What is the definition of ethics Essay Example | Topics and Well Written Essays - 500 words

What is the definition of ethics - Essay Example Ethics in the modern world today are followed by each and every organization, and special programs are held to implement them. People around the world have become more aware of the ethics and they try to purchase goods that are according to the ethical implementations. As people tend to buy products that are ethically produced it has become a necessity for the organizations to promote ethics in their working environment and make sure that their products are according to ethics. Value is an aspect that explains the beliefs of a culture or an individual. A defined set of values that may be situated into the idea of values. Values are thought of as personal and differ across cultures and people. There are 4 types of values namely ethical values, social values, ideological (political, religious) values, and aesthetic values. It is argued that some values are inborn. A moral is considered to be a lesson to be learned or a message to be conveyed from an event or a story. The moral of the story can be left on the reader or viewer to decide themselves but sometimes the moral is also written at the end of the story. Belief is the state of a mind when a person is convinced of the truth of a scheme. Like the similar or related aspects knowledge, truth, and wisdom, there is no specific definition of belief accepted worldwide, but rather abundant theories and continued arguments about the concept belief.

Two representations of women Essay Example for Free

Two representations of women Essay When writing literary works most, authors will agree that it is difficult to write a story without any inspiration. The writers will often have some motive, either from past experiences or something that can inspire an idea for a particular story or essay. Although the story or essay can be fictitious it can still change how society feels about a certain issue. The two works The Female Body by Margaret Atwood and The Story of an Hour by Kate Chopin romanticizes the view of women in their own opinion, emphasizing ideas such as women being portrayed as common housewives, objects, emotional delinquents, and submissive individuals. The similarities include both authors has their own distinct impression of how women are being depicted in society and the conflicted roles of husbands versus wives or man versus women. The obvious comparison when comparing these two works is the aspect that they are both written by feminist. In The Female Body, Atwood is trying to express her point of view, or sway the readers to understand the properties of the female body. Atwood uses words that she believes society would view the female body. In the first section she refers to the female body as being a topic because it is constantly being talked about. My topic feels like hell. (Atwood 73) Atwood uses her body assuming that all other females feel the same way. Atwood goes and develops the female body as a renewable one luckily (Atwood 75) and that the female body will not always be accepted in society. When the body is young it has uses; It sells cars, beer shaving lotion, cigarettes(Atwood 75). However she mentions that those things wear out so quickly (Atwood 75) She explains that society holds a supernatural image of what the perfect female looks like in their minds. When most women do not satisfy that image they go in search of a renewable look, they can go out and be made of transparent plastic or acquire cosmetics to enhance their beauty, and lose weight to appeal their significant other. (Atwood) When Atwood suggests that the female body is renewable she blames society for making it that way because most females go under the impression that they are designed to look a certain way or please a certain audience. Kate Chopins The Story of an Hour present its readers with Mrs. Mallard, an old lady whose husband supposedly died. In this story the author depicts the common stereotypes that separate men from women, and as the reader progresses they find out that Mrs. Mallard shows an emotional weakness, vulnerability and most importantly dependence. Kate Chopins goal of this story is to suggest to the audience that women are expected to preserve the role that society implies on them. In the early 19th century females were dependant on males to go out and work in order to bring back the necessary money for survival. The female would be a housekeeper nurturing the children and cooking meals- typical qualities for women during those times. However as the story progresses the stereotypes start to diminish. Go away Im not making myself ill (Chopin 92) During the span of the hour Mrs. Mallard went from dependent and fragile to strong and independent when she told Josephine to go away. Additionally to the similarities of the two works exposing the generalization of how women are being expected in society, there is an idea that the authors highlight the importance of the conflicted roles between male and female. Atwoods The Female Body implies that the male brain has a thin connection and all their thoughts are sealed off in each compartment and thats what separates males from females. Good for aiming though, for hitting the target when you pull the trigger. Whats the target? Whos the target? Who cares? What matters is hitting it (Atwood 76) Atwood states that the male shows no emotional comfort in anything he does. Atwood also connects the simplification of the powerful and the powerless. The females body intention is to please the males by being used as a door knocker and a bottle opener. (Atwood 75) Women always try to please the men by using their body and sex appeal. Some advertisements for example show a vivid image of a female in nothing more then a skimpy bikini selling products like beer or cigarettes. In the contemporary world individuals never see the male body used to sell beer. The Story of an Hour also reveals an excellent example of the different roles between males and females, in this case husbands and wives. In this story Mrs. Mallard is tired of being caught doing the chores that her husband  expects her to do; she seeks freedom and liberation. Although death is ought to be a sad time, not all conditions would maintain that statement. For example if someone were suffering horrendously, it would actually be a good thing if he or she died. In the story it shows that Mrs. Mallard died at the end of the story but prior to that event it stated that Mrs. Mallard did actually love her husband, but often she did not. (Chopin 92) The story also suggests that she believed that her husband was frustrated with the marriage and assumed that she was too. This conflict revealed the sign that Mrs. Mallard was struggling for freedom, and when she sees that her husband is alive, she must die. This is the only way to be literally free from his gasp. When she had died of the joy that kills it leaves the reader to wonder about how she had died. Whether from the heart attack or she thought she had finally escaped her husband and is free at last. In conclusion, the similarities of Atwoods The Female Body and Chopins The Story of an Hour both imply the how women are being seen by the eyes of society and the important clashes between how the role of women and men reflect the common stereotypes. Works Cited Atwood, Margaret. The Female Body The Mercury Reader. A Custom publication compiled by Angus Cleghorn. Boston: Pearson 2002. Chopin, Kate The Story of an Hour The Mercury ReaderA Custom publication compiled by Angus Cleghorn. Boston: Pearson 2002.

Relationship between consumption saving and investment according to keynes

Relationship between consumption saving and investment according to keynes 1. Explain the consumption function according to Keynes! What is the relationship between consumption, saving and investment according to Keynes? The main hypothesis of Keynes is that the real consumption depends on disposable income. This hypothesis you can express like this: C = C(Y). In that case consumption (C) and disposable income (Y) are measured in units.  [1]   Kenynes also said that people enhance consumption when their disposable income increases. But the increase of consumption is smaller than the increase of disposable income. This hypothesis you can describe with the marginal propensity to consume. It describes the increase of consumption when disposable income rises.  [2]   The marginal propensity to consume is defined as C = = Because of the fundamental-psychological law the marginal propensity to consume is between 0 and 1.  [3]   0 When the marginal propensity to consume is 0.8, consumption increases 0.8 units. At once disposable income increases one unit. The fundamental-psychological law is fullfilled because increase of consumption is smaller than increase of disposable income. When 0.8 units are used for consumption the remaining 0.2 units are obviously used for savings. The proof is expressed by following formula: Y = C + S 1 = 0.8 + S I 0.8 S = 0.2 . Therefore we define the marginal propensity to save money as differential quotient dS /dY. The marginal propensity to save shows how much the savings grow due to increasing disposable income. Through differentiation of the budget restriction after Y you can see that after adding the marginal propensity to consume and the marginal propensity to save the result always amounts 1. = 1 I = . That shows you that every additional income has to be used either way.  [4]   The formula below is the consumption function: C = Caut + C  · Y . Caut is autonomous consumption. You can interpret the consumption function like a normal formula which you know from mathematics. Therefore Caut is the intersection point with the ordinate and C ·Y the gradient. The last formula which is important to know concerning the consumption function according to Keynes is the consumption rate. It serves to find out which quantity of disposable income is used for consumption. The formula is c:= .  [5]   So far almost always mathematical background has been mentioned. But it is also necessary and maybe easier to summarize consumption in my own words. This will help to explain the relationship between consumption, savings and investments according to Keynes. Basically Keynes had three suppositions which result the consumption function is.  [6]  The first was mentioned above. He expected that consumption increases when disposable income increases one unit. This mentioned process is the so called marginal propensity to consume. The value of it is between 0 and 1. You see that consumption can not increase just as money. But the main fact is that people lean towards consuming when they have more disposable income. Furthermore the average propensity to consume decline when dispoable income increases and consumption depends on current disposable income. Keynes thought that the rich spend more of their disposable income than the poor and that interest rates are not important.  [7]  Therefore a short example should make this facts more familiar. We expect, that the average consumption and disposable income was 1700à ¢Ã¢â‚¬Å¡Ã‚ ¬ and 2000à ¢Ã¢â‚¬Å¡Ã‚ ¬. In a formular you find following average propensity to consum: c0 = = 0.85. The result says that 85% of disposable income is used for consumption. One year later the disposable income increases more than the consumption expenditures: c1 = = 0.84. The result says that now 84% of disposable income is used for consumption. Now it is possible to calculate the marginal propensity to consum. C = = = . Now you see that consumption increases 0.75 units when disposable income increases about 1 unit. While explaining the consumption function different facts were metioned. Also consumptions and savings. One word is still missing investments. In the consumption function according to Keynes investements have not been borne in mind. There is only a relationship between consumption and savings. It was mentioned that you have an disposable income which you use for your consumption expenditures. When consumption does not exceed the disposable income you have a specified amount which you can save. This is expressed by this formular: Y = C + S 1 = 0.6 + S I 0.6 S = 0.4 . Consumption is 0.6 units. Therefore you are able to spend 0.4 units. But when you take a look at the incomne-expenditure model or the equilibrium for good markets  [8]  you find other different relations between consumption, savings and investments.  [9]   The first important formular is Y = C + I + G. This formular describes the equation for equilibrium in the goods market.  [10]  Immediately you find consumption, investments and government spending. You see that there is an existing relationship. Now there is the possibility to play with the formular what could be interesting to identify the different relationships. Therefore taxes (T) and consumption (C) have to be subtracted from Income (Y). It is also necessary to subtract taxes from government spending. The new formular looks like this: Y T C = I + G T. We know that S = Y T -C takes effect. Therefore the term reads S = I + G T . The term on the left side is private saving. On the right side you find investment (I) and public savings (G T). The government is able to run a budget surplus. This happens when taxes exceed government spending. But when government spending is higher than taxes there is a budget deficit. That means that the country consumed too much.  [11]   2. Which monetary policy instruments does a Central Bank have to control the money supply? Which of these instruments is the most effective and why? A Central Bank has three different instruments to control the money supply. It is able to choose between standing facilities, minimum required reserves and open market operations.  [12]   Deposit facilities comply with deposits of merchant banks. Business partners of the european system of central banks (ESCB) are able to invest redundant central bank money until the next business day. There are no restrictions for using this facility and no corresponding amount limits for deposits. The interest rate is the bottom line for overnight money.  [13]  Business partner of the ESCB are able to use marginal lending facilities to provide overnight liquidities by national banks. There is a fixed interest rate for these liquidities. But the business partnes will not get the liquidities if they are not able to deposit refinancable securities. There are also no existing credit lines or restrictions which could make barriers. The interest rate for marginal lending facilities is the maximum limit for overnight money.  [14]   The second monetary instrument of the ECB to control the money supply are reserve requirements. Due to competition international financial centers to decrease the reserve debt. It was introduced in the beginning of the 20th century. The idea was to secure the banks solvency. Nowadays this task is done by banking supervisory standards.  [15]  Banks always hold reserves. The reason is very simple. They want to satisfy the depositors. But that money reserves which are required are much bigger. Therefore the aim to satisfy the depositors is not the only one. To prohibit disadvantages in competition between different currency areas where banks do not have to hold reserves interests are payed on reserves of European banks by the ECB.  [16]  The bank has to have reservers which are equal to 10% of their checkable deposits.  [17]  But it is to mention that the monthly average percentage has to be 10%. If there are liquidity bottlenecks the bank is able to go back to their reserve s. When all banks average reserves at the beginning of the month are below 10% they can feel certain that the ECB provides liquidities at the end of the month. Otherwise banks would not be able to fullfil their reserve requirements.  [18]   The most important instrument are the open market operations. When a central bank buys bonds they pay for them with creating money. This activity is used to increase the amount of money. Vice versa the central bank is able to sell bonds. It has to remove the money which is in circulation because the central bank get it for the selling of the bonds. The amount of money will decline. In modern economies these procedures are the most popular to increase or decline the money stock. Open markt operations are distinguishable into expansionary and contractionary open market operation. To understand that operation an example with a short balance sheet would be helpful.  [19]  Below you find the situation before buying bonds (a) and after buying bonds (b): (b) Assets Liabilities Assets Liabilities 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ + 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ + 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 2 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 2 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ This is an example for an expansionary open market operation. In (b) the amount of bonds is 2 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ that means 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ higher than before. But therefore the amount of money in the economy is also 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ higher. Assets Liabilities Assets Liabilities 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬ 0 à ¢Ã¢â‚¬Å¡Ã‚ ¬ 0 à ¢Ã¢â‚¬Å¡Ã‚ ¬ In the example above you see an example for contractionary open market operation. You see that the central bank decided to decline the supply of money. The procedure is the same like for the open market operation only vice versa. The amount of bonds decline and the money in the economy, too. Both decline about 1 Mio. à ¢Ã¢â‚¬Å¡Ã‚ ¬. Now it is interesting to know what kind of effects are resulting by open market operations. Therefore it is necessary to take a look at Treasury bills which are one-year bonds. The main fact of Treasury bills is that you get a fixed amount of dollars after one year. An example will explain to you the interest rate which you get after one year. At first we fix that you get 200 à ¢Ã¢â‚¬Å¡Ã‚ ¬ after one year. à ¢Ã¢â‚¬Å¡Ã‚ ¬PB is the price of the bond after one year. In our example we take 150 à ¢Ã¢â‚¬Å¡Ã‚ ¬ . Below you will find the formular for the interest rate: i This example shows that in that case the interest rate is 33% per year. When you the interest rate for the bond you can play with the formula and change it so that you are able to find the future price of the bond after one year. For that operation the formula below is an example: . Because of this mathematical facts you can say that the price for bonds is less than the final price when the interest rate is positive. Sometimes you read in newspapers that bonds went up. This means that the interest rates for bonds decrease and the prices for bonds increase.  [20]   3. Which monetary policy strategies are the most widely practised? Which monetary policy strategy is currently used by the European Central Bank? The most widley practised monetary policies strategies are the nominal exchange rate peg, inflation targeting and monetary targeting. 1974 the Deutsche Bundesbank was the first one which used monetary targeting. Monetary targeting is based on the quantity theory of money. Therefore it is necessary to take a look at the quantity formula: (1). P are prices, V is velocity, Y is real GNP and M money supply. If you change the formula you are able to see which amount of money has to be choosen to achieve a certain price level: (2). For practical use the stability of velocity is very important. If you take a look at formula (1) you are able to see that an increase of V increases P. That means that less money is needed to achieve an intended price level. V is determined by demand for money. If the demand for money decrease money supply (M) is converted faster.  [21]  A country has to do some tests which proof if monetary targeting can be practiced.  [22]   A further monetary policy strategy is inflation targeting. The short-term or middle-term aim of a central bank which is using inflation targeting is to achieve low inflation rates or their inflation targets. The expected inflation rate play an important role. Central banks are able to influence the inflation target by using interest rates. It is a very simple example which should explain this instrument: If inflation is higher than the target, the bank can raise interest rates. The effect is that the inflation will decrease. If inflation is lower than the target, the bank can decrease interest rates. The result is that inflation will increase.  [23]   Concerning inflation targeting it is necessary to take a look at Taylors Rule which determines the interest rates. The central banks may follow the rule. Therefore you have to take a look a the following formula: . is the inflation rate, is the inflation target, is the nominal interest rate, is the target interest rate, is the unemployment rate and is the natural unemployment rate. and are positive coefficients. If and the nominal interest rate should be equal to , the inflation target. This procedure has to be done by the central bank. When >, the inflation rate is higher than the inflation target. In that case the central bank has to intervene. It has to increase above . The effect is that umeployment will increase because of the higher interest rate and the inflation will decrease. The coefficient has to be larger than one. The higher it is the better the inflation target will be achieved.  [24]   2. The more central bank increase interest rate 3. The more economy slow down 4. The more unemploy-ment increase 5. Inflation target achieved faster 1. The higher The central bank has to increase the real interest rate when inflation increases. But therefore the aim of the central bank should be decreasing spending and ouput. When > the nominal interest rate should be decreased by the central bank. The result is that the output will increase and the unemployment will decrease. has the the same aim like . It shows the care about unemployment in relation to inflation by the central bank. If ÃŽÂ ² is higher, the c.bank is more concerned to bring the unemployment close to natural level (to increase employment) and to increase output than to keep the inflation close to its target.  [25]   2. Central bank bring unemployment close to natural level 3. Central bank increase output 1.The higher 4. Central bank achieve inflation target The nominal exchange rate is also a monetary policy strategy. Through pegging the domestic currency to a very stable currency it is possible to control the exchange rate and the inflation.  [26]  But there are some requirements which have to be fulfilled. At first there has to be a country which has a currency that is powerful enough to be an anchor currency. The issue bank of the anchor currency country needs a huge reliability because of well developed stability in the past. Furthermore a large part of the foreign trade has to be done with the anchor currency country or in its currency. That means that for example Poland has to trade with Germany or in à ¢Ã¢â‚¬Å¡Ã‚ ¬. It is also possible to trade in US-$ but therefore the anchor currency country has to be the USA.  [27]  Furthermore an aim is to attract capital flows and to stabilize the movement of interest rates. When there is a danger that the domestic currency will decrease the central bank will increase central banks. If there is an danger that the domestic currency will increase the central bank will decrease interest rates.  [28]   The European Central Bank (ECB) is using the two-pillar strategy. The first pillar is a wide economic analysis to identify short- and middle-term risks for keeping price stability. For the analysis the ECB has a lot of indicators which are used to identify these risks. For example the economic growth, wage development, exchange rate development and the balance of payment situation, consumer price and producer price index development, asset price and real-estate price development and the inflation forecast.  [29]  The content of the second pillar is based on the quantity theory of money and is similar to the strategy of the Deutsche Bundesbank. The formular below expresses the annual increase of M3: M3  · V = P  · Y V is velocity and it is between 0,5% to 1% per year. P is price increase and it is up to 2%. Y is the growth of the production potential and it is between 2% to 2,5%. Because of these factors the annual increase of M3 is 4,5%. With the help of these two-strategies the ECB is able to achieve their main aim, price stability.  [30]   4. List of sources Felderer, B. / Homburg,S., Makroà ¶konomik und neue Makroà ¶konomik, 9.Auflage, Berlin 2005 Borchert, M., Geld und Kredit, 7.Auflage, Mà ¼nchen 2001 Gischer, H. /Herz, B. /Menkhoff, L., Geld, Kredit und Banken, 2.Auflage, Berlin-Heidelberg 2005 Kazandziska, M., Macroeconomics I, Session 13 Bofinger, P. / Reischle, J. / Schà ¤chter, A., Geldpolitik, 1.Auflage, Mà ¼nchen 1996 Blanchard, O., Macroeconomics, 3.Auflage, Upper Saddle River 2003 Heine, M. / Herr, H., Volkswirtschaftslehrer, 3.Auflage, Mà ¼nchen 2003 Mankiw, N. Gregory, Mikroà ¶konomik, 5.Auflage, Stuttgart 2003 Burda, M. / Wyplosz, C., Macroeconomics, 3.Auflage, New York 2001

Effect of Parenting Styles on Child Development

Effect of Parenting Styles on Child Development Yielding an ideal child goes beyond having the image of it. The parents’ manner of handling situations like when children accidentally break a glass, ask for concert tickets, or get low grades in the exam, determines if yielding a well-developed child is possible for them. Parents, in hope of making their child closer to what they expect, are continuously making attempts to shape their children and to achieve the version that will please them. These attempts are perceived through parenting styles, and the different styles are the different ways parents think could bring about results that would satisfy them. They vary on the level of freedom, control, warmth, and types of punishment, and affect children differently. Regardless of these variations, most parents believe that being either stern or lenient is the only formula to yield a pleasant, when, in fact, neither works. Every decision parents make for simple situations is a step away or towards yielding a pleasant child. Link between the family and the child’s outcome The family is the principal ground and vital figure for the child’s developments, and parents, as part of the family, are in charge of raising the child (Preethi Rosa, 2012). A child’s confidence, competency, and behaviour are honed and improved through the parenting style imposed by the parents or guardians. Developments results from parenting styles (Kopko, 2007; Kordi Baharudin, 2010). Terry (as cited in Ernst, 2013) said that a child’s outcome including ability to interact, performance in school, psychosocial development, and the way he or she behaves is predicted through the three parenting styles. Kordi and Baharudin (2010) added that parenting styles also predict â€Å"optimism, confidence, motivation, and attention problems† (par. 5). The four parenting styles The different parenting styles are characterized according to their level of demand and control, degree of freedom, degree response, and type of punishment. In terms of the degree of demand and control, freedom, and response, Samuel (2012) described authoritarian parents as someone who offer limits without freedom. According to him, these parents are very dominating and impose too much control. They demand order without freedom and offer no choice, making the decision-making contingent to the parents or guardians. They do not carry out discussion with the child and simply want their children to follow parental directives without question. For them, obedience is the most important aspect in discipline (Dewar, 2010a). They give low response or warmth to the child (Baumrind, 1966, 1991; Samuel, 2012). In terms of punishments, authoritarian parents impose restrictive, punitive, and harsh disciplinary practice. They punish through withdrawal of love or verbal abuse by way of scolding, thr eatening, ridiculing, shaming, or outburst of anger. Physical punishments like spanking and hitting are also used by this type of parents. Another style is the permissive parenting. Samuel (2012) described parents under this style offer freedom but lacks limits to the extent that their children are unrestrained. Permissive parents are not demanding and controlling, and often offer their children unlimited choices. They are passive in improving their child’s deeds because they value their display of affection and love to their child above all. Parents do not exercise obedience and imperatives upon the child. This type of parenting style imposes too high degree of response or warmth that they easily give in to their child’s requests. As a result, parents spoil their children. Permissive parents also hardly punish (Baumrind, 1966, 1991; Samuel, 2012). Children who have been spanked feel that they have paid for their misbehaviour and are free to misbehave again. Uninvolved discipline is also known as rejecting-neglecting discipline. This kind of parenting style is neither demanding nor responsive. They are emotionally detached and uninterested. Because they are disengaged, they do not impose punishments at all (Tiller, Garrison, Block, Cramer, Tiller, n.d.). Rational-authoritative discipline is described as democratic, where parents have high degree of demand and control. They inculcate to their children the importance of maintaining limit and control of their actions. Parents value the opinion of the children, so they allow discussion with them and engage their children in making decisions. Parents have high degree of response or warmth. Children under this style have both demanding and responsive parents who encourage verbal give-and-take (Baumrind, 1966, 1991; Dewar, 2010b). When punishing, parents use logical or natural consequences, grounding, reducing or withholding rewards, and carrying out penalties (Valya, 2009). The presented parenting styles differ from one another as the degree of demand and control, freedom, response, and the type of punishment also vary. The four parenting styles influence children in different ways due to certain factors. Methods of punishment First, the method of punishment has side effects to the child (Baumrind, 1991; Ernst, 2013). Authoritarian’s disciplinary methods punish too much and do not contribute to the child’s development. Valya (2009) and Gurian (2010) both agree that physical punishments do not work. The same mistakes will likely be committed again because the child thinks he or she has already paid for the misconduct committed by accepting these physical punishments. Instead of making the children reflect on their mistakes, the parents’ action of punishing physically instils to the child that problems could be handled through physical force. With the physical force being involved, children become more aggressive. Traumatic experiences and destructive remarks from parents cause depression upon children (Cole et al., 2008 as cited in Ernst, 2013). According to Georgiou et al. (as cited in Dewar, 2010a), self confidence is likely to decline because children under this style often get involved in bullying – both as victims and as offender. The punitive nature of authoritaria n parents who impose verbal abuse and physical punishment is no different than that of a bully’s nature. Harsh and spoken contempt, insults, and ridicule distort the child’s view about himself (Valya, 2009). Higher occurrence of depression and anxiety is due to corporal punishments (Dewar, 2010a), and the main reason for compliance of children is their fear for punishment. An effective discipline is not about being able to make children behave because they are scared of getting reprimanded. It is about teaching them of directing their behaviour in order to suit their deeds in a way that will reflect their distinction of what is right and wrong (Valya, 2009). Instead of a child with improved behaviour, authoritarian parenting yields a traumatized child. On the other hand, the lenient nature of permissive discipline does not punish and does not correct the child because parents overlook misbehaviours. Sears, Maccoby Levin (as cited in Baumrind, 1966) found out that after misbehaving, the child is most likely to commit the same mistake again, thinking that his or her parents approve of it. Uninvolved parents do not care whether their children behave or misbehave. Rational – Authoritative discipline’s nature addresses problem in misconduct. Seth and Ghromode (2013) affirm that through withdrawal of privileges and grounding system, children will not question the parents’ love. Valya (2009) said that the use of natural consequences is also good, although they do not apply to all situations, especially when the child’s health and safety are at risk. In such situations, logical consequences work where children take responsibility of the result of their actions. The outcomes of the actions are experiences that teach the child to be accountable with the conduct he or she shows (Valya, 2009). This makes the child a good decision-maker. In addition, the verbal give-and-take relationship between the parents and children makes authoritative discipline unique. Communication – a unique characteristic that the other styles lack – plays a crucial role. Authoritative parents allow discussion where children explain th eir side or reason for misconduct and, in return, parents point out and correct the children’s mistake to make them understand where they went wrong In this manner, the child is likely to reflect on his or her actions and learn from this or her mistakes after the punishment (Baumrind, 1966; Kopko, 2007; Dewar, 2010b). The differences in the degree of control and setting of limits or standards cause variations on the child’s behaviour. Too much control, limits, and high standards set by authoritarian parents trigger aggression on the part of the children as they feel their urge to break free. For instance, children of very dominating parents have greater chances of getting arrested for the first time (Chamber, Power, Loucks Swanson, 2001 as cited in Wittenborn, 2002). They are usually the delinquents, rebellious children, and drug users (Baumrind, 1991; Dewar, 2010a). Too much control, limits, and high standards may also cause children to become submissive and be dominated by fear. In the study by Lamborn et al. (as cited in Dewar, 2010a) in the United States, children under authoritarian discipline are less self-reliant and dependent with their parents’ decisions. This could be in fear of committing mistakes and getting harshly punished for it. They also found out that a child grows to be inert when the parents regard obedience above all (Valya, 2009). The lack of control, limit, and standards by permissive parents allows the child to be involved in self-detrimental activities. Parents are so lenient that decision-making is left to the child alone, which opens to higher possibility of committing wrong decisions. Children may show impulsive behaviours because there are only few standard set by the parents that the child has to conform with. No one controls them and sets limit that serve as guides for the children. The control, limit, and standards that are mutually consented by both rational-authoritative parents and their children open a higher possibility for the child to follow because the child’s viewpoints and opinions are being considered. When planning, parents apply â€Å"democratic practices† like asking for their child’s views, choice, or opinion (Dewar, 2010b). Discrepancies in some countries of authoritative parents in terms of democratic practices may be observed, but the nature of authoritative discipline lies on the â€Å"reasoning activity† that happens between the child and parent, which is a characteristic shared by all countries involved in the study (Dewar, 2010b). As the children get involve, they learn to participate in arguments, viewing that their opinions are of great importance, a healthy self concept. Third, the degree of freedom provided by the parents is an important factor for developing the child’s competency and assertiveness. The nature of authoritarian parenting makes the children highly dependent (Lamborn et al. and Steinberg et al. as cited in Dewar, 2010a). It does not help in honing the children’s competency because their actions are being restricted. In Turkey, Turkell and Tzer (as cited in Dewar, 2010a) found out that children of authoritarian parents are also less resourceful and less proficient in social skill. Children rely heavily on their parents’ decisions, so they likely to be inexperienced when it comes to decision making. Children also have hard time making friends. They are also often poor in academics (Dornbusch et al., 1987 as cited in Tiller, n.d.; Terry, 2004 as cited in Kordi Baharudin, 2010). This shows how authoritarian parenting poorly improves the competency of children. The lack of restrictions of permissive parents cause egocentric tendencies to occur. The child makes selfish decisions because they are often self-centered because parents easily give in to the child’s request, (Kopko, 2007; Dewar, 2010c). Uninvolved parents put their child to high risks because they are not guided. The â€Å"freedom within limits† nature of Rational-Authoritative discipline makes the child think first before doing something. The high value that parents place upon the child’s opinion (Samuel, 2012) makes them good decision-maker. In terms of moral thinking, the child’s ability to reason out is improved through the inductive discipline imposed in authoritative parenting (Krevans Gibb, 1996; Kerr et al., 2004 as cited in Dewar, 2010b). Lastly, the degree of responsiveness or warmth reflects the degree of support the parents provide their children in achieving individuality and overall development. The little warmth with high demands in authoritarian discipline provides little support on the child’s individuality and development. Authoritarian parents value obedience, not development, above all (Valya, 2009; Dewar, 2010a). The child’s opinion and emotions are often disregarded because the parents oppose discussion (Baumrind, 1991; Kopko, 2007; Valya, 2009; Dewar, 2010a). Too much warmth with low demands in Permissive discipline provides support only. Parents indulge their children too much because they find it hard to decline their child’s request. They believe that giving whatever their children wants is a way to show their love to them, and fear that not doing so would disappoint their children (Kopko, 2007). Uninvolved parents do not give warmth and do not provide developmental support to their children. Rational-Authoritative discipline’s ‘high’ degree of warmth balanced with ‘high’ parental demands gives the necessary ‘high’ degree of support needed to ensure the child’s development. Despite the support provided by the parents, standards mutually agreed by the child and the parents still exist that guide the child throughout the development process. The existence of these standards ensures not only that the child develops, but also that the child develops with high level of confidence, competency, and desirable behaviour (Dewar, 2010b). According to Klein et al. (as cited in Ernst, 2013), â€Å"there is a correlation to positive self-perception and authoritative parenting styles† (par. 10). Proper degree of demand, degree of freedom, degree of response, and the type of punishment result to competent, confident, and well-behaved children. The degree of demand must be high according to their capability. This ensures that children aim for high standards that are possible or within their capability, and encourages them to reach these demands because these standards consented by them. The degree of freedom must be within limits. Children will be engaged in critical thinking before making any decisions, and constant decision making will make them good decision makers. The freedom allows them to explore more, while the limits guide them. Freedom builds up competency and confidence, while the limit ensures proper behaviour. The degree of response must be high yet demanding. High response shows high support. High parental response is a confirmation to the child that parental love exists, and balancing response with demand will remind the child of the parents’ expectation of meeting certain standards. Punishment must be mild in forms of consequences and withdrawal of privileges or grounding system. These punishments neither hinder nor destroy child’s development. In addition, they do not inflict emotional and physical pains. Parents are often bothered by the unpleasant things they notice on their children, and most parents would blame everything except themselves. They seldom ponder where they could have possibly gone wrong in raising their child, when, in the first place, it was them who looked after the child. The characteristic of the rational-authoritative parenting style works because of â€Å"balance.† The ideal combination of the degree of demand, freedom, and response, helps develop confidence, improves competency, and ensures a well-behaved child. When a child gets low grades, stern parents punish at once, lenient parents let it slide, while balanced parents ask why. There is no perfect child, but it is never an excuse to not yield a good one. Some researchers claimed that kids of authoritarian parents are well-behaved, but these are based on self-reports and are subject to skepticism.

Antigone & Ismene in Sophocles Antigone :: Antigone essays

Antigone & Ismene The personalities of the two sisters; Antigone and Ismene, are as different from one another as night and day. Antigone acts as a free spirit, a defiant individual, while Ismene is content to recognize her limitations as a woman in a male dominated society. In the Greek tragedy "Antigone", by Sophocles; Antigone learns that King Creon has refused to give a proper burial for the slain Polyneices, brother of Ismene and Antigone. Infuriated by this injustice, Antigone shares the tragic news with Ismene. From her first response, "No, I have heard nothing"(344). Ismene reveals her passivity and helplessness in the light of Creon's decree. Thus, from the start, Ismene is characterized as traditionally "feminine", a helpless woman that pays no mind to political affairs. Doubting the wisdom of her sisters plan to break the law and bury Polyneices, Ismene argues: We who are women should not contend with men; we who are weak are ruled by the stronger, so that we must obey....(346) Once again Ismene's words clearly state her weak, feminine character and helplessness within her own dimensions. Antigone, not happy with her sisters response chides her sister for not participating in her crime and for her passivity, saying, " Set your own life in order"(346). For Antigone, no law could stand in the way of her strong consideration of her brother's spirit, not even the punishment of an early death. Ismene is more practical ; knowing the task is impossible, she feels the situation to be hopeless. It is a wonder, which of the two sisters are really guilty of these chronic charges. Of coarse, Antigone acted so quickly, and failed to take the advice of the moderate sister, Ismene. Instead, going against Creon's words, Antigone rashly goes ahead and breaks the law. Antigone is a fool, she must learn that such defiance, even when justified, is not conductive to longevity. Although Antigone is foolish, she is also courageous and motivated by her morals. Proper burial of the dead was, according to the Greeks, prerequisite for the souls entrance into a permanent home. Therefore, perhaps Ismene is also foolish for her quick refusal to help Antigone perform the duty of Polyneices proper burial. Ismene definitely seems hasty in her acceptance of personal weakness. Perhaps in some way, both sisters are guilty of the same tragic sins. Perhaps it is this rashness, more subdued in Ismene's case, that leads both sisters to their own destruction. To my surprise, there is a strange twist in both sister's character towards the end of the play. Antigone makes a rather contrasting

The Mexican War as an Exercise in American Imperialism Essay -- Papers

The Mexican War as an Exercise in American Imperialism The US government believed firmly in the doctrine of Manifest destiny, the government argued that they had the right and duty to expand through North American because it was necessary and inevitable. During the 19th century Mexico dominated a large amount of North America which was inhabited by American settlers and the American government aimed to expand the USA from the Atlantic Ocean to the Pacific Ocean and were ready to achieve this by any means. The American government saw the lands of Texas and California as grand prizes with the opportunity of lush agricultural prospect and the possibility of a gateway to the Pacific Ocean. The lands though belonged to the nation of Mexico, which seen by the Americans was a backward nation and did not deserve to have the lands. President James Polk intended to use full extent of his power to expand America and he devoted his time during his reign as President in negotiations with Mexico over the lands of California. Yet Mexico refused to give away the land and yet it had such a weak economy and could use the money that President Polk was offering them to rebuild the economy and develop the nation. But the Mexican government still did not intend to sell the land because it would not be popular with the people if the nation shrink half in size and also because of the rivalry that was associated with Americans and Mexicans. So President Polk was left with no choice but to provoke the Mexicans to war, General Zachary Taylor was sent to a disputed region between Mexico and US with 4000 troops. Polk was anxious to start war but did not intend ... ...the Mexicans had attacked his country and in order to defend his nation he needed to attack Mexico. Thus it can be said that America did not force Mexico into war but Mexico forced America to war and thus America reacted to the Mexican aggression by taking the lands of California and Texas justly. Although it is easy to see that America did in some way force Mexico into a war the Mexicans did attack first and the Americans had the right to wage a war upon Mexico. Thus concluding the statement it can be said America did use the Mexican war to show off their military power and policy of Manifest Destiny and thus was an exercise in American imperialism. Yet it was the Mexicans who attacked first and who forced America to fight back thus the Mexican war was not an exercise in American imperialism but in American defence.

The Networks Surviving With Survivor Essay -- Television Shows TV Essa

The Networks Surviving With Survivor Reality shows sent a much-needed lifeline to the television networks industry. These shows have found a new way to bring much needed viewers, and even more important they brought in much needed money. The money came rolling into CBS after premiering Survivor, which brought in a profit of around $30,000,000 to the network. Even though Survivor is the must costly reality show, costing close to one million dollars to produce and hour of programming. In comparison to other shows, which cost far more like CBS’s series â€Å"CSI: Crime Scene Investigation† which cost over 1.6 million to produce per hour. With the amount of money coming in such large sums to networks have had to close monitor how much is being spent. Clearly’ the reality shows have brought in much needed assets to the flattering television networks. The failing television networks have found a number of elements in reality shows which can save them money. These elements have combined to improve rating, while also improving the amount of money brought into the networks. The networks have had pressure from stockholders to improve the return on their investments, or possible begin to lose their money. So the networks have discovered ways to save money with reality’ shows one being they haven’t had to pay actors. All the main characters of this shows are contests and only one will be ~paid† at the end. In addition to not paying actors, they have also been able to cut back greatly on the number of writers used to write scripts. The reality shows have been in a way been â€Å"pre-tested† in other nations. The U.S. networks know that the shows can be successful because of the success they have had in Europe. These facts have all come together ... ... stints on the television show. Fox capitalized on this viewer enthusiasm by showing the wedding. The Fox network is not the only group that has used the popular contestants after they’ve been on the show. E! Entertainment Television has had various ex-Survivor cast members host some of their shows. Some have also appeared in commercials. The Rosie O’Donnell Show even went to the extent of purchasing gifts for former members of the Survivor 2 cast (one former contestant, Colby, was given a Harley Davidson motorcycle!). The most outrageous occurrence seemed to take place when former Survivor 2 contestant Jerri, posed for Playboy Magazine. It is clear that in the world of reality television, personality and popularity are everything. Popularity on reality TV shows can translate into commercial viability and an unreal life beyond reality television.