Evaluation of company user instructions Essay Example | Topics and Well Written Essays - 1250 words

Evaluation of company user instructions - Essay Example When the company launched a new set of tooth brushes that came with a unique type of handle shape and size of the brush head, the management sought to change the type of instructions written on the package including the design of the packets that hold the tooth brushes. Particularly there was inaccuracy in the instructions and low quality of pictures that portrayed the explanation on the use safe of the product. The purpose of this memo is to analyze the audience of the company instructions, evaluate the company instructions found at the company website, and then make necessary recommendations on how to improve the usability of the instructions. shes.When the company launched a new set of tooth brushes that came with a unique type of handle shape and size of the brush head, the management sought to change the type of instructions written on the package including the design of the packets that hold the tooth brushes. Particularly there was inaccuracy in the instructions and low qualit y of pictures that portrayed the explanation on the use safe of the product. The only channel that manufacturers use to direct their consumers on how to use their products is through giving instructions, it must be clear to the point. An instruction must be free from ambiguity and duplicity in order to carry out the task well. Furthermore, users rely on well written instructions whenever they do not understand something other than seeking the manufacturer physically or through other means of communication which might prove to be expensive. The instructions were characterized with omission of key actions and false statements that could have misled our intended users. For instance, in reference on how to lean the front when using the tooth brush, the degree must have been mistakenly written as 54 degrees instead of 45 degrees; as the former is unreasonably too high in the circumstances. There was also an error on how to move the brush in one step when it was instructed as left and right instead of up and down. Since the memo will be read by a very busy manager, the contents are direct to the point and do not need deep explanation. The research manager already has some background on what the company manufactures and to redesign the company’s instruction. Evaluation and Recommendations Considering that there could be first time consumers of our product, it would have amounted to a gross loss and a complete show of unreliable instructions. This could even amount to a negative market externality which would consequent ly affect the volume of products sold. Misleading product instructions, although in our case has lesser health impacts, can be treated as a hazard to the health of consumers or even the environment. For instance, if disposal methods are misleading yet the product is harmful to the environment if not disposed of properly. Another instruction that was written poorly or rather displayed incorrectly was the picture of the position of the

Case on Industrial Dispute Essay Example for Free

Case on Industrial Dispute Essay Road Transport Corporation (hereinafter referred to as the Corporation), has been constituted under the Road Transport Corporation Act, 1950. The respondent which is a Trade Union of the appellant-Corporation, filed an Application before the Labour Court, Dehradun under Section 11-C of the U. P. Industrial Disputes Act, 1947 read with Section 13A of the Industrial Employment (Standing Orders) Act, 1946, praying for a declaration that the 15 persons who were appointed on contract basis as drivers and conductors as shown in the annexed chart, be declared as regular and substantive workmen of the Corporation. It was also prayed in the said Application that the concerned workmen be given all the benefits and facilities of regular employees. The aforesaid Application was allowed by the Labour Court, Dehradun by its order dated 19. 9. 2001. The Labour Court directed that the concerned workmen be given the minimum wages admissible to the regular employees in the pay scales of drivers and conductors. The Labour Court also held that the said workmen are employees of the Corporation. It is not disputed that the concerned workmen were appointed on contract basis. Before the Labour Court, the Corporation had contended that Rule 2 of U. P. S. R. T. C Employees (Other than Officers) Service Regulations, 1981 (hereinafter referred to as the Regulations) clearly mentions that these regulations shall not apply to employees working on contract basis. The persons working on contract basis filed Writ Petition No. 41349/1999 Kanchi Lal and others vs. U. P. S. R. T. C before the Allahabad High Court for grant of same benefits as the regular employees of the Corporation, but the said writ petition had been dismissed. However, the bjection of the Corporation was rejected by the Labour Court. It filed a writ petition thereafter before the High Court which was dismissed by the impugned judgment. It was contended in the writ petition by the appellant that the concerned workmen had not been selected in terms of the process of selection required for appointment of regular employees and hence they cannot be directed to be given minimum pay scales of regular emp loyees. It was also contended that the Labour Court acted beyond its jurisdiction by passing the impugned order dated. In our opinion, the Labour Court could not have granted the relief it granted by the order dated 19. 9. 2001, as that could only have been granted on a regular reference under Section 4-K of the U. P. Industrial Disputes Act or under Section 10 of the Industrial Disputes Act. A perusal of the order of the Labour Court dated 19. 9. 2001 shows that it has not referred to any standing order of the appellant. On the other hand, paragraph 3 of the said order refers to Rule 2 of the 1981 Regulations which clearly provides that the Regulations do not apply to employees engaged on contract basis. In our opinion, the Labour Court cannot amend the Regulations while hearing an application under Section 11-C of the Industrial Disputes Act. As already stated above, the scope of Section 11-C is limited to decide a question arising out of an application or interpretation of a standing order and the Labour Court cannot go beyond the scope of Section 11-C of the U. P. Industrial Disputes Act. For the reasons given above, the appeals are allowed. The impugned judgment of the High Court as well as the order of the Labour Court dated 19. 9. 2001 are set aside. However, it is open to the concerned workmen to raise their grievances before the concerned authority under Section 4-K of the U. P. Industrial Disputes Act or under Section 10 of Industrial Disputes Act, as the case may be, and if the State Government refers such a dispute to the Labour Court or Tribunal, we hope that the same will be decided expeditiously. No costs

Anthropology and Zora Neale Hurstons Their Eyes Were Watching God and

Anthropology and Zora Neale Hurston's Their Eyes Were Watching God and Jonah's Gourd Vine Zora Neale Hurston described the study of anthropology as a spy-glass, an illuminating lens (1). Anthropology is defined as the scientific study of the origin, the behavior, and the physical, social, and cultural development of humans (2). Through this study and with the aid of an essay defining human nature written by Cardinal Jean Daniello, we can take a closer look at the behavior of the characters in Hurston's novels Their Eyes Were Watching God and Jonah's Gourd Vine. Hurston uses her anthropological lens to create complex characters in these two works. Hurston began her study of anthropology at Barnard College in the 1920s where she concentrated on African American culture and folklore. Hurston became the first African American to chronicle African American voodoo and folklore (1). The publications Mules and Men and Tell My Horse are works that directly incorporate her anthropological field notes on Black folklore and tradition (1). Hurston’s background with anthropology was the foundation for her future fiction writings. The title of her first novel, Jonah’s Gourd Vine, reflects Hurston’s passion for storytelling and folklore because it is inspired by a biblical story. The story tells of Jonah, who has a beautiful plant growing around him. However, God destroys it because Jonah does not appreciate it and it leads to his fall. Therefore, the story becomes a metaphor for the fall of John Pearson. In the novel, Hurston utilizes the personal experiences with her family to create complex characters in the story. It centers on John Pearson, a man who lusts after many women. John’s desire for women at times appe... ... imply the fixity" that some people want it to. John's behavior is not a product of human nature. What is natural is not an excuse for a person's wrong-doing. No characters in these novels share the same imperfections. Everyone is flawed, but there is still control. Under Hurston's anthropological lens, one can better understand her complex characters and their motivations in these stories. Works Cited 1) American Feminist for Anthropology. "Zora Neale Hurston." April 10, 2005. http://sscl.berkeley.edu/~afaweb/Hurston%20Bio.htm. 2) www.dictionary.com 3) Danielou, Cardinal Jean. "Does Human Nature Exist?" April 10, 2005. http://www.ewtn.com/library/THEOLOGY/NATEXIST.htm 4) Hurston, Zora Neale. Jonah's Gourd Vine. HarperCollins Publisher: New York, 1990. 5) Hurston, Zora Neale. Their Eyes Were Watching God. HarperCollins Publisher: New York. 1998.

Reflection Summary Essay

Collaborate with your Learning Team to discuss the previous week’s objectives. Discuss what you learned, what could be applicable to your workplace or personal life, and how your knowledge has increased as a result of what you experienced through the learning activities in the previous week. Submit your team summary of the discussion in a 1-2 page Microsoft  ® Word document. General Questions – General General Questions Management Theory and Practice All Weeks, Assignments, Discussion Questions + Final Exam Refrain from plagiarizing as the consequences can be extreme. During your college life, you will likely write a lot of papers. Be certain you do not plagiarize the work of others. Your professors are pros at recognizing plagiarized work, so be sure to write your papers on your own. This file MGT 230 Week 3 Reflection Summary contains review of works during the last 3 weeks Collaborate with your Learning Team to discuss the previous week’s objectives. Discuss what you learned, what could be applicable to your workplace or personal life, and how your knowledge has increased as a result of what you experienced through the learning activities in the previous week. Submit your team summary of the discussion in a 1-2 page Microsoft  ® Word  document. General Questions – General General Questions Management Theory and Practice All Weeks, Assignments, Discussion Questions + Final Exam Refrain from plagiarizing as the consequences can be extreme. During your college life, you will likely write a lot of papers. Be certain you do not plagiarize the work of others. Your professors are pros at recognizing plagiarized work, so be sure to write your papers on your o†¦ To download this material Click this link – https://bitly.com/1oJNhBq Refrain from plagiarizing as the consequences can be extreme. During your college life, you will likely write a lot of papers. Be certain you do not plagiarize the work of others. Your professors are pros at recognizing plagiarized work, so be sure to write your papers on your own. General Questions – General General Questions Management Theory and Practice All Weeks, Assignments, Discussion Questions + Final Exam

Students Attitudes Toward English Education Essay

Chapter 1This survey is aimed to depict pupils ‘ attitudes toward English in simple schools, Students ‘ attitudes contributes in finding the consequence of their acquisition procedure. English larning procedure will be successful if the instructor knows the pupils ‘ attitudes so the instructor can construct on pupils ‘ positive feeling and counteract pupils ‘ negative feeling ( Moon, 2000 ) . Attitudes, which can be positive or negative, is the respond to stimulus from one ‘s societal environment ( Aiken, 1991 ) . Positive attitudes will do pupils ‘ ! eaming better than the negative or less positive attitudes of the pupils. English has become a popular topic at this clip, particularly for pupils in the novice degree. Nowadays, many simple schools are programming English as their local content topic. It seems that involvement in learning of English of simple school pupils has been turning in recent old ages. English is a new topic for element9ry schools in Indonesia. Based on the author ‘s experienccln learning English at the 4th class of an simple school, some pupils have positive attitudes in larning English and the remainder do non. Since this is the first clip for simple pupils to larn English, it is of import to cognize the pupils ‘ perceptual experiences toward 2 English as a new topic at the beginning of their survey. For kids, success in their acquisition is fundamentally influenced by their first perceptual experience towards the learning acquisition procedure itself. Reilly, V and S. Ward ( 1997 ) said that if kids ‘s first experience of English is enjoyable, they will hold positive attitudes toward English for the remainder of their lives. Therefore it is of import to look into the immature scholars ‘ attitudes toward English because we have to guarantee that their first experienoe in larning English is gratifying so ( hat they have positive attitudes towards English linguistic communication in the hereafter. English as a local content topic in simple schools has been officially taught since 1994. Based on the Decree of the Minister of Culture and Education No. 060/U! 1993 ( as stated by Kasihani, 2000 ) , English can be taught to the 4th class pupils. However, about all of the public schools in Indonesia started to present English from the first class. The ground is the pupils will get English better if English is learned from an early age. Therefore, it is of import to do the instruction English interesting for pupils because there are still few research workers focused on this job. However, learning English for simple pupils should be different from learning junior or senior high school pupils because the alone features of immature scholars. English topic as a portion of Muatan Lokal ( MULOK ) is an elected topic in elementarychool. The intents of learning English in simple school are to do the pupils able to understand by and large used English words, to comrnuriiate in simple English, and to wish English so that they Will 3 feel encouraged in larning English farther in SLTP. Furthermore, they are besides expected to hold positive attitudes toward English so that they will hold a motive to get the hang English in order to be able to pass on with English speech production people ( Kurikulum MULOK SD DKI Jakarta, 1995 ) . In decision, the ultimate end of the instruction of English is to do pupils able to pass on in English. Since Indonesian kids – particularly in the parts outside Jakarta – started school at the age of 6 or 7 old ages, they have been expected to get the hang more than one languages ; regional linguistic communication and Indonesian linguistic communication. Both linguistic communications are used for communicating in learning learning procedure. Sometimes the instructors do non recognize that this status can be one of the factors that hinder the pupils from geting English or, worst of all, make all the linguistic communications they have already learned jumbled. However, the chief aim of acquisition and instruction of English to immature scholars is non to be able to pass on in English. Kasbollah as stated by Nurrofiah ( 2002 ) suggests that the end of learning English to the simple school pupils is centered on edifice positive attitudes toward English. Furthermore, positive attitudes are related to success in 2nd linguistic communication acquisition ( Gardner, 1 895 & gt ; . That ‘s why the pupil ‘s attitude is one of the of import factors, which influence the success of pupils ‘ acquisition. Elementary pupils, as stated by Kasihani ( 2000 ) , are immature scholars with their ain features, which are biological, cognitive, affective, personal, and societal features. Fourth grade pupils, kidsaˆ?aˆ?4 age 8 to 10 old ages old, hold several features, such as, holding their ain positions of the universe every bit good as what they like and dislike making and able to do their ain determinations about what they want to larn ( Scott and Ythreberg stated by Santoso, 1990 ) . In short, immature scholars have already brought their ain positions and attitudes to the schoolroom which will impact their farther acquisition. Although there are merely few research workers that focused on attitudes, the author thinks that it is of import to detect pupils ‘ attitudes. Research findings stated that the most influencing pupils ‘ attitudes toward English were the learning stuffs used by the instructor and the background of larning as their motive. Based on the statements above, the author will oniy focal point on the pupils ‘ attitudes toward English. The pupils ‘ attitudes that the author wants to look into are the responses of English simple pupils in larning English as their foreign linguistic communication and what the simple pupils think about their English categories. The ground of this range of the survey is that pupils already have positions and attitudes toward a topic in larning English, as stated by Moon ( 2000 ) that kids do non come to their English lessons like clean sheet of paper † . Social environment in which pupils grow up and the people around them are one of the factors which give the influence in organizing the pupils ‘ attitudes. Therefore, it is of import to detect how are pupils of simple school ‘s attitudes in larning English and how they give their responses to English instruction in the I 5 schoolroom. It is indispensable to retrieve that success in larning English depends on the manner in ‘which early linguistic communication acquisition programmed. 1,2 Problems Designations An English instructor should take into consideration the pupils ‘ attitudes. It is by and large known that many simple schools in Indonesia start learning English to their pupils from the first class, so, normally, attitude has become an of import factor in the educational field. Based on that, the author identifies the jobs as follow: 1. What are the pupils ‘ attitudes toward English at the 4th class of simple school? 2. What factor can act upon the pupils ‘ attitudes? 3. Make the pupils ‘ attitudes influence the English acquisition procedure in the schoolroom? In this survey, the chief research inquiry is â€Å" what are the pupils ‘ attitudes toward English topic at the 4th class of simple school? † 1.3 Purpose and Beilefit of The Study The intent of the survey is to happen out the attitudes in larning English of pupils at 4th class of simple school. The benefit of the survey is that it is expected to be an input for English instructors to cognize the factors that influence the pupils ‘ attitudes in two 6 larning English at 4th class of simple school. As we know that attitude is one of the of import factors which influence success in 2nd linguistic communication acquisition, it is a necessity for an English instructor to cognize their pupils ‘ attitudes so the English acquisition procedure will be successful. 1.4 Scope of The Study The range of this survey is the attitudes of simple school pupils ‘ toward English. In this survey, the author will discourse about immature scholars and foreign linguistic communication, attitudes, and the nature of chiklren ‘s linguistic communication acquisition. 1.5 Method of The Study This survey employed a study attack which used descriptive method to analyze the pupils ‘ attitudes in larning English at the 4th class of simple school. The instruments were questionnaires, interview, and observation.Chapter IILITERATURE REVIEWIL1.Theoritical DescriptionIn the theoretical description, there are three facets discussed: ( 1 ) Young Learners and Foreign Language Learning, ( 2 ) Attitude, and ( 3 ) The Nature of Children ‘s Language Learning.1. Young Learners and Foreign Language LearningMost kids start formal instruction at the age of six. They attend simple school between the ages of 6 – 14. Recent surveies in SLTP 2 Tarakan ( Santoso, 2003 ) shows that pupils in first class of Junior high School consisting of 46 respondents or 97.9 % have already learnt English since they were in simple school. Furthermore, some of them, 65.9 % , said that larning English since simple school gave them positive influence. Met ( in Nurrofiah, 2002 ) asserts that immature kids learn languages more rapidly and more expeditiously than older kids or grownups. Young kids besides have more capableness than grownups in the comprehension and repeat accomplishments. ( Brewster, 2002 ) . Furthermore, Anderson and Carol ( 1988 ) argued that when the procedure of linguistic communication acquisition started early, the continuance of the procedure itself is longer so that the pupils can make more pattern and hence hold more experience which lead to the command of the ianuage. Therefore, kids will acquire more .t 8 advantages than grownups in the early acquisition of English. As stated by Kasihani ( 2000 ) , simple pupils are immature scholars who like making things, playing games, and singing vocals. Chomsky, as quoted by Coltrane ( 2004 ) argued that one of the manner of kids linguistic communication acquisition is by copying the sounds and forms which they hear around them and have positive support. But it does n't, intend that kids ‘s head is like a space slates which can be filled merely by copying linguistic communication they hear in the environment because kids are born with particular ability to detect for themselves the underlying regulations of a linguistic communication system. He besides said that kids between 5 until 10 old ages old are still geting the constructions of their first linguistic communication. For kids younger than 5, many facets of their first linguistic communication have non yet to the full developed. So while older scholars have the foundation of a to the full developed foremost linguistic communication when they begin geting a new linguistic communication, younger English linguistic communication scholars are working two things at the same cl ip: the full development of their native linguistic communication and the acquisition of English. There are some factors that influence pupils attitudes. Moon ( 2000 ) argued that younger kids tend to be influenced by their feelings for their instructor, the general acquisition ambiance in the schoolroom, the methods used by the instructor, and their parents ‘ sentiment. This means that kids who are larning a foreign linguistic communication tend to be influenced by the elements of their linguistic communication, which they are I I analyzing along with the foreign 1. In decision, the instruction and larning procedure in the schoolroom should be planned so that the influencing elements that can harm the acquisition of the foreign linguistic communication be reduced every bit low as possible.2. AttitudesAttitude is an of import construct that helps people to understand their societal word. Based on Gordon ‘s statement ( 2002 ) an attitude refers to a individual inclination to systematically react to assorted facets of people, situatiop. , or objects. An attitude could be inferred from a individual ‘s statement about their beliefs and feelings and from people ‘s from what they say, what they do, and how they react. Baron and Byrne ( 1987 ) as stated by Gagne and Medsker ( 1996 ) showed these three facets as the ABC theoretical account A for affect, B for behaviour, and C for knowledge. These three constituents are primary or which are the cause of the others. He besides stated that these three constituents are extremely interconnected and believed that all may be useflully employed in attitude development. The same sentiment was stated from Forsyth, Don ( hypertext transfer protocol: //www.alleydog.com ) . He defined an attitude can act upon the behaviour because attitude is an affectional feeling about wishing or disliking toward an object. He besides said that an attitude is non a feeling, knowledge, or a signifier of behaviour. It combined all three constituents in an â€Å" incorporate affect – knowledge – behaviour system † . foot means that attitude are made of three constituents that all influence each 9 10 other. If one constituent alterations, it will act upon the full attitude construction. In add-on, each constituent non merely has an influence on the attitude construction as a whole, but besides on each other constituent. While Luthans, Fred ( 2001 ) argued that attitudes can be divided into three basic constituents emotional, informational, and behavioural. The emotional constituents involve the individual ‘s feeling or affect — positive, impersonal, or negative – about an object. Emotion will be given specific attending as a type of intelligence. The informational constituents consist of the beliefs and information the person has about the object. It makes no difference whether or non this information is through empirical observation existent or correct. The behavior constituent consists of a individual ‘s inclinations to act in a peculiar manner toward an object. Oskamp, Stuart ( 1991 ) describe Tn Componential View point of attitude, there are 1 ) a cognitive constituent, dwelling of the thoughts and beliefs which the attitude holder has about the attitude object, 2 ) an affectional ( emotional ) constituent which refers to the feelings and emotions one has toward the object, 3 ) a behavior constituent, dwelling of one ‘s action tendencies toward the object. Aiiother reseather, Morrel and Lederman ( 1998 ) as stated by Sa'di Irnad defined the attitude object as an digesting positive or negative feeling toward schdol. Moon ( 2000 ) concludes that there are two factors that influences, pupils ‘ attitudes ; they are in school inf uences and out-school influences. The in- school influences are larning procedure, school civilizations, method, stuffs, and instructor. And the out-of-school influences are peer groups, parents, local young person civilization, and media. In add-on to the information above, Sa'di imad ( 2001 ) from Yarmouk University found that most primary schools in Jordan had lack appropriate acquisition environment. It is caused by the schoolroom which are crowded, no comfy children's-size place, non adequate infinite for drama at break clip, excessively many place plants and really short interruption which do non let kids clip to eat. From this state of affairs, the survey begiii. In general, the consequence of this survey indicated that kids in Jordanian Primary schools ‘ attitudes toward school were negative. From the above survey, it is really clear that kids ‘ attitudes are really of import and can impact their educational public presentation. Beside that, the bad school environment truly affects pupils ‘ attitudes toward the school itself, which will give negative influence to their attitudes toward larning From all the definition, there are several sentiments about the facets of attitude. The line can be drawn as in the tabular array below: 11Table 2.1No BeginningsOpinion1. Gagne and Medsker ( 1996 ) Divide an attitude into three facets. There are cognitive, affectional, and connation 2. Forsyth Don ( 2006 ) Attitude is an â€Å" incorporate affect-cognition-behavior system 3. Fred Luthans Divide attitude into three constituents. ‘There are ( 2001 ) emotional, informational, and behavioural 4. Oskamp Stuart Divide attitude into three componential points of ( 1991 ) position. There are cognitive constituent, affectional constituent, and behavior constituent R 12 It can be seen from the tabular array above that this survey employed cognitive, affectional, and connation as constituents of attitude because these footings convey broader significances. We can reason that attitude is the positive or negative feelings people have in respond to the state of affairss they are involved in. The more positive the attitude they have towards a certain circumstance, the easier their credence to the circumstance will be.3. The Nature of Chikiren ‘s Language LearningTeaching English to immature scholars is really ambitious because at this degree they are larning how to manage with their school life, larning to go literate and go oning to develop constructs. As kids grow older, their concentration are span additions ( Brewster, 1991 ) . It can be hard to make the sort of assortment needed to maintain their attending. We all know that kids are different from grownups so we need to cognize these differences in order to admit and to measure to optimie the acquisition experience for immature scholars. The survey will concern about immature scholars, which are at 4th class of simple school, it is between eight to ten old ages old. Many research workers agree that kids have a inclination to utilize a linguistic communication. There are common features in larning first linguistic communication and larning 2nd linguistic communication. However recent surveies stated that imitation, repeat, and formulaic address are the first scheme to be used when immature kids larning a foreign linguistic communication ( Tough, 1991 ) . ; 1 – _____________________ ; 0 ]I13 Based on Anderson and Carol ( 1998 ) , kids whose ages are eight to ten old ages old are really easy to accept new state of affairss and new people. It is assumed that they will be eager and interested in larning something different, in this instance different linguistic communication from their native 1. Yani ( 2003 ) in his diary Pembelajaran Bahasa Inggris Aktif, Kreatif, Efektif, dan Menyenangkan ( PAKEM ) in simple school, provinces that each kids has different features so they will necessitate different ways of acquisition. Children are different from grownups in their hope, their ideas, and their behaviour. Their features are besides different with the features of SLTP pupils or SMU pupils. Therefore, instructors should change the instruction and larning procedure in category so that they can suit these different features. Vygotksy, supported by Scoot and Ytrebereg ( as stated by Saritoso, 2004 ) said that larning procedure for immature scholars should be concentrated on the scholars features, Scott and Ytreberg sure that immature scholars are larning by making. Whereas Kahn ( hypertext transfer protocol: //puinas.jpl.nasa.gov ) explained that kids at this age can understand regulations and can follow, they like group activities and jaunts, takes inaugural and areself motivated, going an independent scholar, a perfectionist who will pattern the same thing over and over once more, avoid the opposite sex and, the 1as one, they can sit still and listen 20 – 30 proceedingss. Harmonizing to Mustafa ( 2002 ) , immature scholars have some features, they are: kids learn of course, they know a batch about 14 literacy before come ining school, all kids can larn, kids learn best when acquisition is meaningful, interesting, functional, and they can do their ain picks, kids learn best when they are in a non – competitory environment by speaking and making things in a societal context. Therefore, the procedure of teaci'ing and larning in the category besides should be designed in such a manner to ease these features,11.2. Conceptual ModelFrom the treatment above, it can reason that there are many factors that influence pupils ‘ attitudes toward English. Since this is the first clip for pupils larning English, it is of import to cognize what the pupils ‘ attitude toward English because positive attitudes will do pupils ‘ acquisition better. It has been discussed earlier that this survey employed the footings cognitive, affectional, and connation as constituents of attitude. The constituents of the attitudes itself are besides related to each other. Cognitive, affectional, and connation are the dimension to be used in mensurating the pupils ‘ attitudes toward English. in cognitive, there are backgrounds of larning English, stuff used by the instructor, and material presentation. In Affective, there are the pupils experiencing about their instructor, schoolmates, and the method i13 larning Englisk And in Connation there is inclination for making something. When pupils have the background of larning English, the personal sentiment about the topic, the instructor and the schoolmates, they 15 will finally larn the topics based on those old sentiment and judgement. This point of position will be the footing of developing the instrument of this survey as seen on the tabular array below: Table 2.2 Dimension Index 1. Cognitive Idea Opinion . Beliefs aˆ? Backgroimd of larning English Aim aˆ? Material aˆ? Material Presentation 2. Affective. Feeling. Assurance aˆ? Teacher aˆ? Classmate aˆ? Method 3. Connation aˆ? Action aˆ? Behavior aˆ? Tendency for making somethingChapter IIIMethodologyThis Chapter describes the methodological analysis used in carry oning the survey. Detailss on methodological analysis of the survey covering ; the attack waterless method used in the survey, the participants of the survey, clip and topographic point of the survey, the instruments of the survey, and the processs in roll uping and analysing the information. 111.1 The Approach and Method used in The Survey This is a descriptive quantitative survey in the signifier of small-scale study. The research worker did study in order to portray the bing status of the pupils ‘ attitudes toward English at the 4th class of simple school. As citied in Nunan ( 1993 ) , studies are the most normally used descriptive method in educational research, and may change in range from large-scale governmental probes through to small-scale surveies carried out by a individual research worker. In add-on, â€Å" the aimed of study is to gauge every bit exactly as possible the nature bing conditions, or the property of a population † ( p. 140 ) . The attack which used is descriptive analytical because the features ofthe survey is to explicate about the pupils ‘ thoughts or sentiments toward pupils ‘ background of larning English, intent, stuff, method of material presentation ; pupils ‘ experiencing toward their English instructor, schoolmates, and method used by the instructor and pupils action or inclination 17 schoolmates, and method used by the instructor ; and pupils action or inclination in making something. The study informations are collected through questionnaires or interviews, or a combination of questionnaires and interview ( Nunan, 1993 ) . In this survey, the research worker used a questionnaire, interview, and observation to roll up the information. The chief ground underlying the research worker used descriptive study was the research worker was more interested in happening out pupils ‘ attitudes toward English at the 4th class of simple school that was reflected on their reaction to the stuffs presented and the methods employed by the instructor. 111.2. The Participants of The Study The participants of the survey were 40 pupils of the 4th class of simple school in SDN Percontohan 02 pagi Cipinang Cempedak, East Jakarta. Their ages were between 9-11 old ages old. They live in common lodging. Most of their parents ‘ occupations were PNS or civil retainers, instructors, employees in private companies, homemakers, and business communities. Merely some pupils joined English classs outside the school. And the mean of the English mark of all the pupils in this category is 7.111.3 Time and Place of The StudyThe survey was conducted from January 2005-beginning with the preliminary survey. The informations were gathered from December 2005 to February 18 The topographic point of this survey was in SDN Percontohan Cipinang Cempedak 02 Pagi. This school is a theoretical account simple authorities school in Jatinegara territory because it has a batch of accomplishments. The survey conducted in this school because English is taught at that place. In add-on, this school is = considered as a school with good quality. So the author can compare the consequence of the survey with other school of lower quality. In decision a theoretical account simple school is expected to hold pupils with positive attitudes toward English because an ability trial was given to them when they foremost enrolled the school.ffl.4 The Instruthents of the StudyIn this survey, the research worker used questionnaire and interview as the instruments to roll up the information. 111.4.1. Questionnaire The questionnaire was constructed based on the dimension of the attitude ; there are cognitive, affectional, and connation. The inquiries were about the pupils ‘ cognitive, affectional, and conflation toward English. The indexs are pupils ‘ thoughts or sentiments toward pupils ‘ background of larning English, intent, stuff, method of material presentation ; pupils ‘ experiencing toard their English instructor, schoolmates, and method used by the instructor ; and pupils action or inclination in making something. The uestionnaire was written in Indonesia in order to do the III IillJlHtu1F ; 1 IiL ______________ ; 0 ] 19 letter writers understand what are being asked by utilizing Gutman Type graduated table method. Djaali ( 2000 ) stated that Gutman graduated table is merely used to happen definite reply. The research worker used this type of questionnaire in order to do it easier for the pupils to reply the inquiries because they are non open-ended inquiries. There were merely two optional replies, â€Å" yes † or â€Å" no † . The inquiries consisted of 26 closed inquiries about the pupils ‘ attitudes toward English at the 4th class of simple school. The mark is 1 for positive reply and 0 for negative reply. Table 3.1 shows the dimensions and the indexs of statements categorization in the questionnaire.Table 3.1111.4.2 Interview The interview was conducted outside the category. Because of the limited clip of the survey, the research worker Merely interviews 10 pupils from all pupils. These 10 pupils are chosen based on the consequence of the questionnaire informations that were believed represent the positive, mean, and negative attitudes. it was in the signifier ofDimensionIndexNoEntire1. Cognitive .. Idea aˆ? Opinion aˆ? Beliefs aˆ? Background of larning English aˆ? Purpose aˆ? Material aˆ?_Material_Presentation 1,7 2 1,23 2,5,6 3,4 2 2 3 2 2. Affectional aˆ? Feeling aˆ? Assurance aˆ? Teacher aˆ? Classmate aˆ?Method 9,10,12 8,14 11,15,17,20 3 2 4 3. Conflation. Action aˆ?_Behavior aˆ? Tendency for making something 13,16,18,19 2,24 25,26 8 20 open-ended inquiries consisted of 8 inquiries that recorded on the cassette. Each inquiry represented one index. The interview is done to happen the pupils ‘ feeling and sentiment toward English. Table 3.2 shows the dimensions and the indexs of the statement categorization in the interview. 111.4.3 ObservationTable 3.2DimensionIndexNo 1EntireI. Cognitive O Idea aˆ? Opinion aˆ? Beliefs aˆ? Background of larning English aˆ? Material aˆ? Purpose aˆ? Material Presentation 3, 5 2 4 2 1 1 2. Affectional aˆ? Feeling. Assurance aˆ? Teacher aˆ? Classmate aˆ? Method 6 8 7 1 1 1 3. Connation.Action aˆ? Behavior aˆ? Tendency for making something 9 10 1 1 The research worker observed the state of affairs and the status of the English schoolroom by clicking ( I ) Yes ( Ya ) or No ( Tidak ) based on the activity happened in the schoolroom consists of 40 pupils. In the observations signifiers there are merely the dimensions of connation because in the observation the research worker merely want to ascertained pupils ‘ public presentation that reflected from their action and behaviour in the English category. Table 3.3 shows the dimensions and the indexs of statements categorization in the observation. Dimension Indicator 1 Connation aˆ? Tendency for making aˆ? , Action and Behavior I somethingTable 3.321 111.4.4 Pilot Study Before making the research, the research worker tried out the questionnaire in order to prove the cogency and the dependability of the questionnaire. There was a theoretical account questionnaire which was designed for pilot survey before the existent questionnaire given to the pupils. After the questionnaire had been designed, so it was clip lbr the research worker to attest the questionnaire whether it was valid and dependable to utilize in a following existent questionnaire. The questionnaires were tried out to 10 pupils. L Validity The research worker used Dis-Continuum Score to prove the cogency of the questionnaire. Based on Djaali ( 2000 ) , Dis-Continuum Score trial is used for nonsubjective inquiries with are scored 0 or 1. The research worker used this manner in mensurating cogency in order to cognize whether the statements in the questionnaires were valid or non. The expression of the Dis-Continuum Score is: run batted in ) coefficient correlativity between mark of inquiry figure I with entire figure of mark Eleven = mean of entire figure of mark in inquiry figure I Xt mean of entire respondent ; 1 I. . . . H†¦ ; 0 ] Two 22 St standard divergence of mark entire respondent = entire figure of right reply for inquiry figure I qi = entire figure of incorrect reply for inquiry figure I From the computation above ( see Appendix A.4 ) , the consequence showed that from 30 inquiries, there was four inquiries were non valid. For n =10, the mark for R tabular array is 0,632. l'he mark which was under 0.632 ( see Appendix A.7 for R tabular array ) was non valid. 2. Dependability The research worker used expression of coefficient alpha to prove the dependability of the questionnaire. The expression is as follows coefficient of trial dependability K = inquiry figure Si2 = discrepancies of mark inquiry St2 = discrepancies score entire The consequence of the computation is 0.996 ( see Appendix A.6 ) . Based on the Pearson-product minute tabular array, 0.996 is between230.8 and 1.00 ( see Appendix A.8 ) . it can be concluded that the dependability of the questionnaire is high. 11L5 The Procedures in Collecting and Analyzing The Data I1L5J Research Procedure The research worker did the pilot trial before making the survey in order to cognize whether or non the pupils understood the statements in the questionnaires. Because the research worker merely used 30 pupils from 40 pupils in the questionnaire, the pilot trial was given to 10 pupils who were non given questionnaire. These 10 pupils were mix-ability pupils, consisted of pupils who are cagey, mean, and decelerate scholars based on the informations from their English instructor. The questionnaires were given to 30 pupils and 40 pupils were observed ; and because of the limited clip of the survey the research worker merely interviewed 10 pupils out of 30 pupils or it is peers to 33.3 % that were believed to stand for the positive, negative and mean attitudes. As stated by Burns ( 2000 ) , the sample size of the population besides has to be considered, the larger the sample the better. This does non intend that big sample is sufficient to vouch truth of consequence. The research worker were ascertained pupils ‘ public presentations one time a hebdomad for 3.0 proceedingss harmonizing to their English agenda in that 24 school. The observation was conducted 2 times. Merely one of the two observed pupils ‘ public presentations was examined, it was the public presentation that the research worker assessed as the best 1. 111.5.2 Data Analysis The survey represents a study attack, which normally used descriptive method in order to reply the inquiries introduced in chapter 1. In this method, the informations are gathered through questionnaire, interview, and observation. The information gathered from the questionnaire are quantitative informations, which are analyzed both quantitatively and qualitatively. The qualitative informations are taken from interview and observation. The description of the interview consequence is aimed to enrich the information of the questionnaire consequence, and the description of the observation is used to look into the pupils ‘ attitudes harmonizing to their public presentation or action during the English category. 111.5.2.1 Quantitative Data The quantitative informations are calculated from th consequence of the questionnaires. The respondents ‘ reply was classified harmonizing to emerging classs. Then, the information was quantified into per centum signifier. The qualitative information was utilizing ordinal graduated table ; the mark 1 for positive reply and 0 for negative reply ( see appendix A.4 ) . After that, the frequence analysis was carried out to

Quotes From the Cynics - English Translation

Quotes From the Cynics - English Translation What is Cynicism? Courtesy of translator Giles Laurà ©n, author of The Stoics Bible from The Cynics Diogenes Laertius. Loeb Classical Library. 2 vols. From Socrates Antisthenes learned his hardihood, emulating his disregard of feeling, and he thus inaugurated the Cynic way of life.D.L.II. p.5. Id rather feel anger than feel pleasure.Antisthenes.D.L.II. p.5. We ought to make love to such women as will feel a proper gratitude.Antisthenes.D.L.II. p.5. What sort of woman should one marry? If shes beautiful, youll not have her to yourself; if shes ugly, youll pay for it dearly.Antisthenes.D.L.II. p.5. It is a royal privilege to do good and be spoken ill of.Antisthenes.D.L.II. p.5. It is better to fall in with crows than with flatterers; for in the one case you are devoured when dead and in the other case while alive.Antisthenes.D.L.II. p.7. The height of human bliss? To die happy.Antisthenes.D.L.II. p.7. As iron is eaten away by rust, so the envious are consumed by their own passion.Antisthenes.D.L.II. p.7. States are domed when they are unable to distinguish good men from bad.Antisthenes.D.L.II. p.7. When he was applauded by rascals: I am horribly afraid I have done something wrong.Antisthenes.D.L.II. p.7. It is strange that we sort the wheat from the chaff and the unfit from the fit in war, but we do not excuse evil men from the service of the state.Antisthenes.D.L.II. p.9. The advantages of philosophy? That I am able to hold converse with myself.Antisthenes.D.L.II.9. When Diogenes begged a coat from him, he bade him fold his cloak around him double.Antisthenes.D.L.II. p.9. What learning is most necessary? How to get rid of having anything to unlearn.Antisthenes.D.L.II. p.9. When men are slandered, they should endure it more courageously then if they were pelted with stones.Antisthenes.D.L.II. p.9. He recommended the Athenians to vote that asses are horses because they had generals who had no training and were merely elected.Antisthenes.D.L.II. p.9. Many men praise you. Why, what wrong have I done?Antisthenes.D.L.II. p.9. What must one do to become good and noble? You must learn from those who know the faults you have are to be avoided.Antisthenes.D.L.II. p.11. May the sons of your e nemies live in luxury!Antisthenes.D.L.II. p.11. Virtue can be taught; nobility belongs to the virtuous; virtue alone assures happiness; virtue is an affair of deeds and needs not words or learning.Antisthenes.D.L.II. p.13. The wise man is self-sufficient for all the goods of others are his.Antisthenes. D.L.II. p.13. Ill repute is a good thing and much the same as pain.Antisthenes.D.L.II. p.13. The wise man will be guided in his public acts not by the established laws but by the law of virtue.Antisthenes.D.L.II. p.13. The wise man will marry and have children with the handsomest women and he will not disdain to love since only the wise man knows who is worthy to be loved.Antisthenes.D.L.II. p.13. To the wise man, nothing is foreign or impracticable. A good man deserves to be loved. Men of worth are friends. Make allies of men who are at once both brave and just. Virtue is a weapon that cannot be taken away.Antisthenes.D.L.II. p.13. It is better to be with a handful of good men fighting against all the bad than to be with hosts of bad men fighting against a handful of good men.Antisthenes.D.L.II. p.13. Pay attention to your enemies, for they are the first to discover your mistakes.Antisthenes.D.L.II. p.13. Esteem an honest man above a kinsman.Antisthenes.D.L.II. p.13. Virtue is the same for women as for men.Antisthenes.D.L.II.p.13. Wisdom is a most sure stronghold which never crumbles away nor is betrayed. Walls of defence must be constructed by our own impregnable reasoning.Antisthenes.D.L.II. p.13. Strike, for you will find no wood hard enough to keep me away from you so long as I think you have something to teach me.Diogenes.D.L.II. p.25. By watching a mouse running about, not looking for a place to lie down, not afraid of the dark, not seeking any dainty things, Diogenes discovered the means of adapting himself to circumstances.D.L.II. p.25. For the conduct of life we need right reason or a halter.Diogenes.D.L.II. p.27. Antisthenes. PL.Mor.13.2,p.465. Men strive for many things, though few strive to be good.Diogenes.D.L.II. p.29. Diogenes was angry that men should sacrifice to the gods to ensure health and then feast to its detriment.D.L.II. p.31. We ought to stretch out our hands to our friends with the fingers open, not closed.Diogenes.D.L.II. p.31. You must obey me, although I am a slave, if a physician or a helmsman were in slavery, he would be obeyed.Diogenes.D.L.II. p.33. Alexander is reported [by Hecato] to have said: Had I not been Alexander, I should have liked to beDiogenes.D.L.II. p.35. PL.Mor.7,p.557. The word disabled ought to be applied not to the deaf or blind, but to those who have no wallet.Diogenes.D.L.I. p.35. Diogenes described himself as the sort of hound all praise, but none dare hunt with.D.L.II. p.35. You are an old man, take a rest! What? if I were running in the stadium ought I to slacken my pace when approaching the goal? Ought I not rather to put on speed?Diogenes.D.L.II. p.35. Having been invited to dinner, Diogenes declined, saying that the last time he had gone his host had not shown proper gratitude.D.L.II. p.35. Diogenes followed the example of the trainers of choruses in setting the note a li ttle high to ensure the rest would hit the right note.D.L.II. p.37. Some people are so nearly mad that a finger makes all the difference. If you go about with your middle finger stretched out people will think you mad, but if its the little finger you may be praised.Diogenes.D.L.II. p.37. On observing a child drinking from his hands he threw away his cup and remarked: A child has bested me at plain living.Diogenes.D.L.II. p.39. All things belong to the gods. The wise are friends of the gods and friends hold all things in common. Therefore all things belong to the wise.Diogenes.D.L.II. p.39 D.L.II. p.73. To a woman ungracefully kneeling before a god: Are you not afraid good woman that the god may be standing behind you, for all things are full of his presence and you may be put to shame?Diogenes.D.L.,II. p.39. To fortune oppose courage, to convention nature, to passion reason.Diogenes.D.L.II. p.41. When Alexander told him to ask any boon he liked: Stand out of my light.Diogenes.D.L.II. p.41. PL.Mor.7,p.557. It would be ludicrous if good men were to dwell in the mire while folk of no account were to live in the Isles of the Blest because they had been initiated.Diogenes.D.L.II. p.41. When mice crept on to his table: See how even Diogenes keeps parasites.Diogenes.D.L.II. p.41. When Plato called him a dog: Quite true, I return again and again to those who have sold me.Diogenes.D.L.II. p.41. Upon leaving the baths he was asked if many men were bathing and replied, no; asked if there was a great crowd of bathers he replied yes.Diogenes.D.L.II. p.43. Plato had defined man as a featherless, biped animal. Diogenes brought a plucked chicken to the lecture hall and said: Here is Platos man.Diogenes.D.L.II. p.43. The proper time for lunch? If a rich man, when you will; if a poor man when you can.Diogenes.D.L.II. p.43. Its better to be a Megarians ram than his son.Diogenes.D.L.II. p.43. He lit a lamp in daylight and went about the streets saying: I am looking for a man.Diogenes.D.L.II. p.43. On seeing a religious purification: Unhappy man, dont you know that you can no more get rid of errors of conduct by sprinklings than you can mistakes of grammar?Diogenes.D.L.II. p.45. Men pray for things which seem to them good and not for good things.Diogenes.D.L.II. p.45. There are those who are more alive to their dreams than to their real lives.Diogenes.D.L.II. p.45. When the herald proclaimed Dioxippus to be victor: over men, Diogenes protested: Nay, over slaves, I over men.Diogenes.D.L.II. p.45. On being dragged before Philip and accused of spying: Yes, a spy upon your insatiable greed.Diogenes.D.L.II. p.45. PL.Mor.7,p.561. Alexander having sent a letter to Antipater by Athlios: Graceless son of graceless sire to graceless wight by graceless squire.Diogenes.D.L.II. p.45. Perdiccas having threatened him with death if he did not come to him: Thats nothing wonderful, for a beetle or a tarantula would do the same. I would have been properly threatened if Peridiccas had suggested he would be happy at my absence.Diogenes.D.L.II. p.45. The gods have given us the means of living easily, but that this had been put out of sight by our need for luxuries.Diogenes.D.L.I I. p.47. To a man having his shoes put on by a slave: You will not attain full felicity until he wipes your nose as well and that will come when you have lost the use of your hands.Diogenes.D.L.II. p.47. When the officials of the temple led away a man who stolen a bowl: The great thieves are leading away the little thief.Diogenes.D.L.II. p.47. To a boy throwing stones at the gallows: Good work, one day youll find your mark.Diogenes.D.L.II. p.34. To a man wearing a lions skin: Leave-off dishonouring the habiliments of courage.Diogenes.D.L.II. p.47. To one commenting on Callisthenes good fortune: Not so, but ill fortune, for he must breakfast and dine when Alexander thinks fit.Diogenes.D.L.II. p.47. Being short of money, he told his friends that he asked not for alms, but for his salary.Diogenes.D.L.II. p.47. When masturbating in the market place, he wished it were as easy to relieve hunger by rubbing an empty stomach.Diogenes.D.L.II. p.47 D.L.II. p.71. PL.Mor.13.2,p.501. To a youth playing c ottabos: The better you play the worse it is for you.Diogenes.D.L.II. p.49. An ignorant rich man he called the sheep with the golden fleece.Diogenes.D.L.II. p.49. Seeing a for sale sign on the house of a profligate: I knew that after his excesses you would expel your owner.Diogenes.D.L.II. p.49. To a man who complained of being importuned: Cease to hang out a sign of invitation.Diogenes.D.L.II. p.49. Of a dirty bath: When people have bathed here, where are they to go to get clean?Diogenes.D.L.II. p.49. Diogenes alone praised a stout musician saying he was worthy for being so big and continuing to sing to his lute instead of turning brigand.Diogenes.D.L.II. p.49. To a musician who was always deserted by his audience: Hail chanticleer! Your song makes everyone rise.Diogenes.D.L.II. p.49. Hegesias asked him for one of his works: You dont choose painted figs over real ones and yet you pass over true training and apply yourself to written rules.Diogenes.D.L.II. p.51. When reproached for his exile: Nay, it was through you, you miserable fellow, that I became a ph ilosopher.Diogenes.D.L.II. p.51. The people of Sinope exiled him; he condemned them to staying home.Diogenes.D.L.II. p.51. Why are athletes so stupid? Because they are built up of pork and beef.Diogenes.D.L.II. p.51. Why are you begging from a statue? To get practice in being refused.Diogenes.D.L.II. p.51. PL.Mor.7,p.65. If you have already given to anyone else, give to me also, if not, begin with me.Diogenes.D.L.II. p.51. What bronze is best for a statue? That of which Harmodius and Aristogiton were moulded.Diogenes.D.L.II. p.51. How does Dionysius treat his friends? Like purses; so long as they are full he hangs them up and when they are empty he throws them away.Diogenes.D.L.II. p.51. The love of money is the mother of all evils.Diogenes.D.L.II. p.53. Seeing a spendthrift eating olives in a tavern: If you had breakfasted in this fashion, you would not be so dining.Diogenes.D.L.II. p.53. Good men are the images of gods and love the business of the idle.Diogenes.D.L.II. p.53. What is wretched? An old man destitute .Diogenes.D.L.II. p.53. What creature has the worst bite? Of those that are wild, the sycophants, of those that are tame, the flatterers.Diogenes.D.L.II. p.53. Ingratiating speech is honey used to choke you.Diogenes.D.L.II. p.53. The stomach is lifes Charybdis.Diogenes.D.L.II. p.53. Why is gold pale? Because it has so many thieves plotting against it.Diogenes.D.L.II. p.53. Seeing some women hanged from an olive tree. Would that every tree bore similar fruit.Diogenes.D.L.II. p.53. Do you have anyone to wait on you? No. Then who will carry you to burial? Whoever wants the house.Diogenes.D.L.II. p.55. Noticing a youth lying in an exposed position: Up man up lest some foe thrust a dart in your back.Diogenes.D.L.II. p.55. What sort of man do you consider Diogenes to be? A Socrates gone mad.Diogenes.D.L.II. p.55. The right time to marry? For a young man, not yet; for an old man, never at all.Diogenes.D.L.II. p.55. A man dressing with care: If its for men youre a fool; if for women a knave.Diogenes.D.L.II. p.55. To a blushing youth: Courage, that is the hue of virtue.Diogenes.D.L.II. p.55. After listening to two lawyers disputing and condemned them: one man had no doubt stolen, but the other had lost nothing.Diogenes.D.L.II. p.57. 118. What wine is pleasant to drink? That for which others pay.Diogenes.D.L.II. p. 57. People laugh at you: But I am not laughed down.Diogenes.D.L.II. p.57. Life is evil: Not life, but living ill.Diogenes.D.L.II. p.57. When advised to go after his runaway slave: It would be absurd if Manes can live without Diogenes, that Diogenes could not get on without Manes.Diogenes.D.L.II. p.57. What kind of hound are you? When hungry a Maltese; when full a Molossian - two breeds that most people praise, though for fear of fatigue they do not venture out hunting with them. So neither can you live with me because you are afraid of the discomforts.Diogenes.D.L.II. p.57. Why do people give to beggars and not to philosophers? Because they think that one day they may be lame or bli nd, but never expect that they will turn to philosophy.Diogenes.D.L.II. p.57. On begging to a miser who was slow to respond: My friend, its for food that Im asking, not for funeral expenses.Diogenes.D.L.II. p.59. On being rebuked for falsifying the currency: That was the time when I was such as you are now, but such as I am now you will never be.Diogenes.D.L.II. p. 59. To Myndus, a small city with large gates: Men of Myndus, bar your gates lest the city run away!Diogenes.D.L.II. p.59. In response to Craterus invitation: No, I would rather live on a few grains of salt at Athens than enjoy sumptuous fare at Crateruss table.Diogenes.D.L.II. p. 59. To Anaximenes the fat rhetorician: Let us beggars have something of your paunch; it will be a relief to you and we shall get advantage.Diogenes.D.L.II. p. 59. Being reproached for eating in the market: Well, it was in the market that I felt hungry.Diogenes.D.L.II. p.59. Plato saw him washing lettuce and said: If you had paid court to Dionysius you wouldnt now be washing lettuce. Diogenes: If you had washed lettuce you wouldnt have paid court to Dionysius.D.L.II. p.59. Most people laugh at you: And asses laugh at them, but as they do not care about asses so do I not care about them.Diogenes.D.L.II. p.61. Seeing a youth studying philosophy: Well done, Philosophy, that you divert admirers of bodily charms to the beauty of the soul.Diogenes.D.L.II. p.61. On the votive offerings at Samothrace: There would have been far more if those who were not saved had set up offerings.Diogenes.D.L.II. p.61. To a young man going out to dinner: You will come back a worse man.Diogenes.D.L.II. p.61. I will give you alms if you can persuade me: If I could persuade you I would persuade you to hang yourself.Diogenes.D.L.II. p.61. On his way from Lacedaemon to Athens: From the mens apartments to the womens.Diogenes.D.L.II. p.61. Libertines he compared to fig trees growing on a cliff whose fruit was eaten by vultures and ravens rather then by men.Diogenes.D.L.II. p.61. When a golden statue of Aphrodite was set up at Delphi: From the licentiousness of Greece.Diogenes.D.L.II . I am Alexander the Great King: and I am Diogenes the Cynic.Diogenes.D.L.II. p.63. Why are you called a Cynic? I fawn on those who give me anything, I bark at those who refuse, and I set my teeth in rascals.Diogenes.D.L.II. p.63. Handsome courtesans are like a deadly honeyed poison.Diogenes.D.L.II. p.63. A crowd gathered round when he ate in the market place calling him dog: It is you who are dogs when you stand around and watch me eat.Diogenes.D.L.II. p. 63. When two cowards slunk away from him: Dont be afraid, a Cynic is not fond of beet root.Diogenes.D.L.II. p.63. On seeing a stupid wrestler practicing medicine: What does this mean? Are you to have your revenge on those who formerly beat you?Diogenes.D.L.II. p. 63. Seeing the child of a courtesan throwing stones at a crowd: Take care you dont hit your father.Diogenes.D.L.II. p.63. A boy having shown him a dagger he had received from an admirer: A pretty blade with an ugly handle.Diogenes.D.L.II. p.63. A man was commended for givin g him a gratuity: Have you no praise for me who was worthy to receive it?Diogenes.D.L.II. p.63. A man asked if he might have his cloak back: If it was a gift I possess it and if it was a loan I am still using it.Diogenes.D.L.II. p.65. What have you gained from philosophy? This if nothing else, to be prepared for every fortune.Diogenes.D.L.II. p.65. Where are you from? I am a citizen of the world.Diogenes.D.L.II. p.65. To parents sacrificing to the gods in hopes of having a boy: But you do not sacrifice to ensure what manner of man he shall be.Diogenes.D.L.II. p.65. Being reproached for going in dirty places: The sun visits cesspools without being defiled.Diogenes.D.L.II. p.65. You dont know anything even though you are a philosopher: Even if I am a pretender to wisdom, that is philosophy.Diogenes.D.L.II. p.65. Someone brought him a child, highly gifted and of excellent character: What need then has he of me?Diogenes.D.L.II. p.67. Those who say excellent things yet fail to perform them are like harps as both have neither hearing nor perception.Diogenes.D.L.II. p.67. When he was asked why he was entering the theatre, meeting face to face everyone else as they came out: This is what I practice doing all my life.Diogenes.D.L.II. p.67. To a gay man: Are you not ashamed to make yourself less than natures intention; for nature made you a man and you play the part of a woman.Diogenes.D.L.II. p.67. To one who was ill adapted to study philosophy: Why then do you live if you do not care to live well?Diogenes.D.L.II. p.65. To one who despised his father: Are you not ashamed to despise him to whom you owe it that you can pride yourself?Diogenes.D.L.II. p.67. To a prating, handsome youth: Are you not ashamed to draw a dagger of lead from an ivory scabbard?Diogenes.D.L.II. p.67. 121. Being reproached for drinking in a tavern: Well, I also get my hair cut in a barbers shop.Diogenes.D.L.II. v.2, p.67. Many go to great pains to get what they would be better off without.Diogenes.D.L.II. p.69. To one with perfumed hair: Beware that the sweet scent on your head cause not an ill odour in your life.Diogenes.D.L.II. p.69. Bad men obey their lusts as slaves obey their masters.Diogenes.D.L.II. p.69. On seeing a bad archer he sat down in front of the target: So as to not get hit.Diogenes.D.L.II. p.69. Lovers derive their pleasures from their misfortunes.Diogenes.D.L.II. p.69. Is death evil? How can it be since in its presence we are not even aware of it?Diogenes.D.L.II. p.69. Alexander asked if he were afraid of him: Why? What are you, a good or a bad thing? A good thing. Who then is afraid of the good?Diogenes.D.L.II. p.69. Education controls the young, consoles the old and adorns the rich.Diogenes.D.L.II. p.69. The most beautiful thing in the world? Freedom of speech.Diogenes.D.L.II. p. 71. On entering a boys school he found there many statues of the Muses, but few pupils: By the help of the gods, schoolmaster, you have filled your classroom.Diogenes.D.L.II. p.71. Two kinds of training, mental and bodily, each incomplete without the other.Diogenes.D.L.II. p.71. Nothing in life has any chance of succeeding without strenuous practice and this is capable of overcoming anything.Diogenes.D.L.II. p.73. Even the despising of pleasure is pleasurable once we are habituated to it.Diogene s.D.L.II. p.73. Diogenes lives like Heracles, who preferred liberty to everything.Diogenes.D.L.II. p.73. It is impossible for society to exist without law. Without a city no benefit can be derived from what is called civilization. The city is civilised and there is no advantage in law without a city; therefore law is something civilised.Diogenes.D.L.II. p.75. Good birth and fame are the ornaments of vice.Diogenes.D.L.II. p.75. The only true commonwealth is as wide as the universe.Diogenes.D.L.II. p.75. Open union between a man who persuades and a woman who consents is better than marriage.Diogenes.D.L.II. p.75. Music, geometry, astronomy and the like studies are useless and unnecessary.Diogenes.D.L.II. p.75. What are you good for? Ruling men.Diogenes.D.L.II. p.77. Sell me to this man [Xaniades]; he needs a master!Diogenes.D.L.II. p.77. On slavery: Lions are not the slaves of those who feed them, rather, their masters are slaves to their possessions. Fear is the mark of the slave and lions do not fe ar men.Diogenes.D.L.II. p.77. Diogenes had a wonderful gift of persuasion and could easily vanquish anyone he liked in argument.Diogenes.D.L.II. p.77. It is the privilege of the gods to need nothing and of godlike men to want but little.Diogenes.D.L.II. p.109. Crates was a Theban; he was known as the Door-opener from his habit of entering into houses and admonishing those within.D.L.II. p.89. Set down for the chef ten minas, for the doctor One drachma, for the flatterer talents five, For counsel smoke, for mercenary beauty A talent, for the philosopher three obols.Crates.D.L.II. p.89. That much I have which I have learnt and thought, The noble lessons taught me by the Muses; But wealth amassed is prey to vanity.Crates.D.L.II. p.89. What have you gained from philosophy? A quirt of lupins and to care for no one.Crates.D.L.II. p.91. Hunger stops love, or, if not hunger, Time, Or, failing both of these means of help, a halter.Crates.D.L.II. p.91. In summer-time a thick cloak he would wear To be like Crates, and in w inter rags.Philemon.D.L.II. p.91. Diocles relates how Diogenes persuaded Crates to give up his fields to sheep pasture and throw into the sea any money he had. In the home of Crates, Alexander is said to have lodged.D.L.II. p.91. The marriage of intrigue and adultery belongs to tragedy, having exile or assassination for its rewards; those who take up with courtesans are subjects for comedy since drunkenness and extravagance end in madness.Crates.D.L.II. p.93. Crates brother Pasicles, was a disciple of Euclides.D.L.II. p.93. It is impossible to find a man free from flaws; just as with the pomegranate, one seed is always going bad.Crates.D.L.II. p.93. We should study philosophy to the point of seeing generals as mere monkey drivers.Crates.D.L.II. p.95. Those who live with flatters are no safer than calves in the midst of wolves; neither have any to protect them and only such as plot against them.Crates.D.L.II. p.95. When Alexander asked if he would like his native city rebuilt: Why should it be? Another Alexander will come along and destroy it again.Crates.D.L.II. p. 97. Ignominy and Poverty are my country which Fortune can never take captive. I am a fellow citizen with Diogenes who defied all plots of envy.Crates.D.L.II. p. 97. Wearing a cloak youll go about with me, As once with Cynic Crates went his wife: His daughter too, as he himself declared, He gave in marriage for a month on trial.Menander. Twin Sisters.D.L.II. p.97. When he burned his own works: Phantoms are these of dreams o the world below.Metrocles.D.L.II. p.99. Do you suppose that I have been ill-advised, if instead of wasting further time on the loom, I have spent it on education?Hipparchia.D.L.II. p.101.

Self-appraisal Essay Example

Self Self-appraisal Essay Self-appraisal Essay I perfectly know and understand myself because I simply follow my heart desire; I got almost all my personality from the people around me. Before I perfectly regard myself more than anybody, but now that I’m married I regard my family first more than myself. I rate my attitude in handling about life as perfect with Gods help. I handled perfectly when I’m stress and emotionally hurt because I prayed a lot. I perfectly know and understand my values at an early age because my parents first taught me. I’m 100% satisfied with my career choice because they let me decide. I reached my career and job opportunities by myself only because I tried hard enough. I rate my writing skills as very good because I’m still new though I did some documentation in our company before. I’m perfectly prepared when I have job interviews by researching some topic that is related to the position I applied. I perfectly get along with people because I love being with people. I d on’t like to be alone. My average self-appraisal score is 4.8.One of the traits that I like in myself and I got it from my father is the willingness to sacrifice for the sake of the love ones. That was when I diagnosed with hypertension and was prescribed with some medications, I did not tell my husband about my maintenance because I don’t want to bother him and I don’t want to ask money from him for my personal needs because I know how he work hard to earn a living. I just find another way like I will engage in buy and sell business that won’t need some capital, in this way I can buy my medicines through the profit.One of the traits that I don’t like in me is my temper and I got it from my mother, I easily got mad even in small things especially when they won’t meet my expectations, I don’t have patience. All I want is for them to follow what I want. As of the moment I tried to control it because it’s not good and I donâ€℠¢t want my kids to be like that. I pray that God will help me and will give me more patience and understanding.

Revisiting that question - Emphasis

Revisiting that question Revisiting that question Write Now reader Simon Lewis joins the great that debate: Definitely one of my bugbears, that. Take this example: The teaching medical students receive also leaves them with an incomplete picture. I started interpreting this as The medical students who teach and then obviously realised [that] it was supposed to be interpreted The teaching *that* medical students receive. Im all for brevity, but not at the expense of clarity, and definitely not at the expense of causing the reader to re-start the sentence! Thanks, Simon. So it looks like there needs to be a context-specific clause added to our rule. If the that doesnt add any clarity to the sentence, as in the watch [that] my father gave me, then cutting it is fine. But if the that distinguishes the word preceding it as, for example, a noun (as it does for the word teaching in Simons example) rather than an adjective (which is how Simon interpreted the word to begin with, as a way of defining the medical students) then for goodness sake leave it in. This does, at least, reinforce the importance of another thing we stand for: proofreading!

The Beatles Essay Example | Topics and Well Written Essays - 2000 words

The Beatles - Essay Example Two of the Beatles are now dead, but the icon of "Beatles" remains, having moved from a Modernist, central position within world culture to a postmodernist, ironic placement as a mixture of nostalgia and commercialism. When The Beatles first appeared on music scene in 1963, the idea of a musical band being anything more than simply a group of young men (and sometimes women) who played live and who would, if successful, release records, had yet to be invented. Pop groups, even those that became phenomenally successful in a manner never seen before, were clearly definable, and limited Modernist figures. A clear delineation could be made between the pop group and the musical culture/general world in which they performed and lived. In a modernist and semiotic sense, the relationship between signifier ("The Beatles") and signified (the live performances and records) was fairly clear (Barthes, 1978). But as early as the late stages of Beatlemania in 1964, a postmodern uncertainty was coming into the sign "Beatles" as a slippery commutability between signifier and signified started to occur. Essentially "The Beatles" became a signifier for much more than the signified of their music. The hysterical "love" that surrounded the four young from Liverpool reached such extreme and massive proportions that some seriously suggested that the fans were suffering from some kind of mass hysteria. "The Beatles", to put them in a Freudian context, were bringing out an id within their fans that dominated their ego and superego. While the raw sexuality of Beatles music was making the previous icon of rebellion, Elvis Presley, seem relatively tame by comparison, their success within Britain caused them to become icons of the mainstream establishment as well. In 1965 Queen Elizabeth II bestowed the MBE, a civil honor, on the band. Their dominance of the music industry - on April 4th 1964 they had all top five records on the Billboard Top 100 (Spitz, 2006) - had apparently led them to become icons of that most traditional of British institutions, the monarchy. When John Lennon told the Royal Command Audience that they should applaud, only the rich should jangle their jewelry the "servants" of the Queen who had been commanded to perform for her (and who bowed so low) were now ironically commenting upon the British class system. The move to postmodern irony had already started before the famous mop-tops were grown long, the Beatles stopped performing live, and the concept studio album took over. The role of the Beatles as something more than merely a pop group began to take on far greater proportions as the Sixties rolled on. Thus they were seen as having snubbed the President of the Philippines' wife and barely escaped the country with their lives, and John Lennon caused a huge uproar by his less-than-diplomatic, but probably correct assertion that the Beatles were at the time more popular than Jesus (Spitz, 2006). Much of 1970's fashion can be traced to a single Beatles album cover: that of Sergeant Pepper's Lonely Hearts Club Band. Thus the sheer range of culture and society that the Beatles influenced eventually drowned out the importance of their music. An ideal symbol of this tendency was the perhaps apocryphal moment when the band stopped playing at a gig only for the audience not to notice because of the noise they were

Information Systems - UPS Case Study Example | Topics and Well Written Essays - 500 words

Information Systems - UPS - Case Study Example Aside from being able to communicate better with other UPS staffs and its global business partners, the use of a highly reliable networking technology made it possible for UPS to create competitive advantage by allowing its customers track down the status of their packages. To improve the efficiency of its delivery services, UPS decided to invest in networking technologies such as wireless LANs, latest scanners, GPS, wireless Bluetooth connection worldwide, WiFi technology, PDAs, mobile phones, and Ethernet among others. Using these technologies, UPS was able to integrate information concerning its trucking system, ship-based and airplane shipments. It is said that UPS sends the information coming from the scanned labels using Bluetooth devices to allow the retransmission to wireless LAN. The problem with using the Bluetooth technology is that errors may occur in the ACL packet (Olenewa 173). In case the UPS staff has failed to retransmit the data, there is a risk wherein certain information will not be integrated together with the entire UPS package tracking information that is supposed to be available worldwide. Often times, error connection using the Bluetooth devices can either be classified as the ‘1/3 rate Forward Error Correction (FEC)’, the ‘2/3 rate Forward Error Correction (FEC)’, and the Automatic Retransmission Request (ARQ)’ (Olenewa 173). Specifically the use of Bluetooth can lead to security problems such as virus attacks (Oates) or disclosure of private information (Laurie and Laurie). On top of security concerns, it is important to take note that Bluetooth devices are dependent on the use of battery (Olenewa 173). In the absence of charger, UPS staff will not be able to send out important data on a timely basis. To avoid communication and coordination problems, UPS staff should be trained on how to handle cases related to security problems and

Reflective journal Essay Example | Topics and Well Written Essays - 1000 words

Reflective journal - Essay Example Students in this model are required to make sure that the company expands its operations as well as increase its revenue output. Before the process started, the teacher divided the class into different groups which were to compete with each other in business modeling. It was during these groups that I learnt effective decision making processes among other skills as discussed in this paper. How I performed as a member of my team As a member of my team, I performed well and was fully involved in the decision making process. Although it was I was not mandated to perform all the tasks involved in the process, I was engaged in other activities such as conducting research on different topics and issues. The expertise and knowledge of our team leader helped us avoid role conflict among the different team members. Since everybody has different capabilities and abilities, he assigned roles according to our natural talents and interests. He knew the strengths and weaknesses of every member of our team. This skill helped him in allocation of tasks and roles that different people would perform. Not everybody has equal capabilities as we are all naturally different. Therefore, those who were slow were offered support. This helped us in making swift and effective decisions that did not negatively affect our performance. I conducted thorough research for the benefit of the team and as a way of showing my active participation. To be successful, all members of a team should handle their duties cautiously and with seriousness. As such, they should show concern and be fully involved in all the teams’ activities. Different people have different performance levels. While working as a team, it is imperative to understand that all people have different capabilities and have different performance abilities. What I learnt from working in the team Teams are an essential tool for learning from peers as they offer engaged students with different knowledge and skills. Students get a chance to learn from other fellow students. Students also have the opportunity to practice different skills such as communication skills and public relations skills. For a team to be successful there must be the existence of good communication skills and members (Hayes & Hayes 2002, p., 112). Again, they should be able to work together and understand the need for them to be involved in the group. In the whole modeling process, I learnt about teamwork and its importance to people working for a single course and aiming at a common goal. Our goal was emerging the best team after the whole process. We planned to grow the share capital of our company and grow our market share. I learnt that in a team, arriving at a decision took a longer time than when working individually. In a team, there are various options available for the team to exploit in reaching a particular agreement (Adair 2010,  13). Personally, I developed good decision making skills that I find useful all the time. Area s I can improve on in my teamwork For a team to carry out its mandate successfully, it requires a number of factors to work in its favor. First, the team members must agree to pursue a common goal and move towards a similar direction. Our team was able to settle on our strategy and decide on the ways to use so that we could achieve our goal (Bell & Smith 2011,

Strategic managment report Essay Example | Topics and Well Written Essays - 1000 words - 1

Strategic managment report - Essay Example (Kuhn, 1996) A paradigm can also be described using its four basic elements: symbolic generalisation, metaphysical assumptions, values and exemplars. Symbolic generalisations refer to the different ways in which problems within the paradigm are put across and solved. Metaphysical assumptions involve the beliefs about what will be considered to be real. Values on the other hand are the characteristics that represent the basic priorities of what issues to pursue and the goals that need to be served. Finally, exemplars are the worked out approaches and answers which represent the whole world view as a logical form. (Kuhn, 1996) Paradigms, according to Thomas Kuhn, are culturally oriented and very discrete. For example, an Asian medical researcher who has an enormous amount of knowledge on eastern medicine would encompass a totally different paradigm to that of a western medical researcher. (Kuhn, 1996) Organisational paradigm implies the beliefs, philosophies, values policies, structures and operations that embody an organisation. (Kuhn, 1996) Organisational paradigm can be applicable to the domain of an organisation and also explains the frame of reference of an organisation as well as its culture and world view. The importance of an organisation’s paradigm for strategic management is that it can be used to revamp the management system of the organisation. (Kuhn, 1996) This can bring about a number of elements like the importance of the role of a leader, intensive employee training, increased salaries and budgets and combating any resistance to change. Strategic management paradigm leads to various generalities, for example towards the external environment which means that the organisation must show commitment to the social, economic and environmental issues that surround the firm. Institutional actions must also be considered which stress the values and principles of total quality

BENCHMARK PROJECT Statistics Example | Topics and Well Written Essays - 500 words

BENCHMARK - Statistics Project Example This survey was conducted on beach situated around my area of residence. On that note, I employed some basic observational skills in a bid to try and answer some of the questions in the objective list. Evidently, through monitoring the activities in the beach during the weekends I was able to achieve the goals of this study. However, in a bid to establish the most commonly engaged activity in the beach, I was able to count the number of people engaging in various activities for instance, swimming, surfing and others just went to the beach to enjoy the view of the ocean. Apparently, the main reason for the use of simple observational skills in this study was because it was not a time consuming method as compared to other statistical methods for instance interviews. Secondly, it required minimal resources to carry out the study hence it is economical. On other hand, in a bid to achieve an unbiased study, the observations were carried out for three weekends in order to justify the claim s and ensure accuracy in the results. In this particular observational study, the sample population wasthe people present in the beach during the period in which the study was carried out. In addition to that, on the particular weekend in which the study was carried out, there were approximately five hundred people. On that note, the study was able to yield the following results; the survey was able to conclude that seventy percent of people who went to the beach engaged in swimming activities. Fifteen percent embarked on surfing activities,fivepercent engaged in beach games for instance, volley ball and beach soccer and the rest were in attendance to enjoy the view of the ocean. In short, the survey was able to conclude that swimming was the most popular engaged activity in the beach. Consequently, this survey has a number of significance to our society. Apparently, this survey has been able to highlight that in the beach area, many

Strategic managment report Essay Example | Topics and Well Written Essays - 1000 words - 1

Strategic managment report - Essay Example (Kuhn, 1996) A paradigm can also be described using its four basic elements: symbolic generalisation, metaphysical assumptions, values and exemplars. Symbolic generalisations refer to the different ways in which problems within the paradigm are put across and solved. Metaphysical assumptions involve the beliefs about what will be considered to be real. Values on the other hand are the characteristics that represent the basic priorities of what issues to pursue and the goals that need to be served. Finally, exemplars are the worked out approaches and answers which represent the whole world view as a logical form. (Kuhn, 1996) Paradigms, according to Thomas Kuhn, are culturally oriented and very discrete. For example, an Asian medical researcher who has an enormous amount of knowledge on eastern medicine would encompass a totally different paradigm to that of a western medical researcher. (Kuhn, 1996) Organisational paradigm implies the beliefs, philosophies, values policies, structures and operations that embody an organisation. (Kuhn, 1996) Organisational paradigm can be applicable to the domain of an organisation and also explains the frame of reference of an organisation as well as its culture and world view. The importance of an organisation’s paradigm for strategic management is that it can be used to revamp the management system of the organisation. (Kuhn, 1996) This can bring about a number of elements like the importance of the role of a leader, intensive employee training, increased salaries and budgets and combating any resistance to change. Strategic management paradigm leads to various generalities, for example towards the external environment which means that the organisation must show commitment to the social, economic and environmental issues that surround the firm. Institutional actions must also be considered which stress the values and principles of total quality

Epistemology Essay Example | Topics and Well Written Essays - 1000 words - 1

Epistemology - Essay Example More often than not, when people think about acquisition of knowledge that they possess, their attention is drawn to school or college as the source of that knowledge. However, these are not the only existing ways of acquiring knowledge. For example, the process or onset of acquisition of knowledge is way before school when one is a baby or a toddler. When a baby cries, he gets the attention of the parents or caregivers who seek out what the problem is, and a toddler touching something hot immediately feels the pain. Deviant behaviors exhibited by children are met with punishment while good deeds and manners call for praise and reward. All these examples form parts of the knowledge equation despite the fact that the toddler or the child might not be aware of what is happening in his or her life. As the children grow up, there is more knowledge being acquired as they later learn how to dress themselves, tie their shoes, to talk and read. They also acquire knowledge about social aspect s of life like family life and relationships. In general, everything and all spheres of life including work life is knowledge (Cooper, 1999; Feldman, 2003). Individuals who are interested in acquiring knowledge about certain aspects or subjects can do so through schooling or through acquaintance. The concept of individual epistemology as they are developed and enacted in professional paid work can be elaborated by looking beyond the present ideas of epistemological beliefs (Hofer & Printrich, 1997), and positioning individual epistemologies as being dynamic, deliberate, and derived in individual-specific means through a unique set of socially-derived experiences that are a consequent of a person’s life history or ontogeny. Considering their dynamic and constitutive nature, it is imperative to centrally place these epistemologies in the dual processes of individual development and reshaping of socially derived norms. An illustration of these propositions can be made by drawing upon situations in which a worker, in this case, a GameStop manager, learns through paid work and how the work is remade, in conditions of greater and lesser close social guidance. In essence, personal epistemologies are considered as the primary basis for instigating, monitoring, and evaluating the process and outcome of these enactments. Therefore, it is important to elaborate individual epistemologies in order to understand how people engage in and learn through paid work and their reshaping and alteration of their work activities in certain circumstances and at certain instances. Studies of acquiring socially derived knowledge have often taken place in situations that provide strong direct social guidance and mostly through appraisal of dyads for example expert-novice. Therefore, current understanding about learning through work situations is largely premised on richly social affordances, including the availability of more informed social partners An Account of individual epist emology In my profession, in regard to outside support, trust is the most important factor when making a judgment of the support being offered as valued. Therefore, a lot significant consideration is put on my part on the basis of on which the support is provided. Furthermore, the judgments on the value of the different kinds

Non-Verbal Communications Essay Example for Free

Non-Verbal Communications Essay Non-verbal communication can be summed up as speaking without words. It includes body language, posture, gestures, facial expression and eye contact. Furthermore, this style of communication includes physical appearance, for example what you are wearing or the hair style you choose. Even the way in which people speak contains non-verbal cues. These cues include the tone and emotion behind verbal communication. Non-verbal communication is a very important aspect of communicating effectively and is something that we encounter every day in many different contexts. Purpose: The purpose of this presentation is to illustrate the importance of non-verbal communication. The presentation will explain the role that non-verbal communication plays in every day conversations, group work, and place of employment. It will draw attention to the atmospheres created by this type of communication as well as identify the negative and positive aspects. Scope: We will begin by defining non-verbal communication and provide a variety of examples of the different aspects of the topic. From there, we will identify the principles of non-verbal communication. These principles explain the effects of what non-verbal communication really is. Next, a description of the different types of non-verbal communication will be presented along with an explanation of their meaning. Furthermore, we will identify how different cultures use non-verbal communication around the world. The conclusion will involve a summary of non-verbal communication, a reinforcement of its importance, and an implication for its future use. Outcome: The main outcome of our presentation is to educate the audience on how to recognize non-verbal cues from others. If non-verbal cues are recognized it is easier to identify if there is a problem with the communication, understanding of the communication and perhaps more importantly how the other/others feel about the communication. As we learn to recognize these traits in others, it will make it easier for each one of us to identify and correct the behaviours within ourselves. This is perhaps one of the important outcomes we would like to achieve as it will make each of us conscious of our own actions to ensure a positive communication level to everyone both business and personal. It is also important to note that non-verbal communications are both positive and negative, and to know the difference. Along with this idea is also, the importance of know some critically cultural differences that are observed especially in the business world. Roles that Members played: As a group, we met on two occasions to discuss the project. We divided the different sections of the presentation, individually formulated ideas, and then came together as a group to share ideas. Our decisions were finalized after the group discussion. During our presentation there will be an opportunity for each member to discuss the topic at hand. To present each topic we will make use of a power point presentation for a visual reinforcement to our statements. During the next week we will be meeting to create our presentation in order for a smooth, confident, and accurate delivery. Method of Delivery: We have three main areas of discussion: 1) The Introduction of the group and topic as well as identifying the outcome. These areas will be handled by one person. This part of the presentation has to be able to get the audience motivated and engaged for the rest of the presentation. 2) The actual presentation of our topic will be handled by two people. This part will be the focus of the presentation as it will be the information stage. Providing insight and knowledge to the audience. 3) Conclusion of the presentation. This is an integral part of the presentation because it brings not only the presentation together it is generally what the audience will remember the most. Method of handling Q A: We are going to ask the audience to hold all questions until the end of the presentation. This will give presenters an opportunity to present all the information to avoid questions that may be answered in the latter of the presentation. We will ensure that a considerable amount of time will be allotted for questions and answers. Upon being asked a question, any group member will be able to answer; however, other group members will be able to respectfully interject to provide additional information Method of Concluding the Presentation: The conclusion will involve a summary of the presentation as well as suggestions for future implications. Pictures to reinforce the positive and negative non-verbal attitudes will be provided to enhance our presentation. This will be done to encourage interaction between the presenters and the audience. Examples of both positive and negative non-verbal attitudes will be provided. Questions will then be asked of the audience to provide the type of non-verbal communication the visual aid is portraying. Obtaining interaction from the audience will give a good summarization to the presentation.

Subcultural Theories of Youth Offending

Subcultural Theories of Youth Offending Introduction The essay will look at historical subcultural theories and explanations which play a role in explaining youth offending behaviour. It will in particular focus on deviant and radical subcultural theories including theories from Merton and Cohen and look at ways in which these theories are still prevalent amongst contemporary society and continue to be relevant. The essay will consist of an in dept critical analysis of the arguments put forward. Browne (2000) defines a subculture as a group of people who hold their own norms, culture, ethnicity, sexuality and values. Subcultures are smaller cultures held by a group of people within a larger culture in the society of which they belong to. Crime and deviance subcultural explanations of deviance advocate that those individuals who commit deviant behaviours share similar values which are to an extent differentiated from the main values of society The dissertation will critically review the literature. It is useful to do this as it helps to identify to the validity of the literature. In carrying out a critical literature review it aids in ensuring that new research into the topic avoids the errors found in some earlier research. Aims and objectives of the dissertation will be to critically analyse literature of historical theorists well known for their work associated with early deviant subcultural theories and to explore their relevance within contemporary society and demonstrate how historical ideas differ and/or are similar with ideas from society today. Other aims and objectives include carrying out a critical analysis on the work of these theorists and of sources which information has derived from. Literature Early Radical and Deviant subcultural theories Robert Merton put forward the theory of anomie/ strains which posed of great relevance to subcultural theories in the origins of deviant subcultural theorists. The theory suggest that deviance is a means used to achieve societys goals when they cannot be achieved through legitimate means due to factors such as socio economic factors, disadvantages in education and job prospects. This can then place strain upon these individuals as they want to achieve the goals but lack the opportunity for doing so by conventional means, (Cote, 2002). Great Britain Department for Work and Pensions (2004) in their sixth annual report state that many neighbourhoods have been subject to a spiral of decline. Areas with high unemployment and crime rates attain bad reputations resulting in businesses and employers to move out and which means there is high turnover and plenty of housing which is left empty posing opportunity for crime, vandalism and drug dealing. This supports Mertons view that deviance may in actual fact be a result of deprived areas posing disadvantages on individuals. This provides strong support for Mertons theory as it has been derived from a credible government organisations findings which have been providing data for the government for six years. Cohen (1955) criticised Mertons theory however and states that it does not account for crimes which are committed for no apparent reason. He fails to address why acts of deviance may take place where they fail to provide any monetary value. Cohen believes that acts of deviance take place out of fun not out of necessity. He also believes that crime does not take place on an individual level but as a collective problem for gang members who seek audiences in order to gain status and respect. In addition Cohen (1973) states that undesirable subcultures may be used as scapegoats for the government and law officials with the aim of creating moral panic so they can be viewed as fighting off these delinquents. There have been occasions when the governments claims have been questioned. BBC (2002) talk about the government placing blame for the growth of youth crime on incompetent and violent parents. Questions however have been raised as to whether the government is evading responsibility for the increase of crime levels to parents. This can however only be a matter of raising questions as to whether or not the government exercise the use of scapegoating. Baerveldt et al (2006) used criteria from work carried out by Goode and Yehuda to carry out an investigation to prove the hypothesis that a moral panic relating to youth crime has been prevalent since the 1990s in the Netherlands. They had found that most of the criteria identified by Good and Yehuda had been met however it was unclear that the underpinning of this moral panic was solely down to beurocratic processes. There were also flaws identified with the methodology or the research and Baerveld et al felt that future research should be more comparative looking at moral local panics or comparing panics with non-panics. This suggests that the finding from this study may not be as significant as the methodology may have been flawed. The work carried out by various sociologists in The Chicago School also contributed to the origins of deviant subcultural theories. Hopkins Burke (2008) speaks of the Sociologist Ernest Burges who put forward a theory of social disorganisation in 1928. The University of Chicago Centennial Catalogues (2010) state that Burgess played a central role in research which he contributed to the Chicago School of sociology. He observed that there was a high presence of criminal behaviour in the zones of transition. He put this down to the constant expansion of the business district into these areas resulting in the displacement of residents in this area. As this was one of the most desirable zones to live in, it was an area of attraction for immigrants who were too poor to live elsewhere. Burges claimed that this resulted in the weakening of family and communities due to social patterns. Shaw and McKay state that it is neighbourhood organisation which allowed or prevented offending behaviour. They noted that parents of youths from neighbourhoods which were wealthier fulfilled their childrens needs resulting in less crime in the areas. However they stated that in the zone of transition families were strained as a result of migration, poverty and rapid urban growth. Left with little support children and young people had no social constraints placed on them therefore were more likely to seek friends in the streets of the city in search for excitement. It can be argued however that poverty does not always lead to crime as there are people who want to break the cycle of poverty and change their lives around. BBC (2005) state that the cycle of poverty (As shown in Appendix 1) is where families or communities become trapped in poverty as a result of limited resources such as education, and finance. Breaking the cycle of poverty can be demonstrated by the self made millionaire Sir Alan Sugar; his early life began by being brought up in a council estate. It can be said that in some situations being bought up in poverty may have a positive effect on some people, Barke and OHare (1991). However sometimes it may be necessary to commit crimes in order to break thee cycle of poverty. Jenks (2005) stated that The Chicago School contributed to the discovery of new and different people. Subcultural studies by The Chicago School discovered new ways of life and different sides of cities. Albert Cohen is a well known theorist for contributing to early US deviant subculture theories throughout the 1940s and 1950s. Burke (2005) talks about Cohens deviant subculture theory, which suggests that it is the family position in the social structure which determines the childs actions in later life. Cohen states that juvenile delinquents were motivated to offend in order to achieve status, with their offending serving no real purpose. He questioned acts of deviance which were non finance motivated such as vandalism. He put this down to a term which he described as status frustration. He talks about mainly working class boys who are denied of any status achievement through education which ultimately leads to failings in education and future prospects. This according to Cohen caused frustration due to the lack of goal achievement and as a result they formed delinquent subcultures in order to create new achievable goals of their own. Moreover Cohen believes they take middle class values and rebel against them. This theory replaces the emphasis that Merton placed on financial incentive for delinquent behaviour with the focus being on the achievement of status. Cohen rightly shows how deviance is a rational response to life and indicates how it can be learnt through peer groups. Moreover Cohens theory offers a good explanation for non utilitarian crimes. Cloward and Ohlin in Downes and Rock (1988) disagree with Cohen and state that he overrated the role of school and education as the cause of delinquency. Short and Strodbeck (1974) however found little evidence to support Cohens claims of rejection towards middle class values of society within gangs Cohen has also been criticised for not accounting for female deviance and emphasising too much on males. Home Office (2003) looks at the summary of cautioning rates for non-monitoring offences by sex from 1992 to 2002 (see Appendix 2). This summary shows female cautioning to be relatively low, accounting for an average of 10% up until 1996. The rate then increases by a substantial amount between 1997 up until 1999 where at one point it is the same as males. From 2000 to 2002 there is a drop in the female figures. This shows that females do also account for offending behaviours and also shows how societys situation can change over the years and therefore one single theory which applies at one stage may not be sufficient enough to apply at later stages and therefore goes against the relevance of early deviant subcultural theories with regards to contemporary society. Albert Cohen is a well known for his work with relation to sociological explanations of theories of gangs; his theories have played an important role throughout the 1940s and 1950s. Cohens work has been of high relevance throughout the decades and continues to provide foundation for contemporary society, (Kinnear, 2009). The notion of the family position being a factor in causing deviant behaviour is also supported by Albert. K. Cohen who talks about breakdown of the family controls being a casualty of gang membership, (Cohen 1955). Albert Cohens work is supported by another well know researcher, Albert. K. Cohen and therefore provides more support for Albert Cohens claim that status achievement provides a source of encouragement for gang membership. ESRC Society Today (2009) state that members of organised gangs are generally males who are from broken families and lower class backgrounds. It is said that they may join gangs as they are more likely to gain moral support from them which encourages excuses of violence and criminal activities. They also spoke about the link between social class and crime in deprived neighbourhoods. This shows how the work of Cohen is still reflected in modern day society. Smith (2007) supports this by claiming that the majority of young offenders derive from broken homes and that gangs usually consist of boys who have never been a part of an intact family. This supports the view that broken homes contribute to delinquent behaviour. This provides support for the notion that it is males who are usually involved in gangs is still consistent with modern day ideologies. Macdonald (1995) also supports the view that it is generally males who join gangs and states that males gain identity from being in a gang whereas women tend to pursue independence. Muncie (2004) discusses Cohens work further and talks about the concept of status frustration which is similar to Mertons anomie/strain theory. It states that children who are lower class feel this notion of status frustration as they feel they can not meet the same criteria as the children from the middle class so they seek groups who share similar status frustration in which they fit in better. Muncies claim demonstrates that Cohens work is still relevant to modern day researchers. This view can be supported by the work of Gold and Mann (1972) who found that it was students who achieved lower grades with the most involvement in delinquent behaviour. They also reported that these students felt threatened by academic failure which lowered their self esteem and delinquency was a factor which was identified in order to raise esteem. This link can still be found in schools. Wales News (2009) states that only 28 percent of children who were entitled to receive free school meals received 5 GCSEs graded A* to C whilst 62% of other pupils received these grades. This shows the link between social deprivation and underachievement as children who receive free school meals are receiving school meals as a result of social deprivation. This is a neo-Marxist argument in the sense that it suggests that the most powerful culture in society (middle class children who do not get free school meals) will over rule the lower class in terms of education and future prospects (children who receive free school meals). According to the Marx class theory the bourgeoisie (the capital class) are economically the dominant class, as a result of their ownership and control of means of production. Neo Marxists also claimed the bourgeoisies were politically the ruling class. The proletariat (the working class) are property-less and must work for the bourgeoisies in order to sustain a living, (Messner and Krohn, 1990). Therefore it can be said that neo-Marxist views are consistent ideologies which are evident within everyday contemporary society. Social Justice Challenge (2007) state that more than 3 in 4 of young offenders have no educational qualifications. This supports the view that the majority of delinquents lack in education and this may be the underlying factor which influences delinquency. This shows that in actual fact modern day society does project similar notions as ones identified in the 90s and therefore the changing nature of contemporary society does not invalidate theories which were established in the past completely. Cloward and Ohlin like Cohen and Matza and Skye, were known for contributing towards early deviant subcultural theories. They build on the work of the strain disorganised perspectives in their theory of differential association theory and state that delinquency was most prevalent within lower class subcultures however they take different forms. They propose three different types of deviant subcultures and state that the ability for them to develop depends on the opportunities available to them to commit deviant crimes and also the area in which they derive from (Burke, 2008). This is however based on a subjective nature and therefore may not be sufficient enough to solely rely on this theory. It can be argued that the validity of this may be supported in the sense that a number of different theorists share similar notions which have derived from the work they have carried out. In addition their view is also supported by findings from a study conducted by Elliott and Ageton (1985) who studied National samples and found that lower class youths committed four times as many offences as middle class youths and one and a half times as many as working class youths. This supports the views that delinquency is more prevalent within the lower classes. The figures of these samples however may not show the true statistics as they may not account for the dark figures of crime, which Koffman (1996) defines as crimes which have not been reported such as white collar crimes. White collar crimes are crimes which are committed by people who are educated with a high social status. These crimes are hard to detect as they are often carried out by highly intelligent individuals and can therefore be less visible than blue collar crimes which are usually committed by the working class., (Sutherland, 1945). Examples of white collar crime can be demonstrated with the recent MPs expenses scandal in 2009 which went undetected for a long period of time. Tittle (1995) argues that the impact of social class on crime is a myth. Although there may be some truth on this claim, it is of a subjective nature which is presented without any supporting findings to back it up with. Thee first of the three deviant subcultures identified is by Cloward and Ohlin was criminal gangs which are believed to emerge in areas where there are conventional and non conventional codes of behaviour with the combination of lawful and unlawful businesses. BBC (2009) report that the criminal gangs in the UK are costing the country up to  £40bn a year and about 30,000 criminals in the UK are members of organised crime gangs. They have also been described as having derived from areas which hold similar traits to those described by early subcultural theories. The second of the identified deviant subcultures was the conflict or violent gang which develop from individuals from unstable backgrounds. It is defined as grouping which develops as a result of absence of stable criminal organisation and consists of members who seek status and reputation from committing violent crimes which are often carried out as random acts of crime. Guardian (2005) talks about criminal gangs from several neighbourhoods in London who call themselves Muslim Boys in order to pretend they have links with global terrorism and to gain status by causing fear within public domain. The third of these is the retreatist gang who are individuals who retreat to sex, drugs and crime as a result of failure in successfully perusing legitimate and illegitimate opportunities. National Youth Violence Prevention Resource Centre (2004), describes gangs which are involved in similar activities and hold traits similar to the retreatist gang which Cloward and Ohlin identified. This shows that all three gangs described by Cloward and Ohlin are still prevalent in modern day society and suggests that their research may not be in dated. However it is important to remember that although the types of gangs identified still exist there may be many more different types which have formed during the years. According to Sykes and Matza (1957) delinquents drift in and out of offending. They state that this delinquent behaviour fluctuates due to the neutralisation theory which attempts to explain how deviants try to justify their deviant behaviours by explaining to themselves and others their lack of guilt. They identified five different types of rationalisations, these are, denial of responsibility, denial of injury, the denial of the victim, the condemnation of condemners and the appeal to higher loyalties. This theory attempts to explain why delinquents drift in and out of delinquency as many delinquents feel or express remorse and guilt as a result of their criminal act. Another reason for this may be because delinquents frequently show respect for law abiding citizens. Sykes and Matzas (1957) techniques of neutralisation were introduced at a time in society where there were great concerns over juvenile delinquency, this meant they had a large sample of delinquents to study as there was a large outbreak of delinquency within society at this moment in time. Post modern deviant subcultural theories Post-modernism rejects the idea that theories or meta-narratives are sufficient enough to apply to modernity. Post modern theories state that it is aspects such as fashion, image and popular culture which are most relevant. It stressed that contemporary Britain consists of diverse and fragmented social groups from different backgrounds, (Hopkins-Burke and Sunly 1998). An example of post-modern youth culture is rap music. Hopkins-Burke and Sunley (2008) state that in the 1990s gangsta rap which is a form of black music that derived from the USA became a popular phenomenon in Britain. This style of music promoted problems to stem from the white culture and carried out criminal activity as a solution to this problem. This style of music is also popular within other ethnic groups. Osgerby (2004) stated that there was a rise in gangsta rap around the 1980s and 90s which provides support for Hopkins- Burke and Sunlys theory as modernity may bring about new trends, fashion and culture which influence delinquent behaviour. The songs of gangsta rappers such as Tupac Shakur and Notorious B.I.G were far from discreet in rapping about guns, violence and their hate for the police. Critics stated that their music could promote crime and violence within society as people looked up to them and may have seen it as a cool concept. This is also supported by the Guardian (2005) who talks about criminal gangs around London who communicate in slang, most of which had derived from black American rap music. Seifert (2009) also supports this by claiming that children absorb information like a sponge and that because of this they are likely to withdraw into a world of fantasy and misinterpretation of the violence and lifestyle portrayed in rap music. Sutherland (1937) warns of the dangers of preconditions for criminal behaviour such as motivation and attitudes which have to be learnt. This supports the views that the messages gangsta rap music promote may pose to be a detrimental threat according to Sutherlands views. Deviant subculture theories were revisited and revised by neo-Marxist sociologists and criminologists at the Birmingham Centre for Contemporary Cultural Studies (BCCCS). They observed that deviant subcultures were a result of structural economic problems created by social change. The work by BCCCs was in some way similar to Merton and The Chicago School theories as they all suggest similar factors and concepts play a role in influencing deviant subcultures. The BCCCS focused on mainstream youth and delinquency and spectacular youth subcultures (Hopkins-Burke 2008) Hopkins Burke and Sunley (1988) state that early British subcultural theories focused on levels of economic activity and the structural class analysis playing a key role in explaining delinquency. A good example of this can be demonstrated by the Global credit crunch which we are currently experiencing. Telegraph (2008) stated that a leaked home office letter revealed that the credit crunch could lead to a crime wave in the form of more crime and more illegal immigration. This shows that when people are suffering from lack of finance, crime is more likely to be carried out as a result in order to sustain a living. Hopkins-Burke and Sunely (1998) looked closer into such mainstream deviant subcultures. They talked about work carried out by Paul Corrigan whose work was highly influenced by American subcultural theories. He carried out a study on males aged between 14 to 15 years old within two working class schools in Sunderland. This study observed the distribution of power within the school environment. He argues that school is a concept which has been forced on to working class children in which the system attempts to force middle class values upon them. This in turn led to the working class children rebelling. In terms of spectacular youth subcultures, this was subcultures which consisted of generally the working class young people who possessed a distinctive style which included dress, lifestyles, behaviour patterns and musical styles. The types of people which have been identified as falling into this category are individuals who are: Teddy Boys. Mods, Skinheads and Punks. SDFS (1999) talk about how clothing and style can be a trademark which is adopted by juvenile gangs. They state that gang members wear certain types of clothing, colours or having certain hairstyles and tattoos. This is a common phenomenon within modern society and is important to keep up with as it helps identify members within gangs and trace them back to the criminal activities they may have committed. Hopkins-Burke and Sunley (1998) state that early subcultural studies put forward the notion of young delinquents as being social climbers climbing up the social ladder from lower class to middle class. Cohen (1973) states however that creation does not justify behaviour. Later studies support the notion that subcultural theories continue to provide relevance in contemporary society. This is demonstrated by the work of Wilson. Wilson puts forward the underclass theory in which he states groups which are from isolated neighbourhoods acquire fewer legitimate opportunities available to them in the form of employment, education and job information networks. All these deprivations of opportunities helps raise the likelihood of people turning to deviant activities, (Wilson, 1991). Hopkins-burke and Sunley (1998) talk about William (1989) and Moore (1991) who refer to poverty as central to the underclass thesis which results in individuals attempting to gain economic through other means such as crime. Rodger Hopkins Burk has done a vast amount of research on post-modern subcultural theories, Hopkins Burke (2008) states that Rodger Hopkins Burke is Principle Lecturer for Criminology at Nottingham Trent University and therefore his work is of a credible nature. The importance of early subcultural theories has also been stressed by Bailey (2004) who states that during the past decades many theorists have contributed towards what we now consider as being contemporary criminology. In addition, Blackman (2005) has accused postmodernism of being reluctant to focus on social structure. However he states that post-modern theories offer useful critical insights but their theories lack substance and critical application to young peoples social, economic and cultural lives. Conclusion From this critical literature analysis, the conclusion can be drawn that no single theory can sufficiently explain all delinquent behaviours as it has been shown that there can be many factors which play a role in contributing towards the causes and motives of delinquency. Also it can be said that early subcultural theories are still of relevance to contemporary society, however solely cannot be used in explanations of delinquent behaviour in modern day society as it has been demonstrated by post modern theorists that other factors may influence delinquency as trends and fashion change with society. The literature review has sufficiently met all its aims and objectives which were to answer the question as to whether early deviant subcultural theories still prove to be relevant within contemporary society. Recent sources have been used to demonstrate similarities and differences apparent with regard to early deviant subcultural theories and modern day society. The literature review has also met aims of critically analysing research and sources. The literature review has looked into the history of subcultural theories which consisted of deviant and radical explanations of delinquency. Taylor et al (1975) defines radical delinquency as being a conservative theory of delinquency, which looks at theories put forward by theorists such as Marx. Hopkins Burke (2005) states that deviant subcultures share common notions which are that certain social groups have values and attitudes which influence delinquency. Many early subcultural theories have been put forward in order to explain deviant behaviour. Merton states that deviance occurs as a result of financial incentives whereas Cohen put forward the view that it is status frustration which motivates delinquency, other theorists such as Miller believe delinquency is related to class cultures and post modern theories state that it has got to do with certain trends prevalent within society at any given time such as influences from the Rap music culture. The analysis consists of work from The Chicago School who according to Colosi (2010) were the first major body to emerge during the 1920s to study youth offending. Theorist such as Albert Cohen, Cloward and Ohlin who were described by Cressey (1999) as pioneering theorists and praised for addressing both origin and transmissions of deviant subcultures. These theorists work has undoubtedly contributed vastly towards deviant subcultural theories in the past but also provided foundation for modern day theorists to base their work upon. This supports the view that early subcultural theories do provide relevance to modern day society and even if they may not be directly relevant they may pose relevance in the sense that their work can be further studied and built upon with relation to future research. Post-modern theories however raise the important issues of early deviant subcultural theories not being able to account for newer influences which derive as a result of changes in society. This has been shown by theorists such as Burke and Sunley (1988) who propose that delinquent behaviour may be influenced by aspects such as rap music, drugs and alcohol. Substance Abuse and Mental health Service Administration (2003) discuss findings from The National Household Survey on Drug Abuse (NHSDA) (2000) which found a relationship between alcohol usage and emotional and behavioural problems in adolescents. These behavioural problems included delinquent and criminal behaviours. This supports the statement that other factors which have risen with societal changes play a role in influencing delinquent behaviour. Post modern studies help compare how society has changed throughout the years and are more up to date on modern day society and therefore has been able to provide newer insights into the causes and influences of deviant behaviours. According to Tanner (1996) early subcultural theories in the 1960s and 1970s were subjected to vast amount of criticisms. He claims that they exaggerated the cultural differences between delinquent and non delinquent individuals. These place focus upon delinquent individuals rejection towards middle class values. Siegel (2007) accuses early subcultural theories of being of a descriptive nature. He states that they sufficiently describe values and how they are transmitted in a normal process of socialisation but fail to address their origins. This is something Cohen has been accused of doing as he fails to address cultural differences. For instance his theory of delinquency identifies that it is the need for status which causes delinquent behaviour but he fails to address where this status frustration derives from, so his theory does not explain what has caused this need for status and what factors are involved in this process. He has also been criticised for placing too much emphasis on the male gender. As the analysis found female offending has increased over the years. This shows how he has ignored cultural differences as he fails to address the issues of women and crime. Another criticism Cohens has been criticised for is to having placed too much focus on working class crimes and middle class crimes have not said to been accounted for and neither have individual acts of crimes been considered. In addition it has also been argued by critics that there is too much emphasis and research focused upon delinquency within schools. They state that delinquency within schools is only short lived and episodic and therefore they cannot be generalised as being full time delinquents. As stated earlier Matza (1964) supports these criticisms by arguing that the majority of youths in schools who are less successful tend to only drift in and out of rebellious traits which have little influence upon later life, thus supporting the views that delinquency is episodic. Millers claims of deviance being an extension of working class culture in schools was also subject to criticisms. Subcultural theories were said to over ex