Five Ethical Principles for Research Essay

There are five general principles in the 2002 APA ethics code designed to â€Å"guide and inspire psychologists toward the very highest ethical ideals of the profession.† These principles include beneficence and nonmaleficence (i.e., benefit people and do no harm); fidelity and responsibility; and integrity, justice, and respect for people’s rights and dignity. The Belmont Report identified three basic ethical principles when conducting research: respect for persons, justice, and beneficence. The following are five basic ethical principles presented in the order of the general principles in the APA code that apply specifically to conducting biomedical and behavioral research with human participants. Principle 1: Beneficence and NonmaleficenceRepresenting the utilitarian tradition, this principle requires that researchers, using considerations such as those described above, strive to maximize potential benefits while minimizing risks of their research. Although the cost-benefit mandate seems straightforward, it is rarely unambiguous in practice because costs to participants and benefits to the profession and to society are difficult to accurately estimate in advance and no universally agreed-upon method or criteria exist for optimally balancing the two. Where questions arise related to the degree of risk, researchers are responsible for seeking ethical advice and implementing safeguards to protect participants. Risks that are identified in advance must be communicated to prospective research participants or their legal equivalent, and informed consent must be obtained (except in special cases approved by the IRB, such as research involving a placebo control, in which fully informed consent compromises a scientifically required research design). Sometimes research presents risks to groups of people or social institutions. No consensus exists for whether a representative can provide consent on behalf of a collective entity, but full compliance to Principle 1 requires sensitivity to this issue. Principle 2: Fidelity, Responsibility, and TrustThis principle requires researchers to establish and maintain a relationship of trust with research participants. For example, before individuals agree to participate in research, investigators must be clear and explicit in describing to prospective participants what they will experience and what consequences may  result from participation. Researchers also are obligated to honor all promises and commitments that are made as part of the agreement to participate. When full disclosure is not made prior to obtaining informed consent (e.g., information germane to the purpose of the study would compromise its validity), safeguards must be implemented to protect the welfare and dignity of participants. In general, procedures that involve concealment or deception in a research design can be implemented only after rigorous criteria for the necessity of such procedures are met and the study is approved by the IRB. (Such instances also require a thorough debriefing of participants at the conclusion of their participation.) When children or adults with limited understanding serve as participants, researchers must implement special protective safeguards. When unintended negative consequences of research participation occur, researchers are obligated to detect, remove, and/or correct these consequences and ensure that they do not persist over time. Understandably, past ethical breaches have resulted in what some describe as widespread mistrust of biomedical and behavioral research in contemporary society. Principle 2 requires researchers to make every effort to foster trust and avoid causing further public mistrust. Principle 3: IntegrityThis principle requires researchers to â€Å"do good science,† to truthfully report their results, to take reasonable steps to correct errors that are discovered, to present work that is their own (or to otherwise make appropriate citations), to take responsibility and credit only for work that is their own, to avoid â€Å"piecemeal publication† (i.e., submitting redundant analyses of a single data set for multiple publications), to share data on which results are published with other qualified professionals provided they seek only to verify substantive claims and do not use the data for other any other purpose, and to respect the proprietary rights of others engaged in the scientific enterprise. Principle 4: JusticeIn following this principle, researchers strive for two forms of justice. The first, distributive justice, requires psychologists to entitle all persons equal access to the benefits of research, as well as to ensure that the risks for harm from research are not disproportionately greater for a particular group or category of persons within society. The  second, procedural justice, refers to the adequacy of research procedures to ensure fairness, such as when easily accessible mechanisms are made available to participants to address any concerns they may have related to their participation in research. Researchers also are promoting Principle 3 when they attend to the special concerns of underrepresented groups in developing programs of research, so as to avoid continued underinclusion and lack of representation in the knowledge base. Principle 5: Respect for the Dignity and Autonomy of PersonsRepresenting the deontological tradition, this principle asserts that researchers respect research participants as human beings with intrinsic worth, whose participation is a result of their autonomous choices. The implications of this principle are far-reaching and relate to matters of obtaining informed consent, avoiding coercive and deceptive practices, upholding confidentiality and privacy, and preserving the selfdetermination of participants. In abiding by this principle, psychologists are also aware of and respect individual differences, including those influenced by gender, age, culture, role, race, ethnicity, sexual orientation, religious identity, disability, linguistic background, economic status, or any other characteristic related to group membership. Ethical Conflicts and Decision MakingThe potential for ethical conflict is ubiquitous in biomedical and behavioral research. When making ethical decisions about research, it may be prudent to develop a systematic approach to reviewing all relevant sources of ethical responsibility, including one’s own moral principles and personal values; cultural factors; professional ethics codes, such as the APA code; agency or employer policies; federal and state rules and regulations; and even case law or legal precedent. A process-oriented approach to ethical decision making may involve some variation of the following: (1) writing a description of the ethically relevant parameters of the situation; (2) defining the apparent dilemma; (3) progressing through the relevant sources of ethical responsibility; (4) generating alternative courses of action; (5) enumerating potential benefits  and consequences of each alternative; (6) consulting with the IRB, relevant colleagues, and/or legal professionals; (7) documenting the previous six steps in the process; and (8) evaluating and taking responsibility for the results of the course of action selected. As previously mentioned, all research studies must be approved by the relevant IRB. However, approval of a research proposal by an IRB does not remove the mandate of ethical responsibility from the researcher. In making ethical decisions, researchers should consider the likelihood of self-serving bias that can lead to overestimation of the scientific value o f a proposed study and underestimation of its risks. ConclusionScientific research with human participants is an inherently ethical enterprise, and ethical conflicts in research are virtually inevitable. Researchers who exercise the privilege to conduct research with human participants bear the responsibility of being familiar with and abiding by the ethical principles and relevant rules and regulations established by their professional organizations and by federal and state governments. However, rigid application of rules is not a substitute for well-reasoned, responsible ethical decision making. bibliography American Psychological Association. Ethical principles of psychologists and code of conduct. American Psychologist vol. 57 pp. 1060-1073 (2002). Bersoff, D. N. (Ed.). (2003). Ethical conflicts in psychology (3rd ed.). Washington, DC: American Psychological Association. Miller, C. (2003). Ethical guidelines in research. In J. C. Thomas, ed. & M. Herson (Eds.), Understanding research in clinical and counseling psychology (pp. 271-293). Mahwah, NJ: Erlbaum. Office for Protection from Research Risks, Protection of Human Subjects. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont Report: Ethical principles and guidelines for the protection of human subjects of research (GPO 887-809). Washington, DC: U. S. Government Printing Office. Sales, B. D., ed. , & Folkman, S. (Eds.). (2000). Ethics in research with human participants. Washington, DC: American Psychological Association. Sieber, J. E. Empirical research on research ethics. Ethics and Behavior vol. 14 pp. 397-412 (2004).

The Adventure – creative writing

It was an adventure I'll never forget and it changed me forever. It was the summer between my junior and senior year. I had made an outrageous decision to relinquish my employment and pursue my sailing dreams. I had sailed on a catamaran, a sailboat whose frame is set on two parallel hulls, for nearly five years but only recently had begun to compete at regattas. This was to be my last summer as an innocent child and I looked forward to all the great adventures to come. CatFight II was to be the largest and the farthest catamaran race I was to attend that summer. I planned all summer and spent hours getting the boat and trailer in perfect condition. My friend, Joel, was to accompany me to the regatta. It was held in Muskegon, Michigan, and it would take over eight hours to drive there. We would leave Thursday night and drive through the night. I was very excited because all the sailors had said that CatFight would be, if nothing else, a great learning experience. Thursday I spent all day getting gear packed and preparing for the eight-hour drive. We left a little later than planned, around eleven, but at least we were on the road. We planned to drive in shift although I feared Joel's driving ability, especially with a twenty-foot boat attached to the car, so I did my best to stay alert. Cleveland was our first detour. We seemed to have gotten off the freeway a little earlier than expected and took a scenic tour of southeast Cleveland. The view was a bit frightening, though there were many businesses, but most were gun-stores and liquor stores. Eventually we wandered back to I-90 and then off to the toll road for a quick journey to Toledo. The drive between Toledo and Cleveland was boring but I was too excited to feel fatigued. We passed through Toledo at about two o'clock A. M. Once in Michigan the drive seemed to go quickly. It was only a few short hours to Detroit, then a seemingly extremely long drive across Michigan to Muskegon, located on mid-eastern Lake Michigan. After driving through Detroit I drew weary and Joel soon took over. Joel hadn't slept during the drive to Detroit, which worried me, but I soon was asleep in the passenger seat. When I awoke we were in Muskegon and the sun was rising. We passed mansion after mansion and soon were at the gates of the sailing club. Sailors were already eating breakfast and preparing their boats. I can distinctly remember the fragrance of the lake it was like nothing I've ever smelled. It was a pure delightful aroma, which was quickly replaced by the musty smell of Joel and I. We had spent an entire night in a car and were not smelling too appeasing. Once in the parking lot we began the normal procedure setting up to race. The sailors were very friendly and helpful. The time seemed to pass so quickly it seemed like minutes and the racing for the day was already over. After the races of the first day we were exhausted. Neither of us had gotten over an hour of sleep in 36 hours. We pulled the boat to shore, took down the sails and dove into bed. It was fairly early in the day only about three P. M. the cookout and party were just beginning but we were too tired to even notice. It wasn't until the next morning we awoke. We grabbed a quick breakfast and immediately were back on the lake. After the races we hung around for the party afterward. Sailors were telling stories of horrendous seas and other unbelievable tales. There was a wide range of people there from all over the world sailors came from as far as Australia and brought with them delightful tales from â€Å"down under†. The third and last day of the regatta was the quickest. Everyone was anxious to return home. The races were fast as always and afterward people sat around and exchanged stories and tips. All ninety boats were disassembled and put onto trailers where people from all over the nation would be returning home. It was a peaceful feeling to know that we sailed against the best in the nation and even beat a few of the best in the nation. Before we left I captured a few last pictures and then we began the last leg of the trip. The journey home was not as exciting because the anticipation was gone. We knew that once we returned we would once again start another school year. It was more disappointing than anything else. As we entered Ohio the scenery distinctively changed and once near Ashtabula it seemed we had entered the wilderness. Back to the old routine, it was frightening. The regatta was fun and we learned a lot from the elder sailors but most importantly that life is about the experiences and stories. Returning home was disappointing but I guess we have to return home because without home to return to then our journey is endless.

MBA Markeing Communications Essay Example | Topics and Well Written Essays - 1000 words

MBA Markeing Communications - Essay Example hand even cheaper products sometimes move rapidly in the market because of the strong marketing communication between the manufacturer and the consumers. Marketing people have many weapons like advertising, branding, direct marketing, graphic designs, packaging, sponsorship, public relations, sales promotion online marketing etc in their armoury to communicate effectively with the market. This paper briefly analyzes Sales Promotion as an integrated marketing communication strategy. Sales promotion is an activity intended for increasing the sale of a product undertaken by organization. It can be of different types based on the market and the product specialties. It is difficult to pin point all the sales promotion activities because of the high volume of creative and innovative sales promotions are entering in the market daily. Manufacturers spend millions of dollars in researching for new methods in sales promotion since they know very well that the traditional sales promotions may not attract the customers much. ‘Buy-One-Get-One-Free (BOGOF), Customer Relationship Management (CRM), New media, Merchandising, Free gifts, Discounted prices, Joint promotions, Free samples, Vouchers and coupons, Competitions and prize draws, etc are some of the common sales promotion methods’ (Sales Promotion, 2009). â€Å"Buy-One-Get-One-Free† is a common sales promotion campaign undertaken by marketing people. The consumers will be offered another one when they purchase one, free of cost in this type of sales promotion strategy. In customer relationship management, the consumers will get bonus points for every product they purchased or service they used which can be later converted in purchasing another product or service later. For example, most of the airliners offer the passengers bonus points for the air miles they travelled in their aircrafts which can be later converted to another free trip. Free gifts are another method for attracting customers. When we purchase a car,

Marketing Project Assignment Example | Topics and Well Written Essays - 1750 words

Marketing Project - Assignment Example The major competitors of this company are Passions of Paradise, Sunlover Reef Cruises, the Diving Cairns and Pro-dive Cairns. All the four companies offer almost similar services which ranger from Scuba Diving, Live Aboard diving to deep sea diving and site viewing. Thus, most of their target markets are Local tourists and tourists from the neighbouring nations. Passion of Paradise among other competitors that quicksilver cruiser faces offer a relatively limited range of products and thus the fact that quicksilver cruises offers a wide range product keeps it ahead of competition. This report generates the details necessary for the company to compete in the Queensland area by offering a unique product line that is desirable by tourist for neighbouring countries. The focus is on customers from Hong Kong and the development of a plan of analysis that details the unique nature of this East Asian market, how Quicksilver Cruises can best market to this demographic group, and how the develo pment of a comprehensive marketing plan will help them to be successful in this endeavour for the long term. Quicksilver Cruise operates in the highly competitive tourism industry within Queensland, Australia. Being on the coast, the company offers a product line that is appealing to many types of tourists, particularly those from the Hong Kong region. As the company is in a particular genre with many other businesses, however, it must focus on carving its own unique niche within the market. To accomplish this objective, the company has been working hard over the past years to develop unique tours and water sport offerings that others in the region are not currently offering. In addition, the company does have a focus on attracting tourists from nearby regions. Of particular interest at this time is the Hong Kong market. Hong Kong itself represents a unique opportunity for Quicksilver Cruises to market an area of the

Reading Response Essay Example | Topics and Well Written Essays - 250 words - 18

Reading Response - Essay Example USA was unaware that within its soils, there were actions being done by the terrorists to work against it in a major event. Derrida, as a philosopher, still believes in the power of great thinkers coming together to deconstruct the state and achieve reforms. His strategy is the use of intellectual and political pressures coming from international groups of intellects who will persuade powers that be to promote peace instead of war. His idealism can be infuriating, not to mention, arrogant, to believe that intellectuals like himself can solve the global crises from their ivory towers! How elitist! Still, his passion for freedom is commendable. It seems he has thoroughly thought this through, as he was eloquent in his rambling against the national state system and the people’s discontent with it. Autoimmunity is not a solution but a symptom to a greater problem. He is right in thinking unity amongst people should prevail, but not only the intellectual class but the working class as well, as they are the majority stakeholders in the fight for a world free from intimidation, terrorism and

Community Development Corporation Essay Example | Topics and Well Written Essays - 250 words

Community Development Corporation - Essay Example This paper also describes the kind of services the company provides. This company is not purely a community development company but has had significant contribution in the recent times. The company works alongside Community Development Corporation (CDC) in Dallas. The main focus of the two companies is mainly the kids. This is a good and commendable move especially because the kids are the future. The program supports an estimated 4000 children in about 18 schools (Jacques, 12). The DynCorp international corporation seeks to promote learning of mathematics and computer applications among other areas of focus. Most recently, the company donated 500 iPods to the children to help them understand computer applications better as well as help them download notes. Other than the small kids, the company also supports other needy groups in the society such as law enforcement veterans, international community development, veterans of the U.S. military and worldwide education programs (Jacques, 20). These are some of the sectors that are often overlooked by the government as well as other community development companies. The company also gives back to the community through its philanthropic donations project which involves training programs for the local community as well as volunteers. Through such projects, the company does not only empower the community but also prepares the community for a better

Financial Plan Essay Example | Topics and Well Written Essays - 500 words

Financial Plan - Essay Example Financial break-even point is defined as â€Å"the point where revenue equals expenses and profit is zero† (Smartacus Corporation, 2011, par. 1). For Dr. McDougall’s financial situation, assuming fixed cost = $2.8 and variable cost = $2, the number of units that must be sold to break-even is 3,800 units. The components of the cost of goods sold is calculated by establishing the â€Å"Beginning Finished Goods Inventory + Cost of Goods Manufactured = Finished Goods Available for Sale – Ending Finished Goods Inventory = Cost of Goods Sold† (Averkamp, 2011, par. 1). For Dr. McDougall’s financial performance, it could be assumed that the COGS was arrived at using this: Financial information could be used to determine the available resources which can be used in future plans and endeavors. For Dr. McDougalls’s future plans include the research and development of innovative products of similar natural ingredients in other preparations to cater to other cultural tastes. Therefore, financial information would serve as the gauge for decision-making and to design appropriate strategies that would achieve the defined goals. The relevant financial ratios to determine profitability and success are profitability ratios such as the gross profit margin (gross profit/sales) = 60%; operating profit margin (operating profit/sales) = 31%; and net profit margin (net income/sales) = 26%. These ratios define that there are substantial profits generated from the manufacture of food products that provide a successful measure of returns for the company. Averkamp, H. (2011). How do I calculate the cost of goods sold for a manufacturing company. Retrieved September 22, 2011, from Accounting Coach: http://blog.accountingcoach.com/manufacturing-cost-goods-sold/ Smartacus Corporation. (2011). Break-Even Analysis and Break-Even Point. Retrieved September 22, 2011, from college-cram.com:

Walmart Business Success Essay Example | Topics and Well Written Essays - 1500 words

Walmart Business Success - Essay Example The essay "Walmart Business Success" talks about the rise of Walmart in American business arena. It is the largest private company in the US and employs over 2 million people. Since its inception in 1962, the company has risen through the economic and social thickets to become the largest retail store in the world. The rise of Walmart during the post war economic climate can be attributed to the aspect of technology and innovations in the business sector. Logically, technological logistics played a substantial role in bolstering and streamlining the business activities practiced by Walmart stores. However, the integration of capitalism and some social values like ethics and religion contributed immensely to the rise of the retail store. Walmart’s management appreciated the aspects of the free enterprise, Christianity and family values in the company’s business activities. These aspects of capitalism and social responsibility could be seen in their production, supply and the employment relationship to the larger southern population of the American community. Degradation of American capitalism during the World War 2 affected the south. The post-war economic climate created resource imbalance within the state whereby the north dominated productivity while the majority of the south got disadvantaged. Walmart undertook to rejuvenate capitalism and address economic injustices experienced by the rural population. The store’s management implemented the values of Christianity, family values, and the free market. and free market in their business relationships with the society (Moreton 87). Free enterprise refers to an economic state where the forces of supply and demand influence business activities. According to Moreton, the consumer population follows the availability of the desired products in the market. In addition, the demand forces and the necessity level of those products in their lives influence their consumer behavior. In the context of Wa lmart, the stores embraced the need of employing free market policies in their production lines protected by the capitalistic state of US economy. Though capitalism was part the US economic pillars, the consequences of World War 2 affected its operation. Based on this, Walmart moved to meet the demands of the society' members residing in the rural areas including other members concerned with the issue of free enterprise. As a result, the forces of demand guided the production and supply lines of the store. Walmart strived to avail exactly what the consumers required at economically friendly prices. Walmart allocated some resources to marketing research exercises meant to provide the actual picture of the consumer demands in each market segment. Upon identification of their needs, the stores responded by availing the goods to the population. In addition to the practices of free enterprise, Walmart left the forces of supply and demand to guide their pricing activities. Consequently, t he capitalistic aligned members of the society embraced the free enterprise practices of the company (Moreton 45). The rural population liked the free market activities of the company; hence the

An investigation of public health responses to diabetes Essay

An investigation of public health responses to diabetes - Essay Example This results in increased amounts of sugar in the blood, causing complications usually involving the heart and kidneys. (Wikipedia, 2011) There are three main types of Diabetes. Type 1 Diabetes, or insulin-dependent diabetes, occurs when the pancreas fails to secrete insulin, thus the glucose taken in from food cannot be broken down. The result is a buildup of sugar in the blood that causes complications like kidney failure, retinopathy, heart failure, and hypertension. A patient with this condition requires artificial insulin to be injected regularly in order to control the blood sugar levels. Type 2 Diabetes, or non-insulin dependent diabetes, is similar. In this case, the pancreas is able to secrete small amounts insulin, but the body’s cells cannot receive it. The result is identical. The sugar builds up in the bloodstream, and causes the above complications. The third type is Gestational Diabetes. This occurs in pregnant women only. During pregnancy, the overworked body o f the mother is unable to secrete the excess insulin required, leading to increased blood sugar levels. Women with gestational diabetes are most likely to have large babies. Diabetes is caused by different factors. Obesity is a big predisposing factor. In obese persons, insulin is less able to facilitate the entry of glucose into the liver and adipose tissues. In addition, fat buildup presents a suitable environment for circulatory overload. As sugar builds up in the blood, the density and concentration gradient increases, making the blood thick and viscous. This prevents it from properly circulating around the body. And because the hands and feet are the furthest from the pump center, the heart, they receive the least amount of blood. Lack of nutrients from the blood kills the tissue surrounding the area. Eventually, the hand or food necrotizes, or dies, leaving amputation as the only solution. Not surprisingly, most amputees are a result of Diabetes Mellitus. Heredity also plays a big role. If one of your ancestors or family members had a health history of diabetes, you have more chances of acquiring it, and as you age these chances increase. In spite of all these, the principal factor is a sedentary lifestyle. When your body lacks enough exercise, the heart pumps less blood to the extremities, causing tissue death. (Black, 2001) Classic signs and symptoms of Diabetes are increased thirst, increased hunger, and frequent urination. The thirst occurs when the body mistakes the concentration of sugar in the blood for lack of water, thus it triggers the thirst center in the brain, causing the person to drink more water, which in turn causes him to urinate more. The hunger occurs because the cells cannot utilize the sugar and nutrients, causing them to â€Å"starve†. The body interprets this as lack of food; hence, the person eats more and more. Increase of blood sugar also affects the eyes. Absorption of glucose causes the lens to change shape, resulting in vision changes. The heart usually suffers the most. Because of an increased workload, the heart muscles grow, causing cardiomegaly. As this progresses, the heart, out of exhaustion and overwork, eventually gives up and stops pumping, causing heart failure, and death. Heart attacks are common in chronic high blood pressure. Kidney failure also occurs. The main job of the kidneys is to remove waste from the blood and return the cleaned blood back to the body. In diabetes, the high levels of sugar damage the nephrons, the

Salvador Dalis Critical Paranoia Essay Example | Topics and Well Written Essays - 1500 words

Salvador Dalis Critical Paranoia - Essay Example Dali’s images - his bent watches, his figures, half-human, half chest of drawers – have made him the most famous of all Surrealist painters†. Like many Surrealists, Dali often painted the images he saw in dreams or in nightmHe deliberately cultivated delusions similar to those of paranoiacs in the cause of wresting hallucinatory images from his conscious mind. Like many Surrealists, Dali often painted the images he saw in dreams or in nightmares, but determining which was dream and which was simply his way of pushing social conventions remains difficult to determine. â€Å"Surrealism attempts to further our understanding of the human condition by seeking ways of fusing together our perceived conscious reality with our unconscious dream state† and Dali was a master. His philosophy of art involved embracing the inner animal and exposing the hidden insanity that lurks at the core of every human. Through Dali’s use of line, color, space, shape and other elements, Dali continuously presents unified dreamscape images that successfully combine concepts of the mind while presenting several sides of change from an emotional perspective. His final works often force viewers to consider them from both a distracted metaphysical perspective as in the dream-state as well as from the conscious state in which knowledge can be known and thus related to the overall presentation. His brilliant means of maintaining balance and harmony by repeating patterns through various elements serve to keep his paintings in a constant state of precarious stability that remains perfectly in tune with the message he is trying to convey. He ends up evoking a feeling much like one might feel if they were the spinning coin, standing on its edge and just waiting to find out which way it was going to drop.

Organizational Chart Essay Example for Free

Organizational Chart Essay Staff Training Crew Crew Members Crew Members Website Designers Website Designers Delivery Staff Delivery Staff Customer Service Customer Service Cleaners Cleaners An organisational chart shows the main parts of the organisation, and the relationship between the various parts. McDonalds’ organisational chart is hierarchal. It’s also tall because it has more than 3 levels. The reason why this is a tall structure is because McDonald’s is a big company with restaurants all over the world, so they need people in every country to make sure that the businesses is making profit and progress. Organisational structure Organisational structure set out important aspects of how communication will take place. For example: managers, supervisors and assistants would report to senior managers where they would report to board of directors. Also board of directors sets out the strategy, then senior managers are giving targets to staff that works in McDonald’s so they can achieve them. The purpose of organisational structure is to share the work so everyone knows what they are doing and to establish lines of control and communication. McDonald’s divided people into: managers, team leaders, staff training crew, cleaners, customer service, restaurant manager, etc. It helps to control organisational activities. Types of organisational structure: * Geographical area: McDonald’s has its restaurants all over the world. In order to make it work they had to hire people to run the business in every country that they operate. * Function: Span of control Span control is the amount of employees a manager has direct line authority over. Organisational chart- MacMillan Cancer Support

Self-Evaluations and Organisational Citizenship Behaviour

Self-Evaluations and Organisational Citizenship Behaviour Background and Rationale The current research is aimed at identifying whether there is a relationship between an individual’s core self-evaluations and their organisational citizenship behaviour. Core-self evaluations are defined as a personality trait that reflects how an individual views themselves. For example, people who have high core self-evaluations think positively of themselves and are confident in their own abilities. Organisational citizenship behaviour is a term that encompasses anything positive and constructive that employees do, of their own choice, which supports co-workers and benefits the company; such as ‘going the extra mile’. Overall, this research is aimed at finding out whether core self-evaluations directly affect organisational citizenship behaviours or whether core self-evaluations affect an individual’s level of job satisfaction and organisational commitment, which in turn affect their organisational citizenship behaviours. Being able to identify factors that affect organisational citizenship behaviour is beneficial to organisations, as they can use this information in both the selection and development of their employees. The literature relating to each concept will be discussed. Core self-evaluations The concept of core self-evaluations (CSE) was introduced by Judge, Locke Durham (1997). They describe it as â€Å"a broad concept representing the fundamental evaluations that people make about themselves and their functioning in their environment†.In other words, it is a personality trait that reflects the extent to which an individual views themselves. CSE combines four, traditionally separate and distinct, personality traits: self-esteem, general self-efficacy, emotional stability, and locus of control. This self-assessment reflects who the individual is and how the individual perceives themselves (Judge, Locke Durham, 1997). For example, individuals with a positive core self-evaluation perceive themselves in a positive way regardless of the situation. They would be likely to see themselves as capable, worthy, and in control of their lives. However, individuals with a negative core self-evaluation would see themselves as less worthy than others, dwell on their failures, an d see themselves as victims of their environment (Judge, Locke, Durham Kluger, 1998). Previous research on CSE have found that individuals with high levels of CSE have a variety of positive outcomes such as higher levels of: subjective well-being (Judge, Erez, Thoresen, Bono, 2002), job satisfaction (Judge Bono, 2001), job performance (Erez Judge, 2001), engagement (Rich, LePine, Crawford, 2010), and popularity (Scott Judge, 2009). They also report lower levels of stress and conflict, cope more effectively with setbacks, and better capitalise on advantages and opportunities (Erez Judge, 2001). Core self-evaluations and Job attitudes There is evidence to suggest that there is a relationship between core self-evaluations and job attitudes. In this case job attitudes incorporates both job satisfaction and organisational commitment. The relationship between core self-evaluations and job satisfaction has been researched by various authors in which a consistent and significant relationship has been found (Judge, Locke Durham, 1997;Judge, Locke, Durham, Kluger, 1998; Bono Judge, 2003; Dormann, Fay, Zapf Frese, 2006). Furthermore, Stumpp, Hà ¼lsheger, Muck Maier (2009) looked at the relationship between core self-evaluations and found that core self-evaluations were related to both job satisfaction and organisational commitment. Organisational Citizenship Behaviours Organisational citizenship behaviours (OCBs) are voluntary employee behaviours that are not formally rewarded by the organisation, but contribute to either the success of the whole organisation or to the well-being of other employees (Borman Motowidlo, 1993). Examples of OCBs include: assisting co-workers with their work, helping new members of the organisation, talking favourably about the organisation to outsiders, and attending non-mandatory functions that help the organisation’s image (Lee Allen, 2002). Research on OCB’s have shown that they are important as they contribute significantly to both individual level (Rotundo Sackett, 2002) and organisational-level performance outcomes (Podsakoff, Whiting, Podsakoff, Blume, 2009). Organisational Citizenship Behaviours and Job attitudes There has been a relatively large amount of research into the main effects of job attitudes on OCBs. Various meta-analyses have found that job satisfaction and organisational commitment are all positively related to OCBs (Dalal, 2005;LePine, Erez, Johnson, 2002;Organ Ryan, 1995). Furthermore, job attitudes have been conceptually linked with OCBs (Bowling, Wang Li, 2011). It is thought that that the principle of reciprocity (Cialdini, 2001;Gouldner, 1960) and social exchange theory (Cropanzano, Howes, Grandey, Toth, 1997) can predict a positive relationship between job attitudes and OCBs. For example, employees who have positive job attitudes, such as high job satisfaction, are expected to reward their organisations for giving them a good job environment, by engaging in OCBs (Dalal, 2005;LePine etal., 2002;Organ Ryan, 1995).The current study is interested in testing whether core self-evaluations moderates the effects of job attitudes on OCBs. As research has suggested that positi ve self-concept contributes to ones general level of initiative and self-confidence (Baumeister, Campbell, Krueger, Vohs, 2003), job attitudes may therefore be more strongly related to OCBs for employees who have positive core self-evaluations (CSE). Core self-evaluations and Organisational Citizenship Behaviours Although scarcely examined in previous research, CSEs are expected to be positively related to OCBs. The rationale behind this is that positive self-concept contributes to an individual’s general level of initiative and beliefs about their general level of competence (Baumeister etal., 2003). Therefore, engaging in certain OCBs requires the individual to initiate social interaction and to be confident about their level of interpersonal competence (Bowling, Wang Li, 2011). For example, offering help to a struggling co-worker or volunteering to assist a new employee. Individuals with a positive CSE are more likely to engage in OCBs that incorporate high levels of social interaction for two reasons: they do not fear social rejection and they know that they are socially competent. Other types of OCB require the individual to be confident about their beliefs and have the drive to defend those beliefs (Bowling, Wang Li, 2011). These OCB’s may include: defending the organisa tion when others criticise it, communicating ideas to help improve the organisation, or showing loyalty to the organisation. Again, individuals with a positive CSE are more likely to engage in OCBs that require this form of initiative, because they are more likely to have a high level of self-confidence. Therefore, a certain level of initiative and self-confidence may be required to perform most OCBs. Reasons for Research The current study will expand on the existing CSE literature in two ways. Firstly, it will examine the relationship between CSE and OCBs. To date, few studies have identified whether CSE affects OCB’s. There is a clear conceptual basis to expect that CSE will be positively related to OCBs as many OCBs require personal initiative and self-confidence, both of which are enhanced by positive self-evaluations (Baumeister, Campbell, Krueger, Vohs, 2003). Furthermore, the constituent traits of CSE have been linked with OCBs. For example, self-esteem (Bowling, Eschleman, Wang, Kirkendall, Alarcon, 2010), internal locus of control (O’Brien Allen, 2008) and emotional stability (Small Diefendorff, 2006) are all positively related to OCBs. It will also examine whether there is an interaction between CSE and overall job attitude (job satisfaction and organisational commitment) and test whether this moderates the CSE–OCB relationship. The current research seeks to examine whether individuals with high core self-evaluations perform more organisational citizenship behaviours or whether there are moderating effects of job satisfaction and organisational commitment

Human Rights and Mental Health

Human Rights and Mental Health Ethical Communication Human Rights and Mental Health Ethics is concerned with what is good for individuals and society and is also describe as moral philosophy .It covers a lot of dilemma such as how to live a good life, individual rights and responsibilities and the language of right and wrong(BBC 2014). Ethics defines the elements essential to human well-being. In addition it also refers to the specific values, standard and agreements people adept for conducting their lives. In other words ethics is the study of human behaviour and it is consequences in the tight of what is possible also is define as the social condition necessary for human beings to thrive. Furthermore ethics wisdom is the product of long history and it comes from the reality producing function of the mind (ETHICAL SOCIETY 2012). Ethics provide good tool for individual and ethical thrives are useful in practice and they need effect the way human beings behave. Sometime if two people are disagree or argument, ethics does not provide with the sort of help that they really want (BBC 2014). Moreover (SCU 2010) tested that ethics has to do with what your feelings tells you what is right or wrong, your religious belief and the law require. Furthermore ethics refers to well-founded standard of right or wrong that helps human ought to do and especially in terms of rights, obligations, benefits to society, fairness and specific virtues. Human rights (OHCHR 2014) state that human rights is rights for all human beings, whatever our nationality, place of residence, sex, national, ethnic origin, colour, religion, language or any other status. Human rights based on principles like dignity, fairness, equality, respect and autonomy (EHR 2014) Human Rights Act protects all of us rich, poor, old and young. Furthermore human rights may be used with anyone in the country citizens or foreigners a child and adult. (LIBERTY 2012). The human rights cover many of everyday life ranging from the righto food, shelter, education, health, freedom of thought, religious and expression. Individual who receive care they have right which will help them not to be treated inhuman. They have the right to be treated equally not to be tortured (YHR) for example for the staff to locked an individual with mental health problem in his/her bedroom without any food and drink because he refused personal care. They have got the right not to be treated deliberate (YHR) such as for the staff to leave an individual covered with faeces and urine for long-time and not giving him pressure relief because he have mental illness. Also they have the right to be treated as individual not objects (TELEGRAPH 2010). All patients with mental illness are individual and they are still the same despite their illness (TELEGRAPH 2010).They have the right to be treated with dignity and respect as a human being (MHDH). Dignity is good all the time to the individual whom I take care of because it helps staff to be close with individuals, however, and the individual they will be free to communicate their needs. Patients have the rights to accept or to refuse of treatments. To refuse other treatments like electroshock treatments and insulin shock can causes side effects (MHDH 2014). The Code of practice (1983) describes good practice that all mental health professionals should follow when treating people under Mental Health Act. The patient who is treated against this must be as fully involved in planning treatenents as possible and his wish should be taken into account by the team of mental health professionals responsible for their care in the hospital(MHA 2005) and also he have the rights to involve family members and other carer. In UK care practitioner and other professionals such as nurse they have duty to restrain an individual to protect from harming other individual, staff, visitors and him/herself. Restrain is to stop an individual or to restricting his movements and his liberty. (LTAR 2012). In other words restrain is to stopping a person during something he want to do that may harm them (BBC). I work with individual with dementia and I see many types of restrain from staff. Also all staff are trained to MAPA, DMI, Personal Safety and Restraint for them to manage to restrain patients. The type of restrain which I see are as follows, physical restrain and this involve two to five member of staff holding individual for personal care, transferred him from lounge to quite room and blocking his movement. Table, chair or bed restraining this involve equipment or any furniture to stop an individual to getting out from the chair or his bed, however, this will stop an individual freedom. Medication restrain when the individual is in bad mood, putting others on risk and banging the doors. The staff will tell anyone who is qualified to administrate medication to give him his medication which keep him to be calm. In other places they use verbal restrain this to telling an individual not to do what he want to do nor he is equipment such as hoist, stand aid , elevator and sharp objects disposal bin which is dangerous for him. Covert administration of medicines is a complex issues and involves the administration of a medicine disguised in food or drink to a patient without their knowledge or consent (Haw and Stubbs 2010). Nurses are especially hit hard in this predicaments because they are the ones in direct contact with the patients, and they are the one who administer the medicines. It should be considered, within the appropriate legal frameworks, for patients who lack capacity and should not be undertaken without being discussed between various healthcare professionals and the family or carer of the patients (RCP 2004). Individual are being admitted to the hospital without his will. In other words being sectioned or detained is the authority for admission to the hospital comes from the Mental Health Act not from him. When the individual is detained he forced to take his medication if it is necessary, also when detained you will be in the hospital until you are discharged. (RETHINK) Furthermore individual sectioned if he is unwell and the Mental Health Act will never take this light. The individual has to be suffering from a mental health disorder of a nature or degree which warrants his detention in a hospital for assessment or treatment. (RETHINK) state that the Mental Health Act give the hospital power to treat the individual against their will. As care practitioner it is part of my job role to be able to make individual happy through communication. For what I mention above about restrain it is not for the individual and for human right because staff must find what cause the individual change to his mood. They are lot of things which can make mental health patients to be aggressive, shouting and agitated such as weather, noise environment, staff and depression. (Joseph Fletcher) states that ethics is love and you should always thinking about yourself and you should do the loving thing. It is good to use good communication not physical restrain because physical restrain causes bruises and skin tear to the patient or even death and it is against his will. Communication make good relationship between staff and patients. At my work place I make sure an individual have his hearing aid and glasses before I communicate with him/her. This will help him to understand what I am saying and he give me his answer. I sit the same level with him and this helps eyes contact. I take time to listen to them even he or she is in bad mood and I give them time to explain then after I explain and tell them to calm down in love ways. When I am communicating with them I communicate clear and not length and when he is calm then I take him to a quiet place without restraining nor force. Other staff they do not even tell what they want to do but they just restrain a patient and this will cause him to be in bad mood all the time. They was a patient who died during restraint and he was classed as a high risk patient because he was prone to aggressive towards, other patient ,staff and him. One staff was grabbed him and pulled him down on top of him, however, the staff remained on top of him waiting for the other staff to come .When he came and hold the other arm the patient was not breathing. Communication is a basic human rights .The individual rights are particular important because it is their major way of communicating their needs and preference. If I did not communicate with them they are unable to realise or exercise their rights because they have the right to freedom of expression. According to United Kingdom Law, patients have the right to refuse medication and it is a general legal ,ethical, and professional principle that valid consent must be obtained before any treatments or physical investigation ,or providing personal care for patients(Department of Health 2009). The principle reflect the right of patients to determine what transpires to their own bodies and is an ultimate part of good professional practice and for consent to be valid , it must be given voluntarily by appropriately knowledgeable patients who has the capacity to consent to the intervention in question (DOH 2009). Furthermore Diamond (2011) states that it is important for nurses to act within the law with respect to respect the refusal of treatment and prevent legal action being taken contrary to them. Smith and Roberts (2011) states that, it is important for healthcare professionals to understand the ethical perceptions, legal implications and professional values in order for them to acco untable for their practice (NMC 2010). The use of covert medication should be the last resort, not to be a routine measure, or and unforeseen event should the person not agree to take their medication (MCA 2005). Covert administration of medicine should only be carried out within appropriate legal and best practice frameworks for example ;Mental Health Act, MCA 2005 ,Deprivation of Liberty ,Safeguarding and Human Rights Act. The decision to administer medication covertly must only arise through conclusive evidence of the patient’s inability to comprehend the significance of refusal and in addition it must only be considered in order to save life or to prevent deterioration of health and 0t must be in the patient’s best interest (NMC 2008). However there are certain circumstances in which covert medication could be both legally and ethical justified, providing certain requirements have been encounters .This should be done by first initiating the patient’s lack of consent (MCA 2005), refusal of medication by people with capacity should be respected, failure to do so may amount not only to criminal battery or civil trespass, but also a breach of their human rights. Furthermore (MCA 2005) state that every adults has the capacity and right to make their decisions. According to what (Joseph Fletcher) state that ethics it is love. In addition forcing of medication to the individual with mental health problem without their consent it is love because individual need to be treated their illness to relieve their pain not to deteriorate which lead them to die. Furthermore it is not be love to leave an individual with mental illness untreated. Moreover the individual have mental problem so his brain are not working properly no matter he have capacity or not but he need help. Because medication control their diseases so that he can do his daily activities in placid way. (MHCC 2013) state that people in mental health care should feel confident that physical restraint should be used competently, safely and only as a last resort with minimum force for example a patient cannot leave the hospital because he do not want to stay there for treatment. In addition (MHCC 2013) state that force may be used to achieve this if it necessary and it must be reasonable and proportionate. Furthermore it is ethical to do good to keep someone to survive that is love. References BBC- Introduction to ethics (2014). Ethics: a general introduction. [Online]. Available at: www.bbc.co.uk/ethics//intro_shtml Washington Ethical Society (2012): What does ‘’ethics’’ mean? [Online]. Available at :> www.ethicalsociety.org/article/19/about-wes/ethical-culture-our-religious-heritage/faqs-about-ethics-culture/what-does-ethics-mean Merriam Webster, Ethics definition (2014). [Online]. Available at: http://i.word.com/idictionary//ethics Santa Clara University (2010). [Online]. Available at: http://www.scu.edu/ethics/practicing/decision/whatisethics.html The Human Right Act | Liberty (2012). [Online]. Available at: www.liberty-human-rights.arg.uk/human-rights/what-are-human-rights-acts What are Human Rights (2014).[Online]. Available at: http://www.ohchr.org/en/issues/pages/whatarehumanrights.aspx Your Human Rights A guide for people living with mental health problem. [Online]. Available at: www.bihr.org.uk//bihr_mental-health_problem Equality Human Rights (2014). [Online]. Available at: http://www.equalityhumanrights.com/your-rights/human-rights/what-are-human-rights Rights for NHS patients (2010) now law. [Online]. Available at: www.telegraph.co.uk>..HealthNews Lets talk about restrain- Royal College Nursing (2002). [Online]. Available at: www.rcn.org.uk/_data//003208.pdf The Royal College of Psychiatrists (2014) Statement on being sectioned. Available at :> www.rcpsych.ac.uk/healthadvice/problemdisorders/beingsectionedengland. Nursing and Midwifery Council (2010) Fitness ton practice annual report. [Online]Accessed on 09 April 2014] Available at: http://www.nmc-uk.org/Documents/Annual reports and accounts/ FTPannualReports /NMC FTPANNUALReport2009 2010pfd The Royal College of Psychiatrists (2004) Statement on covert administration of medicines. Psychiatric Bulletin. [Online]. Available at :> http://pbrcpsch.org/cgi/content/full/20/10/385 Nursing and Midwives Council (2008): Covert administration of medicines. Modified June (2012). [Online] Available at: http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/Medicines-management-and-prescribing/Covert-administration-of -medicines/ Dimond, B., (2011) Legal Aspects of Nursing. London: Longman. Department of Health (2009) Reference guide to consent for Examination or Treatment. 2ND [online]. London. [Accessed on 30 March 2014]. Available at :> http://www.dh.gov.uk/en/PublicationsandStatistics/Publications/PublicationsPolicyAndGuidance/DH-103643 Mental Capacity Act (2005) Code of Practice. The stationery Office. [online] [Accessed on 10 April 2014]. Available at: http://webarchive.nationalrchives.gov.uk/+/http://www.dca.gov.uk/legal-policy/mental-capacity/mca.pdf. Haw, C. and Stubbs, J. (2010) Covert administration of medicine ton older adult: Journal of Psychiatric and Mental Health Nursing; 17: 761-768 Mental health crisis care: physical restraint in crisis – Mind (2013). [Online]. Available at: www.mind.org.uk//physical_restraint_formentalhealth

Knowledge, Power and Control :: Philosophy Religion Papers

Knowledge, Power and Control In this paper, I propose to examine some of the issues that arise as a result of the relationship between knowledge and power, and specifically those that concern who should control knowledge and disseminate it in society. This subject is discussed in the writings of Plato and is also commented on by such medieval thinkers as Averroes (Ibn Rushd), Moses Maimonides and St. Thomas Aquinas from the Islamic, Jewish and Christian traditions respectively and their views will be briefly outlined here. Despite the religious, historical and cultural differences which distinguish their approaches from one another, what is remarkable is the similarity in the conclusions that they reach about how noetic power and control is acquired and exercised. They all insist that knowledge should be made selectively available to certain individuals and groups according to noetic ability and social position in the context of the envisaged socio-political model of community that is in operation. Knowledge is perceived as a conserving influence on individual and political life, to be transmitted preferably in an essentially unaltered state in order to maintain sustain the desired socio-cultural value system and power structure. The emphasis is on respect for tradition and for the origins and status of the noetic content to be transmitted through the expertise of those delegated to act as transmitting agents. The content of knowledge is frequently portrayed as mysterious and mystifying, only capable of proper interpretation by appointed specialists. The role of teaching is consequently important since the teacher is the community's appointed expert for disseminating knowledge, as and when appropriate, according to the receptive abilities of those who learn. This epistemological approach appears to be in sharp contrast to the contemporary view of someone like Paulo Freire who insists that knowledge must be democratically available to everyone in order to politically transform society transformation through social justice.(1) This aim is achieved when the noetic process becomes a critical reading of reality, a reflection in action which is applied so that traditional ways of thinking constitute a permanent subject for reinterpretation. Knowledge is perceived in Freirean epistemology as a medium of communication between human beings, a process in which there is no permanently unaltered noetic data but rather an ongoing dialectic strategically pursued through contradiction and constantly aimed at radically redefining how people can coexist in a state of social equality. According to this view, knowledge offers everyone the possibility to think more critically about the world so as to act on it in a more humanising way.

In this assignment I will discuss how fate and superstition contribute :: English Literature

In this assignment I will discuss how fate and superstition contribute to the final Tragedy. I will also consider other elements in the play, such as social class, education, poverty, and coincidence, which are highly significant to the story. In the play there are many references to the devil and the bogeyman, both figures representing evil and control. Most of the characters are strongly influenced by these; the "kids," who believe in the bogey man, and incorporate him into their games, "will he get me mummy?" and their mothers, who are influenced by the devil. The Narrator, who plays an integral part in the play, can be interpreted as the devil or bogeyman, following Mickey Eddie and Linda around and taunting their mothers, "Now you know the devils got your number" in this manner controlling the main characters and making the events (stated in the prologue) come to pass. The Narrator adapts the roles of many minor characters reinforcing the idea that the narrator is in control, because he is featured in all the significant turning points of the story, taking the parts of the milkman, gynaecologist, bus driver and the police man. The narrator is an ambiguous character, so he can also be portrayed as neutral, just telling and observing the story, or someone understanding and sympathetic, watching the events unfold. The prologue introduces the play, making the audience feel like the story is already written and Mickey and Eddie are destined to die. "An' did you never hear how the Johnstones died?" This is yet another reason to believe that fate is in control. However, there are powerful arguments to suggest that it is more coincidence and class that causes the deaths of the twins, for example, when Mrs Jhonstone has twins when she might have been able to cope with just one baby, and when Mr Lyons fires Mickey. As small children, Mickey and Eddies friendship isn't greatly affected by the difference in class, they are both envious of the other, showing that neither really has a better childhood, although one has more money, so has a higher chance of being successful in life. But inevitably, as they get older, Mickey is more directly affected by the poverty he lives with, and when Eddie moves on to university, a barrier develops between them, illustrating the contrasts between their lives and making their futures seem even more decided. Some characters are also affected by superstition, especially Mrs Jhonstone, who, although she denies, it is very superstitious "The shoes". This explains partly why she gives one of the twins away, because it is Mrs Lyon's manipulation that forces her, rather than fate or

The Pencil Box :: essays research papers

THE PENCIL BOX   Ã‚  Ã‚  Ã‚  Ã‚  Nobody liked Jane. As soon as Emily Sweet found that copy of Anne of Green Gables—a three-hundred-page-long book! —in Jane's faded purple kindergarten backpack, that was it. Any hope Jane had for a normal life, for swing on the swings, for making a life long friend, someone to share secrets and giggles with, someone to teeter totter with, was over, because nobody likes the smart girl. Nobody likes someone who totes a three hundred page long book to read on the bus. That is the jungle gym's unwritten rule.   Ã‚  Ã‚  Ã‚  Ã‚  Well, maybe it's not totally accurate to say that nobody liked Jane. That's not an entirely true statement. Teachers liked Jane. Teachers loved Jane, even though Jane thought they had a funny way of showing it, giving her another worksheet to do when she finished the assigned worksheet fifteen minutes before the rest of the class, telling her parents that Jane was a special child, maybe they should move her to a higher grade and her parents always saying no, we want our daughter to have a normal childhood. It became quite normal for them to have these conversations while Jane sat outside the door wit ha garage sale, dog eared copy of Gone With the Wind—a five-hundred-page-long book! —swinging her patent leather Mary Jane shoes because they didn't reach the ground and she had to do something to keep her attention through the first twenty pages, pages she always found sub-standard to an otherwise exhilarating book. Yes, supposedly teachers just loved Jan e. That's what all the other children accused them of, love, favoritism, unfair grading, and things like that. They just loved Jane, even though they showed it weird ways.   Ã‚  Ã‚  Ã‚  Ã‚  It took Jane's second grade teacher, Mrs. Terada to really show some Jane some love. Jane thought Mrs. Terada was an absolute nitwit, with her long skinny arms and legs, looking down at all the children through a tiny pair of glasses perched on the end of her nose. And oh, it took all the acting Jane could muster to smile and nod, to not roll her eyes and stick out her tongue when Mrs. Terada presented her with the box. The box sat next to the rattling heat register (that always seemed to work in September, never in December). Under its hot pink cover were rows and rows of manila files, each containing a set of math worksheets, maybe a short story with comprehension questions at the end.

Prison Violence Essay

Incarceration rates rose to unprecedented levels in the history of the U.S.’s imprisonment. Therefore, concern about social control of the incarcerated, that is, prisoners’ behavior, has increased. High inmate disciplinary infractions, especially violent infractions, are a threat to the safety of prison, of correctional staff, and of other inmates. Nevertheless, the issue of discipline in prison is important from an economic perspective, because an estimated average cost per infraction at a medium security prison is $970 (Jiang & Fisher-Giorlando, 2002). For these reasons, Jiang & Fisher- Giorlando conducted a research to help explain violent incidents, incidents against correctional staff and incidents against other inmates in prison. Identifying the risk factors of inmates to commit violent acts of misconduct is of great importance to prison administration. This type of research can assist in the classification process of inmates entering institutions as well as the o ngoing classification adjustments of inmates already in custody. This study will identify and investigate factors for violent institutional misconduct. These factors include; however, are not limited to race, age, education and employment, family ties, length of sentence, security level, prison environment and gender. The hypotheses of this study are: 1. Violent prison misconduct is more prevalent among African-American and Hispanic inmates than Caucasians or any other ethnic group. 2. Inmates who are residing in maximum-security facilities are more violent than inmates residing in medium or minimum-security facilities, especially towards correctional staff. Literature Review Race Several studies were conducted to examine the role of race in inmate adjustment process and prison misconduct, especially prison violence. There were indications that there is a direct relationship between race and violent prison misconduct. Those findings support theories such as prison adjustment and subculture of violence, which say that minority groups have higher rates of violence in prison society than white inmates (DeLisi et al., 2004; Griffin & Hepburn, 2006; Gillespie, W., 2005; Jiang & Fisher-Giorlando, 2002; Steiner & Wooldredge, 2009). According to Wayne Gillespie (2005), Caucasian inmates appear less likely to engage in most types of misconduct compared to African American and Hispanic inmates. Blacks are more likely than Whites to evoke protective violent responses to perceived dangerous situations or threats of physical injury by aggressive, violent behavior aimed at protecting self or preventing retaliation (Gillespie, W., 2005). Age Age and prison violence had an inverse relationship. The older inmates were, the less likely they were to be involved in violent prison misconduct. Younger inmates were significantly more likely to be involved in violent prison misconduct. This relationship was widespread throughout all the studies (Cunningham & Sorensen, 2007; DeLisi et al., 2004; Griffin & Hepburn, 2006; Jiang & Fisher-Giorlando, 2005; Ruddell et al., 2006; Sorensen & Cunningham, 2008). Education and Employment Research shows an inverse relationship between level of education and rates of prison misconduct. As level of education increased, involvement in violent prison misconduct decreased (Cunningham & Sorensen, 2007; DeLisi et al., 2004; Wooldredge et al., 2001). As stated by Wooldredge, Griffin, and Pratt (2001), inmates who were employed prior to incarceration were less likely to be involved in violent prison misconduct. This group was more invested in conforming because they had more to lose. Inmates who worked prior incarceration were more likely than other inmates to be concerned with going home and continuing employment. Family Ties Social and family support was inversely related to violent prison misconduct (Cunningham & Sorensen, 2007; DeLisi et al., 2004; Jiang & Fisher-Giorlando, 2005; Wooldredge et al., 2001). Inmates with less social and familial support committed significantly more acts of serious prison violence (DeLisi et al., 2004). Moreover, inmates who made and received more telephone calls from children were less likely to commit violent rule violations (Jiang, Fisher-Giorlando & Mo, 2005). According to Jiang and colleagues (2005) inmates with strong family ties had more to lose if they were involved in violent prison misconduct. Sources of family support included mail, telephone calls, and visitations. Rule violations could result in loss of visiting privileges, which is a strong source of strengthening family ties. Length of Sentence The relationship between length of current sentence that inmates are serving and violent prison misconduct is debatable. Inmates with shorter sentences were more likely to commit violent acts. Short term sentenced inmates were usually younger and they still possessed a street mentality. Inmates with longer sentences were usually older and appeared to better understand the need to co-exist with other inmates as well as correctional staff (Wooldredge et al., 2001). Security Level Several studies showed that security level is a predictor of rule violation (Camp et al., 2003; Jiang & Fisher-Giorlando, 2002; Steiner & Wooldredge, 2008). To be more specific, inmates residing in working cell-blocks and dormitories are less likely than are those in lock-down cell-blocks to commit violence and incidents against correctional staff (Jiang & Fisher-Giorlando, 2002). Prison Environment Prison environment exerts an influence on inmate misconduct, especially interpersonal violence (Blackburn et al., 2007; Camp et al., 2003; Steiner & Wooldredge, 2008). Research conducted by Camp et al., (2003) indicated that prison’s organizational factors influenced inmates’ behavior that led to violent misconduct. Furthermore, institutions with inexperienced staff had greater report numbers of inmate misconduct. Moreover, prison crowding, as one of the ecological factors, influenced inmate behavior because it produces intermediate psychological states, such as depression that then lead to misconduct (Camp et al., 2003). Gender Previous studies showed that gender was inversely related to violent prison misconduct (Blackburn et al., 2007; Camp et al., 2003; Wolff et al., 2009). Male inmates reported higher percentage of physical victimization perpetrated by staff, although percentage of inmate on inmate physical victimization was equal for male and female inmates (Wolff et al., 2009). This suggests gender-patterned interactions between inmate and staff in which male inmates compared to female inmates are more aggressive against authority figures. In summary, what is known from the literature reviewed is that some factors might influence inmates’ behavior. What is missing is the correlation between those factors and prison violent misconduct, which is addressed by my study. Key variables identified in the reviewed literature are race, age, education and employment, family ties, length of sentence, security level and prison environment, which are incorporated into the study’s methodology as surve y and focus group questions. Theoretical Review To explain inmate behavior in prison three major theoretical models have been proposed. They are the deprivation, importation, and situational models. A true explanation of violent inmate misconduct lies in a combination of those three theories. However, the importation model can be use as the most legitimate singular explanation of violent prison misconduct. The main focus of an importation model is on the influence of pre- prison socialization and experience of the inmate on his/her behavior while being incarcerated (Jiang & Fisher- Giorlando, 2002). According to Jiang & Fisher- Giorlando (2002) inmates’ behavior can be largely determine by their distinctive traits and social backgrounds. The importation model is a reflection of a pre- prison norms and beliefs system of an inmate rather than a result of incarceration in a facility (Irvin & Cressey, 1962; as cited in Jiang & Fisher-Giorlando, 2002). As importation model implies inmate behavior while being behind the bars is an extension of the antisocial behaviors that criminal offenders developed in the community (DeLisi et al., 2004). Research Design The research design that I used was the analysis of an existing database. I downloaded and analyzed an existing data source from the National Archives of Criminal Justice Data, which can be found at www.ICPSR.org. The data source that I downloaded and analyzed has number 24642 and the title of it is Census of State and Federal Adult Correctional Facilities. The principle investigator of this study is United States Department of Justice, Bureau of Justice Statistics, and the time period is January 1st, 2005 to December 30th, 2005. I chose this dataset because it contains the information needed to do my study on prison violence misconduct. The 2005 Census of State and Federal Adult Correctional Facilities is the seventh enumeration of State institutions and the fourth of Federal institutions sponsored by the Bureau of Justice Statistics and its predecessors. Earlier censuses were completed in 1974, 1979, 1984, 1990, 1995 and 2000. The facility universe was developed from the Census of State and Federal Adult Correctional Facilities conducted in 2000. In 2000, data were collected from 84 federal facilities and 1,584 non-federal facilities operating on June 30th, 2000. In 2005, each State’s Department of Corrections was contacted to identify new facilities and facilities that had been closed since June 2000. Telephone follow-ups were carried out during 2006. All but one respondent-State of Illinois- participated in the Census.My study determines if in a time period between January 1st, 2005 and December 30th, 2005, the correctional facilities used in existing dataset 24642 experienced physical or sexual assaults, misconduct against correctional staff and misconduct against other inmates. The response options for dependent variables have values such as: 1 which is label Yes, 2 which is label No, and 9 or 999 which is label Missing. This study aims to determine if independent variables such as race, age, education and employment, family ties, length of sentence, security level, prison environment and gender have a strong correlation with the dependent variables. Data Analysis For my analyses, I used SPSS Statistics program in version 18.0. I ran frequencies and descriptive tests on both dependent and independent variables. Moreover, I ran ANOVA and t-test to test how facility security levels and race/ethnicity of the inmates impact or don’t the amount of violence. Results Table 1: Age of the inmates residing in the facilities during the 1- year period of 2005 (Independent Variable). |Descriptive Statistics | | | | |Frequency |Percent |Valid Percent |Cumulative Percent | |Valid |Yes |475 |26.1 |28.6 | As seen in Table 2, during the 1-year period of 2005, 28.6 percent of facilities indicated that yes, there were physical or sexual assaults. The other 71.4 percent indicated that there were no physical or sexual assaults. As seen below in Table 3, during the same year period there was an average of just under 16 inmate-on-inmate assaults at facilities. I also ran a frequency table of staff deaths by inmates, but there were very few. Table 3: During the 1- year period of 2005 how many inmate on inmates assaults (Dependent Variable). | | | | | |N |Minimum |Maximum |Mean | | | | | | | |Y1_BETWEEN 1/1/2005 AND 12/30/2005 WERE THERE PHYSICAL OR SEXUAL ASSAULTS | The results in the above tables test my hypothesis about how facility security levels impact (or don’t) the amount of violence, using three different measures of the dependent variable: physical or sexual assaults; inmate deaths; and inmate-on-inmate assaults. I ran three ANOVA (analysis of variance) tests, and the results are shown above. Only the ANOVA tests for Y1 and Y3 were statistically significant. There was no difference by security level in the number of staff deaths by inmates, probably because those were low to begin with. However, in terms of physical and sexual assaults (Y1), these were highest at minimum and low-security facilities (mean =1.91). In terms of inmate-on-inmate assaults, these were highest Maximum/close/high facilities, with an average of nearly 34 assaults by inmates on other inmates in 2005. Table 7: Type of Violence by Race/Ethnicity | | |Y1_BETWEEN 1/1/2005 |Y3_BETWEEN 1/1/2005 | | | |AND 12/30/2005 WERE |AND 12/30/2005 HOW | | | |THERE PHYSICAL OR |MANY INMATE ON | | | |SEXUAL ASSAULTS |INMATES ASSAULTS | |X1_race_white |Pearson Correlation |-.391(**) |.341(**) | | |Sig. (2-tailed) |.000 |.000 | | |N |1631 |1665 | |X1_race_black |Pearson Correlation |-.453(**) |.392(**) | | |Sig. (2-tailed) |.000 |.000 | | |N |1625 |1657 | |X1_race_ethnicity_Hispanic |Pearson Correlation |-.290(**) |.202(**) | | |Sig. (2-tailed) |.000 |.000 | | |N |1450 |1479 | ** Correlation is significant at the 0.01 level (2-tailed). As seen above in Table 7, both White and Black race, as well as Hispanic ethnicity, were statistically significantly related to dependent variables Y1 and Y3. Y2 is not shown in the table format because neither race nor ethnicity was related to staff deaths by inmates. Again, this may be due to the small number of staff deaths. An odd pattern emerges: Y1 (number of physical and sexual assaults) was significantly and negatively related to all three race/ethnicity variables. On the other hand, Y3 (number of inmate-on-inmate assaults) was positively and significantly related to all three race/ethnicity variables. The reasons for this are not clear, but may have something to do with the meaning of the questions asked for Y1 and Y3. As for the size of the correlation coefficient, it is the highest for Blacks (r= -.453 and .392), next highest for Whites (r= -.391 and .341), and lowest for Hispanics (r= -.29 and .202). Discussion To return to my first original hypothesis that violent prison misconduct is more prevalent among African-American and Hispanic inmates than Caucasians or any other ethnic group I have to say that my findings only partially support that statement. According to my results violence among or by African- American inmates appears to be the highest, and is followed by violence among or by White inmates. However, violence by or among Hispanic inmates is the lowest comparing it to violence among or by other races. Moreover, my findings on the impact of security level of facility on prison violence were not exactly what I expected because they differ depending on a type of an assault. Therefore, they partially support my second hypothesis that inmates who are residing in maximum-security facilities are more violent than inmates residing in medium or minimum-security facilities, especially towards correctional staff. I found that counter to what I expected, super-maximum facilities are not the most dangerous correctional institutions but they have the highest inmate on inmate number of assaults. Findings from this study about how race impact prison violence partially support what I have found previously in the literature review. According to Wayne Gillespie (2005) and my findings White inmates less likely engage in most types of misconduct compared to African-American inmates but not Hispanic inmates. However, my results on the impact of security level of facility and prison violence are interesting because they do support the findings mentioned in the literature review. All the findings suggest that security level does affect the amount of in-facility violence, but that differs by the type of violence. Limitation of the Study While conducting my research by using existing database I had to face a few problems with it. First of all, the database I found had a lot of variables, which had a value that was missing. Second of all, when I ran the tests such as descriptive or frequencies it was hard to describe the results because they were confusing. I wasn’t sure in some cases if the results showed me the number of inmates or the number of facilities. I tried to go back and find the answers in the codebook, which didn’t really contain much more information than the database. Moreover, the meaning of the questions that were asked, especially for dependent variables, wasn’t clear and I believe it impacted somehow the results of the tests I ran. References Blackburn, A. G., Mullings, J. L., Marquart, J. W., & Trulson, C. R. (2007). The next generation of prisoners: Toward an understanding of violent institutionalized delinquents. Youth Violence and Juvenile Justice, 5(1), 35-56. Document ID: 1541204006295156. Camp, S. D., Gaes, G. G., Langan, N. P., & Saylor, W. G. (2003). The influence of prisons on inmate misconduct: A multilevel investigation. Justice Quarterly, JQ, 20(3), 501-533. Document ID: 434413761. Cunningham, M. D., & Sorensen, J. R. (2007). Predictive factors for violent misconduct in close custody. The Prison Journal, 87(2), 241-253. Document ID: 0032885507303752. DeLisi, M., Berg, M. T., & Hochstetler, A. (2004). Gang members, career criminals and prison violence: Further specification of the importation model of inmate behavior. Criminal Justice Studies, 17(4), 369-383. Document ID: 10.1080/1478601042000314883. Gillespie Wayne, (2005). Racial differences in violence and self-esteem among prison inmates. American Journal of Criminal Justice: AJCJ, 29(2), 161-V. Document ID: 972985931. Griffin, M. L., & Hepburn, J. R. (2006). The effects of gang affiliation on violent misconduct among inmates during the early years of confinement. Criminal Justice and Behavior, 33(4), 419-448. Document ID: 0093854806288038. Irvin, J., & Cressey, D. (1962). Thieves, convicts, and the inmate culture. Social Problems, 10, 142-155. Jiang, S., & Fisher-Giorlando, M. (2002). Inmate misconduct: A test of the deprivation, importation, and situational models. The Prison Journal, 82(3), 335-358. Document ID: 003288550208200303. Jiang, S., Fisher-Giorlando, M., & Mo, L. (2005). Social support and inmate rule violation: A multilevel analysis. American Journal of Criminal Justice, 30(1), 71-89. Retrieved from http://proquest.umi.com Ruddell, R., Decker, S. H., & Egley Jr., A. (2006). Gang intervention in jails: A national analysis. Criminal Justice Review, 31(1), 33-46. Document ID: 0734016806288263. Sorensen, J., & Cunningham, M.D. (2008). Conviction offense and prison violence: A comparative study of murderers and other offenders. Crime and Delinquency, 56(1), 103-125. Document ID: 0011128707307175. Steiner, B., & Wooldredge, J. (2008). Inmate versus environmental effects on prison rule violations. Criminal Justice and Behavioral, 35(4), 438. Document ID: 1455568521. Wolff, N., Shi, J., & Siegel, J. (2009). Patterns o f victimization among male and female inmates: Evidence of an Enduring Legacy. Violence and Victims, 24(4), 469-84. Document ID: 1825737261. Wooldredge, J., Griffin, T., & Pratt, T. (2001). Considering hierarchical models for research on inmate behavior: Predicting misconduct with multilevel data. Justice Quarterly, 18(1), 203-231. Retrieved from http:// proquest.umi.com

Mesopotamia and China

Although Mesopotamia and China had similarities in politics, economics, social organization, and religion between 8000 BCE – 600 CE, they also had differences. Both Mesopotamia and China followed the same pattern to state and empire building (Supanick, Notes 2012). They both also had agricultural and trade societies (Supanick, Notes 2012). Both also had social inequities and were both polytheistic (Supanick, Notes 2012). They also had important differences, Mesopotamia's empires were replaced by outside groups as in China's empires being replaced by other chinese (Supanick, Notes 2012).Also, Mesopotamia had a lot of long distance trade, while China trade more internally, with the exception of the Han (Supanick, Notes 2012). They also had differences in their social stratification, Mesopotamia had a major priest class. China had one but is was not important as the one in Mesopotamia (Supanick, Notes 2012). Religiously, China had a diversity in religion, as in Mesopotamia's one religion (Supanick, Notes 2012). China and Mesopotamia had many political similarities. Both civilizations were threatened by invaders.Mesopotamia was threatened by many invaders that sometimes conquered and established empires in the area, like the Assyrians and Babylonians. The biggest invaders of China were the Xiongu, a nomadic group from the north. Both were invaded for many reasons. One reason was the invaders were trying to expand and/or conquer. Also, the geography of the areas predisposed invasion. Another political similarity was the type of government, which was monarchy. Mesopotamia had many different leaders, the first was Sargon, followed by Hammurabi. China also many leaders, the emperor at the height of the Han was Wudi.Monarchs arose in Mesopotamia and China because peoples were seeking protection and power. A final political similarity was the order of state and empire building. Both China and Mesopotamia followed this order: Rise of Agriculture to Villages to City -States to Kingdoms to Empires. Both civilizations followed this pattern because of population growth, that allowed them to expand and grow. Mesopotamia and China also had political differences. Both civilizations had many different empires, however Mesopotamia had more than China. Mesopotamia empires were being replaced frequently, as in China empires lasted longer.Mesopotamia had many empires coming in and replacing each other. Sargon and the Akkadians were the first, then Hammurabi and the Babylonians, then the Assyrians, and then Nebuchadnezzar and the Babylonians. While China only had the Qin, that was later replaced by the Han. This difference occurs because Mesopotamia had many invaders and the geography made them open for invasion, as in China they didn't have to worry about many invaders and had protection by having parts of the great wall to protect them. Another political difference is the groups of people who conquered the empires.In Mesopotamia, their empire were conque red by external invaders, as in China their empires were conquered by other chinese civilizations. In Mesopotamia, the Babylonians were conquered by the Assyrians, an external invader. In China, the Qin empire eventually replaced with the Han, a chinese civilization. Like other differences this happens because of invaders and geography. Mesopotamia has many invaders and is open to invasion while China is composed of many neighboring chinese civilizations protected by some parts of great wall and only have some invaders.Not only does Mesopotamia and China have political similarities they also have economic similarities. One economic similarity is their mode of production which is Agriculture and Trade. Mesopotamia did a lot of trade and farming, they farmed wheat and barely. China grew rice and millet and trade mostly internally until the Han and the Silk Road. Both civilizations were agricultural and trade societies because their geography allowed them to farm and trade easily. Anot her economic similarity is agricultural technologies.Both civilizations created many ways to make farming easier. They both made irrigation systems and agricultural tools like the wheel. They both created new technologies to make farming easier and more productive. Mesopotamia and China also had economic differences. Mesopotamia and China did not always traded long distances. Mesopotamia traded long distances, unlike the chinese who only traded internally. Mesopotamia and China traded to get things they couldn't, but China only traded internally because they were ethnocentric.They thought they were superior to others and would be thought as soiled if they were dealing with foreigners. However, when the Han took over China they established the Silk Road that they traded long distantly on. Another economic difference is what they grew. China grew rice and millet, while Mesopotamia grew wheat and barely. This difference occurs because of their geography and climate. Mesopotamia's geogr aphy and climate was favorable to wheat and barely, while China's was favorable to rice and millet. Mesopotamia and China also had social similarities.Both civilizations had major inequities in society. China's stratification was: Emperor, Nobles, Peasants, and Merchants. Mesopotamia's stratification was: Emperor, Priest, Nobles, Artisan, Peasants/Slaves. The upper class in both societies made up about 5% of the population while the peasants and slaves made up 95% of it. However the upper class got 95% of the wealth, while the peasants and slaves got 5% of it. This occurred because people with power were not interested in sharing and didn't care for those below them. Another similarity is the Emperor was the all powerful leader.

Should Poetry Be Banished from Human Life

The main aim of this paper is to decide whether we should banish poetry from the human world or not. In order to reach this decision we first have to get back to some of the legendary figures in literary criticism of all time such as Plato, Aristotle and Philip Sydney and see for our selves how they treated this issue and answered some important questions concerning literature. Literary Criticism is the branch of study concerned with defining, classifying and evaluating works of literature. It began almost simultaneously with creation. However, it was only with Plato that criticism became a vital force in the ancient world. Plato was born probably in 427 B. C. He was the first conscious literary critic who has put his ideas in a systematic way in his dialogues. In his Ion and Republic (precisely book X), he expressed his condemnation of poetry. Ironically, admirers of Plato are usually lovers of literary art. It is so because Plato wrote dramatic dialogues rather than didactic volumes and did so with rare literary skill. You would expect such a philosopher to place a high value on literary art, but Plato actually attacked it. He argued that it should be banned from the ideal society that he described in the Republic. Plato objected to poetry on three grounds: Educational, Philosophical and moral point of view. Plato’s objection to Poetry from the point of view of Education is emphasized when he condemns poetry as fostering evil habits and vices in children in â€Å"The Republic† Book II. Homer’s epics were part of studies. Heroes of epics were not examples of sound or ideal morality. They were lusty, cunning, and hungry for war. Even Gods were no better. This is clear in Plato’s Ion: If we mean our future guardians to regard the habit of quarrelling among themselves as of all things the basest, no word should be said to them of the wars in heaven, or of the plots and fighting of the gods against one another, for they are not true (11). Thus he objected on the ground that poetry does not cultivate good habits among children. Plato accuses poetry of telling lies to children. However, he has no objection to children being told untrue stories if they are edifying stories. He wanted to tell children that there never has been quarrelling between citizens. He says in The republic: If they would only believe us we would tell them that quarrelling is unholy, and that never up to this time has there been any quarrelling between citizens: this is what old men and old women should begin by telling children; and when they grow up, the poets also should be told to compose or them in a similar spirit. (11) Plato’s objections against poetry from a Philosophical point of view become clear in his attack on what he called mimesis (imitation). He explains that poetry does not offer reality but unreal imitations. However, Philosophy is concerned with truth. According to his theory of mimesis, arts deal with illusions far away from the truth. He said in book X of The Republic: â€Å"then the imitator, I said, is a long way off the truth†. 17) In his opinion, Philosophy is better than poetry because Philosophy deals with idea while poetry is twice removed from the original idea. He made his point clear when he compared the poet to the painter who imitated a bed that was designed by a carpenter and before that, was originally created by God. Plato was an idealist. He believed that Ideas alone are true and real and that the earthly things such as beauty and goodness are mere copies of the ideal beauty, goodness which exist in heaven or the world of Ideas. He said: Well, then, here are three beds: one existing in nature, which is made by God, as I think that we may say-for no one else can be the maker?.. And what shall we say of the carpenter-is not he also the maker of the bed? Yes. But would you call the painter a creator and maker? Certainly not. Yet if he is not the maker, what is he in relation to the bed? I think, he said, that we may fairly designate him as the imitator of that which the others make. Good, I said; then you call him who is third in the descent from nature an imitator? Certainly, he said. And the tragic poet is an imitator, and therefore, like all other imitators, he is thrice removed from the king and from the truth. (15, 16) Plato says that since the idea of the bed belongs to God; the maker and we can also consider the carpenter who built it a maker of a copy. However, the painter only imitated another copy which makes him thrice removed from reality. As a moralist, Plato disapproves of poetry because it is immoral, as a philosopher he disapproves of it because it is based in falsehood. He is of the view that philosophy is better than poetry because philosopher deals with idea / truth, whereas poet deals with what appears to him / illusion. This is very clear in The Republic, Book X, when he says: And what is the faculty in man to which imitation is addressed? What do you mean? I will explain: The body which is large when seen near, appears small when seen at a distance? True. And the same objects appear straight when looked at out of water, and crooked when in the water; and the concave becomes convex, owing to the illusion about colors to which the sight is liable. Thus every sort of confusion is revealed within us; and this is that weakness of the human mind on which the art of conjuring and of deceiving by the light and shadow and other ingenious devices imposes, having an effect upon us like magic, True. (19, 20) Thus, in his opinion, true reality consists of the ideas of things and objects in our world are reflections or imitations. Therefore, poetry is inferior to philosophy as the artist imitates these objects existing in our actual world and as a result, his work is an imitation of an imitation and is built on illusion. He believed that truth of philosophy was more important than the pleasure of poetry. He argued that most of it should be banned from the ideal society that he described in the Republic. One of Plato’s important theories is his theory of inspiration. In his Ion, he gives a psychological account of literary creation. He is interested in how men come to write poetry. He compares the state of the poet when he writes poetry to a state of madness or unconsciousness. He explains that the poet does not speak his words but is rather captured by inspiration or what he called ‘The power divine’. He says: For the poet is a light and winged and holy thing and there is no invention in him until he has been inspired, and is out of his senses, and the mind is no longer in him: when he has not attained to this state, he is powerless and is unable to utter his oracles. (9) Thus, he believes that poetry is nothing rational, and that is why even the poets themselves do not often understand what they write in that moment. Therefore, poetry cannot be relied upon as it is not the result of conscious. His last objection on the moral effect of poetry is that it harms by nourishing the passions, which ought to be controlled and disciplined. Plato thinks that it is the duty of the wise man to control passion by reason; poetry by exciting and strengthening the passions, makes this task more difficult. In Plato’s opinion, whatever encourages and strengthens the rational principle is good, and emotional is bad. In The Republic, Book X, Plato says: Then the imitative poet who aims at being popular is not by nature made, nor is his art intended, to please or to affect the rational principle in the soul; but he will prefer the passionate and fitful temper, which is easily imitated †¦. And therefore we shall be right in refusing to admit him into a well-ordered state, because he awakens and nourishes and strengthen the feelings and impairs the reason †¦ Poetry feeds and waters the passion instead of drying them up; she lets them rule, although they ought to be controlled, if mankind are ever to increase in happiness and virtue. (22) Then he attacks tragedies and comedies explaining their effect on both actors and spectators who might imitate their act. He believes that imitation soon becomes a second nature and the actor who imitates tends to behave like the object of his imitation. Tragedies give an uncontrolled expression to the emotions of pity and grief and thus play a woman’s part. In his The republic, Book X, he says: Hear and judge: The best of us as I conceive, when we listen to a passage of Homer, or one of the tragedians, in which he represents some pitiful hero who is drawling out his sorrows in a long oration, or weeping, and smiting his breast- the best of us, you know, delight in giving way to sympathy, and are in raptures at the excellence of the poet who stirs our feelings most. Yes, of course I know. But when any sorrow of our own happens to us, then you may observe that we pride ourselves on the opposite quality- we would fain be quiet and patient; this is the manly part, and the other which delighted us in the recitation is now deemed to be the part of a woman. Very true, he said. Now can we be right in praising and admiring another who is doing that which anyone of us would abominate and be ashamed of in his own person? No, he said, that is certainly not reasonable. (22, 23) Similarly, for example, one who imitates a female part in a comedy tends to grow effeminate. Imitation will make him cowardly or clownish, if such roles are imitated. In order to explain this in his The Republic, Book X, Plato said: And does not the same hold also of the ridiculous? There are jests which you would be ashamed to make yourself, and yet on the comic stage, or indeed in private, when you hear them, you are greatly amused by them, and are not at all disgusted at their unseemliness; the case of pity is repeated; there is a principle in human nature which is disposed to raise a laugh, and this which you restrained by reason, because you were afraid of being thought a buffoon, is now let out again; and having stimulated the risible faculty at the theatre, you are betrayed unconsciously to yourself into playing the comic poet at home. 23, 24) For all of the above reasons, Plato insisted that all kinds of poetry should be banned from his ideal state that he created in his The Republic. In this respect, Plato says: Therefore, Glaucon, I said, whenever you meet with any of the eulogists of Homer declaring that he has been the educator of Hellas, and that he is profitable for education and for ordering of human things, and that you should take him up again and again and get to know him and regulate your whole life according to him, we may love and honour those who say things-they are excellent people, as far as their light extend; and we are ready to acknowledge that Homer is the greatest of poets and first of tragedy writers; but we must remain firm in our conviction that hymns to the gods and praises of famous men are the only poetry which ought to be admitted into our state. For if you go beyond this and allow the honeyed muse to enter, either in epic or lyric verse, not law and the reason of mankind, which by common consent have ever been deemed best,but pleasure and pain will be the rulers in our state. (24) However, Plato decided to play fair with lovers of poetry. That’s why he granted a chance to all poets and defenders of poetry to be a part of his ideal state and to be allowed to return from exile, only if they made a fine literary work that proves that poetry does not just delight but is also useful to human life. Plato says: Shall I propose, then, that she be allowed to return from exile, but upon this condition only that she make a defence of herself in lyrical or some other metre? Certainly. And we may further grant to those of her defenders who are lovers of poetry and yet not poets the permission to speak in prose on her behalf: let them show not only that she is pleasant but also useful to states and to human life, and we will listen in a kindly spirit; for if this can be proved we shall surely be the gainers I mean, if there is a use in poetry as well as a delight? Certainly, he said, we shall be the gainers. (25) Those are Plato’s principal charges on poetry and objection to it. Before we pass on any judgment, we should not forget to keep in view the contemporary social conditions in which he lived. It was a time of political decline. Education was in a sorry state. The epics of Homer were part of studies and Homer’s epics were misrepresented and misinterpreted. However, they were venerated by the Greeks almost like The Bible. In them, there are many stories which represent the gods in an unfavorable light. So they were the common objects of criticism on the part of philosophers and educationists. The wonderful flowering time of Greek art and literature was over. Literature was immoral, corrupt and degenerate. Women were regarded inferior human beings and slavery was wide spread. Confusion prevailed in all spheres of life intellectual, moral, political and educational. There was a constant debate between the philosophers and poets. Thus, in Plato’s time, poets added fuel to the fire. He looked at poets as breeders of falsehood and poetry as mother of lies. Ironically it was Plato's most famous student, Aristotle, who was the first theorist to defend literature and poetry in his writing Poetics against Plato’s objections and his theory of mimesis. Aristotle was born in 384. B. C. For centuries during Roman age in Europe and after renaissance, Aristotle was honored as a law-giver and legislator. Even today his critical theories remain largely relevant, and for this he certainly deserves our admiration and esteem. In Poetics, his main concern appears to be tragedy, which in his day was considered to be the most developed form of poetry. Another part of poetics deals with comedy, but it is unfortunately lost. In his observations on the nature and function of poetry, he has replied the charges of Plato against poetry.