Wwi-Treaty Of Versailles Essays - France, Bulgaria In World War I

Wwi-Treaty Of Versailles World War I - Treaty of Versailles In the peace settlement Germany was forced to accept sole responsibility for causing World War I. This was a totally justifiable demand on the part of the victorious powers. The Treaty of Versailles was enacted into history in June 1919 with Germany forced to accept sole responsibility for causing World War I. Since then there has been considerable debate concerning the war but even today historians still cannot fully agree upon the causes. Some support has been given to the theory that Germany was totally responsible for the war however substantial evidence does not support that view. Therefore the insistence by the victorious powers to include in the Treaty that Germany accept total blame cannot be justified. This essay examines certain events and actions prior to the July crisis. These caused tension and hostility among nations but did not have a direct bearing upon the war. Also it has been determined that there were decisions and courses of action taken by several nations follow ing the assassination of Franz Ferdinand heir to the Austrian-Hungarian throne which did have a direct bearing upon World War I. Development of political and military alliances caused tension and hostility among nations leading up to World War I. Two major alliance systems developed due to conflicting national interests which had been evident during the past two decades throughout Europe. These were the Triple Alliance of Germany, Austria-Hungary and Italy and the Triple Entente of Britain, France and Russia. Also several smaller countries became indirectly involved in the alliances which effectively divided Europe into two Armed Camps. Russia pledged to support Serbia in order to prevent further Austrian-Hungarian expansion into the Balkans. Germany stated its support for Austria-Hungary and Britain had given its support for Belgiums 2.neutrality in 1839. However while these political and military alliances existed there is no direct evidence to indicate that any nation declared wa r on that basis. There had been several crisis during the period 1905-1913. First the Moroccan crisis involving France and Germany during 1905 and 1911. No wars eventuated only tensions and fears regarding Germanys aggressive expansionist policies. Britain supported France being involved in Morocco and France conceded some territory in the Congo to Germany. Second the 1908 Balkans crisis eventuated because of the collapse of the Ottoman [Turkish] Empire. Austria-Hungary annexed the provinces of Bosnia-Herzegovina. Serbia was insensed and sought Russian assistance. Germany became involved and Russia backed down. Finally two wars developed in the Balkans. The first Balkan war [1912] was between Turkey and the Balkan League [Serbia, Bulgaria and Greece] with Turkey being driven out of the Balkans. The second Balkan war [1913] occurred between Bulgaria and Serbia/Greece. Winning this war strengthened Serbs position and this gave Austria-Hungary concern regarding its influence in the Bal kans. The main significance of the Balkan wars was the position of Britain and France placing restraint on Russia and Germany restraining Austria-Hungary. This did not happen with the July crisis of 1914 which resulted in World War I. [Condron - The Making of the Modern World] Also the two Balkan wars resulted in renewed antagonism between Bulgaria and the other Balkan states especially Serbia and caused general dissatisfaction because of the interference of the great powers in Balkan politics.[Grolier - World War I]. Evidence does support that while the various events discussed did not contribute directly to World War I they did indeed contribute to extreme tensions and suspicions between the great powers and certainly fueled the arms race which in effect prepared nations for the total disaster that was to follow the July crisis. The arms race which mainly involved Britain and Germany began in 1896 when Germany took the decision to significantly expand its navy. This intense compet ition which developed created significant tensions between nations. The intensity to expand was further fueled following each major crisis which developed during the period 1905-1913. Britain hardened its position towards Germany. The arms race also extended to other areas such as the expansion and modernization of armies. Evidence suggests that due to the large increase in expenditure on navies and armies together with 3.transport and equipment Britain and the European nations were in fact preparing for

Free Essays on Butterfly Effect

As Maximus says in the movie Gladiator, â€Å"What we do in life echoes in eternity.† The Butterfly Effect, in its essence, says that a small change, such as a flap of a butterfly’s wings in China, may trigger a much larger circumstance across the globe, such as a storm front in New York. Drastic changes result from small changes in the initial settings. When we take a closer look, it becomes evident that this idea is relevant is all of our lives. My experience with the Butterfly Effect started two years ago. Summer had begun and I was still without a summer job. My friends already had a couple of weeks of steady income under their belts, and I was beginning to worry that my ideal job would not present itself. Then, my problems were solved †¦ almost. Within a couple hours, I received phone calls by two possible employers. First, I was called by Paul, my volleyball coach, in need of someone to do manual labor for the summer. I would be sandblasting for him. The pay was very good for my age but would also come only with hard, tedious work. The other job offer came from Donna, a family friend, involving a new tennis camp she was directing. She asked if I were interested in being a counselor for the summer; there would be minimal pay but a relaxed workplace. Putting off my decision for a while, I went out with my friends, knowing I would have to face my decision when I came back. After weighing my options, I settled on working for Paul. It seemed like the right decision, especially with the bill for club volleyball still on my â€Å"To-Pay† list. When I got home, I went to the phone to call Paul and tell him that I was available for the summer. As I was looking up his number, the phone rang in my hand; it was my grandmother with her usual call to check up on me. Our talk lasted a good half an hour before I realized I had to call Paul before he closed up the shop. I finished with my grandmother and dialed up Paul. Wh... Free Essays on Butterfly Effect Free Essays on Butterfly Effect As Maximus says in the movie Gladiator, â€Å"What we do in life echoes in eternity.† The Butterfly Effect, in its essence, says that a small change, such as a flap of a butterfly’s wings in China, may trigger a much larger circumstance across the globe, such as a storm front in New York. Drastic changes result from small changes in the initial settings. When we take a closer look, it becomes evident that this idea is relevant is all of our lives. My experience with the Butterfly Effect started two years ago. Summer had begun and I was still without a summer job. My friends already had a couple of weeks of steady income under their belts, and I was beginning to worry that my ideal job would not present itself. Then, my problems were solved †¦ almost. Within a couple hours, I received phone calls by two possible employers. First, I was called by Paul, my volleyball coach, in need of someone to do manual labor for the summer. I would be sandblasting for him. The pay was very good for my age but would also come only with hard, tedious work. The other job offer came from Donna, a family friend, involving a new tennis camp she was directing. She asked if I were interested in being a counselor for the summer; there would be minimal pay but a relaxed workplace. Putting off my decision for a while, I went out with my friends, knowing I would have to face my decision when I came back. After weighing my options, I settled on working for Paul. It seemed like the right decision, especially with the bill for club volleyball still on my â€Å"To-Pay† list. When I got home, I went to the phone to call Paul and tell him that I was available for the summer. As I was looking up his number, the phone rang in my hand; it was my grandmother with her usual call to check up on me. Our talk lasted a good half an hour before I realized I had to call Paul before he closed up the shop. I finished with my grandmother and dialed up Paul. Wh...

Periodicity Definition in Chemistry

Periodicity Definition in Chemistry Periodicity Definition In the context of chemistry and the periodic table, periodicity refers to trends or recurring variations in element properties with increasing atomic number. Periodicity is caused by regular and predictable variations in element atomic structure. Mendeleev organized elements according to recurring properties to make a periodic table of elements. Elements within a group (column)  display similar characteristics. The rows in the periodic table (the periods) reflect the filling of electrons shells around the nucleus, so when a new row begins, the elements stack on top of each other with similar properties. For example, helium and  neon are both fairly unreactive gases that glow when an electric current is passed through them.  Lithium and sodium both have a 1 oxidation state and are reactive, shiny metals. Uses of Periodicity Periodicity was helpful to Mendeleev because it showed him gaps in his periodic table where elements should be. This helped scientists find new elements because they could be expected to display certain characteristics based on the location they would take in the periodic table. Now that the elements have been discovered, scientists and students used periodicity to make predictions about how elements will behave in chemical reactions and their physical properties. Periodicity helps chemists predict how the new, superheavy elements might look and behave. Properties That Display Periodicity Periodicity can include many different properties, but the key recurring trends are: Ionization Energy  - This is the energy needed to completely remove an electron from an atom or ion. Ionization energy increases moving left to right across the table and decreases moving down a group.Electronegativity - A measure of how readily an atom forms a chemical bond.  Electronegativity increases moving left to right across a period and decrease moving down a group.Atomic Radius - This is half the distance between the middle of two atoms just touching each other. Atomic radius decreases moving left to right across a period and increases moving down a group. Ionic radius is the distance for ions of the atoms and follows the same trend. Although it might seem like increasing the number of protons and electrons in an atom would always increase its size, the atom size doesnt increase until a new electron shell is added. Atom and ion sizes shrink moving across a period because the increasing positive charge of the nucleus pulls in the electron shell.Electron Affinity - This is a measure of readily an atom accepts an electron. Electron affinity increases moving across a period and decreases moving down a group. Nonmetals usually have higher electron affinities than metals. The noble gases are an exception to the trend since these elements have filled electron valence shells and electron affinity values approaching zero. However, the behavior of the noble gases is periodic. In other words, even though an element group might break a trend, the elements within the group display periodic properties. If youre still confused or need additional information, a more detailed overview of periodicity is also available.

The Scarlet Letter Plot Motif Essay Example | Topics and Well Written Essays - 750 words

The Scarlet Letter Plot Motif - Essay Example The way in which sin is associated with darkness and repentance to light is well consumed by the writer. The entire romance thus becomes a kind of exposition of nature. The mood of the characters is effectively set using the motifs. All the major actions of the characters can be categorized to those which happen in the darkness and those which happen in light. It takes place at Boston where people consider religion and law almost similar .The door of the jail was flung open. Led by the down beadle, a young woman emerged, bearing in her arms a child. On the breast of her gown appeared the letter A, done in fine red cloths, and elaborately embroidered. She was Hester Prynne who had been ordered to wear the scarlet letter â€Å"A†- â€Å"A† standing for adultery upon her bosom, for the reminder of her life as a mark of shame. Hester went up the steps of the scaffold. She was condemned to stand on the platform of the pillory for a space of three hours, as a mark of public d isgrace. The real sinner, the guilty lover, Dimmesdale is their itself before all, in the cold rays of light. Though he is exposed to deal with the sinner standing in front of him, he successfully hides himself in the darkness of his mind. Before the people like Governor Belligham , the reverend John Wilson ,the eldest clergyman. Reverend Mr. Dimmesdale was assigned the special charge of dealing with the poor sinners soul . It was at Dimmesdale that Hester had brought her scandalous sin. So Dimmesdale, her pastor came forward and exhorted Hester to name the man who was her partner in guilt. Hester says â€Å" Be not silent from any mistaken pity and tenderness for him †¦. But Hester refused to say the name of the father of her child Pearl instead says â€Å"my child must seek a heavenly father ...† The physician, before whom Hester was brought, is the real husband of her. Being afraid of the reality he also hides himself at the corner of his heart. After the captivity, on the day of her public punishment itself, he came to the town; saw her standing as a sinner. He suddenly raised his fingers near to the lips, thus making her silence about their past relations. They repented each other for misusing their youth. Though Roger begged her to reveal the name of her child’s father, she did not and also promise not to reveal the relation between the two. The period of punishment was over and Hester decided to settle in a small house on the outskirts of the town with her child Pearl. She engaged in needlework .But Pearl was growing up as an undisciplined girl. To save her from the custody of her mother and to bring her up as a good child, the governor Bellingham, Dimmesdale and Roger Chillingworth decided to take the child away from her. But Dimmesdale interfered and Hester was allowed to keep Pearl. The reverend believes that in the presence of pearl, Hester will not go into darkness. Thus once gain Pearl stand for the powerful light that can brig hten the life of Hester After that Dimmesdale began growing emaciated or the darkness in his mind began to fade always to receive the light of repentance. Roger Chillingworth was there to look after him. â€Å"Chilling worth maniacally uses his skills as a physician to probe, control, and otherwise torture the ailing Dimmesdale† (Johnson 63). The doctor understood that he was much perturbed by feeling of conscience and guilt. Chillingworth, so shrewd he was, could clearly infer the cause of Dimmesdale malady. Probably Dimmesdale was suffering from a troubled conscience because of his involvement with Hester in adultery. Dimmesdale longed to confess his sin from the pulpit of his participation in adulterous act. He wanted to tell the people how impure he was. The anguish in him was so strong to pull him to stand on the pulpit where Hester

Alcohol Abuse -and explain physical part what it does to people Research Paper

Alcohol Abuse -and explain physical part what it does to people - Research Paper Example Majority of the people in this world might have consumed alcohol at some point of time in their life. There are many people who use alcohol in a controlled manner. When alcohol is used in a controlled manner, it may not cause many damages either to a person or to the society. However, it is difficult to use alcohol in a controlled manner because of its abilities to make person addictive to it. Most of the people start alcohol use just for a joke and become addicted to it unknowingly. Alcohol abuse is one of the major multifaceted problems in the world which has social, emotional and physical dimensions. The social dimension of alcoholism is the family problems and subsequent divorce issues. Alcoholism may cause sexual dysfunction which can create problems in family life. In many cases, divorce is taking place because of the alcoholic husband or wife. Moreover alcoholism can cause mental diseases such as anxiety, depression, psychosis, schizophrenia etc. The most vital aspect of alcoholism is the possibility of development of physical diseases to body organs such as liver, pancreas, heart etc. In many cases, alcohol can cause cancer disease also. In short alcoholism can generate physical, mental and social problems. This paper limits its focus only to the physical problems which can be generated as a result of alcoholism. The commitments of current generation are more than that of the earlier generation. Current generation has lot of social, cultural, professional and personal commitments. It is difficult for them to fulfill all these commitments equally well. The failure to fulfill commitments will increase the stress levels of the people which may lead them to an imaginary or virtual world- the world of alcohol. Most of the people take shelter in the world of alcohol in order to stay away from realities in the real world. â€Å"More than 2 million American people experience

Great Expectations, Romeo and Juliet and To Kill a Mocking Bird Essay Example for Free

Great Expectations, Romeo and Juliet and To Kill a Mocking Bird Essay Great Expectations, To Kill a Mocking Bird, and Romeo and Juliet are all very diverse pieces of literature. Each piece of literature is unique to one another, but they all share common characteristics and themes. All of the works include a key character that gains understanding of himself resulting from events in his life that caused confusions or prejudice. Pip, the main character of Great Expectations, learns a great amount resulting from confusion in his life. His confusion is caused by his love for Estella, a beautiful and proper girl of the upper-class. Pip becomes intrigued by Estella the moment Ms. Havisham, Estellas guardian, has him over to visit. Ms. Havisham encourages and strengthens Pips feeling for Estella by always reminding him of Estellas beauty and intelligence. As Pip grows older, his love for Estella never fades. Pip becomes confused when Estella makes him think that he may have a chance with her when in reality she doesnt love him at all. Estella is incapable of loving because Ms. Havisham taught her to hide her affection and love and to never open up to a man. Once Pip realizes that he will never marry Estella he learns never to set his mind on one thing and that he must keep an open mind. Jem, the main character of To Kill a Mocking Bird, learns a lot from the prejudice he must experience in his life resulting from a trial his dad is involved in. Jems dad is defending a black man who was accused of raping a young girl in town. This is especially hard for Jem because he is growing up in a very racist southern town and time. Even though the majority of the people in the town know the black man is innocent, his color causes them to discriminate against him and accuse him as being guilty. The things Jem must experience as a result of the trial, such as getting beat up by a grown man, teach him many things about his life. He learns to give every person a chance no matter what their race, gender, or any other classifying features are. Most importantly, Jem learns to never cower down from what he believes in and to never give up. Juliet, the main character of the play Romeo and Juliet, also learns a lot from the confusion in her life. Romeo and Juliet fall in love at first sight. Unfortunately Romeo and Juliet must express their love in secret  because their families are arch enemies. Juliet becomes confused a number of times throughout the play because she is put in the position of choosing between her lover and her family. For example, when Romeo kills Juliets cousin, she doesnt know who to side with. Juliet decides to go against her family and quickly forgive Romeo. She figures love is the most important thing. Juliet learns that to be happy you must follow your heart. Even though the play ends in tragedy, the only thing that would make Juliet happy was to be with Romeo, even if it was in the afterlife. As one can see Pip, Jem, and Juliet all learned important lessons from their experiences. The confusion in Pip and Juliets lives and the prejudice in Jems cause them all to come to conclusions about themselves and their lives. Overall, the lessons each character learned helped them to become a better person who was more aware of himself.

Free Essays: The World of the Odyssey and Todays Society :: Homer Odyssey Essays

The World of the Odyssey and Today's Society In the book the Odyssey by Homer violence, deceit, disorder, absence of law enforcement, and it's principal of self-sufficiency, obviously differs from our modern society today. In modern world today we have laws and law enforcers, which is to help keep away from as much violence as possible. We have legal systems and courts to decide whether people deserve punishments, and this shows in many ways how the present differs from the past. That is why many leaders of the past couldn't be successful leaders in running today's society. Odysseus went by his own rules and made up his own rights, which he lived by, and would set the tone for the rest of his crew. Odysseus would be a poor leader in today's society based on his leadership skills in the book. Odysseus would be a terrible leader today because his way of being just and solving problems is to kill people. He believes in no sound reasoning and cares about himself and how much of a great fighter he is. " Lady, it's not possible to interpret this dream in any other way. You have learnt from Odysseus himself how he will make the dream true. Clearly, the Suitors are all of them doomed: there is not who will escape his destined death (p.301)." When Odysseus heard of the suitors in his home, he had it set in his mind to kill them all before even trying to reason with them or asking them to leave. Also, he plans to take revenge and kill his servants when he believes that they were disloyal and instead of giving them the chance to explain why they had been disloyal to him. In today's society you can't go out and kill someone because you feel what they are doing is wrong. For that we have legal systems where people have the right to prove their innocence if thought to be guilty. If Odysseus killed someone today because he didn't like what they were doing, he would be jailed. If killing people were the answer to everyone's problems, then there would never be peace in our society today. Odysseus had his own way of thinking and doing things and in today's society that

Neither Black Nor White

When focusing on racial identity, the use of appearances as signifiers of group membership is not always clear cut.   This relationship between appearances and individual identity choice becomes even more complex when we examine bi-racial identity.   Research on bi-racial identity has often cited the reactions of whites to bi-racial individuals, but with Joseph E. Holloway’s novel Neither Black Nor White the politics of shin color among African Americans are look at.   His novel is an historical account of the Hadnot family whose migration from Gloucester England in 1585 to New Orleans describes a family that were never slaves, but owners of slaves.   They never thought of themselves as whites or as blacks, one parent that was white and one black to create a whole new identity. It is clear that there is only speculation as to the relationship between appearance and racial identity among bi-racial individuals.   There has been little to no theoretical development on this relationship.   One important distinction is that color is both a personal and a social characteristic.   That is one who perceives their skin color and one that interprets their appearance through the eyes of others within any given interactional sphere. Such as the Hadnot family, they interpreted their sense of belonging within their family structure.   It would be difficult for a person to choose an exclusively Black or exclusively White identity if their physical appearances do not match their chosen identity.   In the end literature on the appearance identity link is sparse and seriously underdeveloped. There is a love and hate relationship with this group on the one drop rule with skin color.   The argument is that a three leveled society existed in the South with the following hierarchy from highest to lowest status.   White, Mulattos, and Blacks, mixed race individuals often served as a buffer group between Whites and Blacks through which cross color interactions and business transactions could happen. This situation caused a preferential treatment of Mulattos by Whites and a generational advantage for Mulattos. Perhaps this was true for the Hadnot family in England but there were problems they had to face in New Orleans.   The foundation for a social and cultural system of color classisms within Black America was laid.   The author provided strong evidence that those members of the community with the lightest skin color and the most Caucasian looking features have been allowed the greatest freedoms and achieved at higher rates. There is argument that goes further to display the ways that darker-skinned members of the Black community discriminate against mixed-race individuals in the workplace, how patterns of dating with the community are tangled up with phenotype, how networks are constructed or dismantled on the basis of color classism and how culturally, Blacks use unique cultural coding, such as hair or first names, to distinguish between those who are black and those who are not. This is so because a bi-racial individual’s understanding of their own appearance seems to be rooted in others perceptions and assumptions of appearance and its link with identity. Appearance is distinctly more social than phenotypes because it is created by the bi-racial individual’s understanding of their skin color as conditioned through the judgments of others in interactions.   So we expect that it is appearance, not skin color, which will influence the racial identification of bi-racial, and that skin color works through one’s appearance to affect identity.   Mutual identification is critical to both identity construction and maintenance.   If an individual exists within a social context where bi-racial has a meaningful existence, then they may cultivate a border identity. If this cultural category does not exist and one becomes accustomed to and adept at switching from Black to White they will cultivate a protean identity, I think was evident in the novel Neither Black Nor White.   If their appearance is White then members may develop a transcendent identity, but only if their social context does not demand categorization.   If none of these options are available to an individual then the existing cultural norms dictate the racial identity above and beyond their appearance. Reading the novel and researching the meaning of the novel, colorism.   I love history and this historical novel put into perspective an issue I really had never thought of.   It gave the reader a good sense of what it was like being in limbo with your identity.   I was impressed with the research that went into writing this historical novel and with the detail to genealogy.   I recommend this book for all undergraduates to help understand racism and all of its hidden secrets. Reference: Davis, F.J. (1991)   Who is Black? One Nations Definition.   University Park, P.A.:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pennsylvania State University Press. Holloway, J.E. (2006)   Neither Black Nor White.   C.A.: New World African Press.

Differential Association Theory

The paper discusses Edwin Sutherland’s Differential association theory. The nine principles of Differential association theory are discussed. The paper aims to connect fighting to Sutherland’s Differential association theory. Based on Sutherland’s theory, fighting is a form of deviant behavior, which young people learn via face-to-face communication with other people. Individuals choose to fight, when group beliefs that favor fighting overweigh group beliefs that do not favor violations of law.Whether individuals choose to fight or not to fight depends on the intensity and duration of messages that favor this form of deviance. Those who fight and those who do not fight usually express the same values and beliefs; the only difference is in the means they choose to pursue their goals. Differential Association Theory Crime and deviance have always been the objects of the peer sociological analysis. Dozens of theories were developed in an attempt to explain what crim e is, how it develops, and what can keep people from committing a crime.The list of possible explanations of deviance is endless – from genetics and social status, to television, oedipal complexes and severe mental deficiencies; yet, Edwin Sutherland’s Differential association theory remains one of the most important theoretical foundations of sociology. According to Differential association theory, individuals learn deviant behaviors through face-to-face communication with other people.As a result, fighting is a form of deviant behavior individuals learn from other people and use to achieve their goals. Differential Association Theory: The Basic Principles Differential association theory reflects Edwin Sutherland’s beliefs about the origins of crime: Sutherland was confident that crime and deviance were not biologically or economically driven, but learned through various socialization processes (Finley, 2007).Generally, the theory of differential association co mprises nine different principles: (a) delinquent behavior is learned; (b) delinquent behavior is learned from other people via face-to-face communication; (c) learning usually occurs in intimate groups and small face-to-face gatherings; (d) in these intimate groups, individuals learn techniques for committing crime, as well as appropriate attitudes and rationalizations for doing so; (e) individuals learn to direct their motives, based on whether they consider the legal code as favorable or unfavorable to crime; (f) individuals learn deviant behaviors and crime when definitions favorable to deviance overweigh the definitions unfavorable to violating law; (g) specific tendencies toward delinquency will depend on the frequency and duration of learning experiences; (h) learning delinquency is similar to any other form of learning; and (i) deviant and non-deviant behaviors usually express the same needs – the only difference is in the means individuals use to pursue their goals ( Regoli, Hewitt & DeListi, 2010).These are the principles that can readily explain any form of deviant behavior, including fighting. Fighting As a Form of Deviant Behavior: Making Connections Fighting is a popular form of deviant behavior among youth. Nine principles of Sutherland’s theory help to explain fighting in terms of communication, socialization, and peer influence; however, to make the explanation more plausible, some important connections should be made.The fact is that Sutherland’s nine propositions are grouped around three important concepts – normative conflict, differential association, and differential group organization (Matsueda, 2000). As a result, the roots and origins of fighting are easy to trace through the societal, group, and individual levels (Matsueda, 2000). At the societal level, crime is always rooted in normative conflict – a conflict of attitudes toward specific norms, beliefs, and ideas (Matsueda, 2000). Different segments of society hold different beliefs about law: some consider law as the set of rules to be followed under all circumstances, while others view law as the set of rules to be violated under certain circumstances (Matsueda, 2000).These are favorable and unfavorable attitudes to deviance, which Sutherland mentions in his theory. Fighting is a form of deviant behavior, which develops under the influence of excessive beliefs that favor fighting. Fighting will be uncommon in societies that do not consider it as an appropriate form of behavior. The question is in how these beliefs transform into individual fighting acts. According to Sutherland, fighting is always the act of learned behavior (Regoli, Hewitt & DeListi, 2010). Fighting is learned via face-to-face interactions with other people. For example, individuals will choose to fight if their parents welcome this form of deviance. However, peer influence alone cannot suffice to make individuals fight.Individuals must learn (a) specific fi ghting techniques; and (b) definitions favorable to fighting (Matsueda, 2000). The latter are, actually, the rationalizations which individuals use to justify their fighting acts. Some individuals justify fighting by telling that everyone fights. Others view fighting as the best expression of true masculinity. Certainly, fighting can be easily offset by definitions that do not favor violations of law, e. g. â€Å"Fighting is bad† or â€Å"Fighting causes pain and sufferings to other people†. Whether a person chooses to engage in or refrain from fighting depends on the duration, frequency, priority, and intensity of presenting these definitions.Here, group influence is of critical importance: Sutherland’s theory assumes that â€Å"when groups are strongly organized against crime, they will present an abundance of definitions favorable to crime and few definitions unfavorable to crime† (Matsueda, 2000, p. 131). Individuals growing up in groups that favor fi ghting will be more likely to fight, than those who live in groups strongly organized against fighting. Through the intimate interaction with groups that favor fighting, individuals will learn techniques and rationalizations for doing so. The process of learning to fight will be similar to any other form of learning. The goals of those who fight and those who do not fight will be similar, too. What will be different is the means fighting and non-fighting individuals choose to pursue their goals (Regoli, Hewitt & DeLisi, 2010). ConclusionFrom the viewpoint of Sutherland’s Differential association theory, fighting is a form of deviant behavior learned through face-to-face communication. Such learning usually occurs in intimate groups, where individuals learn specific fighting techniques and rationalizations for doing so. Fighting prevails in groups, where definitions that favor fighting overweigh the definitions that do not favor this form of deviance. Whether individuals choos e to fight depends on the frequency, duration, priority, and intensity of messages and beliefs that favor fighting. Learning to fight is similar to other forms of learning. Those who fight and those who do not fight express similar ideas and values. The only difference will be in the means these individuals choose to pursue their goals.

psycho stages essays

psycho stages essays Freuds Five Psycho Stages in Children Freud did a large study on how children feel and react to certain things as they are growing up. First, Freud believed that children have sexual tendencies as they grow up. Then, he felt that the child would learn to be infatuated with the parent that was the opposite sex from them. For example, if the child was a boy. The boy would start to become very jealous of the father as time went on. Same thing goes for a girl. In Freuds five theories, we will take a look at how each of them explains his beliefs on what children go threw as they are growing up. The first stage was the Oral phase. The Oral phase begins at birth and lasts for about eight months. During those eight months, the child will experience needs to suck, bite and swallow. These things will need to be done in order to control a childs sexual needs. However, the most obvious oral stage is the eating stage. When a child eats, it is manipulating many parts of the mouth. This manipulation was said to be the activities of fulfilling a childs sexual urges according to Freud. Each time a child goes and takes a bit of something or swallows something, Freud believes that it is all a part of controlling the childs sexual needs. During those first eight months, the child was experiencing the ID. The ID was a controlling stage in a child, satisfying a childs demands, needs and wants. A child will do anything to get what they felt was needed due to the ID. A child will cry, throw things and even point just to express and show what they want. As long as they have the power of controlling their parents, the ID will keep on growing inside of the child demanding more and more during the first eight months. Soon after the Oral phase was over, the Anal phase began to start. The Anal pha...

A Personal Study on B. F. Skinners Theory on Operant Conditioning

A Personal Study on B. F. Skinner's Theory on Operant Conditioning The theory that I chose to write about is B.F. Skinner’s Operant Conditioning because it intrigues me and is the one that I agree with the most. B.F. Skinner is an incredible American psychologist who developed one of the most influential theories there is. Skinner is a behaviorist and had developed his theory through conducting numerous amounts of research on shaping behavior. Operant conditioning is a behavior modification technique, which he developed in contrast with classical conditioning from Pavlov and Watson. His idea of the behavior modification technique was to put the subject on a program with steps. The steps included setting goals, which would help you determine how the subject would be changed by following the said steps. Operant conditioning is a type of learning where a person’s actions are reinforced or punished. The principle of Skinner’s theory reflects on how behavior that is positively reinforced will most likely reoccur again. In order for responses to be reinforced, information should be presented in small amounts. Another key principle states that reinforcements will also generalize across similar stimuli, which, in turn produces secondary conditioning. In summary, behavior is influenced by the consequences of actions, and reinforcement is crucial in changing or altering behavior. The term reinforcement in itself is any characteristic in the environment that increases the likelihood that a person will repeat a behavior in the future. On the contrary, punishment is any characteristic that decreases the probability that a person will repeat a behavior. According to B.F. Skinner, â€Å"children operate on their environments (hence the term operant conditioning), adjusting their b ehaviors to attract more reinforcements and to avoid punishments†. (12) This theory of Skinner’s proves that children adjust behavior to gain reinforcement and to avoid punishment as well. Operant conditioning and Skinner’s theory have been applied throughout various forms of research and clinical settings. Teachers use this method of operant conditioning to control children in their classroom and parents apply both positive and negative reinforcement to their children as well throughout their daily lives. When it came to more complex sorts of behaviors, the idea of shaping came into play. The procedure of shaping is selectively reinforcing certain behaviors while ignoring or punishing others. It is said that language development and how children come to produce speech have to do with shaping. â€Å"Learning theorists believe that the specific language training a child receives governs language development and that biological predispositions do not play an important role†. (264) When conducting research, Skinner and his students have had successful outcomes in getting simple animals to do extremely difficult things using shaping. We, as humans, are essentially shaped by our environment to enjoy or dislike certain things. This theory both compares and contrasts with my childhood and how I was growing up in a numerous amount of ways. In regards to shaping, I noticed that my parents would reinforce positive behavior as much as possible when I was learning math because it was something I struggled a bit more with as a kid. I would be placed in an environment where all I could do is learn and there would be no distractions. My parents would constantly tell me how crucial it was that I receive good grades. I would be praised for the good grades I received and it made me want to work harder to receive that praise continuously. I still experience a form of operant conditioning even during college. Credit cards give more student loan options to students who are performing well in a university which is another form of a reward that makes them work much harder. However, sometimes operant conditioning doesn’t work and if parents were to punish their child constantly for receiving bad grades, a child can grow to have a hatred towards school as they grow up. It is important to be understanding as well as notice that sometimes children struggle and reinforcement isn’t always going to provide the outcome you want. I believe strongly in discipline and not caving in to your children when you already told them no multiple times. For example, if a kid wants to buy candy or a toy in a store and starts crying, a parent should be stern and continue to refuse the candy bar. If the parent ends up giving in and buying the child the candy or toy, the child can start to put two and two together and apply this method of operant conditioning in a negative reinforcement way. Therefore, there needs to be a consistent pattern displayed through this method. Certain ethical or cultural issues that may connect with the operant conditioning theory from Skinner would be any time that there is physical or mental abuse being placed upon a person. Punishment being placed upon a person should never do any physical harm and reinforcement should be healthy and not anything that could be considered addictive. There needs to be a lot of care and attention that goes into both correcting and teaching behavior. B.F. Skinner is said to have also â€Å"grossly underplayed the role of biology in forging and regulating human behavior dismissing the burgeoning fields of behavioral genetics, evolutionary psychology, and cognitive science. Skinner argued that humans dont really think — that they merely respond to environmental cues†. Therefore, this theory can’t apply across all cultures because there are certain cultural factors that one person may experience opposed to someone else. Parents may use stricter forms of operant conditioning in different countries because that is how they were raised and a child may not have th e same positive effect like Skinner would hope his theory proves. My interactions with children are now influenced by this theory because I have grown more cautious in understanding that essentially you can try to train a child through delivery and reinforcement but ultimately it all comes down to how the kid is. Operant conditioning doesn’t necessarily always provide the outcome you want if the kid refuses to go along with it. I will try to apply the method of operant conditioning when babysitting or when I have my own kids someday to alter behaviors as best as I can if a child is acting up unnecessarily. Some parenting advice that I would give parents would be to stray away from the authoritarian approach as best as possible and realize that there is a difference between discipline and damaging discipline. Using the operant conditioning method to keep children â€Å"in line† and exactly how you want them to act can be harming for them down the line. If a child is always harmfully punished for his wrong actions, there will be a lot of mental damage done and it can hurt the child instead of allow him to grow and understand his wrongdoings. The best advice to understand and incorporate into parenting is that there is a fine line between discipline and compassion/understanding. If a child does something incorrectly, talk to them patiently and calmly without the reinforcement. Sometimes a child can grasp and have a better understanding through the kindness a parent shows because they see the concern come from the heart. It is also important to be consistent if applying B.F. Skinne r’s method of operant conditioning because a child can get confused on what is right and what is wrong. If a child gets punished for doing something but also receives positive reinforcement, they may perform their behavior once more in hopes of receiving that positive reward once again. All in all, B.F. Skinner’s method of operant conditioning does work but it is important to use it to an extent in parenting and understand that it may work for some but not for others. It is all dependent on outside factors such as cultural values, parenting styles, and our lives in general.

How Far Do You Agree that Video Games Have Had a Negative Effect on Essay

How Far Do You Agree that Video Games Have Had a Negative Effect on Society - Essay Example There is a constant need to update oneself in the field of technology. Although video games are considered a separate industry of computers and online games it is extremely popular all around the world. It is for this reason that the need arose to study the effects of video games on society. Research has it that these games have had negative impact causing the society to collapse due to globalization. Video games are a virtual mode of entertainment. This form of entertainment received much attention when there was any better to be done in order to utilize time. Eventually the senior generation and traditional values became things of the past. One of the major negative effects of video games is the violence caused by it. The violent form of entertainment made the world scarier place forcing the youth to carry guns to places like school for their own protection which indirectly increased the chance of getting shot (Gentile, 2003). This vicious circle was a result of addiction to video games which included online games as well. The negative impact could easily be controlled if allowed access in a proscribed atmosphere. Unfortunately the world of gaming dragged the feeble mind into an abyss from which it was very difficult to pull oneself out. Another very significant downbeat influence of video games is the desensitization towards the harsher realities of life. The actual violence which occurs all around the world seems to be of lesser importance with the next level of the game in mind. The preoccupied mind fails to integrate the daily life situations with personal interests (Gentile, 2003). â€Å"Highly involving games would be more likely to disrupt cognitive rehearsal of thoughts related to positive mood† (Vorderer & Bryant, 2006). This implies that negative moods are likely to be generated with the exposure to violent and aggressive video games. Studies link exposure to violent content of these games (Gentile 2003). Video games became the center of disc ussion ever since the over-playing of these games started to reflect among children and especially teenagers. A lot of research has been done on the effect of video games hence there is much hype about the negative aspect of gaming. Games are good for human mind. But society in the modern world is surrendering to the latest development in technology allowing experimentation on younger minds without putting disclaimers on games which are easily accessible through the internet. Video games have become a source of comfort for the teens. They console them in times of loneliness and alienation from their own family (Ritzer, 2004). Social trends in the United States have been observed to go in a decline because of lesser interaction among people. This is because they spend more time on the computer mostly playing video games or using the social media network which has confined their socialization to a box instead of open gatherings (Sparks, 2006). It is a fact that video games are not age restricted. They are played by people of all age groups. The rate of playing video games increased from two hours a week to two hours a day in the 1980s. Everyone, however, does not agree that video games have an adverse effect on children. Psychologists point out that this may not be the case. Video games can damage the cognitive development of people and lead