for individual differences in responses to injury and their perception of the injury (Brewer, 1994). Brewer (1994) believes that one of the positive aspects regarding the cognitive appraisal approach is that it offers explanations for the diverse responses to injuries unlike other methods that don’t provide such insight. There are a number of influencing factors with cognitive appraisal. The individual personality characteristics of the athlete that remain constant over time are a factor. Another factor is the athlete’s changeable situation which they have no control of. One example of this is time of season of the injury (Gayman & Crossman, 2003). A study of the psychology of season ending injuries amongst skiers from the USA Ski Team was conducted (Gould, Udry, Bridges & Beck, 1997a; Gould, Udry, Bridges &Beck, 1997b). This study included lengthy interviews and revealed different factors of the injury experience.

Researchers discovered that some athletes received what they perceived were benefits from the injury. If they had a problem with the stress of the competition they may see this injury as a blessing in disguise and a way out. Performance anxiety can be another reason why an athlete sees the injury as beneficial. Also, rehabilitation can be physically painful and emotionally trying (Gould et al., 1997a). Other factors researchers uncovered were the sources of stress, social support systems, and coping strategies. In some instances a severe injury can interfere with social activities especially if they are sports-oriented (Bianco, Malo, & Orlick,1999). Bianco et al. (1999) interviewed skiers from the Canadian Alpine Ski Team. What they learned was that there was an early phase when the athlete is injured or ill and then they move into a phase of rehabilitation where they begin to recover, and the last phase is when they are fully recovered and back to pre-injury activity. Every one of these phases included a set of events that influenced the emotional and cognitive responses (Granito, 2001, pg. 63). Researchers looked to cognitive appraisal to explain why some athletes suffer from greater psychological distress following an injury than others (Brewer, 1994). What they found was that the manner in which an athlete perceives the injury experience plays an important role in how well they recover and are able to return to pre-injury performance levels (Brewer, 2001, as cited in Gayman & Crossman, 2003). The time of the year when an athlete is injured may determine how well and fast they recover and return to competition.

For example, one athlete may be distraught and stressed over being injured post-season because after all his hard work and team effort he will not be able to participate in the play-offs. Another athlete may regard the injury as beneficial because they can get out of a horrendous season where the team didn’t do very well. The athlete who perceives the injury in a more positive light will have an easier time of recovery than the athlete who experiences more negative emotions surrounding the injury (Gayman & Crossman, 2003) Pre-season is important because after a break from sports the athletes are ready to get back in the game again and are looking forward to try-outs. An injury sustained pre-season can be regarded in different ways. The more severe the injury is the greater the athlete’s frustration and disappointment (Gayman & Crossman, 2003). An injury that isn’t serious enough to keep the athlete out for the entire season may not be as devastating for some because they become motivated to heal and spend the rest of the season in the game. Different factors enter the picture for mid-season injuries. An athlete who is out due to injuries during mid-season can be more stressed because by this time the team members are bonding.

The athlete will also have lost some of their physical abilities that are important to the game. The team has been traveling and playing many games together by mid-season and the injured athlete will feel that they are missing out on the camaraderie and fun (Gayman & Crossman, 2003). When an athlete is injured end of season the success of the entire team may be hindered and this is a source of great stress and disappointment for the athlete. If it’s the athlete’s last year of college, for example, the injury could end his career in sports. If the injury is severe enough regardless the season; it is devastating for the athlete and requires different and more intense coping techniques (Gayman & Crossman, 2003). Finally, the playoffs are important because the team has bonded and worked hard together for an entire season to get that far. Injuries sustained during this time could hamper efforts for the championship title not to mention the personal satisfaction of success (Gayman & Crossman 2003) How an athlete reacts to their injury may be based on how they personally view the situation. For instance, injury in pre-season may be regarded more negatively by one athlete than another. It all depends on how they perceive the situation (Gayman & Crossman, 2003). There are different factors in the injury recovery process. One of those factors is gender differences.

One study found there were differences in the perceptions of male and female injured athletes. It was found that male athletes had reported a more positive relationship with their coaches than the females. Males also were more apt to have a special person in their lives that they received emotional support from. It was discovered that female athletes were more apt to worry about how their injuries would affect their future health than the males (Granito, 2002). Regardless of male or female, it would appear that a good social support network and positive relationships with coaches are important when an athlete sustains an injury.

There are, however, more factors involved in the success of an athlete’s rehabilitation and recovery than that of emotional support from others. Other interventions and coping mechanisms involve goal setting, imagery, and self-talk (Ievleva & Orlick, 1991) There are numerous psychological intervention strategies for rehabilitation from sports related injuries. Oftentimes the athletes’ erroneous thoughts about intervention strategies keep them away from getting the help they need to recover more quickly and fully. The interventions could help them return to competition not only physically ready but psychologically ready as well.

Due to a lack of knowledge and understanding leading to faulty beliefs about intervention strategies the athlete doesn’t always get the help they need. The efficacy of any post-injury therapy or treatment depends on the ability of the athlete to accept and receive different techniques and strategies (Myers et al., 2004). One of the strategies in treatment for sports injuries that isn’t fully understood is that of positive self-talk. Self-talk in injury recovery is even less understood than other techniques and strategies even though athletes do use it for performance improvements. Athletes have used both self-talk that is instructional in nature and self-talk that consists of positive affirmations (Van Raalte, Cornelius, Brewer, & Hatton, 2000). Self-talk has been recognized as an effective tool for improvements in performance but unfortunately, has not been given as much thought as a strategy for recovery from injury. One reason that has been given to explain why there is a lack of knowledge regarding self-talk and its importance to recovery from injury has to do with understanding the fundamentals behind performance improvement in sports (Hardy, 2005) There is a relationship between performance improvements and self-talk. It has been suggested that it’s the aspect of self-talk that involves functionality that sheds light on its relationship with performance.

This includes the cognitive and motivational aspects of self-talk (Hardy, Gammage, & Hall, 2001a). Theodorakis, Weinberg, Natsis, Douma & Kazakas (2000) investigated the efficacy of self-talk with athletes using positive self-talk in proportion to the specific demands of their physical activity. Instructional self-talk was used for the technical demands and motivational self-talk was used for less technical demands such as the athlete’s strength and stamina. The researchers expected that instructional self-talk would be more effective when the demands of the activity involved skills and accuracy and the motivational self-talk would be more effective when the demands involved strength and stamina. The results demonstrated that instructional self-talk for technical demands met the researcher’s expectations, however when the demands were for motivational self-talk the results weren’t as expected (Hardy,2005). The researchers discovered that both types of self-talk generated an increase in performance in the activity of leg extensions but not in the activity of sit-ups which requires stamina.

Theodorakis et al. (2000) believe one reason for this outcome is that there wasn’t an equal distribution of males and females for the study thus affecting the results. Theodorakis et al. rightly calls for more research in order to determine why positive self-talk (or negative) impacts athletic performance (Hardy, 2005). One factor that may impact the effectiveness of self-talk on an athlete’s performance is how they interpret their self-talk as far as it relates to motivation. The athlete may regard their self-talk in either a negative or positive light (Hardy, Hall, & Alexander, 2001b). If an athlete regards their self-talk asde-motivating it certainly not help them recover faster and can even keep them from getting back to pre-injury performance levels. Theodorakis et al.(2000) explains that the lack of differences across groups in his study is that there are motivational aspects to the instructional self-talk and some of the self-talk used by the athletes may have been either motivating or de-motivating. Self-talk is supposed to be positive for the athlete. The attitude of the injured athlete is important to their recovery. If the athlete is optimistic their chances of recovery are greater and they have better coping mechanisms.

Suggestions to encourage the athlete are for them to use only positive words, language and tone, during the rehabilitation-in and out of the clinic (Mind, Body, pg.1). Examples of positive self-talk are: “I will get through this” “I will recover fully” “I will get back to playing my sport, better than I was before” “I will get 115 degrees of flexion today” (Mind, Body, 2005, pg. 1). These self-talk strategies will create a more positive and healthy mind set in the injured athlete (Mind, Body,2005). In a study with tennis players it was found that instructional self-talk had a positive outcome on performance but not on self-efficacy (Landin & Hebert, 1999). It is suggested then that practitioners determine if the athlete finds self-talk is to be de-motivating or motivating. An athlete can learn to perceive themselves in a healthier and more self-affirming manner by engaging in positive self-talk (Hardy, 2005). The speed with which an athlete recovers from injury can be increased by using certain mental strategies. It is up to the athlete and their physician to determine, in light of the patient’s situation and personal preferences, what would be the best strategy to ensure a rapid and full recovery from injury. The athlete and their sports doctor can be creative in coming up with what techniques seem to fit. Special attention should be given to the psychological state of the athlete and the seriousness of the injury. A comprehensive approach to injury management has been proven to be successful through research suggesting that by using more goal setting, positive self-talk, and imagery, athletes recover more quickly from injuries (Mind, Body, 2005, pg. 1) Self-talk is useful for injury recovery and quite often for the management of physical pain and distressing emotional states.

Self-talk is described as, .the endless stream of thoughts that run through your head every day (Chronic Pain, 2005, pg. 1). This self-talk or automatic thinking can be positive or negative and based on logic and reason (Chronic Pain, 2005, pg. 1). There are times when self-talk can be negative and based on faulty perceptions due to inadequate information. In order for self-talk to be effective for recovery from injury the faulty thinking must be recognized and changed. In order to recognize the faulty thinking it’s important to recognize the different categories of non-productive thinking. One method of thinking that is not positive self-talk is generalizing. An example of this is when the individual regards one event as a trigger for a never ending series of negative events. As the pain continues the individual thinks they will not be able to carry on as before and they begin to devalue themselves. Another example of negative thinking is when the individual thinks in terms of catastrophes. With this type of thinking the individual imagines the worst case scenario.

For example, they imagine that the pain from the injury will become a problem and they will become embarrassed if out in public or with friends (Chronic Pain, 2005). Another example of catastrophic thinking is when the athlete thinks things will never change and they will never get any better (Lake, 2005). Polarizing is another thinking style that leads to negative self-talk. This is when the individual sees everything as black and white, good or bad, positive or negative. They cannot concede that there is oftentimes a place in the middle. One of the more serious consequences of this thinking is that the individual feels they have to be perfect or else they are a failure; there is no acceptance of the fact that they are human like everyone else and can make mistakes while not seeing themselves as losers. Filtering is when the individual looks at the negative thoughts in a situation through a magnifying glass and minimizes the positive thoughts.

One example given of this is when the individual did a great job at work that day but when they get home they realize they forgot to do one thing. The entire evening is ruined because the individual sits there and ruminates on that one task they failed to do. All the accolades they received that day from boss and co-workers is forgotten and only the negative is focused upon. Another negative thinking pattern that leads to unhealthy self-talk is that of personalizing. When something unpleasant, unfortunate, or bad happens the individual thinks that they are blame, even if it’s something out of their control and has nothing to do with them.

Emotionalizing is thinking where the heart rules the head. Objectivity is pushed aside for irrational thinking. One example of this is if an individual feels they are dull or stupid and therefore they believe that is what they are (Chronic Pain, 2005). This type of thinking is dangerous for the athlete especially one who is recovering from an injury. The athlete must recognize the negative thinking and begin the exercise of positive self-talk. An interesting rule of thumb regarding the process of positive self-talk is as follows: Don’t say anything to yourself that you wouldn’t say to someone else Be gentle and encouraging. If a negative thought enters your mind, evaluate it rationally and respond with affirmations of what is good about yourself. Eventually your self-talk will automatically contain less self-criticism and more self-acceptance. Your spontaneous thoughts will become more positive and rational. (Chronic Pain, 2005, pg. 1) What people say to themselves all too often sets the stage for how they look at life and what they do about it. One example of this is when the individual comes home after a day of working and says, I don’t want to exercise today. It’s cloudy outside, there’s no one to walk with, and besides, I’ve already exercised twice this week (Managing Your Pain, 2005, pg.1). A more positive way to respond to this situation is to say, “I don’t feel like exercising today, but I know I’ll feel better afterward and have an easier time falling asleep” (Managing Your Pain, 2005, pg.1). These examples are very important in retraining the mind to engage in positive self-talk.

The self-talk one engages in can literally change the way an individual experiences physical pain. Negative messages can lead to increased pain, while positive messages can help distract you from pain (Managing Your Pain, 2005, pg. 1) There are several steps to take in order to change negative self-talk that leads to increased pain into positive self-talk which speeds up the healing process and leads to decreased pain. The first of these steps is for the individual to make a list of all negative self-talk engaged in. The second step is to change each negative statement on the list into a positive statement.

One example would be the following, I’m tired and don’t feel like attending my support group tonight, but if I don’t go I might miss out on some good tips like the ones I learned last month. I can always leave the meeting a little early” (Managing Your Pain, 2005, pg. 1). The third step is to practice the positive self-talk. Even though it doesn’t come naturally and may take some time to become comfortable with keep at it until it becomes second nature (Managing Your Pain, 2005, pg. 1).

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What is the Prevalence of Religion Among Modern Student Communities in the UK?

To what extent can patterns of religiosity in this social context be said to differ from other and previous contexts?

Introduction

The past half century has seen dramatic social change in which changes in religiosity are only a small part. Modern British society is multi-cultural and multi-ethnic; women routinely work outside the home; education is freely available and most forms of discrimination, including discrimination on religious grounds, have been outlawed. From the 21st century standpoint, it seems incredible that women were once denied the right to a university education,that third-level access was almost exclusively the preserve of the elite or, indeed, that universities ever demanded conformity to the Established Church. In light of such social development, it is unsurprising that the UK's student community has a markedly different attitude towards religion than its predecessors. This brief essay has a great deal of material vying for space. Consequently, there are inevitable omissions, such as an assessment of religions such as Islam which are bucking the secularisation trend. However, it will examine the function of religion as observed by Durkheim, Parsons and Marx before reflecting on Weber's insights to place discussions in a sociological context. The essay will also outline and engage with the concept of 'community' and explore how Tonnies' (1887) observations are relevant when considering the motivations and affiliations of a transient student cohort. This essay will seek to establish the facts about religious affiliation and observance as revealed in historical and contemporary studies. Finally, it will assess the extent of changing societal norms on religious observance – not only among students, but also among the wider British community.

Religion and Sociology

Christians view God as omnipotent, eternal, and assert that God must be worshipped. In contrast, the Dugum Dai of New Guinea believe the spirits of the dead cause sickness and death and must be placated by ritual. The Sioux invoke benevolent powers to make rain fall and crops grow. What is evident from these few examples is that defining religion is challenging. However, sociologists have offered two possible approaches: a functional perspective and a substantive viewpoint (Haralambos and Holborn, 2004). The substantive viewpoint examines what is believed and, as such, is beyond the scope of this essay although it is worth noting that Durkheim (1961) argued that all societies divide the world between the sacred and the profane, and, by attaching mystic symbolism to certain things, set them apart. However, he also took a functionalist standpoint, positing that the shared beliefs and values thus created form the collective conscience which enforces social order, while emphasising the importance of group ritual to enhance societal bonds (Durkheim, 1961). Functionalists, therefore, analyse religion in terms of how it contributes to meeting societal need (Haralambos and Holborn, 2004). Talcott Parsons (1964) also examined religion from a functionalist perspective, arguing that human behaviour is regulated by the norms applicable in that society. In his view, religion not only offered standards against which acceptable human conduct could be measured; it also provided a mechanism for dealing with life-changing events such as bereavement. However, as society developed, Parsons foresaw religion losing many of its functions (Parsons, 1964). The functionalist position is that values which are no longer functional, i.e. no longer fulfil the needs of society, do not survive (Haralambos and Holborn, 2014). Marx also saw religion as functional, but he deemed it 'an illusion which eases the pain produced by exploitation and oppression' (Haralambos and Holborn, 2004:409) Furthermore religion, in Marx's view, helped the ruling class to justify their wealth: 'The parson has ever gone hand in hand with the landlord' (cited in Haralambos and Holborn, 2004:410). Marx believed that religion would lose its function and disappear as a classless society emerged. Insights offered by these scholars suggest that religion helps to maintain the status quo and that change in religious belief is driven by change in the wider society. However, Weber took a different view, arguing that religion had driven societal change. The ascetic Calvinist sect he described believed that those chosen to go to Heaven were selected by God before their birth. They reasoned that only God's chosen people would be able to lead a good life on earth, a belief which produced people who were focussed on work, as wealth indicated 'chosen' status: 'In short, religion provides the theodicy of good fortune for those who are fortunate.' (Weber, in Gerth and Mills (eds) 1946:271) Coupled with a frugal Protestant lifestyle, this led to the accumulation of capital, investment and reinvestment and ultimately capitalist society itself: 'Only the methodical way of life of the ascetic sects could legitimate and put a halo around the economic 'individualist' impulses of the modern capitalist ethos'. (Weber, in Gerth and Mills (eds) 1946:322) According to Haralambos and Holborn (2004:419) Weber asserted that the pursuit of profit triggered an emphasis on rational calculation. However, Weber distinguished between formal rationality, involving numerical calculations, and substantive rationality, involving action towards specific goals such as justice or equality. Substantive morality, including the morality demanded by religious beliefs, held less significance in capitalist societies. Weber saw rationality as being incompatible with religious faith and Protestant religion as the inevitable precursor of secularisation. (Haralambos and Holborn, 2004).

Community

The modernisation, rationalisation and secularisation of society also impacted on the concept of 'community'. Tonnies (1887) first drew attention to the contrast between Gemeinschaft, which he saw as the intimate, private community, and Gesellschaft, which more closely equated to the wider society associated with the world of work and public life: 'In Gemeinschaft (community) with one's family, one lives from birth on bound to it in weal and woe. One goes into Gesellschaft (society) as one goes into a strange country.' (Tonnies, 1887, in Worsley (ed) 1978:409) The transition from home to higher education is, indeed, similar to going into a strange country with different rules and expectations. This inevitably leads to the formation of new forms of 'Gesellschaft' as students create associations and make decisions based on substantive rationality in order to achieve personal goals. This is significant because the diminished influence of Gemeinschaft may cause students to reflect on previously unquestioned religious beliefs.

Religiosity

Turning to the available information on religion in the UK, Bruce (1996, 2002), who has written extensively on religion and secularisation, observed a significant decline in religiosity. Whilst it is worth noting that official statistics only date back to the 2001 Census, several major organisations including the British Social Attitudes Survey (BSAS) and British Household Panel Survey (BHPS) have researched religious affiliation since the 1970s. However, the 2011 UK census figures confirm that the number of people stating that they had no religion increased across all age groups since the 2001 census, now forming the second largest grouping after Christianity, and particularly so among the 20-24 and 40-44 age groups (Office for National Statistics [ONS] 2013). The 20-24 age group is significant for this essay as it would contain much of the student population, but comparison with other surveys is problematic. YouGov (2011) working on behalf of the British Humanist Association (BHA) found that only 9% of people reported having attended a place of worship within the past week. They also found that when asked directly 'What is your religion?' 39% of respondents said they had none. However, when the same sample group was asked, as a follow up question, 'Are you religious?' 65% said they were not. This apparent contradiction suggests that nominal religious affiliations may outlive faith or religious practice. According to the BSAS Report (2014), the percentage of the population claiming to have no religion rose from 31.4% in 1983 to 50.6% in 2013 and among the 15-24 age group the figure rose to almost 70% (BHA, undated). A study of the student population reveals that around one third say they have no religion - which is slightly more than the Census indicates but still in line with most other surveys - while 27% indicate membership of a faith society in their institution, surely indicating a significant religious commitment. This figure rose to 63% of Jews, 48% of Muslims and 44% of Sikhs (Weller et al, 2011). However, as this was a self-selecting sample for an online survey, accessed through unspecified 'gatekeepers', the results should be viewed with caution. Nevertheless, assuming that most students come from a (nominally) Christian background, their need to retain distinct ties to their faith in the college environment appears weaker than that of other religions. It is notable that not all universities are secular or non-denominational, a potentially significant factor in sustaining religious observance. Many institutions are faith-based, such as Blackfriars Hall in Oxford and Roehampton University in London which have a Roman Catholic ethos (Catholic Links, 2015). Non-Christians can also study in culturally-appropriate environments such as that of Cambridge Muslim College (2015). Students in these and similar institutions may be inherently more religious than their counterparts in secular/non-denominational colleges and universities and see religious observance as an important part of their college life. However, it could also be argued that if these students come from families or ethnic groups with a strong religious ethos, then parental preference could have influenced selection of their place of study.

Discussion

Several early commentators, including Wilson (1966) and Bruce (1996) noted the secularisation process taking place in the UK, with Bruce (2002) asserting that as society fragments into a plethora of cultural and religious groupings, religion becomes a matter of personal choice. In Durkheim's view, society and spiritual belief were intrinsically intertwined: 'Primitive man comes to view society as something sacred because he is utterly dependent on it' (Durkheim, 1961, cited in Haralambos and Holborn, 2004:407). MacIver and Page once said that 'The mark of a community is that one's life may be lived wholly within it' (MacIver and Page, 1949, cited in Worsley, (ed) 1978:410). In contrast, students leaving home to enter higher education are distanced from their 'Gemeinschaft' and exposed to new ideas and codes of behaviour, including, one presumes, alternative belief systems or, indeed, agnosticism or atheism. As noted earlier, Weber claimed that, in a modern society, motivating forces were no longer spiritual or supernatural; they were rational, involving a personal assessment of how to attain specific goals (Weber: in Gerth and Mills, 1948). The student's goal is presumably to succeed academically, which may necessitate forming new alliances outside the community of shared religious observance. In today's diverse, multi-cultural, and inclusive student population, patterns of religiosity reflect the wider community in that they differ significantly from previous generations (ONS, 2013). Nevertheless, the available Census statistics suggest that this may be related to age rather than educational status, as many students fall into the 20-24 age group (ONS, 2013). Whilst Bruce (2002) acknowledges that religion can remain an integral part of one's beliefs despite diminished political and social significance, Weller (2011) noted that certain religious groups were more likely to join faith-related student societies. Seeking out the familiarity of a religious community may be related to cultural or ethnic origins, or the religious ethos of the educational institution attended. The discussion, therefore, must consider other factors which could influence student religiosity. With an estimated 22% of students continuing to live with their family while they study (Marsh, 2014:np) almost four out of five young people entering college live independently, probably for the first time. The student community is an excellent example of Gesellschaft, with its own rules and norms, and for that reason membership of college groups or societies could fulfil many of the functions previously filled by the home-town religious community. However, Bruce (2002) noted the persistence of individual religious belief, even when it no longer held political or social significance. While patterns of religiosity may differ - and it is entirely credible that even a committed religious student's attendance at faith ceremonies may be infrequent - that does not prove that they have completely abandoned the faith in which they were reared. On reflection, the available data suggests that the student population is not markedly less religious than the wider community and that changes in British religiosity shown in the 2011 Census (ONS, 2013) are mirrored in trends revealed among a predominantly young student population. Certainly, the evidence suggests that secularisation, although advancing steadily, is proceeding at roughly the same pace within and without the student community. This essay has already noted the functionalist argument, applying equally to the Marxist analysis as it does to views expressed by Parsons and Durkheim, which posits that values which cease to serve a function do not survive (Haralambos and Holborn, 2014). Nevertheless, despite the rise of secularism and the secular influences which students face, there is evidence suggesting that they are not consigning religion to history without considerable soul-searching. Early in 2013, noted atheist Richard Dawkins was the guest of Cambridge Union for a high-profile debate against former Archbishop of Canterbury Rowan Williams, current Master of Magdalene College, Cambridge. The motion 'This house believes Religion has no place in the 21st Century' was defeated by 324 versus 138 votes (Jing, 2013,np). The secularisation debate among the student population is, it seems, not over yet.

Bibliography

British Humanist Association (undated). Religion and Belief: Some surveys and statistics. Available at https://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ Retrieved 25.8.2015 British Social Attitudes Survey (2014). Report. In British Humanist Association. Available at https://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ Retrieved 25.8.2015 Bruce, S (1996). Religion in the Modern World: From Cathedrals to Cults. Oxford, Oxford University Press. Bruce, S (2002). God is Dead. Oxford, Blackwell. Catholic Links (2015). 'Roman Catholic Universities', Available at: www.catholiclinks.org/uniextrjengland.htm. Retrieved 25.8.2015 Durkheim, E, (1961). The Elementary Forms of the Religious Life. New York, Collier Books Gerth, H, and Mills, C (eds) 1948. From Max Weber, Essays in Sociology. London, Routledge and Kegan Paul Haralambos, M, and Holborn, M (2004). Sociology, Themes and Perspectives. 6th. Edition. London, HarperCollins Jing, G (ed) 2013. 'Dawkins Defeated in Cambridge Union Religion Debate.' In: The Cambridge Student, 1.2.2013. Available at https://www.tcs.cam.ac.uk/news/0024661-dawkins-defeated-in-cambridge-union-religion-debate.html. Retrieved 23.8.15 MacIver and Page (1961) 'The Mark of a Community is That One's Life May be Lived Wholly Within It.' In Worsley, P (ed) Modern Sociology: Introductory Readings. 2nd Edition, 1978:410-411. London, Penguin. Marsh, S (2014) 'Rise of the live-at-home student commuter' in The Guardian, 26.8.2014. Available at https://www.theguardian.com/education/2014/aug/26/rise-live-at-home-student-commuter. Retrieved 30.8.2015 Office for National Statistics, 2013. 'What does the census tell us about religion in 2011?' Available at https://www.ons.gov.uk/ons/infographics/what-does-the-census-tell-us-about-religion-in-2011-/index.html. Retrieved 25.8.2015 Parsons, T, (1964). Essays in Sociological Theory. New York, Free Press. Tonnies, F (1887) 'The Contrast between Gemeinschaft and Gesellschaft' Trans. Worsley, P (ed), 1978. Modern Sociology, Introductory Readings. pp 409-410. 2nd edition. Harmondsworth, Penguin. Weller, P, Hooley, T, and Moore, N (2011). Religion and Belief in Higher Education: the experiences of staff and students.[pdf]. Equality Challenge Unit. Available at https://www.ecu.ac.uk/wp-content/uploads/external/religion-and-belief-staff-and-students-in-he-report.pdf. Retrieved 25.8.2015. Wilson, B, (1966). Religion in a Secular Society. London, C.A Watts. Worsley, P (1978) Modern Sociology: Introductory Readings. 2nd Edition. London, Penguin. YouGov (2011) Religion and Belief: Some surveys and statistics. British Humanist Association. Undated. Available at https://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ Accessed 25.8.2015
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Is it Correct to Suggest that Young People’s Identities Today are more ‘Individualised’

Is it correct to suggest that young people's identities today are more 'Individualised' than in earlier generations?

How people define themselves in relationship to society is an ongoing concern of sociology. This essay examines the question of whether young people's identities are more individualised today than they were in earlier generations. The question itself is an interesting one because it implies that identity is discrete and unique. That notion is in itself modern, so it becomes axiomatic to say that identities are more "individualised" because by the framing of the question it is already presumed that identity is individual. However, as all individuals operate within the framework of society it is reasonable to examine how and to what extent the relationship has changed between earlier generations and now. To this end this essay will examine the facets of people's lives including work, leisure, education, and entertainment, that are associated with creating identity and discuss the ways they lead to greater individualisation, and also the ways in which people create community. Sociologists and historians are aware of the strong trends that have changed culture since the industrial revolution, and especially since World War II, as traditional divisions of class and solidarity have broken down (Chisholm, 1990, p. 134). This took place in the industrial revolution because it caused a mass movement towards urbanisation, which resulted in the breakdown of older community structures. After World War II improved communications and transport lead to globalisation and individualisation as youth were removed further from national or class-based identification (Livingstone & Bovill, 2001, p. 329). Along with this it is clear to see the lack of religious identification in modern culture, as well as increasing mobility, both of which disrupt older social organisations. Johnson, et al argues that youth culture expanded in the post-war world, to the point of excluding the aged (2005). The main concern of his argument is for the marginalising of the aged, but there is a reverse effect too: the alienation of youth from the support of traditional structures. The freedom to be individuals, and defining youth in opposition to older generations, means that young people cannot rely as much on the support and wisdom of older adults. The term generation gap is used to discuss this break between older and younger. Generations form a type of social organisation, and Johnson notes they are the organising force behind relationships involving: "children, economic resources, political power, and cultural hegemony… generations are a basic unit of social reproduction and social change" (2005, p. 518). However the influence of generational divides is changing in modern culture as "the individual has become important and influential both in politics and working life" (Leccardi & Ruspini, 2006, p. 63). Whereas before relationships fit into more traditional patterns – parents, children, grandparents – now with the loss of community and the extended family, and with the greater emphasis on personal development rather than fitting in within a group, the result is enhanced individualisation. Young people no longer necessarily see themselves first as children, or members of a clan, but as individuals. This perception can have both positive and negative effects. Warner Weil et al note the importance of "social capital" (2005, p. 206) that is to say, a sense of belonging to a group, that helps individuals cope with the insecurities of daily life. As culture becomes more individualised young people might feel cut off from the support they need. However, other sociologists note that anti-social behaviour can be transmitted from one generation to the next, through association and environment (Lerner & Steinberg, 2009, p. 700). Therefore individualism can be beneficial if it helps youth break out of negative group behaviour patterns, and overcome problems within their family or community. Part of the change is that individualism is breaking down old class differences, and leading to a more consumer/market orientated economy. While the positive effect is noted in reducing class prejudice, the danger of extreme individualism is that social inequality is re-envisioned not as the result of pre-existing social divisions but as "a consequence of individual failure in coping with societal conditions" (Council of Europe, 2001, p. 25). Individualism raises the notion that young people who fail to thrive are to blame for not adapting to society, which can lead to feelings of failure and low self-esteem. This is not productive, and does not encourage personal growth. The other challenge of integrating individualism and society is that in order to maintain cohesion society may openly or subtly influence individuals (Leccardi & Ruspini, 2006, p. 65). This can be harmless, but it can also be coercive, for example using advertising to promote certain lifestyles as social norms, which can leave some young people feeling left out. For example, our culture is very heterosexual, and the majority of media and advertising focuses on romantic love as between a man and a woman. This excludes gays and lesbians, and anyone who does not identify as totally hoterosexual. Because of individualism these people are able to live as they choose, and create alternative communities, however there is still a powerful message that they are not "normal". This is one way that through advertising consumption is used to create a social order (Warner Weil, 2005, p. 151). Modern education plays a key role in individualisation, as from the end of the 18th century it began to construct the notion of youth and "individualisation followed education, and education both followed class lines and attacked them" (Leccardi & Ruspini, 2006, p. 63). Therefore as more people were educated to a roughly equal level there was greater opportunity for social mobility. Education has continued to grow in importance as society has become more technologically sophisticated, with annual debates about the values of A-levels, the importance of university funding, promoting education for low-income children and so forth. Today, education is perceived as the "the most important means for individual success or failure" (Council of Europe, 2001, p. 25) and governments spend a large quantity of time and energy trying to improve and tailor the education system. There is a paradox in the importance of education, however, because the expansion of schooling, education "intended as a means of escape has resulted in the extension of dependence and restrictions on autonomy in youth… it acts as a restraint" (Jones, 2009, p. 165). While young people would have gone out to work much younger, in previous generations, and therefore had the individualising experience of personal responsibility and self-reliance, modern education keeps them closer to their parents, which creates a push-pull where education is teaching them to think for themselves, but they are still dependent on others. Currently in society work is the greatest single factor in individualisation. Since the industrial revolution the labour market has been the principle cause of individualisation, through competition and occupational and geographic mobility (Chisholm, 1990, p. 135). People often spend more time at work than at home, and Jones notes the two are now separated (2009). Work even becomes the dominant way of forming peer groups, with work colleagues becoming friends and romantic partners. Individualisation through work has some liberating effects, with people being defined by their skills and abilities, rather than by origin or class status, as they would have been in previous generations. However, the danger is that the dominance of work rather than the personal, and the emphasis on individual achievement can lead to alienation when youth do not have an opportunity to exercise their skills. Because work is important as a basis for identity, because it forms a primary part of a person's role in society, it is noted that: "when young people do not have a job that suits their education and skills, or an adequate salary, there are always social and psychological disorders" (Council of Europe, 2001, p. 126). The many possibilities of working life pose a major challenge too – it is no longer enough to be good at doing a job, people have to be able to navigate a wide range of possibilities and social situations, and constantly adjust to a changing labour market, and this can "paralyse the search for work as a source of meaning" (Warner Weil, et al, 2005, p. 106) Since work is not a complete, or always satisfactory, source of identity, most young people focus on leisure activities such as music as a way to demonstrate power and form a discrete social identity (Jones, 2009, p. 46). Jones notes there is a dual role to the dynamic of individualisation through leisure, though. Young people's increased leisure opportunities can actually keep them in their parents' house because they spend their money on entertainment, rather than setting up an independent home (2009, p. 107). This is a situation that has only been possible since the end of World War II, with changes in technology and increased opportunities for leisure. The creation of pop culture – music, movies, fashion, television – was possible because of mass communication, and it gives young people a way to create individual identities and have a social life based on leisure and consumption that relates to their sub-cultural identities (Leccardi & Ruspini, 2006, p. 57). This is easy to see in any school, or group of young people, where they identify themselves by their clothing and accessories, as being into hip hop, or indie rock, or skateboarding, or sport. It is a dry run for adulthood, only instead of work, leisure is the focus. Adults identify based on their jobs, but for many young people who they are is what they do for fun. Therefore entertainment is very important in allowing individualisation. Chisholm notes that thanks to technology and housing arrangements more youth can choose their own entertainment, e.g. TVs, games consoles, DVD players, and enjoy them separately from the rest of the family (1990). Johnson argues that youth culture started "to acquire a history with the inauguration of the Rock and Roll Hall of Fame" (Johnson, et al, 2005, p. 158). Entertainment allows individualisation outside of the traditional class, family or generational groupings. It also encourages social identification between individuals to form new kinds of groups. Livingstone and Bovill note that young people pursue their interests across multiple media, creating global subcultures (2001, p. 329), which has the effect of enhancing individualisation within their immediate community but opens the possibility of wider networks. Social networking sites like MySpace and Facebook, and the hundreds of thousands of sites devoted to every imaginable interest from sport, to music, to fashion, to hobbies, show that there is a definite impulse to form communities, even if the basis is individualism. Because of this entertainment plays a "key role in young people's identity formation" (Livingstone & Bovill, 2001, p. 8). This association between entertainment, leisure and individualism is promoted by capitalism, and used to encourage individualism through consumption. Individual image becomes important, as seen by the huge celebrity culture in the UK, and bodies and looks become part of young people's identity and how they present themselves (Council of Europe, 2001, p. 23). The importance of not just being an individual but looking like an individual has made people more aware of, and dependent on how they look (Council of Europe, 2001, p. 25). This causes a paradox situation though, because it is individualism based on able-bodiedness. As noted previously society uses powerful images to help maintain coherence in spite of individualism, and the emphasis on certain bodies and behaviours as normal raises the danger of alienating and excluding young people. In the past, within traditional communities, disabled young people would have likely been cared for by family and integrated into the community, but it is much harder to integrate into an individualised society. Despite this risk of exclusion, and the loss of group support, people want more control over their lives – not less – and education and work are increasingly focused on competition and individual success (Chisholm, 1990, p. 135). There is no doubt, examining these facets of modern society, that young people have far more "individual" identities than they did in the past. Politically, this is identified as freedom, and Western culture defines freedom as "individual choice and responsibility" (Johnson et al, 2005, p. 159). The drive towards greater individualism is seen over the past few decades, especially with Margaret Thatcher in the 1980s, where welfare institutions were broken down and the message was that everyone should be self-sufficient. Today, it is generally accepted that children are "born as individuals with individual rights" and they are entitled to be treated as such from birth (Leccardi & Ruspini, 2006, p. 65). This lays the groundwork for individualisation from a very early age. Balancing this, however, is the fact that individuals are not free from the influence of their families or social groups. This can be relatively benign, as with young people identifying through music or taste in movies, or it can be negative, as noted by Lerner & Steinberg who say the risk of developing depression or other pathologies is related to parenting, and environment (2009, p. 562). The conclusion is that it is clear young people's lives are more individualised than in previous generations, thanks in large part to mass communication and developments in technology. The primary force for change has been education, leading to work as a focus for creating identity. However, young people also identify heavily based on entertainment and leisure activities. Despite all the opportunities for individualism there is still a fundamental need for social cohesion and inclusion. Unfortunately some of the ways society tries to promote cohesion, such as through messages in advertising and defining normal behaviour, actually serve to exclude individuals who do not fit the stereotype. Against this trend, however, the self-selection into groups by young people with common interests, or needs, is possible through the internet, which creates a new form of social grouping based on – rather than opposed to – individualisation. It seems certain that as humanity and technology evolve there will continue to be enhancements in individualism, as well as new types of social organisation to compensate for the loss of traditional social structures based on class identity, geographical location or extended family.

Bibliography

Chisholm, L., (1990) Childhood, Youth and Social Change: A Comparative Perspective, London: RoutledgeFalmer Council of Europe (ed.), (2001) Youth Research in Europe: the next generation, Strasbourg: Council of Europe, Johnson, M. L., Bengtson, V. L., Coleman, P. G., & Kirkwood, T. B. L., (2005) The Cambridge Handbook of Age and Aging, Cambridge: Cambridge University Press Jones, G., (2009) Youth, Cambridge: Polity Press Leccardi, C., & Ruspini, E., (2006) A New Youth? Young People, Generations and Family Live, Aldershot: Ashgate Lerner, R. M., & Steinberg, L. (2009) Handbook of Adolescent Psychology: Individual Basis of Adolescent Development, Hoboken, NJ: John Wiley & Sons Livingstone, S. M., & Bovill, M. (2001), Children and their Changing Media Environment a European Comparative Study, Mahwah, NJ: Lawrence Earlbaum Associates Warner Weil, S., Wildemeersch, D., & Jansen, T., (2005) Unemployed Youth and Social Exclusion in Europe: Learning for Inclusion?, Aldershot: Ashgate
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Has the Sociological Function of the Mass Media been Affected by Modern Technological Developments?

For instance, do the plethora of ways of finding and reporting news, through online forums, blogs, YouTube, etc., available to the average citizen undermine the hegemonic role of traditional news media in this regard? Discuss from a functionalist, Marxist or other sociological perspective.

Introduction

The mass media plays a major role in today's society. Functionalism emphasises its strength, but warns of the danger of having its power controlled by a few individuals or organisations. That hegemony was threatened with the creation of the World Wide Web. Twenty-first century internet technology now offers any citizen the potential to reach an audience of millions. The key sociological concepts for analysing the impact of the media are long-established, and later commentators often reinterpret existing theories rather than offering new perspectives. Two macro-theories, both viewing society as a system shaping human behaviour, dominate discussions: the functionalist stance and the Marxist-oriented conflict perspectives. This essay will draw on Parsons, Merton, and Wright to present the classic functionalist viewpoint. Conflict theory offers several interpretations of Marxism, which serves as a critique. This essay will detail the popularity of the most frequently-accessed mainstream websites and consider social media's role in news-gathering and dissemination. Examples of traditional and modern media coverage will illustrate changing attitudes and societal mores and the capacity of social media to precipitate change, before using a functional analysis to assess if the sociological function of the mass media has been affected by modern technological developments.

Social theory and the media

Functionalism, a 'structural' perspective and a leading sociological stance of the 1940s and 1950s, regards society as an interdependent system that can only be understood by examining how separate structural parts relate to each other and to society as a whole. The traditional mass media, principally newspapers and cinema, reached their zenith during this era so it is unsurprising that sociologists used functionalism to analyse the media and society. Functionalism makes certain assumptions, including the need for stability, and examines 'the origin and maintenance of order and stability in society' (Haralambos and Holborn, 2004: xv). Functionalism suggests that the mass media's common perspective and shared common experience bind society together. Parsons (1964) argued that societal behaviour is governed by shared values that become societal norms, a value-consensus which enables society to function effectively. Functionalism being value-neutral, disruptive activities are dysfunctional rather than intrinsically bad; defunct values become extinct.A  Merton (1968), remaining within the functionalist tradition, felt that functional unity was unlikely in complex societies and that all functions, whether of religion, social stratification or even the family itself, could be met elsewhere within society. He distinguished between manifest (intended) and latent (hidden/unintended) functions of the media. A manifest function could be the need to sell goods for profit. The latent functions included supporting the status quo by reinforcing values. (Merton, 1968). Charles Wright developed what became known as the classic four functions of the media. He stated that media theorists 'noted three activities of communication specialists: (1) surveillance of the environment, (2) correlation of the parts of society in responding to the environment, and (3) transmission of the social heritage from one generation to the next (Wright, 1959:16). He also identified a fourth element -entertainment - and distinguished between the intended purpose of the mass media and its consequences. Whereas functionalists believe that societal norms govern human behaviour, Marxists argue that the controlling factor is the economic system. They offer a conflict perspective where the mass media legitimises the status quo, enabling hegemonic control over the dissemination of information. Marx argued that members of the elite produced the dominant societal ideas to conceal exploitation of the working class while the mass media manipulated information to normalise inequality (Haralambos and Holborn, 2004). Functionalism has also been critiqued on the grounds that the value-sets presumed to characterise Western society have never been conclusively demonstrated, and the 'content of values rather than value-consensus as such can be seen as the crucial factor with respect to social order' (Haralambos and Holborn, 2004:943).

Old and New Mass media

The time lag between reporting and printing left newspapers a day behind in publishing events; the visual impact of television was immediate. The Vietnam War was the first 'televised' conflict. The iconic image of nine-year-old Kim Phuc running naked down a road outside Saigon following a napalm attack helped to turn public opinion against continued American involvement (Newton and Patterson, 2015). In the world of the traditional media, the internet's potential impact was underestimated by commentators such as Clifford Stoll. Writing in Newsweek he said: 'The truth is no online database will replace your daily newspaper [and] no computer network will change the way government works' (Stoll, 1995). He was quite clearly wrong on both counts, but at that time few people had access to the new form of media that had been developed by enthusiastic amateurs, academics and students. (Rheingold, 1994). According to Pew Research (2015), Yahoo - the world's biggest on-line news service - attracted 127,995,000 unique visitors in January 2015.A  A Google search of the traditional media reveals that the BBC warrants an impressive 793,000,000 Google listings while The Times newspaper has 398,000,000. However, these numbers are dwarfed by social media listings. YouTube has 7,540,000,000 entries, Twitter has 11,350,000,000 and Facebook tops the poll with 15,050,000,000 (Information retrieved 27.8.2015). Furthermore, on Monday 24th August 2015, it was reported that one billion people – one seventh of the world's population – logged into their Facebook accounts (Zuckerberg, 2015). Digital communication normalises rapid dissemination of information. Anyone with a smart phone can potentially break a major news story; the first images of the 9/11 attacks on the World Trade Centre in 2001 came from mobile phone footage. 'Micro-blogging' is event-driven; Twitter provides users with a regular feed of news and trivia. Stories which are re-tweeted or commented on frequently are said to be 'trending'. However, with a limit of 140 characters per 'tweet', brevity still rules occasionally, just as it did when news of the Crimean War was transmitted to Britain via telegraph.

Discussion

Historically, a comparatively small group of people working for an even smaller and more exclusive group of newspaper, film and broadcasting organisations gathered information. They determined what should be made public and how it should be presented. Deciding what to omit was probably as important as deciding what should be included; stories presenting the establishment in a negative light were often suppressed. Certain reports, decades apart but linked by a common thread, bridge the gap between traditional media and the digital age and illustrate changing attitudes in Britain. During the 1936 Abdication Crisis, despite it being widely disseminated elsewhere, British media initially ignored the affair between Edward VIII and Mrs. Simpson out of deference to King George V (Rubenstein, 2003:199). However, less deference was shown to Princess Margaret; MP Willie Hamilton, who regularly raised the issue of the royal finances in the House of Commons, described her as 'a floosie..... a monstrous charge on the public purse.' (Davies, 2002, np). The rise of celebrity culture also gave rise to the 'paparazzi', an independent cohort of photojournalists, who followed and photographed members of the royal family at every opportunity. Earl Spencer's passionate oration at the funeral of his sister, Princess Diana, blamed the paparazzi for her death, describing Diana as 'the most hunted person of the modern age' (Princess Diana 97, 1997). More recently, compromising pictures of Prince Harry on a trip to Las Vegas were circulated on-line by US celebrity website TMZ.com (TMZ, 2012). What used to be news is now entertainment. There are a number of potential dangers in the functions of the media. Analysis accompanying factual reporting influences public opinion, but unchallenged norms and values can perpetuate injustice; one only has to recall the portrayal of racial minorities in 1950s media. Entertainment may double as propaganda, as in the jingoistic films released during WWII. Nevertheless, deciding what information goes into the public arena may still have hegemonic undertones, as demonstrated by a BBC Newsnight investigation into Jimmy Savile. This was 'pulled' shortly before a tribute programme to the late celebrity, believed to have abused hundreds of children, was due for broadcast. Members of the investigation team were sidelined amid allegations of a management cover-up (Jackson, 2015). Wright's observation distinguishing between intended and unintended consequences of the media is particularly relevant to the new social media. In late 2010, mass demonstrations against political repression, poverty and corruption swept the Middle East during the short-lived 'Arab Spring' uprising. The authorities were unable to suppress the outflow of information via social media. The Tunisian government was the first to fall. The hegemony of their state-approved news agencies had been completely undermined. However, organisations such as ISIS also use social media to spread their message, recruit followers and boast of their horrific accomplishments (Ajbaili, 2014). From the value-neutral functionalist stance (Wright, 1974) this is not 'evil' but merely dysfunctional when viewed from the paradigm of Western culture; ISIS is communicating, commenting and sharing its value system to gain wider acceptance of its fundamentalist values. Contrary to Stoll's predictions (Stoll, 1995) internet usage proliferated. Some functions of the new media, such as gathering and disseminating information, clearly descend from their traditional forbearers, but news is a globalised and a 24/7 product which has given rise to a cult of celebrity (Hollander, 2010). Gatekeepers cannot determine what constitutes news when a story may 'go viral' without warning, although unedited on-line content can be disturbing. Recently, the world was appalled by the murders on live television of a reporter and cameraman, in an attack filmed by the gunman and later circulated by him on social media. Such incidents bring into question the wisdom of facilitating unmediated access to what was once 'the airwaves'. However, that particular discussion is beyond the scope of this essay. Social media has been proven to instigate social change. The viral impact of the YouTube video 'Kodaikanal Won't' forced Unilever to clear mercury waste from its disused factory in Tamil Nadu (Kasmin, 2015). Social movements such as anti-globalisation campaigners use social media very effectively to spread their message. Charities and NGOs regularly harness its power and it is said that U.S. President Barack Obama owed his election success to his team's mastery of social media. Only this week, the image of a lifeless Aylan Kurdi, the three-year old Syrian refugee washed up on a Turkish beach, galvanised public opinion worldwide, although one fears that effective political action to resolve the refugee crisis may take rather longer. Mainstream broadcasters have embraced social media, routinely incorporating audience participation by inviting comment via Twitter, text or e-mail. They have websites, Twitter feeds, and Facebook pages, as do organisations or individuals wishing to raise their public profile. Printed media struggles with falling sales, but on-line services stream news, opinion and entertainment directly into the family home, traditionally seen as the location for the transmission of cultural values. Mesch cautions that: 'The introduction of new technologies such as the internet into the household can potentially change the quality of family relationships' (Mesch, 2006:119, cited in McGrath, 2012:9). This impact is particularly strong on children growing up with digital media, quite literally, at their fingertips, and a trend towards individualisation within households is "undermining natural family interaction" (Buckingham 2000:43). Discussion of the functions fulfilled by family life is beyond the scope of this essay, but the issue highlights concerns over whether communications via the new social media have become a substitute for face-to-face interaction and whether social media can in fact, sustain the social fabric of traditional family life - and, by implication, society as we know it - across the generations. Although one would sincerely hope otherwise, Merton's (1968) analysis suggesting the possible extinction of functional family life could be prophetic.

Conclusion

Functionalists have been criticised for seeing social order in terms of value-consensus on the grounds that consensus is presumed, not proven, to exist. Critics also note that research has not demonstrated widespread commitment to the value-sets assumed to underpin Western society, and suggest that value-content is the crucial factor (Haralambos and Holborn, 2004). Marxism argues that functionalism does not explain social conflict, and sees the mass media as another tool used by the elite to maintain their power and privilege. Social media news content is clearly not controlled in the conventional sense and posts can disturb the status quo, influencing political and social change. This strength has diminished hegemony, although organisations such as the BBC still exert editorial control over the 'old' media. Ideologically-driven campaigns of the 'left' such as the anti-globalisation movement have been able to use social media to publicise their activities as never before. The differences between opposing sets of cultural values are brought into sharp focus as social media follows events in the Middle East and elsewhere, bringing our unstable, i.e. dysfunctional world into our homes. McGrath (2012) cautions that social media could have far-reaching impacts on family life; Merton (1968) posited that any function, including that of the family unit itself, was dispensable and that society would always find an alternative. These issues cannot be discussed here but they clearly warrant investigation. On reflection, news may be trivial or disturbing, the message may travel faster and further and the values transmitted may be radically different from those of previous generations, but despite social media's impact, its functions – gathering and disseminating news, transmitting culture and entertaining - have remained consistent. It is the changing value-content which is disconcerting, but functional analysis necessitates a distinction between functions and effects so it cannot offer a value judgement.

Bibliography

Ajbaili, M (2014). 'How ISIS conquered social media' in Al Arabiya News, 24th June 2014. Available at https://english.alarabiya.net/en/media/digital/2014/06/24/How-has-ISIS-conquered-social-media-.html. Retrieved 28.8.2015. Buckingham, David, 2000. After the death of Childhood: Growing Up in the Age of Electronic Media. USA: Blackwell Publishing Limited. Davies, C (2002). 'A captivating woman who was courted by many suitors but failed to find everlasting love'. In The Telegraph, 11th February 2002. Available at https://www.telegraph.co.uk/news/uknews/1384451/A-captivating-woman-who-was-courted-by-many-suitors-but-failed-to-find-lasting-love.html. Retrieved 6.9.2015. Haralambos, M, and Holborn, M (2004) Sociology: Themes and Perspectives. London, HarperCollins. Hollander, P (2010).A  'Why the Celebrity Cult?'A  in Society, Vol 47 pages 388 – 391.A  Available at https://link.springer.com/article/10.1007/s12115-010-9348-9#.A  Retrieved 8.9.2015.A Jackson, J, 2015. ' BBC forced out team behind Savile exposA©, says ex-Newsnight journalist' in The Guardian, 29th July 2015. Available at https://www.theguardian.com/media/2015/jul/29/bbc-savile-expose-newsnight-meirion-jones. Retrieved 29th August 2015. Kasmin,A, 2015. 'Social Media proves its power as Unilever feels the heat' in Financial Times, 9/8/2015. Available at https://www.ft.com/intl/cms/s/0/0ec249f6-3ce9-11e5-8613-07d16aad2152.html#axzz3lc2qXKhpr Retrieved 27/8/2015 McGrath, S (2012) The Impact of New Media Technologies on Social Interaction in the Household. Available at https://www.maynoothuniversity.ie/sites/default/files/assets/document/SiobhanMcGrath.pdf Retrieved 29.8.2015 Merton, R (1968). Social Theory and Social Structure, (enlarged edition) New York, The Free Press Newton, P, and Patterson, T (2015). 'The Girl in the picture: Kim Phuc's journey from war to forgiveness. In CNN online, 20th. August 2015. Available at edition.cnn.com/2015/06/22/world/kim-phuc-where-is-she-now/ . Retrieved 5.9.2015. Parsons, T (1964). Essays in Sociological Theory. New York, The Free Press. Pew Research (2015) 'Digital Top 50 online news entities 2015'. Available at https://www.journalism.org/media-indicators/digital-top-50-online-news-entities-2015/. Retrieved 5.9.2015. Princess Diana 97 (1997). 'Princess Diana's funeral Part 17: Earl Spencer's Tribute.' Available at https://www.youtube.com/watch?v=7VUy-wBwBvw Retrieved 6.9.2015 Rheingold, H (1994). The Virtual Community. Finding connection in a computerised world. London, Secker and Warburg. Rubenstein, W (2003). Twentieth Century Britain: A Political History. Basingstoke, Palgrave Macmillan Stoll, C (1995) 'Why the Web won't be Nirvana'. In Newsweek, 26.2.1995. Available at https://www.newsweek.com/cliffor-stoll-why-web-wont-be-nirvana-185306 Retrieved 27.8.2015. TMZ.com (2012) 'Prince Harry nude pics surface from Las Vegas Trip' 21.8.2012. Available at (https://www.huffingtonpost.com/2012/08/21/prince-harry-nude-pics-photos_n_1820333.html Retrieved 6.9.2015.A A Wright, C (1959) Mass Communication: A Sociological Perspective. New York, Random House Wright, C (1974). 'Functional analysis and mass communication revisited' in Blumer, J, and Katz, E (eds) The uses of mass communications (pp 197 – 212). Beverley Hills, Sage Publications. Available at https://repository.upenn.edu/asc_papers/8 Retrieved 27.8.2015 Zuckerberg, M (2015) cited in 'One Billion People used Facebook on Monday'. Sky News report, 28.8.2015. Available at https://news.sky.com/story/1542868/one-billion-people-used-facebook-on-monday Retrieved 28.8.2015
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Sports Women

Introduction

Sport is an accepted part of life. The opportunity to take part in sporting activities is a basic human right whether you are competing for trophies or playing purely for enjoyment. However many people suffer from restrictions that prevent them from taking part in sport. It is not always the fact that people are not interested or do not want to. A number of people view sport as an activity that was somewhat forced upon them at school or something they see on television that is way beyond their capabilities. But sport is an extremely diverse quarter, involving many activities and catering for people of different shapes and sizes, levels of skill and personalities. It is well known that football in the UK is most commonly played in organised leagues on Sunday mornings. There are voluntary sports clubs enabling millions of members the chance to get involved and many more participate regularly in leisure outside a structured league or set up, whether it be a walk in the park or a kick about in the garden. The vast majority of the population in Britain however do not participate and worryingly, the activity levels in the youth, who were previously the most active division of our population, are falling drastically, in connection with the rising fear of an obese population. A BBC Panorama programme shown in November 2006 proved that in America, a country with more resources than most, participation levels are very low - and falling. Perhaps this is why Americans are credited as being the fattest nation on earth?! There are many limitations on participation. In the past sport has been closely linked to education and many people's only sporting experience was through compulsory and often harsh physical education lessons. For the non-sporty, obese or self-conscious, many are unfortunately put off for life. This is closely linked with both gender and ethnicity, with the worry of most teenage girls focused on looking look, rather than partaking in exercise, and for the ethnic minority to feel just as welcome to play a part as the majority. In our culture, sport has always been seen purely as a non-serious recreation; many other more important issues require attention before you turn to sport. Often at school, academically superior students are encouraged to move away from sport so that they can concentrate more time on their studies. Some of us in the UK must 'pay to play'. There are requirements to pay club subscriptions, fees and facility costs, as well as providing our own equipment and kit. For some, this cost issue is enough to deter them from sport or prevent them from allowing their children to join clubs. With relation to class and money, often sports such as fox hunting and polo are available to you providing you have the upbringing and money to back your selection up. If our parents were involved in sport we are more likely to grow up with a sporting background, and if our parents or into sports the family are heavily involved in a certain sport, we are further expected to be introduced to that sport at an earlier age and in more depth.

Are there decent facilities provided? Equipment?

Are the facilities that allow you to participate available to you? The UK Government believes there is a shortage of facilities and those that do exist are often situated in particular areas. Living in central city areas presents injustice against you for the reason that there is little space and sometimes money provision available in that area. Equipment is also normally required, quite often expensive and those on small incomes may be discriminated against unless equipment is available free or can be hired cheaply.

Is the opportunity to play there? Allowed?

In the UK most committed sport takes place in voluntarily run clubs or organisations. Clubs have membership systems and are controlled by either in some cases such as golf clubs, election to the club membership or the ability to pay the fees. This then limits membership to certain members of the community. An additional consideration for the person is whether they actually have the time free to play. This problem often faces women. The pressure and demands of family and work often mean that women have little relaxation time which accounts in some way for the below average levels of female participation in sport.

Are you respected enough in sport?

In many cultures, society has the opinion that women should not play a part in sport, and should they do so, their input should be limited to 'feminine' sports such as gymnastics and not male oriented sports such as football, rugby or cricket. These judgements are based on the conventional roles both women and men hold in today's society and are very hard to change. Minority groups within communities are often labelled as having certain qualities or traits which lead to them being steered into particular positions, sports or activities and away from others. An example of this is the current lack of Asian or Muslim footballers in the UK. Programmes are now being set up to make an effort and address the imbalance but the main problem is that in our common opinion; Asians are not prospective and good enough footballers. These stereotypes often lead to the people they discriminate believing the opinions are valid and thus conforming to society's view, choosing the sports that fit them.

Gender

Each year, 33% of all men participate in some form of sporting activity, whereas only 10% of women do. As women make up over 50% of the British population this points to some form of discrimination. (Sports Development UK 1999/2000) There have been many myths about women and sport and although these have now been largely banished, numerous people still hold some belief in them. McPherson, Curtis and Loy, 1984, p222, say 'During World War II, women played major roles in the military and civilian labour force, thus shattering myths of the fragile female'. Other struggles concern time - women, due to the constant everyday demands of work and family, tend to have much less spare time than men, curbing their opportunities to enjoy partaking in sport. As mentioned before, girls at a teenage age are often much more concerned with the way they look without makeup on in PE lessons, or in their unflattering sports kit. Nearly a quarter of women say that PE at school put them off sport for life, (Women's Sport and Fitness Foundation 2007). They are self-conscious with the way they look, particularly when growing as everyone develops at a different rate. Less developed girls are more likely to skip sport and exercise should they know they are going to feel embarrassed around more developed girls their own age. However Brown 1985, p225 states that 'the processes of withdrawal for adolescent swimmers include a decreasing importance in one's self-identity...' suggesting that adolescent girls are put off sport in other ways. However times are changing. According to Coakley (2001) p203, there are numerous reasons why we are experiencing increased participation amongst women and girls in sport. To name a few, it states that more females are interested and joining in with exercise because:
  • Equal rights legislations have been passed meaning there is no longer such a drastic gender divide. The debate for equal winning cash prizes at Wimbledon for both men and women is an example of the rise of women's power in sport.
  • Expanding health and fitness culture - we live in a world where fitness an body image are determining what we eat and wear and the need to keep up to date mean people are now taking more of an interest in diet and exercise than they did years ago.
  • There is increasing sports coverage of feminine sports and women role models within sport. 'Even the most casual observer has noticed that women receive less sports coverage from the press, radio, or television for their sport involvement.' (Hilliard 1984) If you were to take a random look at the BBC SPORT website you would see a range of sports advertised now concerning both women and male athletes. This would have been unheard of a number of years ago. The site would have been dominated by male participation as that had the most visual and audible coverage elsewhere. The women's football world cup was broadcast live on national television and Ellen MacArthur is now a household famous name because of her achievements in her sport.
Ellen MacArthur, www.gettyimages.co.uk

Women's Sport and Fitness Foundation

Founded in 1984, it is the only organisation in the UK that is solely committed to improving and promoting opportunities for women and girls in sport at every level. Research done by the Women's Sports Foundation, finds that:
  • Nearly a quarter of women say that PE at school put them off sport.
  • And 9 out of 10 women believe there is too much pressure to be thin and that a quarter of women agree that they hate the way they look when they exercise and play sport.
(Women's Sports Foundation, 2008)

Class

The upper classes have by tradition had the most relaxation time which they filled with fashionable sports such as hunting. The middle class modernized sports and made their own rules. The lower working class were allowed to participate in sport, but only after they had finished their work so filling the role as the spectator. Gruneau (1975) p 183, suggests that 'modern sport actually contributes to the reinforcement of class distinctions.' By emphasising the classes associated with different sports and the public being put off playing sports because of the class they are associated with, we give in to this type of discrimination. For some, this cost issue is enough to prevent them from sport or avoid them from allowing their children to join clubs. With relation to class and money, often sports such as fox hunting and polo are available to you providing you have the upbringing and money to back your selection up. If our parents were involved in sport we are more likely to grow up with a sporting background, and if our parents or into sports the family are heavily involved in a certain sport, we are further expected to be introduced to that sport at an earlier age and in more depth. Class is a major problem in introducing children to new sports. As the most common way of being introduced to a sport is at school, kids at state schools will never be able to play polo, go rowing or other sports such as shooting and even rugby. Whereas should you be of the right class to send your children to public schools then they are able to partake in such sports. Rugby has been a major and popular sport in the UK where the different forms of the game have been associated with class. Rugby has two forms, union and league with union being mostly played by upper class gentlemen and league played by the working and middle class.

Race/ Ethnicity

The UK is a multicultural nation, which a enormous mixture of races. A major discriminator in the world of sport is the colour of someone's skin and is a topic where stereotypes dominate people's opinions. 'During some periods of history, members of specific ethnic groups have tended to dominate particular sports. At other times, members of certain ethnic groups have experienced discrimination within sport settings' (The Social Significance of Sport p. 208) Sporting Equals - The Commission for Racial Equality has introduced with Sport England a national initiative entitled Sporting Equals. This aims to promote racial equality in sport throughout England. (Sport England 2007) Kick Racism out of Football - Show Racism the Red Card - Campaigns to encourage Black footballers in football, and kick racism out of sport. It is supported worldwide in various sports such as rugby, basketball and football, especially in the Barclays Premiership. Alongside these two campaigns there is the Racial Equality Charter for Sport. This is a public pledge signed by leaders of sport, committing them to use their influence to create a world of sport in which all people can take part without facing a racial discrimination of any kind. Racism is a problem we face in all walks of life, not just sport. It is a particular problem in the workplace or in schools. With relation to PE, it is often not just children that are guilty of racist abuse. Many teachers have been accused of favouring white students instead of ethnic students when it comes to choosing teams in lessons or for selection for school teams. This has led to ethnic children thinking they are not good enough and show little future interest in sport. Chu and Griffey, 1982, suggest that 'little if any permanent change in attitudes or prejudices occurs from participating on an interracial team'. The people who discriminate against black people or those of an ethnic minority are those who have dealt with the minority and choose to accept the societal view that the ethnics, with lack if numbers comes lack of talent or ability.

Age

The age group with the greatest participation in sport used to be the 16-24 year olds, with over 60%. Above this age the rate drops dramatically - only 16% of people over 60 or more take part in any exercise. In today's society, sport is definitely aimed at the young. Events such as the Masters Football Tournaments and the Golden Olympics are attempting to make sport a 'lifetime' activity.

Ability

Your ability in a particular sport can also be a discriminator. Most clubs' teams allow only the most talented players, often selected through trials, to play. Those who are not particularly talented are left with few alternatives. In some sports such as football, it may be possible for less able players to join a 'lower' league such as Sunday morning pub football and rugby clubs often rub social teams. In schools this is particularly a problem for teachers or coaches. Who do you pick for the school team - the best talented players, or do you give all those who attend practices or show an interest a chance? People with disabilities have, until recently, had little opportunity to take part in sport. Nearly all the facilities were built before the nineties were built sorely for the able bodied. Prospects for disabled sportsmen and women are now growing and all new sports facilities offer access for people of all abilities. The sports have played a huge and important role in this and events like wheelchair basketball and the Paralympics have helped disabled athletes partake in sport. Organisations such as the British Paralympic Association and the British Sports Association for the Disabled encourage sport for the disabled but they remain a minority and only in a few sports such as bowls can disabled people participate on a level basis as able bodied competitors. "I don't think women will ever totally mimic male athletes, not because they are morally superior but because of sexism. We won't allow women the same degree of freedom" Mary Jo Kane, Director of the Tucker Centre for Research on Girls and Women in Sport (2000)

Sport for all Campaign

Set up in 1972, the campaign highlights the importance of sport and the fact that it is something to which all members of the community are allowed equal access to. It primarily hoped to increase the opportunities for sport by developing extra and better facilities and educating the public on what was on offer to them. More recently however it has targeted groups of the community that remain under-represented in sport. They have been assisted in the set-up of other campaigns such as '50+' aimed at older people and 'What's your Sport?' aimed at women
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A Critical Evaluation of the Proposition

Introduction

David Collinson and Jeff Hearn posit that "… a challenge to men's taken-for-granted dominant masculinities could facilitate the emergence of less coercive and less divisive organisational structures, cultures and practices" (Collinson and Hearn, 1996: 73). This paper offers a critical evaluation of this proposition within a structuralist/poststructuralist conceptual framework, centring on discourse as a means by which taken-for granted dominant masculinities may be ameliorated. The theoretical examination, detailed under Conceptual foundations below, begins with an appraisal of the value of discourse in both the workplace and wider society. Discourse is shown to be powerful and widely accepted, with the potential to challenge dominant masculinities. This potential, however, is not without its difficulties. The practical considerations of the potential challenge identified are examined under The challenge to dominant masculinities below. Previous challenges to taken-for-granted masculinities are considered and are found to have been limited in their success, inter alia, due to the external points of origin of their discourses. Finally the Conclusion recapitulates upon the paper's findings. Collinson and Hearn's (1996) proposition is found to be valid but conceptually flawed and optimistic, requiring a more robust challenge than they imply.

Conceptual foundations

Language is the tool of the various discourses that contribute to the formation and communication of social structures, cultures and practices (Van Dijk, 1997). The "linguistic turn" – the name given to the encapsulation of the centrality of language in the development of structures, cultures and practices – is a product of structuralist and post-structuralist philosophy (Barrett, 1998), and is most commonly associated with the nineteenth and twentieth century work of Ferdinand de Saussure, Jacques Derrida and Michel Foucault (Potter, 2000). The linguistic turn concept captures the importance of both words and interpretation – "signification" (Barrett, 1998) – which may be described as being either "internal", i.e. that which is acceptable to and readily adopted within the relevant settings (and usually originating therein), or "external", i.e. that which is unacceptable and rejected by the relevant settings, due to having originated from outside and hence being recognised as alien. The processes by which these significations arise are herein respectively described as "internalisation" and "externalisation". Collinson and Hearn's (1996: 73) suggestion can be read in two ways – as a workplace challenge, or one with a wider, societal base. Examination of the quoted sentence in its entirety – "The possibility of a challenge to men's taken-for-granted dominant masculinities could facilitate the emergence of less coercive and less divisive organisational structures, cultures and practices, a fundamental rethinking of the social organisation of the domestic division of labour and a transformation of 'men at work'" – suggests that their reference point encompasses the domestic division of labour (the private sphere) as well as the workplace (the public sphere). Collinson and Hearn (1996) optimistically suggest that dominant masculinities are "precarious" due to their inherent conflicts and the absence of solidarity between men. An alternative understanding of this is that dominant masculinities are necessarily in conflict due to masculinity's characteristic division and competitiveness: it is in divisiveness that masculinity achieves its conceptual unity; the contradiction inherent in the converse situation, where divisive, competitive masculinities would be founded on consensus and trust, illustrates this. Collinson and Hearn's (1996) conceptualisation may, therefore, be faulty and over-optimistic, and dominant masculinities may be less precarious and more difficult to challenge than they suggest. The dominance of masculinity is long-standing and deeply rooted; however, there is no deeper root than language, and from the root of language springs perception, assumption and understanding about reality, and importantly, the construction of reality (Potter, 2000). Any purely workplace-based challenge to masculinity would be unlikely to be sufficient, raising the question whether the domestic challenge has prospects of success. At the functional level it appears not: there have been many challenges that attempt to encourage or shame men into tackling domestic chores, yet these have met with overt resistance or subtle resistance, and have achieved little success (Crompton, 1997). It is, therefore, the contention of this paper that to be successful, any challenge must be rooted in language, as this is the only way in which discourse can be modified – the discourse which will ultimately shape the private sphere and the public sphere together, leading to the consensual and unitary structures, cultures and practices that Collinson's and Hearn's (1996) suggestion requires.

The challenge to dominant masculinities

Men's specific experience in the workplace and society has only recently become the subject of academic focus. For masculinity to be challenged, however, issues around it must be considered from this particular perspective (Goodwin, 1999). Challenges to masculinity are not new, even though many take the form of explanations for gender segregation or discrimination and the challenges themselves remain implicit. Indeed, the promotion of feminine characteristics such as that favoured by Hong Kong businesswomen in contrast with their western counterparts (Hills, 2000) presents an oblique challenge, mirrored by Cockburn's (1991) call for equivalence rather than equality. Feminism too, in its typical western form, represents such a challenge, albeit still a secondary one emerging from feminism's aims, many of which are conceived in terms of gender conflict. Previous conceptual challenges typically took the form of critiques of patriarchy - a conceptualisation whereby women are subordinated through tacit co-operation between men and capital (Pateman, 1988), or whereby capital and patriarchy are not supportive but are mutually exploitative in the interests of their survival (Johnson, 1996). Alternative challenges emerge from conceptualisations including preference theory, within which women's biological circumstances govern their choices (Hakim, 1996), and social reproduction, whereby despite women's education levels having equalled and sometimes exceeded those of men, women are conditioned to expect discontinuous employment and lower-level work (Blackburn et al, 2002). Additionally direct, top-down challenges arose from more practical and codified bases, typically in the form of equality legislation and workplace initiatives. Included in these challenges was the modification of language so that it came to use the explicitly gender neutral and spectacularly clumsy singular pronouns "s/he" and "him/her", and the grammatically difficult plural pronoun "their" in place of the singular, the latter typically favoured by those who wish to be fair but do not wish to be seen to be motivated by a feminist agenda, an example of which is BT's missed-call message "You were called at 5.32pm today. The caller withheld their number." (Humphrys, 2004: 287-288). This modification of language has not, so far, been central to the feminist process; it has not driven the process forward, but has merely followed along as a by-product of it and a useful signifier of "correct" attitudes. As detailed in the previous section, language has a long history of reflecting thought and forming thought (Van Dijk, 1997). In language there is a historically accredited and widely accessible means of challenging men's taken-for-granted dominant masculinities, but to be successful, language must be the main focus of the challenge, internalised in the cultures, structures and processes of society and the workplace, and its signification must be internal. It is easy to explain what the challenge must do, but less easy to imagine what it will look like. The two strands described above - nouns (and by extension, pronouns) and discourse - are good places to start. Each is examined in turn below. It has been shown that nouns carry meaning and assumptions, and that they establish and perpetuate the dominance of masculinities. It is true that there is a feminist critique of, in the terminology of this approach, "malestream" nouns – exemplified by the comparatively new noun "womyn", the use of which is intended to neutralise the adjunct-to-"men" associations of the noun "women" (Warren, 1989). Unfortunately, due to faulty signification, this strategy has not achieved the sought-for outcome; "womyn" has, for some, come to mean no more than "woman" expressed in the context of the feminist critique of patriarchy – effectively it has externalised itself from the settings it was designed to reform (Kendall, 2008). Dialect of the Middle Ages provided the non-gendered pronoun "a" and the sixteenth century similarly contributed "ou" (Wright, 1898), but both have fallen out of usage and reintroduction would be difficult without externalisation, although due to its comparative contemporary familiarity "one" may be used with greater prospect of success and with reduced likelihood of externalisation. Discourse in both the private and public spheres traditionally uses metaphors relating to confrontation, struggles, hunting, warfare and the sports field. In the commercial world, examples can be readily found in management statements, an interesting example of which may be found in IBM's corporate song: "… we've fought our way through, and new fields we're sure to conquer too; forever onward IBM!" (Deal and Kennedy, 1988: 115). The winning of contracts is also frequently conceptualised and verbalised as "winning a battle" in the "commercial jungle" (Collinson and Hearn, 1996: 69-70). The "jungle" image implies a view of the market as a place where "survival of the fittest" and "dog-eat-dog" are recipes for success, with failure to achieve these being "soft", i.e. feminine. The overarching signification implies that masculine equals success and feminine equals failure. This is the basis of dominant masculinity, and it is through long-standing usage and deep internalisation of these admittedly useful and vivid metaphors that dominant masculinities come to be taken for granted. The Hong Kong businesswomen mentioned above wanted their femininity, not their ability to imitate the behaviour of their male colleagues, to be respected (Hills, 2000). If they wish to achieve this they must begin by revolutionising the discourse of their lives and their workplaces. This means that "fighting" must become "discovering", and "goals" or "victories" must become "answers" or "solutions". The ways in which discourse must change are as numerous as the types of structures, cultures and practices in which they operate. It is not through the appreciation of female characteristics that the discourse and structures, cultures and practices of the workplace will become less coercive and less divisive; it is through discourse that female characteristics will come to be appreciated and structures, cultures and practices of the workplace will become less coercive and less divisive. It is, among other things, from discourse that dominant masculinity came to predominate, and it is, among other things, through discourse that it may be abated. Within the compass of this paper it is discourse that is the root and the cause of the problem, not the symptom and the outcome.

Conclusion

Critically evaluated, it has been shown that the initial statement may be too optimistic. Collinson and Hearn's (1996) view that dominant masculinities are precarious as a result of their inherent division and competitiveness seems at first sight to be reasonable, although this may be illusory. Examination of the converse situation, that of a hypothetical consensual and trusting masculinity, reveals that, conceptually at least, masculinity's divisions and competitiveness are to be expected and in this it finds a kind of unity, and hence calls into question the validity of Collinson and Hearn's (1996) conceptualisation of the problem. That is not to say that a challenge cannot successfully be made. The common shortcomings of previous challenges are that they all suffer from faulty signification, having originated externally or having become externalised. The suggestion made in the context of this paper is that for the challenge to be successful it must originate in discourse. The power of discourse as a support to dominant masculinities has been shown, and so it is not unreasonable to suppose that a similarly rooted challenge may have comparable power and resultant success. The key to success, however, is that the challenge must begin with discourse and be – and remain – wholly internal. Previous challenges developed their own discourses but these were weak due to their emergence from externalised agendas: they were effectively limited to their academic, political or feminist original locus. To be successful and all-embracing in both the workplace and wider society, the agenda must emerge from discourse, not vice versa, and must encompass all aspects of the public and private spheres.

Bibliography

Barrett, M. (1998) "Stuart Hall" in Stones, R. (ed.) Key Sociological Thinkers, pp. 266-278, Houndmills: Palgrave Macmillan Blackburn, R.M., Browne, J., Brooks, B. and Jarman, J. (2002) "Explaining gender segregation" in British Journal of Sociology, 53(4), pp. 513-536 Cockburn, C. (1991) In the Way of Women, Basingstoke: Macmillan Collinson, D. and Hearn, J. (1996) "'Men' at 'work': multiple masculinities/multiple workplaces" in Mac an Ghaill, M. (ed) Understanding Masculinity: Social Relations and Cultural Arenas, pp. 61-76, Buckingham: Open University Press Crompton, R. (1997) Women and Work in Modern Britain, Oxford: Oxford University Press Deal, T. and Kennedy, A. (1982) Corporate Cultures: the Rites and Rituals of Corporate Life, Harmondsworth: Penguin Goodwin, J. (1999) "Gendered work in Dublin: initial findings on work and class", CLMS University of Leicester Working Paper, (24), [online] available at https://lra.le.ac.uk/bitstream/2381/8583/1/working_paper24.pdf, accessed 30th September, 2015 Hakim, C. (1996) Key Issues in Women's Work: Female Heterogeneity and the Polarisation of Women's Employment, London: Athlone Hills, K. (2000) "Women managers' workplace relationships: reflections on cultural perceptions of gender", CLMS University of Leicester Working Paper, (26), [online] available at https://lra.le.ac.uk/handle/2381/8566, accessed 30th September, 2015 Humphrys, J. (2004) Lost for Words, London: Hodder & Stoughton Johnson, C. (1996) "Does capitalism really need patriarchy? Some old issues reconsidered" in Women's Studies International Forum, 19(3), pp. 193-202 Kendall, L. J. (2008) The Michigan Womyn's Music Festival: An Amazon Matrix of Meaning, Baltimore: The Spiral Womyn's Press Pateman, C. (1988) The Sexual Contract, Oxford: Basil Blackwell Potter, G. (2000) The Philosophy of Social Science, Harlow: Prentice Hall Van Dijk, T. A. (1997) "Discourse as interaction in society" in Van Dijk, T. A. (ed) Discourse as Social Interaction, pp. 1-37, London: Sage Warren, K. J. (1989) "Rewriting the future: the feminist challenge to the malestream curriculum" in Feminist Teacher, 4(2/3), pp. 46-52 Wright, J. (1898) English Dialect Dictionary, Oxford: Henry Frowde
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Learning Disabilities Report: Organizing to Encourage Effective Direct Support

Learning disabilities report: organizing to encourage effective direct support

The following report is based upon the experiences and perceptions of direct support (and of the 'social model' of disability provision) of a particular person with learning disabilities: Mark. The experiences and perceptions in this case study are taken from interviews and discussions with Mark himself, with members of his family, and with his social workers and managers. The purpose of the report is to describe Mark's experiences of social care under direct support and to compare these with the types of social work that he experienced before the introduction of direct support. The report focuses upon Mark's growing sense of 'empowerment', 'ability to help himself', and 'individuality' that emerge from his experiences of direct support. Thus a major theme of this report is to examine how direct support assists people with learning disabilities to gain recognition as contributing members of the community.

The report has the following structure:

A (i). An analysis of the government's seminal white paper Valuing People: A New Strategy for Learning Disability for the 21st Century (DOH, 2001). This white paper was a momentous recognition by government of the 'social model' of social provision, and it thrust direct support to the front of the government's strategy for learning disability. A discussion of this white paper allows an analysis of Mark's own experiences of direct support: how successful it has been for him, how he perceives the changed attitudes of the social workers he works with - how they now perceive their work differently now. (ii). This section also examines the notion of 'empowerment' and the idea that people with learning disabilities must be recognized as contributing members of society also, rather than 'medical problems'. (iii). The model, Organizing to Encourage Effective Direct Support, stresses the need to examine direct support from the perspectives of all involved: the person with learning disabilities, his carers and also the government and managers who make decisions that affect him. This white paper then is a highly useful document for understanding the government's perspective and attitude to the needs of people with learning disabilities. B. An analysis of the biographical material furnished by Mark's case study. Does his experience of direct support match that set out by the government in Valuing People? Which direct support schemes in this white paper has Mark benefited from? What are does he perceive the benefits of direct support to be in contrast to previous types of social care that he has experienced? How do those people who live and work with Mark perceive these changes? C. An analysis of three theoretical and practical existing models of disability provision - moral, medical, social - and Mark's various experiences of these models. How does Mark experience the theory of social provision when it is put into practice? D. Conclusion. The report concludes with an examination of Mark's future prospects working with direct support, and the future prospects of direct support itself A: Valuing People: A New Strategy for Learning Disability in the 21st Century 'A person-centred approach to planning means that planning should start with the individual (not with services), and take account of their wishes and aspirations. Person-centred-planning is a mechanism for reflecting the needs and preferences of a person with a learning disability.' (Valuing People, 2001, p49) This quotation from the government's seminal white paper Valuing People: A New Strategy for Learning Disability for the 21st Century encapsulates the radically new ideas and ideals established by this document for the provision and practice of social work for people with learning disabilities. This white paper represented both an important official recognition of the validity of the 'social model' of disability provision, and also a promise to implement its ideas and philosophy of learning difficulties, as had been advocated by social work practitioners and academics for some time. Thus this white paper was a significant move away from the 'medical model' of disability provision that had held supremacy for most of recent healthcare history. As the above quotation suggests, this new approach to disability gives the individual far greater freedom to make decisions about his own future - the philosophy is 'person-centred' and 'individualized' - and, more than this, recognizes that people with learning difficulty have exactly the same rights and should have exactly the same opportunities as non-disabled people. The white paper acknowledges the new phenomenon of the 'empowerment' of people with learning difficulties and suggests how empowerment can be extended amongst those with such difficulties. An analysis of this white paper is vital for any student with learning difficulties who seeks to analyse how direct support works in practice. Valuing People established guidelines and proposed schemes that have to be met in practice, in the lives of people with learning disabilities. In the next section, this report looks at how this government model has been experienced by one particular person with learning difficulties: Mark. This present analysis focuses upon Chapter 4 of the white paper: More Choice and Control for People with Learning Disabilities. The introductory statement of this chapter sets the tone for the entire document. It states: 'Government objective: To enable people with learning disabilities to have as much choice as possible over their lives through advocacy and a person-centred approach to planning the services and support they need.' (Valuing People, p44) Thus from the very beginning of this chapter the paper makes it clear that people with learning difficulties must have 'as much choice as possible' and be helped by a 'person-centred approach' to take control of their own lives. A second key promise emerges soon afterwards: 'Services should respond to the wider aspirations of people with learning disabilities and give them more choice and control' (Valuing People, 2001). This phrase reveals that people with learning disabilities are no longer thought of only in terms of those disabilities, but that their 'aspirations' and 'personalities' are taken into account also. The paper contends that social workers must seek to reverse the many problems halting direct support at the time: for instance, services were too lethargic, advocacy was limited, and people with learning difficulties had far too little say and involvement in the management of their own care. The paper suggests methods as to how these faults in the system might be changed. For instance: advocacy services must be extended considerably, more people must receive direct payments, and a person-centred approach must be developed by social workers and managers. Managers have the vital responsibility of 'personalizing' people with learning disabilities and getting to know those difficulties intimately. Managers and organizations cannot help unless they take such an approach. Valuing People made several proposals to affect such reform: the Disability Rights Commission, £1.3 million per annum to expand advocacy services, The Learning Disability Development Fund are all examples of proposals made in the white paper. Let us look at several of these methods of direct support in more detail. Disability Rights Commission: The role of the DRC is to assist people to guarantee their rights as secured by the Disability Discrimination Act (1995). The Commission's work involves getting disabled people into consultations about major policy initiatives that concern them; ensuring that decision-making material is available in user-friendly formats; and educating businesses and institutions about how to work with people with learning disabilities. Advocacy: Advocacy is absolutely crucial for successful transfer of responsibility and decision-making to people with learning disabilities themselves. Advocacy can be of two types: self-advocacy or advocacy through organizations. The government gives £1.3 per year to further advocacy programmes. Direct Payments: Direct Payments are a further means of giving people with learning disabilities more control over their own lives. Direct Payments enable Local Councils to allow people to pay for support they are entitled to before that support has been given. This was extended by the Carers and Disabled Children Act (2000) which facilitated immediate payments to carers and to 16 and 17 year olds with learning difficulties. (The Health and Social Care Act (2001) widened the availability of Direct Payments still further.) Once these payments are received disabled people have far greater freedom to choose what type of support they require for themselves. The Implementation Support Team was set-up to improve application rates for this critical scheme. Person-Centred Planning: This initiative is intended, as its name suggests, to ensure that the planning of care for a person with learning disabilities is organized as much as possible by working with individuals themselves. The paper suggested that Learning Disability Partnership Boards begin to implement this approach throughout care management and practice as soon as possible. Care management: According to the white paper care management is the 'formal mechanism for linking individuals with public services' (Valuing People, 2001). In other words, care management is the vital instrument of direct support. Therefore it must be 'responsive to person centred planning, and have the capacity to deliver the kinds of individualized services likely to emerge fro the process'. Connexions Gateway was set-up to establish vocational plans, as well as health, housing and communication plans for people with learning disabilities. Fair Access to Care: Free Access to Care was aimed to establish the basis by which eligibility for social care for adults should be determined. In conclusion, Valuing People was a sea-change in the policy of the British government and its care agencies towards the care of those with learning difficulties. Its emphasis upon direct support through person-centred care and individuality gave people with learning difficulties rights and confidence to exercise those rights that they would never have previously thought possible. It empowered disabled people to help themselves. Managers and social workers too were seen as vital instruments for changing the prejudices and attitudes of the public, and creating awareness that people with learning disabilities are valuable members of the community.
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Domestic Violence in the UK – a Definition and Analysis

'The ability to live free from violence and fear is a basic human right.' - Sandra Horley CBE, Chief Executive of Refuge. Annual Report, 2014, p 2

Introduction

A brief essay cannot detail all aspects of a topic which transcends gender or sexual orientation and encompasses psychological, physical, sexual, financial, and emotional abuse. Domestic violence (DV) includes forced marriage, human trafficking, rape and sexual assaults, 'honour killings' and elder abuse (Crown Prosecution Service, 2015). While recognising the importance of these issues and acknowledging that men can also be victims, this essay will focus on DV against women. The evidence shows that the majority of victims are women in heterosexual relationships (Department of Health, 2005). Also, as women tend to have overall responsibility for their offspring, it is relevant to discuss the impact of DV on the children involved. Domestic violence against women will be noted in the context of patriarchy, but this essay will also build on the main findings of Dobash and Dobash's groundbreaking research (1979) which helped to identify DV as a separate topic for investigation. Many responses have been developed to meet the needs of victims. This essay will focus on the 'Refuge' model and the newer 'MARAC' inter-agency support structure. For illustrative purposes, case histories will be cited where appropriate. Finally, as modernisation of services has attracted criticism and reductions in funding have put pressure on service provision, the impact of these changes will be considered. Domestic violence is defined as 'any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those age 16 or over who are, or who have been, intimate partners or family members regardless of gender or sexuality' (Home Office, 2013). The Crown Prosecution Service states that one in four women in England and Wales will be a victim of DV during her lifetime (CPS, 2015). International statistics suggest that one in three (one billion women) have suffered DV (Heise et al, 1999). UK police receive one phone call every minute of every day (Women's Aid, 2014) and the British Crime Survey estimated that 12.9 million DV incidents are perpetrated against women over a one year period. At the same time, DV against men accounts for a further 2.5 million incidents (Walby and Allen, 2004). It must be acknowledged that female victims can on occasions be the aggressor. However, the level of violence inflicted by men is generally more extreme (Hester, 2009). Repeat victimisation is also more common in DV cases than in any other type of violent crime. The impact on victims is long-lasting. Besides physical injuries, women face increased incidence of depression and suicidal ideation. Psychosomatic disorders are commonplace and there is greater risk of unplanned pregnancy, HIV or STIs (World Health Organisation, 2002). Finally, they run an increased risk of being killed: every week, two women in the UK are murdered by their current or former partner (CPS, 2015). The World Health Organisation estimates that 40-70% of murdered women are killed by their current or former partner (WHO, 2002). Children are also victims. Women's Aid (2015) notes that mothers shield their children to the best of their ability, and may defer seeking help in the belief that the family should stay together. However, 90% of DV incidents are witnessed by children who may also be victims of abuse at the hands of the same perpetrator (Department of Health, 2005). DV has not always been viewed seriously. Early feminists identified violence towards women as a form of patriarchy, arguing that the power relationships inherent in patriarchal society were reflected in male domination of the domestic sphere (Millett, 1970). In 1971, Erin Pizzey opened the first UK Women's Refuge in West London. At that time, DV was rarely spoken of openly but the volume of women and children seeking help forced the issue onto the political agenda. In 1975, the first Government Select Committee was created to investigate DV. They recommended a minimum of one family refuge place per 10,000 people. The following year (1976) the Domestic Violence and Matrimonial Proceedings Act was enacted, offering civil protection orders (injunctions) for those at risk of abuse. The Housing Act (Homeless Persons) 1977 acknowledged that women and children at risk of violence were effectively homeless and had the right to state-funded temporary accommodation (Isaac, 2014). Domestic violence costs the taxpayer money: A£3.1 billion in 2004 (Department of Health, 2005). However, the cost to the victims is immeasurable. A ground-breaking study of women in a Glasgow refuge confirmed that most abuse goes unreported. Male sexual jealousy was the usual source of conflict. Most women believed the abuse would stop after marriage, suggesting that warning signs were there at an early stage (Dobash and Dobash, 1979). This is supported by a recent SafeLives survey, which found that victims stayed in abusive relationships for around three years during which time they could be assaulted up to fifty times. On average, they saw five professionals in the final year before accessing specialised help (Topping, 2015). Refuge (2014) noted that women using their services had suffered for an average of five years before escaping. The opening of the first Refuge marked a sea-change in service provision. Refuge is now one of the best-known charities involved in the sector, with a network of 'safe houses' across fifteen local authorities. Their experience, garnered over four decades, gives them a credible voice and their 'three-pronged approach' – provision, protection and prevention – has spawned a range of services. Refuge protects women by advocating on their behalf for services, and lobbying for implementation of progressive legislation. They advise other agencies on best practice and campaign to raise awareness of DV by promoting education, training and research. DV should never be taken lightly: 80% of victims suffer multiple types of abuse, including physical, sexual, financial and emotional violence. 55% of women accessing Refuges had been strangled or choked by their partner and 55% had received threats to kill (Refuge, 2014): 'Michelle was in a coma for thirteen weeks after being savagely attacked by her ex-partner. He hit her with a crowbar thirteen times. Her children witnessed the assault.'A  (Refuge, 2014, p 6) Most Refuge residents were denied access to economic resources, including bank accounts or welfare payments. Sometimes debts had been accrued in their name, and they may have been prevented from accessing education or employment. Empowering women to regain financial independence with workshops on budgeting skills and 'preparation for work' courses are key components of the Refuge programme (Refuge, 2014). Activities are organised locally with input from refuge residents, and often reflect the ethnicity of the client group: the Hackney Refuge celebrates Eid and Diwali festivals with the exchange of gifts and special food prepared by the residents. Refuges are sensitive to the cultural needs of minorities, including victims of human trafficking and those with insecure residential status. 'Special' services are staffed by refuge workers (who speak a total of 28 different languages) from the same cultural background (Refuge, 2014).A 'Ayla' suffered years of abuse at the hands of her husband and his relatives before fleeing with her daughter and contacting police. Her husband was arrested; Ayla was referred to the Refuge because of the serious risk of 'honour'-based violence. Her Key Worker introduced her to a local service which provided counselling in Kurdish to help her manage her depression and build up her confidence. She notes: 'Ayla ..... continued to receive death threats from her extended family for leaving her husband. When she arrived at the Refuge, she had some bruising to her face and her right ear. She could not hear in this ear ............. She was sent for various tests at the local hospital [and] was found to be profoundly deaf in her right ear due to the physical violence she had suffered over the years.' (Refuge, 2014, p6) A Refuge is home to the women and children for weeks, months or longer. Two out of every three residents are children, traumatised and needing specialist support. Children who witness domestic violence suffer emotional abuse. The effects include anxiety, depression, insomnia, nightmares, bedwetting, truanting, aggression, social isolation and loss of self-esteem. Older children may begin using alcohol or drugs, may develop eating disorders or resort to self-harm. (Women's Aid, n.d.) Specially trained Child Support Workers are in every Refuge. Once life-threatening injuries are dealt with, other needs are assessed. Refuge staff are adept at organising multi-agency interventions, including support for alcohol and drug misuse or mental health issues. Finding a safe permanent home is not easy but women are supported at every stage. On leaving the Refuge, women can access community-based outreach networks providing continued support for their individual needs. Services are currently being stretched to breaking point as funding is slashed. Home Secretary Theresa May has refused to ring-fence budgets for women's refuges, and public policy has changed to offering protection orders to victims and supporting them to remain in their local community. Erin Pizzey, founder of the UK Refuge movement, thinks this is a retrograde step: 'My therapeutic model included long-term shared accommodation for vulnerable mothers and children. That is still needed.' (Laville, 2014). The impact of budget cuts is significant. During 2014, refuges received 20,736 referrals. Of these, 31% - around 6,800 women – had to be turned away (Refuge, 2014). New support structures for high-risk victims include 'MARAC' – a 'Multi-Agency Risk Assessment Conference' - which brings together social workers, children's services managers, police and probation officers, drug and alcohol workers, housing officers, mental health officials, medical practitioners, GP link workers, and specialist domestic violence service managers. The concept originated in Cardiff following the deaths of a toddler and an unborn child as a result of DV. There are 288 MARACS across England, Wales, Northern Ireland, Guernsey and Scotland, and they usually meet monthly (Tickle, 2014). DV victims deemed at particularly high risk of suffering traumatic or life-threatening events have their cases referred to their local MARAC. Only fifteen out of every thousand cases are men. Panel members contribute their knowledge of each case: rapid decisions are made and actions follow (Tickle, 2014). In one instance a man had made serious threats towards his partner's unborn child; child protection social workers were immediately assigned to the case. The victim was unaware of her partner's previous convictions for battery. Under the Domestic Violence Disclosure Scheme ('Clare's Law') it was decided to inform her of his previous history (Tickle, 2014). It is not apparent from these measures just how safe the victim would be, or how confident she would feel, while awaiting more permanent arrangements. Despite MARAC's attempts to create a safety net around potential victims, the number of fatalities linked to DV has not decreased. Links between MARACs and multi-agency hubs based in local authority areas are being enhanced to facilitate earlier identification of cases, particularly those involving children. The risk to a child in an abusive household may be higher than the risk to the adult, and many of these children remain unknown to children's services. However, the multi-agency approach has its critics. Hague (1998) acknowledges the potential benefits of the policy but cautions against over-optimism, arguing that they exclude the main stakeholders – the victims – as contributors, and can provide a smokescreen to disguise inaction. She also predicted the marginalisation of the refuge movement (Hague, 1998).A Preparing an abuse victim to leave home and find a place of safety takes time. Tickle (2014) notes: 'Becoming safer and staying safe are long-term, hard-won goals.'A  There are many barriers to ending a relationship with an abusive partner, including shame, guilt, lack of support, and financial dependence. Safety is a real concern, and with good reason. Women are considered to be at the greatest risk of homicide at the point of separation or after leaving a violent partner (Refuge, 2015). However, the links between DV services and the Justice system have been considerably strengthened in recent years. Independent Domestic Violence Advocates (IDVAs) are specialist refuge staff based in police stations, hospitals etc, working with 'high risk' women and supporting them through the criminal and civil justice systems. During 2013 – 2014, IDVAs supported 2,642 new women and 2,918 children, including helping 1,024 women through the criminal justice system. 95% of women who wanted to make an official complaint were empowered to do so, and 58% of cases which went to court resulted in a guilty verdict (Refuge, 2014, p 11).

Conclusion

This essay has shown the extent and nature of DV in the UK and the efforts made to provide support for victims. Services have progressed enormously and DV is no longer treated lightly. Police prosecute when they have the evidence to do so, courts have the power to remove abusers from the family home, and women are becoming more aware of the services available to them. Despite this, women are still at risk. Education and public awareness have roles to play in reducing the incidence of DV. In a multi-cultural society such as the UK, it is also essential that women facing particular challenges because of their ethnicity or cultural heritage have the confidence to come forward and lead by example from within their communities. The Refuge model has operated successfully for decades but it has limitations. Their literature rightly highlights their work with women and children, but it does not clarify what happens to adolescent sons. It seems doubtful that they can be accommodated within a Refuge, even though they are presumably as emotionally damaged as their sisters or younger brothers. The Refuge is probably the safest option for women, but that protection may carry a price they are not prepared to pay. It also seems doubtful that abused women would feel completely safe in their family home with just a court order between them and a clenched fist. The MARAC concept has huge potential and it is encouraging to see cooperation between agencies. However, notwithstanding budgetary pressures, when there is an immediate danger to a woman and her children, it would surely more prudent to arrange safe accommodation rather than to rely on care in the community. Nevertheless, women do move on from domestic abuse and the stories of survivors are truly inspiring.

Bibliography

Crown Prosecution Service (2015). Domestic Violence. Available at https://www.cps.gov.uk/Publications/equality/domestic_violence.html Accessed 18th June 2015. Department of Health, 2002. 'Women's Mental Health: Into the Mainstream: Strategic deelopmen o mental health care for women. London, Department of Health. Department of Health, 2005. Responding to Domestic Abuse: a handbook for health professionals. London, Department of Health. Dobash, R, and Dobash, R, 1979.Violence against wives: A case against the patriarchy. New York: Free Press. Hague, G (1998) 'Interagency Work and Domestic Violence in the UK' in Women's Studies International Forum, Vol. 21, No 4, pp 441 – 449, 1998 Heise, L, Ellsberg, M, and Gottemoeller, M (1999). 'Ending Violence against Women' in Population Reports, Series L: Issues in World Health. 1999 December (11) 1 - 43 Hester, M (2009) Who does What to Whom? Gender and Domestic Violence Perpetrators. Bristol: University of Bristol in association with Northern Rock Foundation. Home Office (2013) Guidance: Domestic Violence and Abuse. Available at https://www.gov.uk/domestic-violence-and-abuse Accessed 18th June 2015. Isaac, A, 2014. 'Domestic Violence Legislation in England and Wales: Timeline'.A  Available at https://www.theguardian.com/society-professionals/ng-interactive/2014/nov/28/domestic-violence-legislation-timeline Accessed 18th June 2015 Laville, S (2014) 'Domestic violence refuge provision at crisis point, warn charities.' Available at https://www.theguardian.com/society/2014/aug/03/domestic-violence-refuge-crisis-women-closure-safe-houses Accessed 18th June 2015 Millett, K (1970). Sexual Politics. New York, Doubleday. Refuge (2014) Annual Report. Available online at https://www.refuge.org.uk/files/Refuge-annual-report-2013-2014.pdf Accessed 18th June 2015 Refuge (2015) 'The truth is that there are many practical and psychological barriers to ending a relationship with a violent partner.' Available at https://www.refuge.org.uk/about-domestic-violence/barriers-to-leaving Accessed 18th June 2015 SafeLives (2015) Getting it right first time. Executive Summary.A  London and Bristol, Safe Lives. Available online at https://www.safelives.org.uk/sites/default/files/resources/Getting%20it%20right%20first%20time%20executive%20summary.pdf Accessed 18th June 2015 Tickle, L, 2014. Domestic Violence; how services come together to support high risk victims. https://www.theguardian.com/social-care-network/2014/nov/25/day-elimination-violence-women-domestic-abuse Accessed 17th June 2015 Topping, A, (2015) Domestic violence could be stopped earlier, says study. https://www.theguardian.com/society/2015/feb/25/domestic-violence-could-be-stopped-earlier-study Accessed 17th June 2015 Walby, S, and Allen, J (2004). Domestic violence, sexual assault and stalking. Findings from the British Crime Survey. London, Home Office. Womens Aid (2014) Annual Survey. Available at https://www.womensaid.org.uk/wp-content/uploads/2015/10/Womens-Aid-annual-survey-report-2014.pdf Accessed 17th June 2015. Womens Aid (n.d.) Topic: Children. Available at www.womensaid.org.uk/domestic_violence_topic.asp?section=0001000100220002 Accessed 18th June 2015 World Health Organisation (2002) World Report on Violence and Health. Geneva: World Health Organisation. Available online at https://www.who.int/violence_injury_prevention/violence/global_campaign/en/chap4.pdf?ua=1 Accessed 18th June 2015
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Family Support Services

  In normal life experience there are diverse family services that we encounter for the rest of our lives. The relationship between the protection of the child and family support has various connections of several aspects in life. The safety and child wellbeing relates directly to support and preservation services. Before one embarks on the long journey to build a family, and later child up keep and protection, there are foundations that must be conjoined together for the delivery of effective and essential services all round. Assets to sustain and safeguard family all the way through considerate strong foundations are based on, joined family evaluations, decision making, preventive measures and cultural capabilities and material provisions needed to manoeuvre. The general family services both proper and familiar beneath the patronage of the welfare of the child has universal inclusions of faith, locality relations, schools, and the civic organizations. Family based services reinforce the aptitude of parents to mind for and defend their offspring and endorse the family's ability to administer their individual lives, transmitting the significance that all families can detriment from upholds and families can study starting from one another. The family main support services are resources, moral hold up and education. These assets provide spouses to attain self-reliance, independent running of their affairs and to participate and co-exist effectively within the community (Allen, 1994). The support services of a family may be aimed at to all families with kids or to a collection of families with widespread distinctiveness, such as teenager parents or parents of kids with disabilities. Support services encourage parental proficiency and healthy child improvement by helping parents enhance their strengths and decide troubles that can lead to child abuse, delays on development, and family disturbance. These programs also include care giving, counselling, community resource centres entrenched to school services and many more. The ideologies of family support accentuate partnership among staff and families; families as source of sustain; admiration of cultural, ethnic, and linguistic difference; family support as a strategy for community building; and the integration of family support values throughout program planning and administration. The family intervention or the protection services are regarded as temporary or short term and are constantly offered at home in view of fulfilling the goal of protection during any crisis. These family services ensure that each and every member of the family is safe and are the intermediary services that give a connection bridge to the entire community. This assures reunifications and gives adoption or guardianship a clear sense of existence. Relations protection services grew out of the detection that children need a secure and established family and that extrication of children from their families is distressing for them, often parting permanent unenthusiastic effects. These services build upon the conviction that many children can be safely protected and treated within their own homes when parents are provided with services and support they are empowered to change their lives. Community officials, organization administrators, practitioners, intellectuals have argued over whether child welfare agencies, through their work to prevent residency and reunify children with their families, were sufficiently addressing for kids safety needs. Premature babyhood programs sustain families by contribution to actions that boost parents' defensive personality (Roessler 1990). Characteristically, programs review family requirements, associate families to neighbourhood assets, offer therapy and education for the parent, react to crises, and hold parents in management. In some countries there are multiple children laws that implicate these services especially In the US the law provides various direct expressway enforcement mechanisms. For instance, it allows a custodian parent to have an order mailed to the employer of the compelled parent, which will require that employer to hold back pay for the assistance of the child; in addition, it allows the caretaker parent to have an order posted to even an outside state court to implement the order. The law also supports professionals in ensuring a lawfully lasting, fostering family for every child in out-of-home care through family reunification, acceptance from foster care, custodian, and unending placements with relatives; including matters on legal issues, preparing and supporting children and youth, inter-jurisdictional placements, post-permanency services, and special issues in realizing permanency for older youth, children from marginal groups, and children with disabilities. Adoption is a lawful procedure which establishes child to parent relationship between persons who are not each other's natural Parent or child. This is another family support that can actually cause havoc to a child when cases of adverse abuse occur. Adoption involves research and evaluation of ones opinions, selecting an organization, being harmonized with a child, and a lot of endurance and determination. It is not an impressive idea to go into, lacking liability on ground work first. This is supposed to typically take a least a number of months and is occasion well exhausted, so that there will be no turning back. References Ashbaugh & B. C. Blaney (Eds.), 1991, creating individual support: people with developmental disabilities: Paul H. Brookes Publishing Co. A Hartman, J Laird, 1983, Familylife: centered family social work practice, Free Press, New York. Bexter, C., Poonia, K., Ward, L., & Nadishaw, Z., 1990, Dual bigotry: services for community with knowledge difficulty from black and cultural minority communities. London: King's Fund Centre. Biklen, D. 1990community life: sustaining people with disabilities, Baltimore: Paul H. Brookes Covert, S. B., MacIntosh, J. D., & Shumway, D. L. 1994, Family support: Training Center: A case study in systems change, McGraw Covert, S., Osuch, R., O'Connor, S., Agosta, J., & Blaney, B. 1990, Family support services in the United States: An end of decade status report. Cambridge, MA: Human Services Research Institute. Lakin, K. C., & Hill, B. K. 1989, Planning for children and youth: Exceptional Children, Oxford University Press. Roessler, J. A. 1990, Permanency planning: Department of Special Education and Bureau of Child Research. Rider, M. E., & Mason, J. L. 199, Issues in culturally competent service: Family Support and Children's Mental Health. Portland State University. Raustadottir, J. Taylor, R. Bogdan, A. Racino (Eds.), 1991, Life in the community: Case studies of organizations supporting people with disabilities, Baltimore: Paul H. Brookes Publishing Co. Shoultz, B. 1993. The origins and workings: New Hampshire's family support: Syracuse, NY: Center on Human Policy. Shoultz, B., O'Connor, S., Hulgin, K., & Newman, P. (1994). Permanency planning: From philosophy to reality. Syracuse, NY: Center on Human Policy. Taylor, S. J. 1995, Family life and parenting: The variety of community experience: Baltimore: Paul H. Brookes Publishing Co.

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Social Care Practice Essay

An Investigation of Principles, Care Strategies and Theories Related to Social Care Practice

Part One

This section provides a summative assessment of the principles, care strategies and theories that direct social care work within the UK. Specifically, the application of support principles, procedures for protecting clients from harm and the advantages of utilising a person-centred approach in working with clients are discussed. Additionally, ethical issues, applicable policies, legislation issues and regulation and the impacts of existing policies are presented in relation to providing social care.

Applications of Support Principles

Ensuring that individuals are properly cared for in health and social care requires the application of a number of support principles. Examples of these support principles include equity in the provision of care, universality in its accessibility and providing multiple financial options for individuals of all backgrounds (Alcock, Daly & Griggs, 2008). As the individuals who require health and social care services differ in their ethnic, cultural, social and socioeconomic backgrounds, these support principles are pivotal in meeting the needs of the greatest percentage of the population (Alcock et al., 2008). Valuing diversity and providing support for families of varying backgrounds is a critical component of UK health and social care policy (Alcock et al., 2008).

Procedures for Protecting Clients from Harm

Protecting clients from harm is another important consideration for social care home managers within the UK. Generally, clients taking advantage of social care services are in vulnerable positions, and face financial, psychological or medical difficulties that make them prone to potential harm or abuse (Alcock, May & Rowlingson, 2008). The practise of safeguarding social care receivers is critical to preventing such abuse (Alcock et al., 2008). Current National Health Service (NHS, 2012) policy mandates that health and social care workers adhere to strict procedures for preventing neglect or abuse. Practitioners are held accountable for the services they provide, as well as their efforts to empower clients, protect their confidentiality and basic human rights and taking any additional measures necessary to protect vulnerable clients (NHS, 2012).

Benefits of the Person-Centred Approach

The person-centred approach guides all current UK health and social care practice (Edwards, 2012). This model of care, based on the early therapeutic work of Carl Rogers, emphasises protecting the individual rights of clients, and making decisions in a manner that best meets their unique needs (Moon, 2008). While this term is used frequently in other health and social care systems, many find themselves actually relying on financial and political considerations when planning care (Moon, 2008). The NHS prides itself on placing client satisfaction in the spotlight and enacting legislation that protects this person-centred approach, such as the Human Rights and Equality Acts (NHS, 2012). The advantages of this model range from increased client satisfaction, the ability to reach individuals from a diverse range of ethnic and financial backgrounds and more effective case outcomes (Edwards, 2012).

Ethical Dilemmas and Conflicts

Health and social care is a field rife with potential ethical dilemmas and conflicts. Examples of ethical dilemmas that commonly arise in this field are potential legal violations on the part of a client or colleague, the necessity to select between case alternatives that do not meet client needs, reporting unethical or illegal behaviour on the part of the client and negotiating roles and responsibilities when working with vulnerable population members (Edwards, 2012). Due to the sometimes-sensitive nature of the health and social care field, the NHS maintains ethical guidelines and policies for all practitioners to follow (McLean, 2010). Additionally, these guidelines are subject to perpetual reform to adapt to changing population needs (McLean, 2010).

Implementation of Policies, Legislation, Regulations and Codes

The NHS continually evaluates its policies, legislation, regulations and codes to ensure they are relevant and specific to the varying ethnic, cultural and financial backgrounds of the population (Tingle & Bark, 2011). The Health and Social Care Act 2012 currently serves as the most extensive legislation guiding the field within the UK (Department of Health, 2012). This act maintains policies on health and social care providers, professional accountability and the organisation of the field (Department of Health, 2012). Within this act are specific policy standards providing a greater voice for patients, a more patient-centred model of care and standards on streamlining health and social care services to prevent inefficiency (Department of Health, 2012). The result of this act has been greater accessibility of care and improved health and social care efficiency (Department of Health, 2012).

Local Policies and Procedures

While UK legislation guides health and social care practice throughout the region, local policies and procedures may vary depending on population needs (Tingle & Bark, 2011). For example, regions with higher or lower socioeconomic statuses may adapt local health and social care policy accordingly (Tingle & Bark, 2011). In such cases, local government associations or community well-being associations can convene to reform procedures in a manner that best meets local needs (Department of Health, 2012). These organisations serve to inform NHS policy through highlighting various local health and social care needs (McLean, 2010). Through adapting local policies and procedures to meet community need, the NHS is able to deliver a higher quality of service on a national level (McLean, 2010).

Impact of Policy, Legislation and Codes of Practice

Legislation, policy and code reform have a profound impact on health and social care practice. This reform protects both clients and practitioners, and provides practical guidance as to best practices related to specific social care needs (Department of Health, 2012). The aim of evaluating policy, legislation and codes of practice is to ensure that standards are current, relevant, clear to clients and practitioners and ensure the safe and ethical care of all individuals (Tingle & Bark, 2011).

Part Two

Changes in rules and legislations regarding health and social care practice serve to protect clients from discrimination and facilitate optimal person-centred care. Understanding the theories, social processes and professional roles involved can promote more holistic care delivery and prevent common ethical dilemmas. This section discusses such theoretical contributions to the health and social care field, as well as changes in organisational policy.

Theories Underpinning Health and Social Care Practice

Theory is critical to the field of health and social care, as it directs all practice (Jones & Atwal, 2009). The general theories and models of care utilised within the healthcare system ultimately dictate its legislation and policy reform (Jones & Atwal, 2009). Furthermore, delivering care based on theory helps guide future health and social care research (Jones & Atwal, 2009). Health and social care within the UK is largely based on humanistic theory (Edwards, 2012). Humanistic theory emphasises the individual needs of each individual in designing care services, protecting clients' individual rights, autonomy and dignity (Levin et al., 2011). Additionally, humanistic health and social care values the significance of effective communication with clients and colleagues, as well as in inter-professional working environments (Edwards, 2012). Humanistic theory is responsible for the person-centred model of care practised within the UK, which has subsequently directed recent policy reform (Levin et al., 2011). Additionally, social learning theory has had a large impact on health and social care practice in the UK (Jones & Atwal, 2009). This theory highlights the importance of learning through observation and modelling in terms of adhering to a care plan (Jones & Atwal, 2009). Through understanding the significance of this form of learning, care home managers can empower clients and provide the best possible care to individuals of diverse backgrounds (Mendelstem, 2009). Theory-driven health and social care practice is generally better suited to address the multiple factors that influence practice (Mendelstem, 2009). Finally, anti-oppressive theory and anti-discriminatory practice have shaped health and social care in the UK (Alcock et al., 2008). Anti-oppressive theory pertains to a style of professionalism that emphasises the role of social justice and the significance of individual rights (Alcock et al., 2008). Anti-discriminatory practice refers to social work that serves a range of diverse social and ethnic backgrounds, and does not limit service based on any of these characteristics (Alcock et al., 2008).

Impacts of Social Processes

Social learning and other social processes can impact health and social care services in varying ways. For example, user involvement has recently been a key focus of policy reform within the UK (King's Fund, 2011). This practice has promoted a more patient-centred health care model that accounts for the perspectives of both patients and caregivers (King's Fund, 2011). Research (e.g., Levin et al., 2011) has demonstrated that user involvement has improved service related to cancer care, as well as other disciplines within the health and social care umbrella. Forming a partnership with health and social care users and professionals can improve the inter-professional working environment and strengthen individual impacts on both policy and care (King's Fund, 2011). Additionally, engaging users and accounting for social processes in directing health care policy has shifted the current model from a reactive-oriented approach to one that is more proactive (Hearnden , 2008). Through incorporating service users, for example, the health and social care field has been able to anticipate cultural change and meet the needs of an increasingly diverse population (Hearnden , 2008). Finally, the combination of the engagement of users and the person-centred care model, the process of social exclusion within the health care system has largely been avoided (Hearnden , 2008).

Effectiveness of Inter-Professional Working

Health and social care within the UK is trending toward an increasingly inter-professional working model (Wallace & Davies, 2009). This health and social care policy promotes the collaboration of professionals to best meet the needs of clients (Wallace & Davies, 2009). The NHS has incorporated this policy into its legislation, and emphasises care that fosters working relationships between differing professional organisations (Trodd & Chivers, 2011). This model of care has resulted in a higher level of care within the UK, and has been critical in transforming perspectives on healthcare (Trodd & Chivers, 2011). Accompanying the inter-professional model of care in the UK has been a more collaborative educational model (Courtenay, 2012). Practitioners are increasingly trained to incorporate an understanding of inter-professional care into their academic programmes, leading to a more holistic and patient-centred healthcare system (Courtenay, 2012). The sharing of knowledge that has resulted from this inter-professional model has subsequently created more effective and efficient care plans (Jones & Atwal, 2009). Though the implementation of an inter-professional working environment into practice has faces several challenges, such as a lack of support or training from managers, consistent evaluation and reform has led to improvements in the level of care throughout the UK (Trodd & Chivers, 2011). Perhaps the most important area in which inter-professional working has been effective is its ability to transcend professional boundaries (Courtenay, 2012). Through effective collaboration with colleagues, professionals are able to share responsibilities and bypass many of the conflicts that previously detracted from these collaborative efforts (Courtenay, 2012). The result has been a more efficient and effective model of care (Courtenay, 2012).

Role, Responsibilities, Accountabilities and Duties

Regardless of one's specific role within the health and social care system, working within a team environment enables professionals to work through difficult practical problems (Mendelstem, 2009). Additionally, the inter-professional working environment allows professionals to share resources, knowledge and services to solve these complex challenges (Mendelstem, 2009). All professionals are responsible for maintaining ethical codes and professional standards related to their specific health and social care discipline. The effective sharing of information within an inter-professional work environment requires that individuals are held accountable for maintaining a high level of expertise, and effectively carry out their professional duties (Mendelstem, 2009). Each individual within the inter-professional working environment is also responsible for demonstrating the values and principles set forth by the NHS and their specific professional governance (Jones & Atwal, 2009). Collaborating with colleagues requires ethical conduct, effective verbal and non-verbal communication, respect for the contributions of other members of the care team and sharing responsibilities and professional duties (Harlen, 2005). Understanding these roles, responsibilities, accountabilities and duties facilitates a more holistic, patient-centred model of care (Day & Wigens, 2006). As a health and social care student, educating one's self regarding these factors and their influence on policy is critical to future practice. Encouraging this understanding further improves the quality and efficiency of the healthcare system (Day & Wigens, 2006).

Contributions to Organisational Policy

Many roles within the health and social care field serve to assist in the implementation and reform of national healthcare policies (Jones & Atwal, 2009). As health and social care is practiced in a diverse range of settings, these workers play a vital role in directing organisational policy (Edwards, 2012). No other professionals possess the combination of organisational and practical insight as health and social care workers, and these professionals are essential in enabling other professionals, such as government officials and educators, in carrying out their duties (Jones & Atwal, 2009). Additionally, health and social care workers are the first line of defence in safeguarding vulnerable population groups, and are primarily responsible for directing organisational policy regarding protecting these individuals (Department of Health, 2011). In protecting clients' rights, social care workers are important in obtaining the resources needed to promote best practice standards (Pereira et al., 2008). Finally, through engaging in ethical practice, effectively managing case loads and continuing to increase professional knowledge, social care workers are influential in contributing to organisational quality (Edwards, 2012).

Recommendations for Good Practice

In meeting good practice requirements, education and professional development are vital (Courtenay, 2012). Through continuing to receiver further training, professionals can sharpen their skills and best meet the changing needs of a diverse population (Courtenay, 2012). Additionally, incorporating evidence into practice can facilitate a higher level of quality in health and social care (Rushton, 2005). This practice involves the review and dissemination of current research surrounding health and social care, and the subsequent implementation of this evidence into professional practice (Day & Wigens, 2006). The combination of these strategies can ensure the safeguarding of vulnerable population groups, a more collaborative working environment and the successful adherence to best practice standards (Courtenay, 2012).

Reference:

  • Alcock, C., Daly, G. and Griggs, E. (2008). Introducing Social Policy, 2nd edit, London: Pearson.
  • Alcock, P., May, M. and Rowlingson, K. (eds.). (2008). The Student's Companion to Social Policy, 3rd ed. Oxford: Blackwell Publishing.
  • Courtenay, M. (2012). Interprofessional education between nurse prescribing and medical students: a qualitative study. Journal of Interprofessional Care. [online] Available at: https://informahealthcare.com/eprint/CPYbh6yxn64UppIy35J7/full [Accessed 28 February 2013].
  • Day, J. and Wigens, L. (2006) Inter-professional working: An essential guide for health and social care professionals. London: Nelson Thornes.
  • Department of Health (2011). Safeguarding Adults: The role of health services. [online] Available at: https://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAnd uidance/DH_124882. Accessed 28 February 2013.
  • Department of Health (2012). Health and Social Care Act Explained. [online] Available at: https://www.dh.gov.uk/health/2012/06/act-explained/. Accessed 28 February 2013.
  • Edwards, A. (2012). Putting patients first. British Medical Journal, 344, pp. 233-240.
  • Harlen, W. (2005). Teachers' summative practices and assessment for learning tensions and synergies. Curriculum Journal, 16(2), pp. 207-223.
  • Hearnden, M. (2008). Coping with differences in culture and communication in health care. Nursing Standard, 23(11), pp. 49-57.
  • Jones, M. and Atwal, A (2009). Preparing for Professional Practice in Health & Social Care. Chichester: Wiley-Blackwell.
  • King's Fund. (2011). The future of leadership and management in the NHS. [online] Available at: https://www.kingsfund.org.uk/publications/future-leadership-and-management-nhs. Accessed 28 February 2013.
  • Levin, R. F., Overholt, E. F., Melnyk, B. M., Barnes, M. and Vetter, M. J. (2011). Fostering evidence-based practice to improve nurse and cost outcomes in a community health setting. Nursing Administration Quarterly, 35(1), pp. 21-33.
  • Mendelstem, M. (2009). Safeguarding vulnerable adults and the law. London: Jessica Kingsley. Publishers.
  • McLean, S. (2010). Autonomy, Consent and the Law. London: Routledge-Cavendish.
  • Moon, J.A. (2008). Reflection in learning and professional development: theory and practice. London: Routledge Falmer.
  • National Health Services. (2012). The NHS Constitution. London: Department of Health.
  • Pereira, J., Nagarajah, L., Win, K., Joachim, P. and Wjesuriya, L. (2008). Formative feedback to students: the mismatch between faculty perceptions and student expectations. Medical Teacher, 30(4), pp. 395-399.
  • Rushton, A. (2005). Formative assessment: a key to deep learning. Medical Teacher, 26(6), pp. 509-513.
  • Tingle, J. and Bark, P. (2011). Patient Safety, Law Policy & Practice. Abingdon: Taylor & Francis.
  • Trodd, L. and Chivers, L. (2011). Interprofessional Working in Practice Learning and working together for children and families. Maidenhead: Open University Press.
  • Wallace, C and Davies, J. (2009). Sharing Assessment in Health & Social Care - A Professional Handbook for Interprofessional Working. London: Sage.
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Measuring Quality of Service Delivery in Adult Social Care

Putting People First: Measuring quality of service delivery in adult social care

Introduction

Recent demographic indicators reveal that over the next decade the effect of ageing on the UK adult population will result in a 20%increase in those of 65 and a 60% increase in “the over 85 year-olds” by 2027 (DoH 2007a, p.1). This trend, together with the increase in the numbers of the population suffering from medical and health issues, including dementia and disability, presents a challenge to the provision of adult social care, in terms of both funding and the need to deliver appropriate services designed to provide this segment of the population with “equality of citizenship” (ibid). As a response to the changing demography, in 2006, the Department of Health (hereinafter DoH) produced a white paper outlining a new direction for the provision of adult social care services within the community, which indicated the need for a fundamental change from previously existing policies and procedures (DoH 2006). Subsequent DoH (2007a, 2007b and 2009) publications have served to provide guidance on how it was anticipated these change would transition into the practical environment. The central theme of this new direction was based upon a personalised agenda, with users and their carers being given more control and choice over the care services they required and the format in which they wished these services to be provided. In other words, the objective was for adult social care services to be provided based upon a person-centred approach rather than the internal social care services decision-driven model (Department of Health 2007b). As with all new fundamental and structural changes of this nature, a key element of the ‘personalisation agenda' is to ensure that the quality of service delivery matches the health and social needs of the local community. It is this aspect of the new adult social care than forms the basis for this paper. Following a brief overview of the objectives and requirements of the ‘personalisation agenda,' the paper will outline the measurement hat are required to be put in place to ensure the delivery of the requisite quality service to the end user and their carer (Mullins 2006).

The ‘Personalisation agenda'

The basic premise of the ‘personalisation agenda' programme and its aim of moving control of adult social care services to a user/carer-centred model. In other words, instead of professionals within the social services making the decision in relation to the support services required, and how this would be provided, under the new systems, these issues will be determined by the individual user. Therefore, with the aid of the social services team as and when required, the purpose of ‘personalisation' was to deliver four main objectives, which are outlined as follows:

Budgetary control

The user/carer will have the opportunity to design and create their own budget to cover their health and care needs. Based upon this budget, an allocation of funds will be provided over which the user/carer will retain control

Choice of support requirement spending

Within the context of the budget and resources that has been designed by the user/carer, they will retain the choice of what support services they require and how the budget will be allocated across these services

Choice of service providers

Rather than social services deciding the service provider, that choice will now be in the control of the user/carer. In this respect, the user/carer can decide whether the support services they require should be delivered at their home, at an external location, such as a care home or respite centre and, ultimately, whether the provider of these services should be the local social care service or an external private organisation.

Appropriate and timely access to support

Instead of having the delivery of their health and social care services determined by the professionals within the health care sector, the personalised approach gives the user/carer the right to choose the time of these services, for example, at night or during the day. To ensure that these objectives could be met, with a target data for their full implementation being set at April 2011 (ADASS 2009), were tasked with introducing a system based upon the following changes:
  • Integrated working with the NHS
  • Commissioning Strategies, which maximise choice and control whilst balancing investment in prevention and early intervention
  • Universal information and advice services for all citizens
  • Proportionate social care assessments processes
  • Person centred planning and self-directed support to become mainstream activities with personal budgets which maximise choice and control
  • Mechanisms to involve family members and other carers
  • A framework which ensures people can exercise choice and control with advocacy and brokerage linked to the building of user-led organisations
  • Appropriate safeguarding arrangements
  • Effective quality assurance and benchmarking arrangements
To deliver these changes successfully within the target time scales set, this process has required local social services departments to take steps to redesign the manner in which their organisation were operating as outlined within the following section of this report.

3 Re-designing the provision of adult social care

For the adult social care departments of local authorities, main areas of change required to develop a user/carer-centred approach to service provision, the most important factors that needed to be addressed were concentrated upon three main areas. These can be defined as follows: Ensuring the resources are available to assisting the user with the creation of their own care assessment needs and budget Ensuring the facilitators of that choice were available and making sure that the required quality of service is delivered, and Providing and communicating information in a manner that enables the user to make an informed choice Consequently, there was a need to focus upon introducing improvements to three key operational elements: 3.1. Human resource capabilities It will be apparent that some user/carers may require assistance with the process of conducting a personal assessment of their ongoing health and social care needs and designing the budget required to ensure that these needs are capable of being met. For this purpose therefore, it has been important for the local authority to provide users' with access to employees with the required level of skills and capabilities to assist the user/carer with this process. In many cases, the requisite skills and competences required to achieve this transformation of services might not have existed within the roles of existing frontline service team members. Therefore, it has been important to introduce training programmes designed to assist the workforce to adapt to the new roles. 3.2. Physical internal and external resources As user/carers now have the choice of how, where and who they wish to provide their service needs, it has been important to realign existing internal existing and external physical and, in some cases human, resources to provide the appropriate range of choice. In basic terms, this choice can be divided into two main categories, these being whether the user/carer requires the service to be delivered in the home or at an external location and having the choice as to whether the service is delivered by the public or private sector. Home or external delivery of service Within this context of choice, the main area of change has occurred where user/carers have wished their service requirements to be delivered in their own home. To facilitate this choice, adult care services have needed to ensure two requirements are met. Firstly, there has been a need to ensure that there is a sufficiency of employees experienced in the delivery of home based care services to users/carers, which in some cases has again meant retraining existing members of the workforce to ensure their ability to transition from working in a controlled environment to one where self-control is the main requirement. Secondly, it has meant that the adult social care service has an adequacy of physical and portable equipment required to facilitate home based service provision. Public or private service provider Concerning the choice of provider, it was incumbent upon the adult social care services to achieve two objectives. Firstly, there was a need to develop relationships with a sufficient number of external private care providers to enable sufficiency of choice for the user/carer. Secondly, as part of their remit to providing the appropriate type and quality of care, the department also needed to be assured that the quality of service available from the external private provider complied with the standards and quality of care as set down within the government and DoH requirements. Private health and social care providers in this context can refer to agencies and individuals who are trained in the provision of individual care services as well as the external organisations that are operate nursing, care home and other health care facilities. 3.3. Communication process The final change required, and perhaps in many ways equally important as those discussed previously, has been the need to introduce a robust process of bi-direction communication between all the stakeholders, which includes the adult social care management teams, employees, external service providers, both public and private and, of course, the service user/carer. In order to make an informed choice it is critical that the user/carer has access to data and information related to all the available options open to them. For example, in the case of private care homes, this would include details of the accommodation amenities, the type of care services available from the provider, and overview of their quality standards and the price of the service being provided. In other words, there is a need to create a knowledge based organisation (Nonaka and Takeuchi 1995). In practice therefore, the communication process within the adult care service environment in accordance with the following diagram (figure 1).

4. Measuring quality service delivery

4.1. The rationale for measuring quality service Major Service delivery transformation of the nature being discussed within this report requires change and, as Turner (2009, p.1) rightly confirms, “Change: and the need to manage change through projects, touches all our lives, in working and social environments.” This has certainly been the case in designing a process that requires the adoption of a user/carer-centred approach to adult social care. Similarly, as with all changes of this nature, not all aspects of the process can be completed at the same time, in other words it needs to be introduced in stages (Allan 2004, Cameron and Green 2004, Blake and Bush 2009 and Turner 2009). For example, providing carers with information related to private provider service choice cannot occur unless or until these providers have been contacted and a relationship built with them to facilitate their willingness and appropriateness to be included in the process. Lewin (Wirth 2004) in developing what he terms as the ‘freeze model' suggests that stages required to complete this change are three in number: Motivation of need for change (Frozen) Design and implementing the change (Unfrozen and moving to a new state) Making the change permanent (Refreezing) Source: Wirth (2004) Of equally critical importance having identified that structure that needs to be put in place to effect the change/transformation to the ‘personalised agenda' requirements for the organisation, is to ensure that each aspect of this process is managed in an efficient and effective manner in order to deliver the quality of service that meets the user./carer needs. It is equally important to continue to measure the quality of service delivered on an ongoing basis. The ADASS (2009) have suggested that the transformation to the new service structure should be based upon the extent to which the local adult social service department has achieved the following five key priorities: That the transformation of adult social care has been developed in partnership with existing service users (both public and private), their careers and other citizens who are interested in these services. That a process is in place to ensure that all those eligible for council funded adult social care support will receive a personal budget via a suitable assessment process. That partners are investing in cost effective preventative interventions, which reduce the demand for social care and health services. That citizens have access to information and advice regarding how to identify and access options available in their communities to meet their care and support needs. That service users are experiencing a broadening of choice and improvement in quality of care and support service supply, built upon involvement of key stakeholders (Councils, Primary Care Trusts, service users, providers, 3rd sector organisations etc), that can meet the aspirations of all local people (whether council or self-funded) wanting to procure social care services. Source: ADASS (2009) Consequently, it is clear that as an integral part of delivering these priorities, the local adult social services department to have implemented a number of performance assessment and measurement models are discussed in the following section of this report. 4.2. Measurement models for quality service delivery For measuring the effectiveness of quality service delivery within the context of any organisation, there are a number of management and measurement models that can be used. The objective of some of these, as Turner (2009, p.357) comments is to analyse and assess the performance of the changes that are taking place, such as the transformation of adult social care being discussed in this report. However, in addition to these measurement models, there are others that are designed to measure service quality for specific elements and stakeholders within the change process and post change performance. Taking the above issues into account, the focus of this discussion is aimed at measurements to be used during the course of the adult social service transformation, the effectiveness of individual employees and external provider's provision of quality services and the measurements used to assess the satisfaction levels of the user/carer. This triangular approach is designed to achieve the following objectives for the adult social services department: Monitoring quality service delivery against timelines and milestones set Enabling department to comply within regulatory agendas Ensuring required skills and competences of work force and external provider's Monitoring development of appropriate team based relationships Measuring extent to which services provided meet with user/carer needs In all of these areas, the measurement models being used are designed to be part of a continuing process of ensuring the service delivery remains at the highest level of quality (Mullins 2010). 4.2.2. Project and post-project performance In the view of the author of this report, in order to evaluate the change and improvement to the quality of service during both its implementation and execution stages, it is considered that the measurement model based upon the KPI and Balanced Scorecard approach which was developed by Kaplan et al (2006) is the most appropriate for use. This is especially true within the implementation stages of the change process. The reason for this is that it provides regular opportunities for reassessment and the rapid introduction of measures to address issues that might have arisen (Johnson and Clark 2008). Moreover, within the context of the ‘personalised agenda' approach, it has the added benefit of being able to combine the financial as well as the non-financial outcomes. In this respect therefore, when used in the adult social services this model not only enables an assessment of the service quality being delivered but will also help to ascertain whether the user/carer is being provided with value for money. The design and benefits of this measurement model can best be explained from the following diagram, which clearly shows the objective of the Balance Scorecard is to assess and evaluate the performance of quality service delivery from four main perspectives. There are to provide a process for learning and growth, to provide guidance for the management of the organisation, ensuring satisfaction of user/carer needs and, as a result to achieve the financial objectives (Kaplan et al 2006). In terms of improvement to the service quality, are clearing identified within the appraisal of the KPI's (figure 3), in that it provides learning for the organisation, which leads to better decision making and continues the process of improved service quality delivery. Source: API (2010) https://www.ap-institute.com/kpi_fig3.htm 4.2.3. Employee performance appraisal Skills and competences of employees, whether part of the internal social services workforce or engaged by an external provider, are another key an essential area of service quality delivery that needs to be constantly kept under review (Leat 2001 and Armstrong 2006). The extent to which an employee is able to perform their duties in a manner that satisfies the user/carer, will have a significant impact upon the latter's level of satisfaction. Consequently, it is important for managers to work with the employees to ensure that they are both acquiring the skills needed to perform their roles and motivated to undertake these duties in a manner that seeks to achieve excellence. The most appropriate model in this instance is the use an individual employee ‘performance appraisal' system. This model is based upon interactive communication and discussion process that takes place between the employer/manager and the employee (Leat 2001). The first stage is for both parties to complete a previously designed ‘performance appraisal' form, which can be similar to the example that is provided in appendix 1 and attached to this report. The purpose of both parties completing this document is so that the level and standard of the employee's performance is provided from both perspectives. This provides the opportunity for the employer to gain an insight into where the employee feels they are excelling and/or consider that further assistance from the organisation, perhaps in the form of additional training, may be considered helpful. Following completion of the appraisal form, the employee will then deliver a copy of this to his/her employer for consideration. It is preferable at this stage to ensure that a meeting has been arranged at which both employee and employer will be able to discuss freely the results of the appraisal (Armstrong 2006). It should be deliberately designed for this appraisal process to take the form of a two-way conversation or discussion. From an employer's viewpoint, this will provide them with the opportunity to provide the additional assistance that the employee perceives to be missing from their development, and discuss those areas where the employer considers improvements are required. For the employee, this process is likely to lead to them feeling more involvement with the organisation and therefore more motivated to produce the best service performance they can (Leat 2001). Further, to enhance the levels of employee involvement and motivation, which as Armstrong (2006) argues, is key to gaining the best quality of service from the workforce, it is important that the adult social services department introduces a system of employee discussion groups. During these sessions, all employees should be encouraged to participate and share their views and opinions on the effectiveness of the processes that is intended to improve service quality for the user/carer. Often, these discussion sessions will lead to the innovative ideas being suggested which, although not previously considered, could produce benefit for the process, as well as improving employee's level of involvement with the organisation. 4.2.4. User and carer service quality satisfaction Academics and researchers, especially those who are intimately involved with the social and health care sectors, have sought to provide a number of tools aimed at improving the quality of service delivered to the user/carer. Two of these models, which have recently been assessed, are the SPRU and ASCOT models (SCIE 2010), the objective of both being to find ‘excellence in adult care services.” The SPRU (Social Policy Research Unit) model (SCIE 2010, p.4) The focus of the SPRU is based upon the conducting post-service delivery assessments and evaluation which, in other words means that this models, through some format, measures the extent to which the service quality has provide the required service and needs priority for the user/carer. It is a model that is often relied upon for inspection and compliance purposes, such as when the Quality Care Commission conducts an inspection of a private care home (Francis 2009). The ASCOT (Adult Social Care Outcomes Toolkit) model The ASCOT model of performance measurement is very similar to the SPRU model, with the difference being that in this case there are a more defined number of specific issues that the research in question is endeavouring to use for their assessment of the quality of the service being delivered to or experienced by the user/carer, as outlined below: Accommodation, cleanliness and comfort – The person using the service feels their home environment, including all the rooms, is clean and comfortable. Control over daily life – The person using the service can choose what to do and when to do it, having control over their daily life and activities. Dignity – The negative and positive psychological impact of support and care on the personal sense of significance of the person using the service. Food and nutrition – The person using the service feels they have a nutritious, varied and culturally appropriate diet with enough food and drink they enjoy at regular and timely intervals. Occupation – The person using the service is sufficiently occupied in a range of meaningful activities whether it be formal employment, unpaid work, caring for others or leisure activities. Personal cleanliness and comfort – The person using the service feels they are personally clean and comfortable and look presentable or, at best, are dressed and groomed in a way that reflects their personal preferences. Safety – The person using the service feels safe and secure. This means being free from fear of abuse, falling or other physical harm and fear of being attacked or robbed. Social participation and involvement – The person using the service is content with their social situation, where social situation is taken to mean the sustenance of meaningful relationships with friends, family and feeling involved or part of a community should this be important to them Source: SCIE (2010, p.5) What both of these models have in common is that they are based upon the recognised processes of quantitative primary research, which is commonly used by academics for a wide range of investigations (Johnson and Durberley 2000, Easterby-Smith et al 2004 and Gill and Johnson 2010). With the overall objective of ‘personalised agenda' being to deliver a quality of service that meets the user/care's needs and requirement, it follows that the only way that this quality can truly be measured is by gathering information from the source that is intimately connected with, and experiencing, the service being provided, this being the end users. Consequently, it is important for the adult social care department to introduce a continuing process of measures designed to accumulate feedback from the user/carer, which should include: Regular conduct of a survey questionnaire aimed at gaining user/carer feedback and comments on all aspects of the services delivery process that they have decided to be included within their care management plan Regular individual one-to-one meetings with user/carers to allow for more comprehensive bi-directional discussion related to their experience of the service quality provided Of course, the most important part of this process is for the organisation to ensure that where issues or concerns are raised by the user/carer, These are referred to the relevant stakeholder group or person within the organisation so that they can be appropriately be addressed. Additionally, regular contact should be maintained with the user/carer, to advise them of the outcome of any measures taken to improve the quality of the service delivered.

5. Conclusion

There is no doubt that the transformation of adult social care has not only signalled one of the most comprehensive reforms of quality service delivery to the user/carer in many decades, but also one of the most complex in terms of its introduction and successful implementation (DoH 2009). Consequently, ensuring that the quality of the services being delivered are maintained during and post this implementation has required the introduction of a number of measures designed specifically to ensure that that this remains the case. As indicated within this report, those measures, the central part of which is to evaluate and examine the user/carers perception of service quality is being met, need to be applied to all stakeholder groups, including those internal to adult social services and the external services providers whose services are also utilised. It is considered that the measurement and managed tools discussed within this report provide the best models for this purpose.

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ADASS (2009), Transforming Adult Social Care Services, Available from: https://www.idea.gov.uk/idk/aio/13603402 [Accessed 10 December 2010] Allan, Barbara (2004). Project Management: tools and techniques for today's ILS professional. London: Facet Publishing Armstrong, Michael (2006). Performance Management: Key Strategies and Practical Guidelines. 3rd Rev. ed. London: Koran Page Ltd Blake, I and Bush, C (2009). Project Managing Change: Practical Tools and Techniques to Make Change Happen, Harlow: Harlow: Pearson Education Cameron, Ester and Green, Mike (2004). Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organisational Change, London: Kogan Page Ltd DoH (2006), Our health, our care, our say: Available from: http:[email protected]/* */[email protected]/* *//documents/digitalasset/dh_4127637.pdf [Accessed 10 December 2011] DoH (2007a), Putting People First, Available from: https://www.cpa.org.uk/cpa/putting_people_first.pdf [Accessed 9 December 2011] DoH (2007b), Commissioning Framework for Health & Wellbeing, Available from: https://www.pfc.org.uk/files/NHSConfed_CommissioningConsult27.pdf [Accessed 9 December 2011] DoH (2009), Valuing People, Last Accessed 9 May 2010 at: https://www.cpa.org.uk/cpa/putting_people_first.pdf Easterby-Smith, M., Thorpe, R, Lowe, A (2004) Management Research: An Introduction, 3rd Edition, London: Sage Publications Francis, J. (2009) SCIE's Approach to Economic Evaluation in Social Care. London: Social Care Institute for Excellence, forthcoming Gill, J and Johnson, P (2010) Research Methods for Managers, 4th Edition, London: Sage Publications Johnson, P and Duberley, J (2000) Understanding Management Research: An Introduction to Epistemology, 3rd Edition, London: Sage Publications Johnston, R. & Clark, G. (2008), Service Operations Management, 3rd ed., Harlow: FT Prentice Hall Kaplan Robert. S and Norton, David P (2006). Alignment: How to apply the balanced scorecard to corporate strategy. Boston: Harvard Business Press Leat, Mike (2001). Exploring Employee Relations. Oxford: Butterworth Heinemann Mullins, L.J. (2010) Management and Organisational Behaviour, 9th Ed. Harlow: Pearson Education Nonaka, I and Takeuchi, H (1995) The Knowledge Creating Company, Oxford: Oxford University Press SCIE (2010), Finding excellence in adult care services, Available from: https://www.scie.org.uk/publications/misc/definitionsofexcellence/files/definitionofexcellenceapproaches.pdf [Accessed 11 December 2011] SPRU Outcomes in Community Care Practice Series (1996 – 2001) York: University of York, Social Policy Research Unit https://www.york.ac.uk/inst/spru/pubs/occp.htm Turner, J.R (2009), The Handbook of Project Based Management, New York: McGraw-Hill Wirth (2004), Lewin/Schein's Change Theory, Available from: https://www.entarga.com/orgchange/lewinschein.pdf [Accessed 10 January 2011] Woodward CA (1988) Questionnaire construction and question writing, Medical Education, Vol.22, Issue.4, pp.345-363
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How Far is Globalisation a Form of Americanisation

How far is globalisation a form of Americanisation? Drawing on theory critically evaluate why the US has been so hostile to overseas left wing regimes since 1945?

There has been a great deal of debate over the extent to which the current phase of globalisation can be defined or delimited by the process of Americanisation. Multinational corporations have adamantly maintained that their operations overseas are not vehicles of Americanisation, but are instead a form of ‘indigenisation’ through adaptation to local cultures. Some scholars have argued, however, that contemporary discourses about globalisation have fallen under the spell of a form of historical perennialism in which current trends have been extrapolated too far into the past and inaccurately conceptualised as being merely a continuation of deeper trends. “Globalisation is now used to describe everything and its opposite, from the Roman Empire to WW1, from cosmopolitan behavior to Genghis Khan’s conquests, and even the Neolithic age,” writes Daniele Conversi in his article titled The Limits of Cultural Globalisation? (Conversi 2010, p. 36). Central to this misconception is a confusion between globalisation as an ideology, usually expressed as a form of cosmopolitanism, and globalisation in practice. Whether the current phase of globalisation is the latest chapter in a millennia-long saga of societal integration, or is in fact something completely different, it is difficult to dispute that it has taken on a distinctly American character since the end of World War 2. On a superficial level, the Americanisation of the world seems obvious and intuitive. English is now spoken with at least partial competence by over half of the world’s population and has become the de facto lingua franca facilitating communication between people from remote locations. Not only is English the dominant language on the internet, but more than a third of the world’s mail, telexes, and cables are in English, and approximately 40% of the world’s radio programs are in English (Swain 2011). Of the top ten global brands, seven are based in the United States with Coca-Cola occupying the top spot, leading many to perceive it as a symbol of Americanisation. The fact that the McDonald’s fast food franchise has disseminated to all corners of the globe has made possible the somewhat tongue-in-cheek use of the “Big Mac Index,” now regularly published by The Economist as an informal way of comparing the purchasing power of any two currencies (Hoefert and Hofer 2006). As we will see, the forces of cultural homogenisation flowing from the United States go far beyond language, hamburgers, and soda. The modern era of globalisation can be demarcated by the Bretton Woods agreement in 1944 (Korten 2001), which set the basis for the International Monetary Fund (IMF) and the World Bank, establishing, in the IMF’s own words, a system of “global surveillance activities (IMF 2007).” During the early years of the Cold War, the Marshall Plan facilitated the transfer of American industrial management models to Western Europe (Kipping and Bjarnar 1998). The methods employed to help Western Europe recover from the ravages of war would later be applied to under-developed countries, first as a means of deterring the spread of communism, and later as a project of global trade liberalisation. In the words of Dutch-American sociologist Saskia Sassen, The most widely recognised instance of Americanisation is seen…in the profound influence U.S. popular culture exerts on global culture. But it has also become very clear in the legal forms ascendant in international business transactions. Through the IMF and the International Bank for Reconstruction and Development (IBRD), as well as the GATT, the U.S. vision has spread to—some would say been imposed on—the developing world (Sassen 1996, p.20). While Presidents Nixon, Ford and Carter all played a role in advancing the neoliberal agenda, it wasn’t until Reagan that the doctrines of privatisation and deregulation took on the ideological character espoused by many conservative thinkers today (Conversi 2010). What came to be known as ‘Reaganomics’ was advanced during the 1980s when structural adjustment loans (SALs) were leveraged to “blast open” and “discipline” the Third World (Bello 1999, p. 27). While the advent of Reaganomics had a considerable impact on economics and finance abroad, Conversi contends that its effects on cultural practices may have been even more extensive. “In Reagan’s years, the robust nexus between politics, economics, military and the expansion of mass consumerism was amplified through the media industry,” he writes (Conversi 2010, p. 39). A constant condition that the IMF and World Bank attached to their developmental support packages was the total overhaul of local cultural productions, formerly tied to regional and national markets or subject to state regulation such that they would be left to the mercy of corporate expansion. In the cultural arena, the removal of trade barriers has led to the unfettered preponderance of American items of mass consumption and to the virtual erasure of millions of local cultural producers, an event that has been presented as an ineluctable step on the road to further development. This has led not to the kind of globalisation envisioned by cosmopolitan theorists, but rather to the assertion of a cultural hyper-power (Conversi 2010, p. 41). Hollywood’s embrace of the global marketplace led to the collapse of native film industries in both Europe and Asia, which were displaced by an invasion of American cultural products via mass distribution agencies (Conversi 2010). The content of Hollywood movies can have subtle yet profound effects on the culture and institutions of foreign countries. One Chinese activist described in detail how the portrayal of the inner workings of the United States government and judicial system in American popular culture has convinced many Chinese citizens of the merits of American-style democracy (Nye 2004). The bombardment of US cultural exports has been a primary motivation for the Chinese government's increasingly draconian information policies. American cultural imperialism has been met with varying levels of resistance. In recent years, the cultural policies of governments abroad have come to encompass protectionist measures that Harvey Feigenbaum has described as being “cultural counterattacks” against the homogenising effects of neoliberal globalisation. These protectionist policies typically involve intentionally limiting the availability of American broadcast programming through the use of sophisticated quota systems: The French, for instance, require that 60 percent of the prime-time television shows be European productions and that 40 percent be French. Canadians require their television networks to broadcast significant content, and the South Koreans will tolerate large numbers of television shows from abroad only if they have scientific or educational content (Feigenbaum 2002). As a counter-weight to the U.S. championing of neoliberalism, France has been attempting to pull Europe in a different direction. Cultural exception is a political concept introduced by the General Agreement on Tariffs and Trade (GATT) in 1993 and refers to the belief that cultural products should be exceptions to the trade agreements codified by the World Trade Organization (WTO). The United States and various industries and lobbies have predictably lambasted cultural exception as being protectionist, culturally chauvinist, deleterious to global free trade, and that it makes it easier for oppressive governments to suppress minority voices. Despite these objections, however, cultural exception was upheld by UNESCO in 2005 with only two countries (the U.S. and Israel) out of two hundred voting against it. Much to the dismay of narrow-minded theocracies such as Iran, and oppressive regimes such as the Chinese government, the effectiveness of these protectionist policies are limited by new decentralising audiovisual technologies such as satellite and digital on-demand television. China has responded to the threat of new media with the infamous Gold Shield Project and increasingly severe penalties for breeches of its digital information policies. Most media industries, however, have at least partially acquiesced to the cultural hegemony of Hollywood and the United States (Feigenbaum 2002). If we accept the premise that global trade liberalisation has been a central tenet of U.S. foreign policy since 1945, the reasons for U.S. hostility toward left-wing regimes abroad becomes obvious. Left-wing leaders typically promote socialist and populist policies such as protectionism, nationalisation of industries and the socialisation of services, all of which are anathema global free trade. Virtually every left-wing government since World War 2, almost all of them democratically elected, has faced at least some degree of opposition from the U.S. Government ranging from trade sanctions to overthrow and the instigations of coup d’©tats. The following examples of covert foreign regime change actions illustrate the lengths that Western politicians have been willing to go in order to protect private property and ensure free trade across the globe. In the 1953 Iranian coup d’©tat, the CIA collaborated with the United Kingdom depose the democratically elected Prime Minister Mohammad Mossadegh who was attempting to nationalise Iran’s petroleum industry, which threatened the profits of British Petroleum (BP) (New York Times 2000). During the Guatemalan Revolution of 1944-54, the CIA engineered the overthrow of the democratically elected Jacobo Árbenz whose ambitious agrarian reforms designed to grant land to millions of landless peasants were seen as a threat to the land holdings of the United Fruit Company. After the CIA installed a puppet regime led by the military dictator Carlos Castillo Armas, the country entered a civil war lasting decades in which over 200,000 people were killed (Streeter 2000). Probably the most famous example of a democratically elected leftist leader who was ousted by the U.S. is Chile’s Salvador Allende who adopted collectivist policies that nationalised industry before being deposed, killed, and replaced by the far more repressive Augusto Pinochet. A more recent example, though not himself deposed by U.S. machinations, was the Venezuelan leader Hugo Chavez whose administration proposed and enacted democratic socialist economic policies involving redistribution of wealth, land reforms, and the establishment of worker-owned cooperatives. Despite all of this, it remains fashionable in both scholarly and popular discourses to maintain that globalisation and Americanisation are wholly distinct phenomena. As mentioned earlier, representatives of large multinationals such as McDonald’s often attempt to portray their relationships with local cultures as bi-directional and reflexive rather than hegemonic, pointing to such practices as incorporating elements of indigenous cuisine into fast-food menus (Conversi 2010). Another somewhat inane example is the choice made by McDonald’s to replace Ronald McDonald with Asterix the Gaul as their official mascot for French markets. Globalisation apologists often employ the terms ‘glocalism’ and ‘glocalisation’ in an attempt to describe these ‘intercultural’ encounters as being largely symmetric and egalitarian and to characterise globalisation as being compatible with the maintenance of local cultures. What we typically see, however, are local businesses being forced to Americanise their appearance and practices by market pressures (Conversi 2010). One prominent example is ‘Bollywood’, which despite being heralded as an affirmation of Indian national identity, produces cultural content that merely imitates American cultural forms (Rao 2007). A case can be made that such indigenised forms of ‘Americana’ are potentially even more devastating to cultural diversity than more candid forms of imperialism because they can more easily don the disguise of national indigenousness (Conversi 2010). We can conclude that while superficial efforts have been made on the part of multinational corporations to adapt their products to indigenous cultures, such efforts are motivated by market forces rather than by any concern for cultural diversity and tend only to exacerbate trends toward cultural homogenisation. While optimists taking the long view may interpret American cultural hegemony as a necessary evil required to lay the groundwork for a truly cosmopolitan global society at some point in the future, it simply does not make sense to posit neoliberal globalisation as being continuous with earlier globalising trends. The period from 1945 to the present coincides with the ascendency of a global order taking a very particular form and encompassing the widespread enforcement of trade liberalisation, privitisation, deregulation, and an antipathy toward left wing regimes. Whether Americanisation will become a permanent fixture of our transition to a truly planetary society remains to be seen.

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To what Extent does Erving Goffman’s Theories of Social ‘performance’ Apply to Modern Digital Forms of Social Interaction?

Introduction

The sociologist Erving Goffman (1922-1982) focused on the social world at the micro level to analyse the social and symbolic interactions between individuals. Goffman (1959) analysed the ways in which individuals presented themselves to others. Goffman (1959: 74) found that individuals do not present their real, true selves; instead they present an 'idealised' version of how they would like to be perceived by others using 'cultural scripts' (Hogan, 2010: 378). An example of this is when a waiter dons a Tuxedo and straightens his posture to wait on customers in a restaurant (Goffman, 1959: 122). He is tentative, patient and enabling, and his manners are impeccable even when the customer asks '[Do] you call yourself a waiter, you young bastard? You a waiter! You're not fit to scrub floors in the brothel your mother came from. Maquereau!' (Goffman, 1959: 122). This symbolic interaction ensures that the waiter remains composed and apologetic, but when his shift ends, he changes into casual wear, his body visibly relaxes and he unwinds backstage in the staff room by collectively mocking the customers with his 'team', who collectively share these sentiments (Goffman, 1959: 97). These appear to be two different individuals because individuals adopt 'impression management' to present the self in ways that obscure the 'authentic self', or in simple terms, they 'put on a front' (Goffman, 1959: 116; Hogan, 2010: 378). This paper evaluates whether Goffman's fifty year-old 'dramaturgical theory' is relevant to the social 'performance' portrayed in modern digital forms of social interaction in the context of the social media networking sites in contemporary society.

Dramaturgy

Goffman conducted his research using a technique that he conceptualised as a 'dramaturgical' approach; the key to his theory is 'drama' (1959: 113). Goffman (1959) used the analogy of an actor interacting or rather performing on a theatrical stage in front of an audience. Within this 'dramaturgical' situation, every scene is a new role on another stage (Goffman, 1959:113). While the interaction using a preferred identity is performed to an audience on the front stage, backstage is where perfecting the performance takes place and where the actor can revert back to his authentic self again (Goffman, 1959). Thus, the process of symbolic interaction is an individual who 'puts on a front' to an audience (Hogan, 2010: 378). Symbolic interaction is predicated on locating the meanings from which shared or collective meanings are created within the performance (Hamilton, 2004). The interaction occurs in the presence of an audience [the customer] which either credits or discredits the actors [the waiter] based upon the performance (Goffman, 1959).

Social Media

Facebook provides a platform upon which numerous roles and dramaturgy are performed uniquely by millions of interpersonal interactions on the front stage before an audience every day. The proliferation of handheld digital devices on the market has led to a huge increase in the number of people using digital social networking sites such as Facebook, Twitter and MySpace (Hogan, 2010; Almjeld, 2009). Social media and digital devices are personal and portable, which maintains a 'constant networked connection' with the individual's social networks (Burchell, 2012: 3). This has radically altered the ways in individuals interact with others (Hogan, 2010). Social media websites such as Facebook provide a stage in which they interact with old school friends, long lost best friends, family, extended family, friends of family and colleagues (Hogan, 2010). Although the authentic self of the actor may be known to these associates, impression management is nevertheless practised; in Facebook terms this can involve vast numbers of audience as this networking forum now has over a billion subscribers (Frissen et al., 2015: 23). The popularity of an individual is defined based on the number of friends they have in their friends list (Hogan, 2010). Facebook is described by Timmermans as 'a site for individual entertainment, and as a tool for maintaining and building communities' (Timmermans 2010: 189). However, Hogan argues that it is a place for symbolic interaction on a hitherto unknown scale (Hogan, 2010). By contrast to the one-way processes of television, social media enables the two-way interaction whereby commentary and feedback make these platforms simultaneously 'exciting and frightening' (Meden, 2009: 59).

Gender

Evidence of Goffman's performance is present in the research findings by Almjeld (2009) on female users of MySpace. The research highlights how social networking was overall empowering to women, who demonstrated 'impression management' which sold their online identities and interactions through numerous construction of multiple identities by the 're-writing of the self' (Bolter, 2001 197; Almjeld, 2009: 155). It also enables women to 'practice and perform' new 'femininities in relative security' (Meden, 2009: 61). Meden's research on women found that they conveyed an enhanced image of themselves through renaming themselves on Facebook as 'jocks, scholars, tech enthusiasts, flirts and friends' (Meden, 2009: 61). In doing so, they rejected their bland identities and traditional roles as wives and mothers on blogs and social networking sites (Meden, 2009: 61). This illustrates the 'emancipatory potential' of social media (Cheung, 2000: 55). The practice and performance of disguising the authentic self illustrates the relevance of the front stage and the backstage in relation to impression management (Miller, 1995). In the physical world, women have traditionally undertaken making 'scrapbooks, photo albums and note passing' to equip themselves with the building blocks needed to forge social identities and form new social relationships (Almjeld, 2009: 154). However, in the virtual world, women practise impression management as 'bloggers and [by] instant messaging and in chat rooms' (Almjeld, 2009: 154). Miller and Arnold (2001) argue that online interaction is no 'more or less problematic' than face-to-face interaction because it is real life in both contexts (in Kelly, et al., 2006: 92). However, there are different issues attached to each.

Expressions

It is claimed that the online approach does not mediate the expressions or body language to its audience; actors only give what they type in their message to enhance their persona, whereas in contrast, face-to-face interactions give away far more information to the audience than online interactions (Bullingham and Vasconcelos, 2013; Goffman, 1959). This is because the actor is physically before the audience in the face-to-face context whereby the observers can read the expressions that they give as well as those that they 'give off' or 'leak' (Miller and Arnold, 2001: 74). In the latter, actors inadvertently 'give off' information that was not intended for their audience (Miller and Arnold, 2012: 1). Specific fronts are displayed in accordance with the level of the sustained observation of the audience (Hogan, 2010). In cases where the enhanced identity nurtured by the interaction is knowingly contradicted on the front stage, the audience can identify this error which results in the actor's performance being discredited (Bullingham and Vasconcelos, 2012). Backstage is where the work is done to avoid these issues (Bullingham and Vasconcelos, 2012).

Performance

Goffman identifies three overlapping groups of potential errors that could impinge on the performance of a genuine actor when the impression is mismanaged, resulting in the performance being discredited by the audience (Goffman, 1959). The first group may 'trip, stumble or fall […] 'belch, yawn', or go blank (Goffman, 1959: 60). For example, Ed Miliband stumbled off the stage after performing to a live audience to vote him in as Prime Minister (Bennett, 2015: [Online]). Journalists focused on the stumble and not his interaction thereby discrediting his performance (Goffman, 1959). The outcome may have differed significantly if he had pre-recorded his interaction via YouTube. However, David Cameron gave off numerous 'expressions' as he perspired and recoiled in his incoherent and inarticulate responses to questions on Gay Rights (YouTube, 2010: [Online]; Goffman, 1959: 73). Goffman argues that the second group experience nervousness, lack confidence or are too self-aware, which thereby discrediting the performance (Goffman, 1959:60). This is linked to the both the second and the third group which are the backstage team who in this case left Cameron wholly under-prepared, resulting in a discredited performance (Goffman, 1959). 'Backstage' preparation helps to counter such issues as participants collectively enable the 'smooth' running of the performance at the front stage to avoid the 'redeeming gaffes' (Miller, 1995: 1). For example, Goffman questions whether performers are being truthful or whether their points are 'valid' or 'spurious' (Goffman, 1959: 66). However, sometimes previous performances in the past can come back to haunt the present. One example is the case of Paris Brown who secured the authoritative post as Britain's first Youth Police and Crime Commissioner (The Guardian, 2013: [Online]). However, in a number of interactions on Twitter prior to getting the job, she displayed 'homophobic, racist and violent' tweets which resulted in a call for her resignation (The Guardian, 2013: [Online]). Goffman argues that audiences cannot wait to put a 'chink in the armour' of performers who fail in order to 'discredit' their 'pretensions' (1959: 66). These claims may well have been Brown's way of presenting herself as something more lively and streetwise than she really was, but only to her peer group as she experimented with her identity (Livingstone, 1998). Paris Brown also described herself on Twitter as: 'either really fun, friendly and inclusive when im drunk or im an anti- social, racist, sexist, embarrassing a****** often it's the latter' (cited in Myers, 2013: [Online]). Paris Brown provides two sides to her identity: a nice fun girl who cares about others and one who is unpleasant and intolerant of diversity (The Guardian, 2013: [Online]). While this may have been a case of bravado, this impression [mis-]management illustrates how performing to a global audience can be discredited repeatedly, and at a much later date such 'redeeming gaffes' may be problematic for the teenager (Goffman, 1959: 66; Miller, 1995: 1).

Teenagers

According to Livingstone, teenagers tend to experiment and play around with their online identities (1998: 407). They recognise opportunities and risks and self-actualisation is more likely to be realised where teenagers negotiate a cost benefit analysis between the risk factors such as abuse, privacy or being misinterpreted and the opportunities in terms of identity, relationships and social capital (Livingstone, 1998: 407). Evidence is provided in the respondents in Aspling's qualitative research study. However, 'Lars' wants people to think he has a life away from Facebook when he asserts: 'I don't want to be seen as someone that lives with Facebook. But no, I don't do that, I don't want to be seen as a freak…'(cited in Aspling, 2011: 22) This is despite the fact that 'Lars' confessed to updating his status several times a day thereby 'contradicting' his enhanced identity which would result in his performance being discredited by his audience who would potentially see him as a freak (Bullingham and Vasconcelos, 2012: 102). In contrast, another Facebook user asserts that: 'Maybe they gain a somewhat positive image of myself, you only upload images that are good, everything good you have done, perhaps it is a more positive image of myself than in reality, … you only upload things that are good' (Cited in Aspling, 2011: 22) This highlights the dramaturgical nature of impression management in full force as this respondent wants to convey a perfect identity and life. This is wholly unrealistic and would no doubt be discredited by some of his audience. The same applies to profile pictures which attract the most comments on Facebook. Impression management involves enhancing profile pictures or dressing provocatively to convey a more desirable, sexier identity in the search for a new partner (Goffman, 1959). As one Facebook user asserts: 'I think that people are more intimate on Facebook than they should, pictures of them in lingerie, party-pictures etc. that anyone can see' (Cited in Aspling, 2011: 22) This disapproval of intimacy shows that audiences are more likely to discredit performances that convey a sexy identity by dressing up. As Goffman argues, '[Even] if each woman dresses in conformity with her status, a game is still being played [which] plays to the imaginary' as in a picture or sculpture (1959: 221). In other words, being so 'fixed' or perfect' is unreal in this overt form of impression management (Goffman, 1959: 221).

Conclusion

In conclusion, it is evident following a critical analysis of the debates above that Goffman's dramaturgy is perhaps even more relevant in contemporary society than at the time of Goffman's writing. Social media provides actors the platform for actors to convey enhanced identities through impression management using cultural scripts. Evidence of impression management is abundant in the rejection of their authentic identity which, in a face-to-face setting, is more problematic. For example, the impression management of two politicians aspiring to be Prime Minister were discredited on both live television and pre-recorded social media because they gave away elements of their true identity despite claims that expressions are only 'given off' in face-to-face interaction. Facebook users only 'give' intended information which are credited whereas constantly updating statuses 'gives off' negative expressions that are discredited. Nevertheless, the actors' enhanced personalities are constructed and rehearsed backstage which through social media is anywhere that is not online; the dramaturgy is performed at the front by a keystroke. Word Count: 2,194

Bibliography

Almjeld, J.M. (2009) The Girls of MySpace: New Media as Gendered Literacy Practice and Identity Construction. Doctoral Dissertation, Bowling Green State University, English/Rhetoric and Writing Aspling, F. (2011) The private and the public in online presentations of the self, Stockholm: Stockholm University Bennett, A. (2015) 'Thought Ed Miliband's stumble was bad? These politicians had much worse falls' The Telegraph [Online] Available: https://www.telegraph.co.uk/news/general-election-2015/politics-blog/11576072/Thought-Ed-Milibands-stumble-was-bad-These-politicians-had-much-worse-falls.html (Accessed 22nd August 2015) Bolter, J. D. (2001). Writing space: Computers, Hypertext, and the Remediation of Print. Hillsdale, NJ: Lawrence Erlbaum Associates Burchell, K.D. (2012) Negotiating Connection without Convention: The Management of Presence, Time, and Networked Technology in Everyday Life, London: Goldsmiths, University of London Bullingham, D. & Vasconcelos (2013) 'The Presentation of Self in the Online World': Goffman and the Study of Online Identities', Journal of Information Science, 39(1): 101-112 Cheung, C. (2000) 'A Home on the Web: Presentations of Self on Personal Homepages' in Gauntlett, D. (Ed.). Web studies: Rewiring Media Studies for the Media Age (pp.43–51) London: Arnold Frissen, V., Lammes, S., Michiel De Lange, M. De Mul, J. & Raessens, J. (2015) Playful Identities: The Ludification of Digital Media Cultures, Amsterdam: Amsterdam University PressGoffman, E. (1959) The Presentation of Self in Everyday Life. London: Penguin Goffman, E. (1984) Stigma: notes on the management of spoiled Identity. Harmondsworth: Penguin Books Guardian (2013) 'Paris Brown: no further action to be taken over Twitter comments', Guardian [Online] Available: https://www.theguardian.com/uk/2013/apr/21/paris-brown-no-action-twitter-comments (Accessed 22nd August 2015) Hamilton, P. (2004) 'The street and everyday life' in Bennett, T. & Watson, D. (Eds.) Understanding Everyday Life (pp. 91-138) London: Routledge Hogan B. (2010) 'The Presentation of Self in the Age of Social Media: Distinguishing Performances and Exhibitions Online', Bulletin of Science Technology & Society 2010 30(3): 377 Kelly, D. M., Pomerantz, S., & Currie, D. H. (2006). '"No Boundaries"? Girls' Interactive, Online Learning About Femininities' Youth & Society, 38(1): 3-28 6 Livingstone, S. (1998): 'Relationships between media and audiences' in Liebes, T. & Curren, N. (Eds.) Media, ritual and identity (pp. 237-255) London, New York: Routledge Meden, A. (2009) Identity Formation in Social Networks Websites: Facebook and the Interaction Between Young Individuals in the Cases of Slovenia And Catalonia, Barcelona: Universitat Pompeu Fabra Miller, H. (1995) The Presentation of Self in Electronic Life: Goffman on the Internet [Paper presented at Embodied Knowledge and Virtual Space Conference Goldsmiths' College, University of London, June 1995] Nottingham: Nottingham Trent University Miller, H., & Arnold, J. (2001) 'Self in Web Home Pages: Gender, Identity and Power in Cyberspace' in Riva, G., Galimberti, C. (Ed.) (2001-2003) Towards CyberPsychology: Mind, Cognitions and Society in the Internet Age, (pp. 74-94), Amsterdam: IOS Press Myers, R. (2013) 'Is this foul-mouthed, self-obsessed Twitter teen really the future of British policing? Youth crime tsar's sex and drug rants', Daily Mail [Online] Available: https://www.dailymail.co.uk/news/article-2305118/Paris-Brown-Is-foul-mouthed-self-obsessed-Twitter-teen-really-future-British-policing.html#ixzz3jYK3tXBO (Accessed 22nd August 2015) Timmermans, J. (2010) Playing with paradoxes: Identity in the web era. PhD dissertation. Rotterdam: Erasmus University YouTube (2010) 'David Cameron disastrous gay rights interview' YouTube [Online] Available: https://www.youtube.com/watch?v=7bRT5D4msOI (Accessed 22nd August 2015)
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Every Action is a Selfish One and Thus True Altruism does not Exist.

Discuss in relation to theory and research on pro-social behaviour.

Introduction

Helping behaviour has been a focus of social psychological research since the 1950's (Hogg and Vaughan, 2008) and within this literature; there exists an abundance of studies concerned with the concept of altruism. The main aim of this essay is to consider the assertion that every action is a selfish one and thus true altruism does not exist. In order to do this, relevant theory and research on pro-social behaviour will be explored. Broadly speaking, pro-social behaviour involves carrying out an act that benefits another (Hogg and Vaughan, 2008) and the interest in this topic since the 1950's, from a research point of view, has impressive longevity. Altruism, as a concept, has attracted much debate and is a type of helping behavior, essentially involving helping another without any expectation of personal gain (Batson and Coke, 1981; Macaulay and Berkowitz, 1970). Perhaps it is rather difficult to realistically suggest that an act could ever be categorised as truly altruistic or indeed if it is not, then it must be selfish. This essay will help to support the view that altruism exists to some extent but often there can be benefits for the individual in demonstrating this behaviour. Research has unfortunately at times aimed to minimise the assertion that a motive to help others without personal benefit can exist (Krueger, 2012).

Theory and Research

Wilson (2015, p.5) very recently documented that "the question of how altruism evolves is such a controversy that is just entering its resolution phase." Altruism is a fairly complicated concept to explore and some of Wilson's (2015) writings reflect this. For instance, Wilson (2015) alludes to the idea that it can be challenging to truly understand an individual's intention when helping another in that it may be to feel better, win favour with God or ensure the other person is in debt to you. The question therefore might be along the lines of what constitutes truly altruistic behaviour and when does it become selfish. Wilson (2015) also helpfully simplifies how one might view altruism by focusing, temporarily, only on the behaviour. An example is illustrated by Wilson (2015) whereby if one individual helps another at a cost to themselves then that demonstrates altruism regardless of what they thought or felt about the situation. Pro-social behaviour theory provides mixed support for the idea of true altruism. For instance, altruism does not particularly receive support from the well-known bystander-calculus model (Piliavin, Dovidio, Gaertner and Clark, 1981), if one is to accept it. This model would assert that individuals would take action in an emergency essentially to reduce their own unpleasant arousal (Batson and Oleson, 1991). This theory clearly makes reference to the significance of the thoughts and feelings of the individual. It may suggest that in part, the helper is to a degree being selfish, but at the same time, is actually carrying out an act that helps another. From this point of view, altruism is perhaps not the correct term since the individual is driven to act, to an extent, to serve his or her own interest. Egoism and altruism have historically been framed as a "versus relationship" with Hogg and Vaughan (2004) summarising that a significant number of psychologists side with the theory supporting the egoism argument whereby behaviour is driven by personal gain. The work around egoism tends to feel like the darker side of pro-social behaviour theory and research. Some of the evidence showing apparent support for this theory is rather questionable. For instance, Manucia, Baumann, and Cialdini (1984) conducted an experiment whereby certain participants were given a placebo pill but told that by taking it, their current mood would "freeze." This led to people under this condition apparently being not as likely to help an individual in need since it would not improve their mood. Brown and Maner (2012) praised the intelligence of this study although it does have an artificial feel about it and one could question how much it might reflect a real-life scenario. It cannot necessarily be used as evidence that altruism does not exist since for some people, the motivation in the first instance might be to actually help the other person (Brown and Maner, 2012). The above mentioned study is somewhat at odds with a review of theory and research regarding altruism at that time (Piliavin and Charng, 1990). One conclusion by these authors was that evidence from a number of fields such as sociology and social psychology among others suggest that altruism is indeed a feature of human nature (Piliavin and Charng, 1990). Bierhoff (2002) builds on this and suggests that altruism exists and reported that it is arguably perfectly captured in the parable of the Good Samaritan whereby having empathy for the victim led to the unselfish act of helping the victim to safety, even at personal cost. This parable is still taught in the modern day and apparent acts of altruism remain a feature of everyday society. This is not to discount the assumption that there could be side effects whereby the individual may experience private rewards for acts of altruism. It is now necessary to consider relevant research studies in more detail in order to further explore the rather controversial central claim that every action is a selfish one and true altruism does not exist. It has been unfortunate in a way that researchers have, more often than not, chosen to focus on "anti-social" rather than pro-social behaviour. This perhaps reflects a tendency to be more interested in the worst in people. This also leads to the idea that people may be more likely to dismiss altruism and consider other explanations for this type of helping or selfless behaviour. May (2011, p.25) implies that caution should be taken when interpreting altruism-based research in stating that "the consensus among psychologists (and common sense) is that a great number of our mental states, even our motives, are not accessible to consciousness." As mentioned above, Wilson's (2015) more recent writings seem to have certain parallels with this and it may be that one has to accept that knowing the individuals intent to help may not be possible.A  This could cast doubt on the reliability of much of the experimental work in the field of altruism, particularly when self-reporting measures are so commonly used. Cialdini and colleagues certainly invested much effort in demonstrating that true altruism does not exist. In a related piece of research, Maner, Luce, Neuberg, Cialdini, Brown and Sagarin (2002) explored the effect of manipulated perspective taking with a focus on the empathy-helping relationship, which they suggested underpins altruism. Interestingly, the study featured 169 university students who had an incentive to participate in the study in order to help fulfill their academic requirements. There is a certain irony about this in that it does not reflect altruism towards the researchers. Following observing the views of participants who had listened to a particular interview, Maner et al. (2002) suggested that negative emotional states like sadness are more likely to lead to helping others rather than genuine altruism. While it is difficult to prove that true altruism does exist, Batson and colleagues adopted a very different angle with regards to this concept. For instance, in a similar but earlier study, Batson, Sager, Garst, Kang, Rubchinsky and Dawson (1997) again used only university students to assess empathy and helping behaviour towards a young woman in need. In certain conditions, this woman was depicted as being from a rival university yet the students displayed empathy and a willingness to help. As with much of Batson's research, this paper argued that empathy for others brings about natural altruism in people. These above examples highlight the entirely different ways in which altruism can be framed. Krueger (2012) alludes to the idea that the search for true altruism is one that cannot realistically bring success. Research has unfortunately historically been rather black and white in its mission to explain altruism. It has almost featured a rivalry between benefitting the self against motives to benefit others. Krueger (2012, p.397) argues that it is "more important to protect the motive to benefit others from being discounted" while essentially avoiding branding people as selfish. It is perhaps possible to learn something valuable about the nature of altruism from a piece of research regarding "giving blood" (Evans and Ferguson, 2013). It is difficult to generalise findings to the wider population given that it involved only university students. However, this particular paper examined, via surveying an impressive 414 responders, the motivating factors underpinning white blood donation. Evans and Ferguson (2013) reported that giving blood does not appear to be an act that reflects the actual definition of pure altruism. Instead, a blend of factors such as a sense of contributing to society, a feeling of being able to benefit others and personal satisfaction might explain blood donation. There are apparent benefits to the individual giving blood in the experience of positive emotions, described as "warm glow" by Evans and Ferguson (2013). This may not reflect true altruism. It would however seem unfair to suggest that the generally accepted altruistic act of giving blood is selfish. If one continues to accept the view earlier put forward by May (2012), it would help to have some acceptance that it may not be possible to really know if true altruism exists. In a cross-cultural qualitative paper, Soosai-Nathan, Negri and Delle-Fave (2013) documented evidence from Indian and Italian cultures that illustrated that altruism can be more than a pro-social behaviour. Soosai-Nathan et al. (2013) suggest that altruism can help to improve relationships and boosts happiness and wellbeing. It would also be useful to view this in a positive light if possible while clearly, these types of "personal" rewards may well reinforce the altruistic behavior. It is fundamentally a good human quality though. This may be a more useful area for further research - to improve wellbeing - rather than aiming to disprove altruism, which has quite a dehumanising feel to it.A It would however be ignorant to bypass the idea that altruism is influenced by a number of factors. It would be overly simplistic to accept that it is just a natural trait of individuals. The area of giving money to fundraisers adds interesting insights to the understanding of altruism. Andreoni, Rao, and Tratchtman (2011) conducted a natural field experiment involving monitoring the giving of money to fundraisers in a particular area of Boston, USA, and noted that a high volume of people avoided, via a number of means, the fundraisers who were standing at exits of a shopping centre. Robson (2002) warns of the dangers of these types of studies, e.g. loss of ability to control variables and loss of validity. Nonetheless, Andreoni et al. (2011) suggest that people may avoid eye contact with a fundraiser as empathy may be triggered otherwise, leading to the giving of money. On the other hand, people may give as they would like to be seen as being altruistic. There may also be a compromise between giving money to charity and balancing personal finances. Andreoni et al. (2011) conclude that altruism in people is influenced significantly by a combination of social cues and psychological mechanisms. This is perhaps unsurprising but helps to illustrate the complexity of human altruism.

Conclusions

Firstly, it would seem incorrect to necessarily reject findings from pro or indeed anti altruism research. May (2012) summed things up nicely, reminding that so often, people's true intentions and thoughts about a situation are not visible even to themselves. If one accepts this then there might not be great confidence in suggesting either that altruism definitely exists or that all acts are selfish. Altruism can certainly be viewed as a fairly controversial concept and one that has featured in social psychology theory and research for some years. It would appear that it is extremely difficult to be involved in a truly altruistic act and Staub (1974) much earlier alluded to this as generally when one acts in a pro-social way, inwardly, it can be rewarding, bringing about positive feelings. When considering all of the available evidence, perhaps it can be concluded that altruism in its truest sense, as its very definition states, does not exist. However, there is likely to be an altruism continuum upon where most people in society would sit, rather than acts necessarily being classed in a fairly black and white fashion as altruistic or selfish. Krueger (2012) adopts a common sense stance on altruism and is suggestive that it exists and people do engage in acts designed to benefit others, without intended personal gain.A

References

Andreoni, J., Rao, J. M., & Trachtman, H. (2011). Avoiding the ask: a field experiment on altruism, empathy, and charitable giving. (No. w17648). National bureau of economic research. Batson, C.D., and Coke, J.S. (1981). Empathy: A source of altruistic motivation for helping? In Rushton, J.P., and Sorrentino, R.M. (eds.), Altruism and helping behaviour: Social, personality, and developmental perspectives (pp. 167-183). Hillsdale, NJ: Erlbaum. Batson, C.D., and Oleson, K.C. (1991). Current status of the empathy-altruism hypothesis. In Clark, M.S. (ed), Prosocial behaviour (pp. 62-85). Newbury Park, CA: Sage. Batson, D.C., Sager, K., Garst, E., Kang, M., Rubchinsky, K., and Dawson, K. (1997). Is empathy-induced helping due to self-other merging? Journal of personality and social psychology, 73 (3), 495-509. Bierhoff, H-W. (2002). Prosocial behaviour. East Sussex: Psychology Press. Brown, S.L., and Maner, J.K. (2012). Egoism or altruism: Hard-nosed experiments and deep philosophical questions. In Kenrick, D.T., Goldstein, N.J., and Braver, S.L. (ed), Six degrees of social influence: Science, application and the psychology of Robert Cialdini (pp. 109-118). New York: Oxford University Press. Evans, R. and Ferguson, E. (2013).Defining and measuring blood donor altruism: A theoretical approach from biology, economics and psychology. The International journal of transfusion medicine, 106, 118-126. Available from https://onlinelibrary.wiley.com/doi/10.1111/vox.12080/pdf (Accessed 01/10/15). Hogg, M.A., Vaughan, G.M. (2008). Social psychology (5th Edition). England: Pearson Education Limited. Krueger, J.I. (2012). Altruism gone mad. In Oakley, B., Knafo, A., Madhaven, G., and Wilson, D.S. (ed), Pathological altruism (pp. 395-405). New York: Oxford University Press. Macaulay, J.R., and Berkowitz, L.A  (eds.) (1970). Altruism and helping behaviour: Social psychological studies of some antecedents and consequences. New York: Academic Press. Maner, J.K., Luce, C.L., Neuberg, S.L., Cialdini, R.B., Brown, S., and Sagarin, B.J. (2002). The effect of perspective taking on motivations for helping: Still no evidence for altruism. Personality and social psychology bulletin, 28, 1601-1610. Manucia, G.K.,Baumann, D.J., and Cialdini , R.B. (1984). Mood influences on helping: Direct effects or side effects? Journal of personality and social psychology, 46 (2), 357-364. May, J. (2011). Egoism, empathy and self-other merging. Southern journal of philosophy, 49, 25-39. Piliavin, J.A., and Charng, H-W. (1990). Altruism: A review of recent theory and research. Annual review of sociology, 16, 27-65. Piliavin, J.A., Dovidio, J.F., Gaertner,S.L., and Clark, R.D. (1981). Emergency intervention. New York: Academic Press. Robson, C. (2002). Real world research (2nd edition). Oxford, UK: Blackwell Publishing. Soosai-Nathan, L., Negri, L., and Delle-Fave, A. (2013). Beyond pro-social behaviour: An exploration of altruism in two cultures. Psychological studies, 58 (2), 103-114. Staub, E. (1974). Helping a distressed person: Social, personality and stimulus dterminants. In Berkowitz, L. (ed.), Advances in experimental and social psychology (Vol. 7), pp. 294-341. New York: Academic Press. Wilson, D.S. (2015). Does altruism exist?: Culture, genes and the welfare of others. New Haven: Yale University Press.
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Is Prime Minister’s Question Time Still an Effective Way to Hold Th UKe Government to Account?

Prime Minister’s Questions is a weekly event, taking place on Wednesdays at midday in the House of Commons, in which Members of Parliament ask questions of the Prime Minister which he/she is obliged to answer over the course of approximately half an hour. Prior to 1997, this was instead two fifteen minute slots (Seaton and Winetrobe, 1999). The Leader of the Opposition is allocated six questions during this period. In the past, the Prime Minister has been able to transfer questions to relevant members of his/her Cabinet, and the Leader of the Opposition has foregone the opportunity to ask his/her allocated number of questions. Since the changes made under Tony Blair in 1997, the third-largest party (since then the Liberal Democrats) has been afforded the chance to ask two questions (Thomas, 2004: 5). The event has a long tradition in British politics and is considered a central element in the adversarial thrust of the parliamentary system and the House of Commons. It provides an opportunity for Members of Parliament to address questions and issues directly to the Prime Minister, and to have those issues answered and responded to (Gimson, 2012). As such, it is considered a cornerstone of the British political system.

This paper will argue that it alone is not an effective means of holding the government to account, but that it forms an important constituent part in the wider adversarial democratic process of ensuring government accountability. It will also be noted that an increasing emphasis on point-scoring, machoism and unruly contentiousness is something which has detracted from the democratic effectiveness of Prime Minister’s Questions. One of the central emphases of Prime Minister’s Questions is that the issues raised and questions put to the Prime Minister are ones which he/she does not know in advance. It is therefore seen as an opportunity for Members of Parliament to challenge the Prime Minister away from any prepared or scripted response. For this reason, Prime Minister’s Questions has been valued by the opposition and in some cases feared by the Prime Minister as it forces him or her to be very well briefed on the issues of the day, as well as to improvise and respond quickly and efficiently to unanticipated questions or issues which might be raised (Cowley, 2001: 820). However, it has been argued, both by politicians and by commentators, that the unruly nature of some Prime Minister’s Questions has meant that, rather than being an important part of the democratic process and a chance to hold the government to account, it has become something of a spectacle and an uncivilised shouting match. This problem has indeed been raised by the current Speaker of the House, John Bercow, who has identified the ‘histrionics and cacophony of noise’ associated with the event (Mason and Edgington, 2014, n.p.). Bercow suggested in the same interview that female Members of Parliament in particular are driven to not attend Prime Minister’s Questions because of the machoism and unruliness of the behaviour in the House (Mason and Edgington, 2014). To the extent that the nature of the event discourages certain Members of Parliament from attending suggests that it is less than ideally effective as a democratic process. If not all Members wish to attend, not all the potential questions and issues which could or should be raised in Prime Minister’s Questions are going to be addressed. In such circumstances, it is possible that the emphasis is more on presentation and cheap point-scoring than on actual political processes and accountability, and that the ability of the Prime Minister to make jokes, cutting ripostes and other ‘style over substance’ elements in the debating process has taken centre stage. Given the relatively short duration of the event – half an hour per week – the possibility for unruly behaviour and disruption to undermine the process and ensure that little is actually said or achieved in the questioning session is all the greater (Murphy, 2014). Bates et al. (2014: 243) addressed in their research of Prime Minister’s Questions from Margaret Thatcher through to David Cameron, the question of whether or not the event has ‘become increasingly a focal point for shallow political point scoring rather than serious prime ministerial scrutiny’. They found some worrying evidence of Prime Minister’s Questions as both ‘rowdier and increasingly dominated by the main party leaders’ with Prime Ministers ‘increasingly expected to be able to respond to a wider range of questions’, female MPs ‘as likely to ask helpful questions but less likely to ask unanswerable questions than male counterparts’ and Members of Parliament being ‘less likely to ask helpful questions and more likely to ask unanswerable questions the longer their parliamentary tenure.’ These all suggest a less than ideal process of holding the government to account. Thus it is necessary to distinguish between adversarial discourse which serves a political democratic process in holding the government to account on the one hand, and confrontational or aggressive behaviour which is simply point-scoring and face-saving on the other. Bull and Wells (2011: n.p.), in their study of ‘adversarial discourse’ in Prime Minister’s Questions, analysed the concept of ‘face-threatening acts’, and identified ‘six distinctive ways in which FTAs are performed by the leader of the opposition in questions and five distinctive ways in which the PM may counter FTAs in replies were identified.’ They concluded that ‘face aggravation in PMQs is not just an acceptable form of parliamentary discourse, it is both sanctioned and rewarded, a means whereby MPs may enhance their own status through aggressive facework.’ These face-threatening acts were ones which, without constituting non-parliamentary language (i.e. language which is deemed by the Speaker of the House to be directly insulting towards another Member of Parliament), nevertheless aimed at embarrassing or undermining the person at whom they were directed. This so-called ‘aggressive facework’ may serve a political purpose, and may constitute a challenge to the government and its representatives, but it is one which is based more on personality than politics, and one which therefore serves more of an interpersonal role within the House than it does a wider political role in ensuring democratic accountability. Mohammed (2008: 380) characterises Prime Minister’s Questions in terms of institutional conventions, arguing that it has a structured purpose and format which achieves its ends by being institutionally defined. In other words, such a format for adversarial exchange, where there are clear rules and conventions of behaviour, is one which makes it effective and efficient in achieving its goals i.e. holding the government to account.

Mohammed (2008: 380) highlights the ‘initial situation’ of Prime Minister’s Questions as being ‘a mixed difference of opinion concerning a proposition evaluating the performance of the government.’ This suggests that although the topical questions put to the Prime Minister may not be critical or aggressive in their nature, that what is presupposed in the questioning is nevertheless a process of accountability. The Prime Minister is recognised as the centre of the process, and he/she is called upon as ‘the main protagonist of the positive standpoint, since he is expected to always defend his government (sic)’ (Mohammed, 2008: 380). The emphasis on a single individual as representing the government and addressing the issues which are raised, and the executive manner of the role within the eponymous questions session, means that Prime Minister’s Questions does have a recognisable symbolic value as a means of holding the government to account. As well as being well-codified and formalised, Prime Minister’s Questions is valued as a means of holding the government to account in terms of its importance (Lovenduski, 2012). This is reflected in the fact that Members of Parliament are present at Prime Minister’s Questions to a degree which far exceeds their presence during normal proceedings in the House of Commons.

Salmond (2014: 321) has argued in favour of Prime Minister’s Questions as a democratic tool of accountability on these grounds, noting that the data demonstrates how ‘these open QTs are associated with higher levels of political knowledge, partisanship, and turnout.’ In that they attract a large number of parliamentarians, and therefore a wider gambit of democratic representation, they are a means of ensuring that the largest possible proportion of the electorate is represented during the session. Moreover, these members of the electorate are able to effectively have their issues put directly to the most important politician in the country. This was made explicitly evident recently by Jeremy Corbyn, whose first Prime Minister’s Questions session as newly-elected Leader of the Opposition involved him addressing questions to David Cameron directly from those members of the electorate who had put them to him in emails and letters. He went so far as to directly name these individuals and thereby to literally employ Prime Minister’s Questions as a platform in which members of the electorate could directly address their Prime Minister (BBC News, 2015). In the same session, ‘Labour’s new leader said he wanted the weekly sessions to be less “theatrical” and Mr Cameron agreed there should be more focus on “substantial issues”‘ (BBC News, 2015). This returns to the issue raised earlier of the degree to which style and point-scoring at the personal level has taken precedent over substance and addressing issues at the political level. Indeed, this call for not only Prime Minister’s Questions but the political process more generally to become more substantial and less personality-oriented is one which has dominated the discourse of the last decade or so. Indeed, David Cameron promised when he was elected Leader of the Opposition to end “Punch and Judy” politics, and responded to Corbyn by saying that ‘no one would be more delighted than me’ if Prime Minister’s Questions were made into more of a ‘genuine exercise in asking questions and answering questions’ (BBC News, 2015). As such, there is a continued recognition of the fact that political processes have to negotiate between personal and political, style and substance, in their practices.

However, to the extent that both Corbyn and Cameron recognise this problem, and claim to be willing to change it, there is evidence that Prime Minister’s Questions, if it has been less than ideal as a means of holding the government to account in the past, is likely to become more so in the future. To conclude, therefore, it can be argued that there are strengths and weaknesses to Prime Minister’s Questions as a tool in ensuring government accountability to the electorate. Among the strengths, this essay has identified three key elements. Firstly, it is a well-regulated, formal system with recognised rules and proceedings. This means that this regular event runs efficiently and can allow for a number of important questions to be asked directly to the most important politician in the land and direct representative of the government. Secondly, the fact that the Prime Minister’s responses are not fully prepared in advance means that the session has an impromptu and spontaneous element which allows for potentially greater accountability.

Thirdly, the session is well-attended by parliamentarians and well-recognised by people who follow politics (with its being broadcast on BBC2), and therefore it is also a high profile opportunity to raise issues and find the government accountable. However, whilst these benefits obtain, it is also notable that Prime Minister’s Questions can be less than ideal as a means of holding the government to account. Causes of this include the relatively short length of the sessions, their comparative infrequency being held only once a week and, as identified above, the fact that cheap point-scoring and what has been identified in the literature as ‘aggressive facework’ (Bull and Wells, 2011) constitute one of the central features of the questioning process. As such, there is the real possibility of what would otherwise be an effective means of holding the government to account descending into a competitive, mud-slinging match where the emphasis is on achieving personal goals rather than political ones. If the evidence of recent Prime Minister’s Questions is reliable, it can be noted in closing, there is a suggestion that this emphasis is being decreased, and that Prime Minister’s Questions may in the future become increasingly like the effective means of holding the government accountable that it has the potential to be. References Bates, S. R., Kerr, P., Byrne, C. and Stanley, L. (2014). Questions to the Prime Minister: A Comparative Study of PMQs from Thatcher to Cameron. Parliamentary Affairs, 67(2), 253-280. BBC News. 2015. Jeremy Corbyn asks David Cameron ‘questions from public’. BBC News 16th September 2015. Available online [accessed 19th October 2015] at: https://www.bbc.com/news/uk-politics-34264683 Bull, P. and Wells, P. (2011). Adversial Discourse in Prime Minister’s Questions.

Journal of Language and Social Psychology. https://jls.sagepub.com/content/early/2011/10/01/0261927X11425034.abstract. Cowley, P. (2001). The Commons: Mr Blair’s Lapdog?. Parliamentary Affairs, 54(4), 815-828. Gimson, A. (2012). PMQs: That’s the Way to do It!. British Journalism Review, 23(3), 11-13. Lovenduski, J. (2012). Prime Minister’s questions as political ritual. British Politics, 7(4), 314-340. Mason, C. and Edgington, T. (2014). ‘Female MPs shunning PMQs, says John Bercow.’ BBC News. Available online [accessed 19th October 2015] at: https://www.bbc.com/news/uk-politics-27062577. Mohammed, D. (2008). Institutional insights for analysing strategic manoeuvring in the British Prime Minister’s Question Time. Argumentation, 22(3), 377-393. Murphy, J. (2014). (Im) politeness during Prime Minister’s Questions in the UK Parliament. Pragmatics and Society, 5(1), 76-104. Salmond, R. (2014). Parliamentary question times: How legislative accountability mechanisms affect mass political engagement.

The Journal of Legislative Studies, 20(3), 321-341. Seaton, J. and Winetrobe, B. K. (1999). Modernising the commons. The Political Quarterly, 70(2), 152-160. Thomas, G. P. (2004). United kingdom: the prime minister and parliament.

The Journal of Legislative Studies, 10(2-3), 4-37.

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Construction Industry is Ripe for Changes

It is a truth ubiquitously attested-to from all engaging in the relevant research pertinent to the topic of this report that the construction industry is ripe for change.

Actually, it would be more accurate to say that it is ready for revolution. Construction alone, seemingly, as opposed to nearly any other industry that one could think of it the industrialized and digitized West, has been able to operate in a manner much less than conducive for contemporary business. It is remarkable to consider how unlike other industries construction really is in its current operations. Whether one considers any major industry today, they will all be unlike the construction industry in a very important way. For example, consider general or specified retail, the development and manufacturing of computer hardware or software, the service industries of law or medicine, or any other major industry, and one readily sees that they all frequently engage in innovation as it is proper to the irrespective industries and they certainly employ the important business tactic known benchmarking. However, with regard to construction, the voices are unanimous in their consent that for some reason or another this particular industry has been slow to innovate and aggressively improve itself in a world where every other company or industry seems to do this very thing.

A Brief Survey of Recent Projects Designed to Address the Problem

It would seem that it is widely acknowledged these days that innovation in construction is long overdue. For a number of years Purdue University has maintained a website concerned with presenting concepts of Emerging Construction Technologies. The Division of Construction Engineering and Management of Purdue University, specifically, has been the collaborative to spearhead this project. Additionally, there is a Centre for Innovative and Collaborative Engineering at Loughborough University, which maintains a website for discussing issues pertinent to the construction industry in the U.K. specifically and also just generally. The University recently launched a project to extend from April, 2004 to March, 2007, which would explore the reasons why there is not a strong culture of Research, Innovation and Development (RID) within the constructions industry. There is also a Construction Innovation Forum (CIF), which annually tries to award various individuals for excellent long-range achievements in innovation in construction. It remains to be explored in the remainder of this essay just which are the most important ways in which the industry of construction, and the related industries of surveying and property, have not yet innovated, though perhaps they should have. It is now appropriate to explore some concepts with which we will be working throughout the essay, and these are the concepts of innovation and benchmarking.

Discussion of Innovation

In2003 Kristian Wid©n wrote an important article addressing the general issue of innovation within the construction industry and explored why the industry had done so poorly in enacting innovation. It was necessary for Wid©n, as it is here, to begin by discussing the nature of innovation. Wid©n offers several definitions from a number of sources and notes at the end of the section on defining innovation that the one thing all the various definitions have in common is that in innovation something new is created, a product or a process, and put to use. There is also an attending reason why any company anywhere would ever attempt to be innovative - it would be for the good of the company. This perceived good by the company will either be for an increase in competitiveness with rival companies or for, what Wid©n calls a survival strategy. Accordingly, if there is no perceived reason why a given construction company should attempt to be innovative, it is likely that no attempt at innovation will take place, given the fact that innovation always costs - and usually costs in terms of time and money. Wid©n notes that historically, with respect to other industries, it has been the clients themselves who imposed the necessity of proper motivation for industries to innovate. If the client did not require it, in short, it would often be the case that no innovation would take place. Again, there is a sense of necessity here. If the companies within the industry (e.g., in construction) are feeling no need to innovate from the client (i.e., there is no pressure exerted on the companies to innovate), then the status quo will be maintained indefinitely. This is not because there is no innovation taking place within the acts of the construction industry themselves. Certainly, the very nature of construction is such that it requires with each new project some manner of innovation. There are invariably unaccounted-for problems and obstacles that arise with each new project, thereby requiring of the industry to be to some extent innovative in dealing with new and unexpected obstacles to production. Also, Wid©n says, there is a constant tendency within the industry toward inappropriate forms of co-operation on presumably all levels, not the least of which are the various time and spatial conflicts that arise with sub-contractors and the re-scheduling involved in the given project (again, when the unforeseen things occur). A further note that Wid©n makes is that whatever innovations do occur on an individual project, they are often not carried over into subsequent projects. The innovations of construction are, perhaps peculiarly, reversible, and not irreversible as in some other industries.

Benchmarking Within Industries and Its Practical Effects

One aspect of this reversibility of innovations is somewhat connected to the concept of benchmarking in business. At this point, it is necessary to consider just what benchmarking is, as it relates to industries and capitalism. Benchmarking as a concept might be best thought of as that vehicle that moves companies in the same industries forward and in roughly the same technological directions. According to the American Heritage Dictionary of the English Language benchmarking as a transitive verb is defined in this way, to measure (a rival's product) according to specified standards in order to compare it with and improve one's own product. This definition places the concept of benchmarking squarely within the realm of capitalism as one company adapts to the advancements/improvements that rival companies in the same industry are making while still more or less observing the norms of the industry in which the company finds itself. That is, the extant standards within the industry in question are used to measure a rival's product and to compare it with one's own current product and to make the recommended adjustments to one's own products or service in order to increase competitiveness. Although the definition does not explicitly state this, it would seem to be implied by the norms of capitalistic economies as they are found today that benchmarking occurs in the provision of products or services. There are practical effects that occur in capitalist economies when benchmarking occurs, especially in the realm of goods which are offered to the public. Let us consider a brief example as regards cellular telephones. Originally, a cellular phone was much like a cordless phone from the home with the exception of being able to have a much broader range of signal. A particular feature of both types of telephones at the time of the advent of the cellular phone was the Caller ID feature. It was possible in the late 1990'sto add this feature for an extra charge to one's service enabling an individual to see from what number the call was coming. The first few large-scale cellular providers began to make it an industry standard for cellular phone to have this feature and then the rest of the cellular providers followed suit, such that today it would be practically unheard of to begin a new cellular service with any U.S. company and not expect the Caller ID feature to be standard with the service. This was an example of benchmarking within a specific industry. An example in construction could be that universally nowadays in commercial construction framing crews use nail guns with which to frame as opposed to the common method of only twenty years ago (which was the simple hammering in of loose nails). Today it would be practically unheard of for a commercial construction framing crew to not use the nail guns in their framing. Benchmarking begins, then, as an attempt to be competitive in recognizing a smart innovation by one's rival companies, but it ends by being a type of standardization of technology where every company adopts certain innovations as part and parcel to the industry in question. So, the levied charge against construction here is not that sustained innovation does not take place in the industry. It is simply that it is too infrequent and too slow to happen.

Attempts to Address the Lack of Innovation in Construction et al

Recent efforts to address the problems seemingly inherent in today's construction industry have focused on a number of lines. First, there are attempts that take into account the fact that there is a lack of specificity and/or good communication involved in client/contractor projects. Second, there have been recent attempts at reworking the construction at a fundamental level. One such of these attempts has been the recent Design-Build phenomenon (which also falls into the first category mentioned here too). Another has been a consideration of Public/Private projects and there merits. Author Kristian Wid©n indicated that two solutions to the current crisis in the industry would centre on more of a specificity and delineating of all expectations from the client/owner toward the contractor(s). Additionally, Wid©n indicated that long-lasting communication lines need to be established. Rather than the head of a contractor (or crew) simply popping in, as it were, to the jobsites on rare occasion there should be much more of a long-term rapport established among all major individuals involved in a given project. As Edward Fisk and Wayne Reynolds concur, they write that the partnering concept needs to be revamped today as a means of creating a general environs where in all parties would work together toward the common goal of efficient and good completion of the project. Partnering is not a contract, but a recognition that every contract includes an implied covenant of good faith. While the contract establishes the legal relationships, the Partnering process is designed to establish working relationships among the parties through a mutually developed, formal strategy of commitment and communication. So, in this concept there is embedded several important ideas addressing current concerns raised by Wid©n et al. First, there is a recognition of this good faith relationship and it is only as strong as each party's commitment to it. It is mutually developed, the authors say. It is interesting to note that though Fisk and Reynolds are very quick to point out that it is not a contract nor meant to replace the all-importance of the contract, nevertheless this partnering has a strategy which is formal. And again, it necessarily involves commitment and communication of all German parties. This suggestion would seem to be a much improved model today which is very casual among all parties involved (which could include client, general contractor, various sub-contractors, various crew leaders, and assistants to all of these individuals). There seem to be far too many parties involved in an already complicated process to have it be any other way than the model suggested by Fisk and Reynolds. Construction, surveying and property are overrun with a sense of the casual in the various professional relations among the parties. The fact that many aspects of the overall process like change orders or work to be done and the merely oral contracts existing between sub-contractors and their crews are enough to establish the casual nature of much of the overall construction process. The Design-Build phenomenon of recent years has been an attempt at solving some of the systemic problems in the construction process and has simultaneously offered itself as a means of achieving innovation in the industry. The solution to some of the communication problems associated with contemporary construction is attempted to be solved by the Design-Build approach by eliminating, not middle men, but lines of separation between many of the key players. For example, a typical Design-Build firm can have altogether under one roof and working for the same company the contractor, engineer, and architect effectively providing an owner with a one-stop point of contact to design and build a proposed construction project. This one-stop place necessarily increases efficiency and the speed at which a project may be completed, especially when all of these individuals are truly under one roof (i.e., they are all employees or closely connected with the construction firm, rather than merely being distant consultants). However, a weakness of the Design-Build approach has been seen in its difficulty, at times, in dealing with governmental clients. Jeffrey Beard et al. note just such a case having to do with legalities burdening the process of pay to Design-Build firms. For at least this reason, the establishment of attempts by the U.S. government, to use an example, have been offered as private/public efforts at spearheading the way into the future of home and commercial building. One such program, which was instrumental in the publication of the two pieces of research by the U.S. Department of Housing listed in the bibliography for this report, is known by the acronym PATH (Partnership for Advanced Technology in Housing). It is noted explicitly in the report Commercialization of Innovations: Lessons Learned that public and private must together share the burden of the risk of innovation if the building sectors of industry are to avoid the dampening effects of litigation.

Concluding Thoughts

In whatever ways private industry is unable, on its own (despite the recent noble attempts of Design-Build, etc.) to follow the Commercialization of Innovations report's objectives, it is to be hoped that a union of private/public building schemes will be able to, as the report states, expedite the commercialization of innovation. It does seem clear that major attempts at bringing to the construction industry (and all closely related industries) long-lasting innovation is long overdue. In fact, as it was alluded-to earlier in this paper, what is needed is an entire culture that supports the advocacy and actual implementation of innovation. With any fortune and hard-work (both of which entailing implementation) of all or some of the recent initiatives and advisements indicated in this report, it seems that the construction industry might at long last engage in genuine aspects of competitive business, including long-term benchmarking and an overall culture of innovation.
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Why is it Difficult for some People with Learning Disabilities to Socially Integrate in Wider Society

Why is it difficult for some people with learning disabilities to socially integrate in wider society? Outline and evaluate some of the ways in which learning disability services can help individuals with learning disabilities realise their dreams of developing friends and relationships with others.

Introduction

Learning disabilities refer to a group of disorders whereby individuals may display significant difficulties in listening, speaking, reading, writing, reasoning, mathematical abilities and social skills (Kavanagh & Truss, 1988). These individuals find it difficult to socially integrate in wider society (Gresham and Elliot, 1987); this issue will be referred to social functioning in this essay. Indeed, this is a problem; not only does this have consequences for social functioning, but consequences for academic achievement (LaGreca & Stone, 1990). Therefore, it is important to understand the mechanisms that explain the relationship between learning disabilities and social functioning, and the methods used to promote social functioning. Researchers have proposed a number of possible explanations to explain the relationship between learning disabilities and a lack of social functioning. These are social skill deficits (e.g., Bryan, 1991), communicative deficits (e.g., Storey, 2002) and anxiety (e.g., Beauchemin, Hutchins and Patterson, 2008). Individuals with social skill deficits do not have the social skills in their repertoire to interact appropriately with peers (Gresham & Elliot, 1987). Individuals with communicative deficits have difficulty communicating with partners, such as proximity, eye contact, expecting the other individual to communicate and to respond sufficiently (Downing, 2005). Whereas social skills may include non-communicative behaviours (e.g., dressing appropriately), communicative skills are solely relational; that is, the interaction between individuals (Downing, 2005). Furthermore, anxiety refers to the high state of arousal for individuals with learning disabilities, which, in turn impacts on social skills (e.g., Beauchemin et al., 2008). A number of interventions have been designed based on the above potential mechanisms. These are social skills training (e.g., Vaughn, 1985), communicative skills training (e.g., Downing, 2005) and mindfulness meditation (e.g., Beauchemin et al., 2008). Overall, the research suggests that social skills training, communicative skills training and mindfulness meditation offer modest results. These findings suggest these interventions provide little support for helping individuals with learning disabilities to develop friends and relationships. However, these modest effects may be limited to methodological limitations, such as how concepts are defined and measured. These interventions are viewed best as experimental interventions with theoretical structures that need rebuilding.

Social skills training

There is a consensus in the learning disability research literature that social skill deficits are a defining feature of learning disabilities (e.g., Forness & Kavale, 1996; Kavale & Mostert, 2004). Social skill deficits may occur because a set of skills has not been learned and therefore cannot be performed (Kavale & Mostert, 2004). Social skills training is based on the assumption that if social skills can be taught, learned and performed, social competence will develop. Social competence is an umbrella term, which refers to the perceived adequacy of one’s social functioning (Maag, 2005). For example, as an individual acquires listening skills, they will begin to develop peer acceptance, which, in turn, infers social competence. Social skill training is an increasingly popular intervention used to increase the social competence of individuals with learning disabilities (Kavale & Mostert, 2004). Social skills training programmes often involve developing a comprehensive set of skills, such as social problem-solving, expressing feelings, working cooperatively and learning how to listen (Kavale & Mostert, 2004). Training is delivered in a range of styles, such as direct instruction, coaching, modeling and prompting (e.g., Combs & Slaby, 1978; McIntosh, Vaughn & Bennerson, 1995). For example, McIntosh, Vaughn and Bennerson (1995) developed an interpersonal problem-solving intervention, which involves carrying out social tasks between individuals, as opposed to isolation. McIntosh, Vaughn and Bennerson (1995) argue that if social skills are considered in multiple contexts (e.g., parents and peers), it is more likely to deliver long-term benefits (McIntosh, Vaughn & Bennerson, 1995). In order to assess whether social skills training should be included in intervention programmes it is important to assess their effectiveness. By effectiveness, this refers to whether it is possible to teach students with learning difficulties social skills so that they can cope and adapt to the larger social environment (Kavale & Mostert, 2004). A number of comprehensive reviews in the research literature of learning disability have investigated the effectiveness of social skills training (e.g., McIntosh, Vaughn & Zaragoza, 1991; Sridha & Vaughn, 2001). However, the findings of these reviews have been mixed (Kavale & Mostert, 2004), therefore offering tentative conclusions (i.e. conclusions that are not certain). This mixed support makes is possible to question the effectiveness of social skills training and whether individuals with learning disabilities can develop friends and relationships with others. Alternatively, meta- analyses have investigated the effectiveness of social skills training (e.g., Kavale & Forness, 1995; Forness & Kavale, 1996). A meta-analysis is a quantitative research method, which involves the collection of research studies. The conclusion of a meta-analysis is calculated by identifying the common statistical measure shared between studies, such as the effect-size (Cohen, 1988). Meta-analyses are considered the most robust research method as they are a way of achieving the highest statistical power. This means that researchers can be confident with generalising about a certain intervention (Eden, 2002). Kavale and Mostert (2004) conducted a meta-analysis to investigate the effectiveness of social skills training. Findings showed that social skills training had small effects, meaning that social skills training had limited efficacy for developing individuals’ social competence (Kavale & Mostert, 2004). Kavale and Mostert (2004) suggest that the small effects associated with social skills training may be due to a number of theoretical and design issues. Perhaps one of the reasons social skills training has small effects is due to how social skills are conceptualised. Indeed, there is a continual debate in the literature over how social skills are defined (Gresham, 1986). For example, some researchers refer to social skills as certain actions used to respond to social tasks (e.g., McFall, 1982). In contrast, other researchers refer to social skills as behaviours that help individuals initiate and maintain relationships and adapt to the larger social environment (e.g., Walker, Colvin & Ramsey, 1985). Therefore, if there is a lack of a universal concept surrounding social skills then research studies will evaluate the effectiveness of social skills training in different ways. Another potential explanation as to why social skills training have small effects is related to measurement issues. Indeed, in the learning disability research literature there is a common problem of psychometric issues i.e. the design of quantitative tests (Gresham, 1986). For instance, researchers have identified that there has been a poor rationale for the inclusion of certain items in questionnaires. In addition, items often present poor reliability (i.e., items that produce inconsistent results across consistent conditions) and poor validity (i.e., items selected do not truly measure what they intend to measure). Therefore, if questionnaires to not obtain valid measures of social skills, research studies will find it difficult to show that social skills training works. To overcome these methodological issues, researchers have developed more robust instruments. These are the Social Skills Rating System (Gresham, 1986) and the Walker-McConnell Scale of Social Competence and School Adjustment (Walker & McConnell, 1988). However, in Kavale and Mosterts’ (2004) meta-analysis, very few research studies utilised these instruments. A recommendation for future research would be to utilise instruments with good psychometric properties, in order to estimate the true efficacy of social skills training.

Communicative skills training

Individuals with learning disabilities show deficits in communication. Therefore, researchers have focused on developing individuals’ communicative skills in order to promote communicative competence. Communicative skills training develop these communication skills at job sites, such as employment offices (Storey, 2002). A responsive communicator refers to one who is aware that they are required to wait sufficiently for their partner to finish, before responding with relevant information (Downing, 2005). These communication skills lack in individuals with learning disabilities. This type of intervention is based on the foundation that communication is relational. Indeed, communication is characterised by the interaction between at least two individuals, or more, where there is a sender of a message and a receiver of a message. According to Downing (2005), using communicative partners in interventions is necessary for individuals with learning disabilities to understand the social aspects of communication. Like social skills training, communicative skills training use a variety of methods, such as modelling, role-playing, feedback and problem-solving. Furthermore, communicative skills interventions use reciprocity, facilitation and co-worker support. For example, Lamb, Bibby and Wood (1997) designed a programme, which included peer-communication activities. Participants were presented with publications of communication paradigms. The task required a speaker to describe the illustration to the listener who is then required to draw the illustration. An author supported this interaction. The author demonstrated the task first and provided regulatory strategies such as asking, answering and checking to encourage effective communication. Participants were told that if they would need to use these regulatory strategies in order to complete the tasks. This programme consisted of 12-weekly sessions, which each lasted about an hour. Results showed that by the end of the programme, individuals engaged in these strategies more and became more effective at communicating. This suggests that communicative skills training is an effective intervention used to promote the social functioning of those with learning disabilities. A systematic review carried out by Alwell and Cobb (2009) investigated the effectiveness of communication skills training for the social functioning of individuals with learning disabilities. Findings showed modest support for communicative skills training, suggesting that communicative skills training promote individuals’ social functioning. This systematic review has a number of methodological strengths. First, this review only included studies that had robust methodology, such as high internal validity, high internal reliability, and studies that provided important statistical information, such as effect sizes. Therefore, researchers should have greater confidence that the results are reliable, at least across educational settings. Nevertheless, although it is a strength that the review only included studies that provided effect sizes, it can also be argued as a limitation. Alwell and Cobb (2009) raise the issue that excluding studies reduces the breadth and depth of the research pool, which, will reduce the quality of the systematic review. Therefore, future research should consider reporting their effect sizes so a larger pool of studies can be included in systematic reviews.

Mindfulness Meditation

Mindfulness meditation is an alternative approach to other interventions that can also be used to target the social functioning of individuals with learning disabilities (Beauchemin et al., 2008). Mindfulness refers to paying attention to one’s emotions, thoughts and sensations, in the present moment and in a non-judgmental way (Kabat Zinn, 1994). Mindfulness was originally identified as a method for improving mental health and reducing psychological distress (Bishop et al., 2004). However, it is recently becoming recognised as a technique that can be applied to a range of issues. A study conducted by Beauchemin et al. (2008) investigated whether mindfulness-based meditation intervention promoted social skills. The intervention included meditation sessions to be carried out every day, over a period of five weeks. Specifically, students were instructed to focus on their breath as they inhaled the breath and exhaled the breath, in an attempt to achieve a sense of calmness. After students had achieved a sense of calmness, students were instructed to mentally note the thoughts and feelings they experienced during the exercise. Students were instructed that if they felt over-involved in their thoughts and emotions that they should identify and acknowledge these experiences in a non-judgmental way. Findings showed that mindfulness meditation had modest results for promoting individuals’ social skills (Beauchemin et al., 2008). This suggests that mindfulness meditation may be a method disability services can use to increase the social functioning of individuals with learning disabilities. This relationship between mindfulness and the improvement of social skills can be partly explained by the cognitive-inference model of disability. The cognitive-inference model of disability suggests that mindfulness meditation reduces anxiety and the self-focus of attention, which, in turn improves social skills (Wine, 1971; 1982). For example, if an individual with learning disabilities is thinking about their competence and negative thoughts, they are likely to experience higher anxiety, which, in turn, will impact on their social functioning. Indeed, mindfulness meditation was significantly associated with a reduction in anxiety, providing support for the cognitive-inference model (Beauchemin et al., 2008). The study conducted by Beauchemin et al. (2008) has a number of strengths. First, the Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) was utilised. This instrument is a self-report instrument, which assesses student, teacher and parent ratings of the individuals’ social skills. The SSRS is a robust instrument, which has demonstrated acceptable internal validity and reliability (Harper, Webb & Reynor, 2013). By using instruments that have good psychometric properties, researchers can be more confident about the efficacy that mindfulness meditation has for promoting social competence. However, the generalisability of this study is subject to a number of limitations. First, the study did not utilise a control group (i.e. a group that does not receive the intervention). In experimental studies, control groups often serve as a comparison group, to evaluate interventions. In this instance, a control group was not used, producing threats to internal validity because the researchers cannot be sure that the behavioural changes observed are due to the intervention. Therefore, future research should consider randomly allocating participants to intervention and control conditions to ensure that changes in behaviour can be attributed to the intervention (Harper, Webb & Reynor, 2013). There is a robust set of research showing that mindfulness meditation reduces anxiety (e.g., Maags, 2005). However, there is a lack of research demonstrating the long-term effects of mindfulness meditation for promoting social skills (Beauchemin et al., 2008). Longitudinal studies are required in order to determine a causal relationship. Future research should consider conducting longitudinal studies in order to investigate the long-term impact mindfulness meditation has for promoting social skills.

Conclusion

This essay has provided potential explanations to explain the why individuals with learning disabilities find it difficult to socially integrate in wider society. These are social skill deficits (e.g., Bryan, 1991), communicative deficits (e.g., Storey, 2002) and anxiety (e.g., Beauchemin et al., 2008). This essay has also outlined the different ways learning disability services can promote social functioning. These are social skills training (e.g., Vaughn, 1985), communicative skills training (e.g., Downing, 2005) and mindfulness meditation (Beauchemin et al., 2008). This essay also evaluated these interventions based on meta-analyses, systematic reviews and research studies. Overall, the research suggests that social skills training, communicative skills training and mindfulness meditation offer modest results. These findings suggest that these interventions provide little support in promoting the social functioning of individuals with learning disabilities. In light of the importance social functioning has for developing friends and relationships, these results are somewhat disappointing. However, these modest findings are limited to a number of methodological limitations. Some of these include the lack of agreed concepts (e.g., Gresham, 1986), the lack of robust instruments (e.g., Gresham, 1986) and the lack of control groups (e.g., Beauchemin, 2009). Because of these methodological issues, the theoretical structures of these interventions remain incomplete, limiting the efficacy interventions have for social functioning. These interventions are viewed best as experimental interventions, and future research should consider rebuilding them.

References

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Why is it difficult for some people with learning disabilities to socially integrate in wider society. (2017, Jun 26). Retrieved November 2, 2025 , from
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