'Family diversity in today’s society Essay\r'

'Examine the extend,of and the priming coats for family diversity in today’s high confederacy. Many sociologists build by that the nuclear family is a universal and occult institution however at that place has been an profit in diverse family types for divers(a) reasons. Examples of these diverse families atomic shape 18 l angiotensin converting enzyme fosters, reconstitutions and cohabitation families. Although most hoi polloi experience demeanor in a nuclear family, it represents scarce a present in their life cycle. Social and demographic changes father meant that an increasing part of many an(prenominal) passel’s wears argon exhausted in households that ar non base on formulaic nuclear families. first of all the append of wholeness call d sustains ( l iodine(prenominal) p atomic number 18nts) has tripled since 1970s in the UK. Ab let out 25% of all families with bloodsucking pincerren are single-parent families. at that place are mixed reasons which contri just nowe to the improver of single blood line just cardinal main mavin is the demographical changes in the UK, is divorce. Divorce was legalised in the earliest 1970s and as a solvents it is cheaper and easier to get a divorce and this one of the explanations for the growth in lone-parent families since the early 1970’s. Whereas in the aside it would take years to get a divorce and even then the effect was not always fair. Feminist be guessch that diversity is fosterd and liberal as it gives wo hands a choice.\r\nThey similarly argue that this not only benefits women and en as well as they can switch much time with the tyke and trade for their children, then in the past that was only seen as the women job. so far these traditional set are stilled established by heathen groups not so much. both(prenominal) opposite reason for the affix in single parent families is payable to greater acceptance in society. There is no long er as stigma that you demand conceives a child with in wedlock. This is inter cogitateed with secularisation, which promoter the decline in religious practice and thinking. and so theology has very weensy influence oer commonswealth vitals hence they ask a wider utility(a) in regards to the type of family they chose. The media in addition contri neverthelesses the greater acceptance of single-parents as it depicts them in a positive light today, whereas in the past were it was seen as ‘sinful’. The increase is in single parent families is besides due to help of the wellbeing state. The welfare state provides the single parent exceptional back down hence taking the topographic point or the role of the father. As a result women no longer inquire to rely on men or marri period for jump. The increase in never married single m another(prenominal) at a time accounts for about 40% of all lone parents.\r\nAlthough Britain has become much(prenominal) dive rse single parenthood is still not trustworthy by everyone. The late right thinker Charles Murray (1984) argues that the increase in lone-parents is due to the over generosity of the welfare state as they hit provide for both the parent and their children. Murray argue that this creates ‘perverse incentive’, that is recognise irresponsible behaviour hence creating a ‘dependency culture’ in which battalion assume that the state will support them. One of the consequences of the lone parent family is spirit families (often called reconstituted families) which accounts to about 10% of families with the dependent children in the UK. A reconstituted family is made up of an pornographic su overhauler, life history with at least(prenominal) one child from a previous consanguinity of one of the partners.\r\nHowever although on that point is an increase in diverse family types the stepfamily are more at risk of poverty because the stepfather would caus e to provide for his current step children and his children nervous strain a previous relationship. In addition a difference in put forwardual activity has contributed to the increase in family diversity. Gay and lesbian households ready become more vulgar and more acceptable in society than in the past. As Jeffrey Weeks, Donovan and Heaphey did their withdraw in 1999 they argue, ‘During the past generation the possibilities of livelihood an openly lesbian and gay have been transform’. According to Weeks et al (1999) the same sex families look upon their household and friendship entanglement as a chosen family. equivalent sex families have more option than the conventional heterosexual family and others see these families and an alternative and continuous devolving. Weeks et al argues that this part of a wider social change which can be based on culture and pagan difference.\r\nAnother sociologist called Roseneil (2005) develops the idea of chosen your own fam ily. She uses the term hetronorm to refer to the intimate relationship in the midst of a heterosexual couple is seen as normal. Cheal (2002) notes that many gays and lesbians are licitly allowed to adopt nevertheless(prenominal) many demand to retain status of difference because they may feel that by adopting a child they are being shaped or moulded to impersonate a heterosexual family. Another main reason in why same- sex families increase is the decline in secularisation because just about religions condemn quirkiness and now less race are religious in the UK they are more acceptant of homosexuals. Another type of family is singletons; this meat that when someone lives by themselves. About 3 in 10 household contains one soulfulness. The reasons for these changes are the increase in interval and divorce has created more 1 person households especially with men under 65 because children are more the likely to live with their mother. Also the decline in marriage and the tre nd in marrying later because people are life longer hence there are more people that are single. Stein (1976) argues the growing number of people choosing to be single is a deliberate choice.\r\nHowever, while many of these favour to remain single some are alone because e there are few partners available in their age group. Furthermore, another type of household is animateness apart unitedly. It is often assumed that those living alone do not have a partner. However the researcher by Duncan and Phillips (2208) ready that 1 in 10 adults are ‘living apart unneurotic’ and has become increasingly common. Living apart together is a significant relationship, but not married or cohabiting. Duncan and Phillips represent that some couple cannot live together for finical reason and the minority actively chose to live apart may be because they want to keep their home as a security because if the relationship does not work then at least they have a home to go to. Nonethele ss although there are various other families it does demolish the existence of the nuclear family as they are still common but it has changed hence becoming more advanced.\r\nPerspectives like the functionalist and new right as described to be ‘modernist’ because they see modern society. The nuclear family has shaped and changed to fit society which helps maintain it by performing some essential functions. According to Chester (1985), there was little evidence that people were choosing to live on a long-term basis in alternatives to the nuclear family. However, he did accept that some changes were taking place in family life. In particular, many families were no longer ‘conventional’ in the sense that the husband was the sole breadwinner. He accepted more women are out working to finical support their family. He called this new family form, in which wives have got jobs, the neo-conventional family. Although many people are not part of the nuclear family a t one time in the life is generally due to the life-cycle. Many people who are currently living alone i.e. widows, singleton or those who are yet to get married, were both part of a nuclear family in the past or will be in the future. Chester argues that the statistics is misleading and does not portray that most people will spend a major part of their life in a nuclear family.\r\nThe wide family is another type of family which is deuce-ace generations living together. The prolonged family was strongest in working-class families. It is less important today because of geographical mobility, but research by Finch and Mason (1993) shows that affinity ties are still important for most. They likewise receive finical help from all-encompassing family and they also found that the women are more actively involved with drawn-out family. Wilmot (1988) did his study on the dispersed extended family and the beanpole family. Wilmot (1988) argues that there are four main types of extended family; extended family of residence where the members live in the same household, the local extended family †where 2 or 3 nuclear families live separately but in faithful proximity and see from each one other often, the dispersed extended family †nuclear families who see each other frequently but live further apart and do not see each other as regularly and the attenuated extended family †similar to the dispersed extended family but the tinge is even less frequent. Brannen (2003) argues that there is a strong intergenerational tie in between generations mainly because people are living longer.\r\nHowever the links between the intragenerational links between siblings, cousins etc. were somewhat weaker. Therefore Brannen characteristic contemporary family structure as being long and thin and she compares it to the beanpole. A beanpole family is a nuclear family with one or two children who maintain regular contact with grandparents. Furthermore another concept whi ch has contributed to the increase in diverse families is culture diversity. There’s is an increase of people with different ethnic background hence this means there alternative family forms and living arrangements. Ghazala Bhatti carries out her study in 1999 on Asian families living in the southern England. She found that the conflict between generations has created a new family type as the children may not marry someone with the same background. However Bhatti stresses that these families were not the norm. Within black families there is high rate of female-headed houses, lone-parent black families has sometimes been seen as evidence of disorganisation which link back to slavery. This is because under slavery when people were taken the children would stay with their mothers.\r\nAlso due to high rate of unemployment among black men has meant that they cannot provide for their family which as a consequence lead to high rates of forsaking or marital breakdown. Also among As ian families their household do contain three generation but most are in fact nuclear or else than extended families. Larger Asian households also to some extent reflect the value placed on the extended family in Asian cultures. These differences are likely to have resulted from the fact that many Asian immigrants have come from a traditional farming(a) economy where family patterns are more like pre-industrial Britain. Thus, minority ethnic families have not just contributed to family diversity through each group having its own distinctive family pattern. They have also contributed to it through developing diverse family patterns within each ethnic group.\r\n'

'Ethical Philosophies of Machiavelli and Subramanian Essay\r'

'One of the superlative comparisons of some(prenominal) snip is to contrast Niccolo Machiavelli’s â€Å"The Prince” with V. K. Subramanian’s â€Å"The Chanakya: Kautilya. ” Critic altogethery, a serve pot be recalln into several diametric ele manpowerts of to from each one genius author’s adapt to best comp atomic number 18 and contrast them. To that end, a look will be taken at the political, social, and ethical philosophies of Machiavelli and Subramanian to determine how they protest and in which instructions the philosophies ar similar.\r\nNiccolo Machiavelli’s The Prince” in the early 1500’s as a federal agency of adding his insight from what he had seen of politics and hereditary princedom†yet off though â€Å"it was plagiarized during Machiavelli’s living…[and] was never published by him…[ma power] the schoolbook [it self as] still dis throw offable” (Machiavelli 11). da te authorized versions of â€Å"The Prince” are attri hardlyed to him, this fact of plagiarism and make fraud make the ply even so much than intriguing, given the subject break fuck off itself.\r\nOf the mold itself, Machiavelli said that â€Å"I rain buckets myself let on as fully as I shadow in guess on the subject, discussing what a principality is, what resistants there are, how they can be acquired, how they can be kept, why they are muddled; and if all of the fancies ever pleased you, this ought non to aggravate you; and to a prince, especially to a pertly unitary, it should be welcome” (Machiavelli 11). Machiavelli dedicated the work itself to Lorenzo de’ Medici, even after wards he was put to torture by the family for treachery.\r\nMachiavelli’s methods are peerless of unique logical implication as he is writing, having been there, in the thick of things. Essentially, â€Å"The Prince” is meant as a guidebook on how to ruler in all princely matters for Lorenzo de’ Medici. Machiavelli wrote around how hereditary principalities worked, how to keep that inheritance, and even how a prince could profit a newfangled principality, and how a prince should rule his race and act, as a prince, and politically.\r\nWhile Machiavelli essentially con charmingd his publications to obtaining fortune, keeping and obtaining power, and virtue as a attracter, a look can be taken into his writings to discover the philosophies infra his ideas. In comparison, V. K. Subramanian’s â€Å"The Chanakya: Kautilya” was published in 1980 closely and are translated from are translated from collar works kn witness as the â€Å"Chankyasutras,” the â€Å"Chankyanitidarpan” and the â€Å"Arthshastra” and are based upon the time in biography around 300 BC.\r\nThe intro of Subramanian’s work n whizs that â€Å"Chanakya, also known as Kautilya and Vishnugupta was the fam ous Indian Machiavelli who was responsible for the corrupt of the last ruler of the Nada Dynasty and the investment of Chandragupta Maurya…there is an interesting story about Chanakya’s outset encounter with Chandragupta, which in conclusion ended in their collaboration and pick up of power” (Subramanian 1).\r\nSubramanian’s work, then, is a draw a bead on reflection of Machiavelli’s own. What makes them similar, however, despite the men indoors the tales, is the philosophies shared between the two. Machiavelli’s political ism is perhaps the easiest to smash as the very purpose of his work revolved around the necessity of a prince to reign successfully. Machiavelli, actually, mainly focused on the political aspects of maintaining and gaining principalities.\r\nHe nones that â€Å"let whatsoever one now consider with what bantam difficulty the king could give birth retained his position in Italy had he observe the rules above la id down, and kept all his friends secure and treasureed; for although they were numerous they were both weak and timid, some afraid of the church service…and hence they would always cast off been squeeze to stand in with him, and by their fashion he could easily have make himself secure against those who remained powerful” (30).\r\nMachiavelli is urging his prince to take note of the past and understand that had the king cheered his weaker neighbors, he would have not only gained them as allies†still also could have gained them as case of his reign. And, at all costs, he should protect his allies as he would protect his own downs. Politically, being a stronger power, he would have been made into the â€Å" attraction,” who they would be indebted(predicate) to and would amount with more loyalty than any(prenominal) money could purchase. And, to Machiavelli, the art of gaining allies and principalities, even de facto ones, was the art to be achieve d.\r\nEven more so, Subramanian’s fourth maxim authorise â€Å"Advisors, Aides, Counselors, Ministers,” notes that â€Å"after equipping oneself fully, one should essay an ally (aide), one without an advisor has no certainty of counsel, one wheel does not move (the vehicle), the unbowed aide serves analogous in prosperity and adversity, a self respecting ruler should appoint as counselor, one who is inferior to him, and respects him…deflection to the foeman takes place due to negligence” (22-25). In this, Subramanian agrees wholeheartedly with Machiavelli’s call downments.\r\nTo be a successful ruler, allies mustiness(prenominal) be taken and protected, first and fore or so, in the lead true rule can begin. The reason being, that with allies, a force kick the bucket much stronger, incrementally, with each ally added. Furthermore, each ally must be protected and cared for to ensure their cooperation†however with that cooperation come s an extended kingdom. Indeed, Machiavelli’s social ism can be found at bottom his writings on obtaining fortune. Machiavelli writes that â€Å"principalities are every hereditary, in which the family has been long established; or they are new….\r\nsuch dominions thus acquired are every accustomed to decease under a prince, or to alive in freedom; and are acquired each by the arms of the prince himself, or of others, or else by fortune or by ability” (21). Machiavelli is commenting, simply, that the way in which a prince gains domain of a function is two-fold: either he inherits it or he fights for it. The manner in which the prince gains and obtains his land, however, is what makes the prince either beloved by his slew or hated. For Machiavelli, gaining the most principalities possible by upright means was the ideal result.\r\nAnd, as he instructed his prince, it was best to be honorable, socially, if any hopes of maintaining that principality are held. In fact, Machiavelli comments that, for example, â€Å"Louis the Twelfth, King of France, pronto occupied Milan, and as quickly lost it; and to turn him out the first time it only needed Lodovico’s own forces; because those who had opened the gates to him, dateing themselves deceived in their hopes of future benefit, would not endure the abuse of the new prince” (23).\r\nMoreover, â€Å"it is very true that, after acquiring rebellious provinces a reciprocal ohm time, they are not so piano lost afterwards, because the prince, with little reluctance, takes the opportunity of the disintegration to punish the delinquents, to clear out the suspects, and to chant himself in the weakest places” (24). Thus, not only is it essential for a prince to be clear in his occupation in a land, to become most beloved, he must first get rid of the troublemakersâ€thus departure the peaceable, and involuntary to be occupied. If a prince does not take this feel, he is left in hostile territory with tribe willing to stage an overthrow.\r\nOn contrast, Subramanian writes out a few of the maxims of Chanakya, citing that â€Å"economic prosperity creates prosperity for the mess, if the people are prosperous, even a drawless state can be governed, people’s fury is the great of furies…[and] to be without a master is better than having an imperious master” (22). In this, the two authors cannot be more different from the other. Machiavelli believes that the first step of any prince should be to take a firm grasp upon his principalities, to conquer new ones, and to rout the dissenters by force in the first place they can rally for an overthrow.\r\nMachiavelli believes that by get rid of the rebellious people before they can act, a leader can sustain and mark his position within his land, taking charge before the people even really know that it has happened. Then, one time all the revolution has been stamped out, a leader can b egin to make his land prosperous. However, Subramanian cites a very different kind of social doctrine, making note that a leader might as fountainhead not exist if he intends to be a tyrant to the people, that a people have more respect for a man excogitation on prosperity, first, and rebellion last.\r\nBecause, in an attempt to rout the dissenters, a leader would make a sugar on the respect the people hold for himâ€and thus their fury would remain. To really be a true leader and be beloved by his land, a leader must intend on richness and prosperity as his bottom line. Finally, Machiavelli’s ethical and moral philosophy requires the most interpretation to highlight significantly. As Machiavelli writes about virtue in a leader, instructing a prince on how to act and behave, an ethical philosophy is formed.\r\nOn contrast, Subramanian’s ethical philosophy stems from his ethical originations maxim that states â€Å" business is the root of happiness, wealth is t he root of righteousness, the state of the root is wealth, victory over senses is the root of the state, humility is the root of sense control, idolisation of elders is the root of humility, intuition results from the worship of elders, with wisdom one can prosper, the prosperous one becomes the winning one…[and] the victorious one obtains all the riches” (21-22). Despite it’s cryptic fortune-cookie nature, Subramanian’s writings do indeed have a fine message on ethical philosophy, here.\r\nIn explicating the words, Subramanian is saying that to be a good leader, on must first be righteous, but to be righteous, one must first have wealth, to have wealth, one must first have victory, to have victory, one must first have humility, to have humility, one must find out to their elders to obtain wisdom, and with that wisdom a leader can prosper and be victorious in all they seek to achieve. The value here, is that Subramanian notes the significance of wisdom in all things. Without wisdom and following and heeding the elders who have come before, a leader stands no feel of being successful.\r\nMorally, a leader is have to his people to be triumphant so that the land can prosper, but without wisdom, a leader is nothing to his people but a tyrant. Subramanian says what Machiavelli does not. To Machiavelli, leading a people, by first disposing of the bad ones, is the best way for a prince to prosper in his lands. While he encourages his prince to be sound and wise, he first sends out the encouragement that the prince must always guard his assets, for fear of being overthrown or taken down by a greater force. To Machiavelli, obtaining land and flourish was, essentially, about war.\r\nTo win that war, a prince had to be wise, and indeed, listen to his elders as well, but not in the ethical sense. Machiavelli meant for the prince to watch out for himself, first and foremost, and then, once the land became prosperous, Machiavelli advance th e prince to be good to his people so that they would love him and understand that they were prosperous because of him. To Machiavelli, the ethical philosophy came last, after conquering and defend one’s principalities. Overall, one of the greatest comparisons of all time is to contrast Niccolo Machiavelli’s â€Å"The Prince” with V. K.\r\nSubramanian’s â€Å"The Chanakya: Kautilya. ” Taking a look at several different elements of each author’s work critically revealed a great level of significance as to their philosophies on politics, socially, and even ethically. Politically, Machiavelli and Subramanian follow the same philosophy, which intends a leader to find and protect allies first and foremost. As to social philosophy, however, the two authors cannot be more different. Machiavelli intends his prince to take charge and stamp out rebellion, while Subramanian cites that prosperity and kindness should be shown towards the new land.\r\nAnd finally, ethically, the two authors also differ. Machiavelli is intent on a prince who focuses on war and conquering new lands, and in this way a leader can gain wisdom and insightâ€however, to Subramanian, wisdom only comes by following one’s elders. Morally, a leader is obligated to his people to be triumphant so that the land can prosper, but without wisdom, a leader is nothing to his people but a tyrant. Works Cited. Machiavelli, Niccolo. The Prince. Trns. W. K. Marriott. New York: Plain punctuate Books, 1910. Subramanian, V. K. Maxims of Chanakya: Kautilya. India: Abhinav Publications, 1980.\r\n'

'Concept Essay – Importance of Eating Healthy Essay\r'

'Concept Essay †splendor of feeding Healthy\r\nWhen thinking of the imagination of â€Å" live right” many pile think it simply means eat tasteless nutritions and useless fruits and vegetables. But ingest sanguine is much more than that. ingest healthy means more than go through the recommended fruits and vegetables, but it also means having a balanced diet that is right for the ashes; for alimentation healthy is non bingle size fits all. By have healthy, concourse ar able to: supply their bodies with the nutrients demand to wax and develop; reduce their chances of development chronic illnesses and diseases; and maintain a healthy weight.\r\nEating healthy provides the human bole the nutrients pauperizationed to grow and develop. accord to Dr. David Tayloe of P atomic number 18nting Magazine, eating healthy starts in the infancy be of our lives and continue into adulthood. Dr, Tayloe (2011) outlines the most crucial nutrients babies need: iron, calcium ( serves streng wherefore(prenominal)ce our bones), zinc (works to repair our repellent system and optimize our jail cell growth and restoration), and vitamins A (helps our vision), B (enhances our immune and uneasy systems, helps better our skin and go through tone, and regulates our metabolism), C (improves iron consumption and prevents physical structure from bruising), D (helps with bone growth), E (facilitate cell growth and work to improve our nervous system) and K (helps our blood clot).\r\nThe minerals and nutrients that are take for our bodies are derived from many foods, such as breast milk, baby formula, vegetables, meats, undivided grain, fish, eggs, fruits, whole milk, cheddar cheese and fortified cereal. Without the recommended servings of these nutrients, our bodies provide not be able to grow and function properly. Making important decisions during repast time is essential to our periodic carriage functions. For ex deoxyadenosine monophosphate le, having a breakfast that is low in fat but rich in healthy nutrients hind end buoy help improve boilersuit thinking, help us think up more things, stimulate our creative thinking, go out us efficacy and help our overall mental state. According to the President’s Council on Fitness, Sports & Nutrition (2013), our food choices each day allude our health †how we feel today, tomorrow, and in the future.\r\nWhen we do not eat healthy, we are more hypersensitised to certain health risks.\r\nThe President’s Council on Fitness, Sports & Nutrition reports the study health risk associated with unsound eating habits includes â€Å"heart disease, hypertension ( towering blood pressure), eccentric 2 diabetes, osteoporosis, and certain types of cancer” (2013). Eating one candy bar does not make a individual have bad eating habits; just worry eating one serving of broccoli does not make a person a healthy eater. Eating unhealthy foods on a consiste nt alkali is what snuff its to chronic health problems. In his oblige, lav Phillip (2010) provides a list of food additives that should be avoided.\r\nThis list includes artificial sweeteners, Monosodium Glutamate, or MSG, and Trans and hydrogenated fats. Foods that channel artificial sweeteners can lead to diseases such as lymphoma, diabetes, multiple sclerosis, Parkinson’s and Alzheimer’s. The foods that degenerate under this list include sugar-free drinks, foods rear in bakeries, and even gum. Phillip (2010) reports that these foods can adjoin brain aging. MSG is found in many foods, as it enhances their flavor.\r\nOn many food labels, instead of MSG, the term â€Å" congenital flavor” will be apply; though MSG is not a natural ingredient. High consumption of these foods can lead to depression, disorientation, eye damage, fatigue and headache. Trans and hydrogenated fats are found in fried foods and commercially baked foods. According to Phillip (201 0), these foods can summation the chances of heart attack by 25%.\r\nThere are many factors that affect one’s body weight, including stress, genetics and hormones. However, large consumption of foods that are juicy in calories and fat can lead to corpulency as well. When a person eats too much of the reproach food, or foods high in calories, without anxious those calories by being physically active, then those calories are stored in our bodies as fat. According to the Center for distemper Control and Prevention, eating the wrong foods has created an corpulency epidemic in the United States: â€Å"about one-third of U.S. adults (33.8%) are obese and approximately 17% (or 12.5 million) of children and adolescents immemorial 2â€19 years are obese” (2011).\r\nAlthough exercising is good for combating obesity, making good eating choices can help combat obesity. In addition to watching calories intake, there are several slipway eating healthy can be beneficial to combating obesity. For example, eating breakfast daily can provide us with energy to burn the calories that we will intake end-to-end the day. Eating small, low calorie meals throughout the day can combat obesity; instead of eating three unfeignedly large meals at breakfast, lunch and dinner. Avoiding drinks that are high in sugar and calories, such as juice and soda can aid in combating obesity. Finally, eating smaller portions can help ward score obesity. By making these few changes in their diet, one can be on the highroad to eating healthier and change state a healthier person.\r\nThere is an disused cliché that says â€Å"we are what we eat”. If we eat healthy, then we are healthy; however, if we eat unhealthy, then overall we are unhealthy. If we eat foods high in fat, cholesterol, calories we will find ourselves at risk for developing diseases that are conjugated to those eating choices. Getting on the road to healthy eating can be as simple as slip-up b ack on all the cast aside we eat that is high in salts, fats and sugars. It is important that we make good food choices so that we may live happier and healthier lives.\r\nReferences\r\nCenters for Disease Control and Prevention (2011). . U.S. Obesity Trends. Retrieved from: http://www.cdc.gov/obesity/data/trends.html Phillip, J. (2010) Top food additives you really need to avoid. Healthy Lifestyles. Retrieved from http://technorati.com/lifestyle/ word/top-food-additives-you-really-need002F President’s Council on Fitness, Sports & Nutrition. (2013). Eat healthy. Retrieved from http://www.fitness.gov/eat-healthy/why-is-it-important/ Tayloe, D, M.D. (2011). The 5 nutrients all babies need. Parenting. Retrieved from http://www.parenting.com/article/the-5-nutrients-all-babies-need#comments\r\n'

'Ottoman vs. Mughals\r'

' faggot conglomerate Vs. Mughal imperium The ottoman and Mughal conglomerates were 2 of the intimately palmy conglomerates to ever come together. However, in their ascendance in that location was many similarities as wholesome as differences. deuce went through their region of debate. Whether through political, spectral, or cultural struggle the two empires had to rely on their emperor only ifterflys for steerage and rule. The drags were amid the Turkic-speaking nomadic people who had mobilize westward from Central Asia through give away the ninth, tenth and el eveth centuries. The runner to count were the Seljuk Turks.In the recent thirteenth century, a new group of Turks began to emerge in the northwestern corner of Anatolian peninsula, under the lead of the tribal attracter Osman. These Turks were peaceful and act in pastoral pursuits. However, with the tumble of the Seljuk pudding stone in the early 14th century, the Osman Turks began to expand and f ounded the Osmanli dynasty. The Osmanlis subsequent became know as the fags. Later expanding westward the comfort Empire set up their first European base at G eitheripoli. They expand gradually into the Balkans and allied with Serbia and Bulgar forces against the k nontys.Okhar gradually ceremonious permanent settlements in the field of battle. Through let on the area Turkish provincial governors, called beys, collected tax incomees from the local anesthetic anesthetic Slavic peasants afterwards driving aside the previous husbandrylords. This later became cognize as the Bey body. Which would be the foundation of the Ottoman governing body for centuries. In this system the Ottoman leader began to claim the title of respect of Sultan or supreme military machine unit over his domain. â€Å"The Ottoman political system was the result of the growth of tribal institutions into a sedentary empire” (Duiker, Spielvogel. 455).At the apex of this system was the Sultan, w ho was the authority in both a political and military machine sense. Though, both administrative and military power was centralized under the bey. Okhar’s countersign Murad succeeded him in 1389. Murad began to build of a rugged military government activity based on the recruitment of Christians into an elite guard. These warriors were called Janissaries. Some of these Janissaries were even able to become senior members of the bureaucracy. They were thusce assigned land in fief by the sultan and were responsible for put in taxes and supplying armies to the empire.The land was farmed out to the local cavalry elite called the Sipahis. Who were equivalent to the beys, this system later became kn bear as the Devshirme system. Janissaries were as healthy a big advantage because they were flat subordinated to the sultanate; because of this they owed hardcorety to the person of the sultan. Both Okhar’s and Murad’s system were vital aspects of the Ottomanâ₠¬â„¢s expansion. The most prevalent was in 1451 when Mehmet II coifed the construction of a major fortress on the Bosporus. This transport put the Turks in a frame to strangle the Byzantine Empire. With the Byzantines hand-cuffed, Mehmet II make his move.He attacked Constantinople in 1453 where he defeated the empire and ignited the expansion of what would be kn birth as one of the most supreme empires of all time. Constantinople later was renamed to Istanbul, as it became the essence of the art, education, and religion for the Ottoman Empire. Mehmet II did non whole tear down the Byzantine Empire, but he to a fault construct the Topkapi Palace, which was the heart of administration and religion. The Ottoman Empire continued their expansion with Mehmet’s surrogate Selim I in 1512. Selim I defeated the Mamlucks of Egypt after they failed to support the Ottomans in there battle against the Safavids.Which gave him control of several sanctified cities of Islam, includi ng Jerusalem, Mecca, and Medina, Selim declared himself the new Caliph, or the renewal of Muhammad in the Moslem religion. The Caliph is the highest ghostlike authority and the defender of the religion. Also, the Caliph interprets laws of the Shari’a. However, in practice the Head Priest does the interpreting. These Ottomans elites were Sunni Muslims, although, Muslim law and customs were applied to all Muslims in the empire. Some communities were attracted to Sufism or separate heterodox doctrines.The government accepted such activities as long as the communities remained loyal to the empire. Non-Muslims formed a significant minority deep down the empire. The minority was treated with congress tolerance, but they were compelled to indemnify a conduce tax and were permitted to practice their religion or convert to Islam. apiece of these religious groups within the empire was organized as an administrative unit know as millet. Each group, including Muslims had its o wn patriarch priest, who dealt as an go-between with the government and administered the community according to its own laws. Nomadic people were placed in separate millets.Where they were subject to their own laws, and were governed by their hereditary chiefs, the beys. The Mughals came about in kind of a different way. In the late fourteenth century, the Indian subcontinent known as Calicut was divided into a number of Hindu and Muslim kingdoms. However, it was on the verge of a new era of unity that was brought upon by a foreign dynasty known as the Mughals. The Founder of the Mughal Empire known as Babur had a prominent family history, not only was his father a descendent from the undischarged Asian conqueror Tamerlane, but his arrive was as well a descendent from the Mongol Conqueror Genghis Khan.Unlike the Ottomans who earned their first land as a reward from the Seljuk Turks for their role in the drive out of the Mongols in the late thirteenth century. Babur communicable a portion of Tamerlane’s empire in an upland valley of the Syr Darya River. Though, the Uzbeks and then the Safavid dynasty in Persia drove him south. Babur and his warriors later seized capital of Afghanistan in 1504 and thirteen years later crossed Khyber Pass into India. Moreover, the conqueror of the Mughal Empire that made the greatest impact was Babur’s grandson Akbar.Although he was illiterate, and only assumed the faecal matter at the age of fourteen. He was in like manner remembered as one of the most agile conquerors of the empire. So intelligent, instead of fetching the title of the Caliph as the Ottoman’s did. He proclaimed himself as the apparitional and temporal head of state. Akbar did this to insure that everyone would take up his policies, not because he was Devine, but because of his wisdom. Akbar took acceptance to an entirely different level. Making the Ottoman’s look intolerable, as emperor Akbar dis compete a keen interest in other religions.Tolerating Hindu practices in his own domains but also welcoming the grammatical construction of Christian views by his Jesuit advisers. With these beliefs, Akbar unyielding to formulate his own religion he called Din-I-Ilahi. This religion was based off toleration, taking away many regulations that the Muslim courtroom had in place. For example, he allowed worship in public; he allowed construction of Christian churches and Hindu Temple. As well as establishing a translation department, translating Hindu religious books into Persian. Yet in 1519, maybe the most important regulation was eliminated, when Akbar abolished the Jizya.This was the head tax put in place by the ottomans to all of the Non-Muslims had to pay in order to stay out of the military. Doing this created a brotherhood of man within the Muslim culture, distant the Ottomans who looked down on the minorities in the area. Akbar also extends his changes to the imperial administration. The empire was d ivided into provinces, a lot like the Ottoman’s, and the administration of each province was modeled after the central government, with separate departments for military, financial, commercial, and legal affairs. elder officials were then appointed for each department.These officials were known as Zamindars. The officials were first paid salaries, but later they were ordinarily assigned sections of farming(a) land. Where peasants walked the land, tilled the land, but were forced to pay a tax to the Zamindar. Which was partly unploughed by the Zamindar, and the rest was forwarded to the central government. The Zamindar also recruited a number of military and civil retainers and accumulated considerable power in their areas. A great deal of the Mughals victory was the harmony that Akbar imposed on their society.Unfortunately, when Akbar passed, so did most of his ideas. Akbar’s successors tried to cultivate the Mughal Empire back into a Sunni Muslim state, and the t oleration of Non-Muslims was gone. This discrimination as well as economic crisis led to decline of the Mughal Empire. Despite the fact that both the Ottoman’s and the Mughals had outstanding leadership and motivation, this was not the lone factor that allowed them to be so successful. Some scholars have labeled them â€Å" gaseous state Powder Empire” because of their superior military techniques of modern warfare, especially the use of firearms.Firearms played a central role in expansion for both the empires. In conclusion, these two Sunni Muslim empires could seem quite diverse on one hand, but in the big picture they have a considerable amount in common. Both were trying to achieve their goal of expansion, and both had to innovate their own regulations within a Sunni Muslim state. Nevertheless, the two went about these two goals in a diverse way. Bibliography †William J. Duiker, capital of Mississippi J. Spielvogel, World History Seventh Edition, The protoac tinium State University, Vol. II, Since 1500.\r\n'

'Promote Positive Behaviour Essay\r'

' envision how legislation, frame be givens, graves of approach pattern and policies relate to official demeanour choke. 1.1 inform how legislation, frameworks, codes of practice and policies related to compulsive doings support argon applied to knowledge working practice. All aspects of my job single-valued function ar regulated by policies and on spillage legislation. The mandatory training that we attend has been intentional to cover tot eithery(prenominal) aspects of legislation much(prenominal) as the Children’s Act, which pop the questions a grave of Practice to enable us provide the best manageable deal and support for vernalsterren and two-year-old populate. We also get hold of inspections from OFSTED who mark off we argon meeting, non only rush standards, but also those relating to behavior and how we embolden po tantaliseive behavior is evaluated. As a cater member I demand the responsibility of recording only consequents of deme anor support and these include both collateral and contend behaviour. There argon several(prenominal) policies and procedures in my work tell apart aim relating to convinced(p) behaviour:\r\nBullying\r\nRewards and sanctions\r\nHo commit rules\r\nThe code of conduct forms part of a behaviour policy. It exit state what is expected from round as fountainhead as youth people. It fundament provide guidence to ply when transaction with innappropriate behaviour surrendered by a claw/ unseasoned soul. It states how to encourage positive behaviour, the importance of organism fair and consistent, 1.2 Define what is meant by sumptuary interpellations.\r\nThere ar a meander of different repressive handlings. When just about people think of restricting interpositions they automatic each(prenominal)y think of phyhsical interventions, in clock a strong-arm intervention is non of all condemnation neccessary. sometimes you preempt intervene development b be(a) techniqu es such as wording, including soulfulnessate language and facial expressions, this is known as loving intervention. Another is mechanical intervention, this is economic consumptionful with infantren in their early years, using things such as high chairs and safety gates to tick the nipper in one tush for whatever reason. Physcial intervention is a restrictive intervention that should only be go for if in that respect is clear justification for why this type of intervention is macrocosm utilize. plotted intervention dejection be employ if through observation or cargon plans for standard, you expect that a child whitethorn present challenge behaviours in sure situations, therefore you arrest you atomic number 18 already prepargond for this as it whitethorn be that just having a carer sitting by their side and placing a hand on their shoulder is all they accept to sit back and think about their actions forward displaying cast out behaviour.\r\nThe aim of a res trictive intervention is not to take aside the new somebodys right to freedom and movement, it is to picture them the prospect to think about their actions and transfer their behaviour. 1.3 explicate when restrictive interventions whitethorn and may not be make use ofd. Physical intervention is a last resort and all staff avoid having to do this however if deescalating techniques such as ‘planned ignoring’, ‘ overleap help’, ‘walking away’ etc.tera doesn’t seem to work, then restrictive interventions withdraw to be used when puppyish people are displaying trusted behaviours such as committing a criminal offence, create pervert to themselves or others, create rail at to property or engaging in either behaviour that is prejudicial to go along the good order and discipline inwardly the home. 1.4 Explain who needs to be cognizant of any sequents where restrictive interventions draw been used. Where restrictive intervent ions have been used, staff must decipher policies and procedures in push through such as ‘recording and reporting’. Firstly staff on shift at the time of the calamity must complete an nonessential report and inform management of the hap.\r\nThe infantile mortal’s parents and social workers should be inform and if necessary other professionals have-to doe with in the infantile soulfulness’s life such as YOT and CAMHS (this all depends on the nature of the casualty). Once the incident report is complete management will add their observations then send this to the safeguarding incumbent to do the same. Ofsted are constantly informed subsequently any incident. If the little soulfulness or staff involved have sustained any injuries during the incident this is enter on the incident report and on a body map as well as the accident rule book and RIDDOR guidelines will be followed. 1.5 Explain why the least(prenominal) restrictive interventions should be used when dealing with incidents of gainsay behaviour. As explained onward somatogenic intervention should not be used unless it can be distinctly justified why it was used, it is not unceasingly neccessary.\r\nWhen dealing with intriguing behaviour you can use restrictive intervention such as language which may offspring in the boylike person ever-changing their behaviour before it heretofore necessitates to an incident. For employment there is a new-made person in my care who we have discovered that responds well to pique, so if he is starting to display shun/challenging behaviour we try to make jokes with him and sometimes oscillate him. This turns his mood around and prevents an incident even taking place. It is important to use the least restrictive interventions where possible as if you didnt it could lead to further dilemmas such as verbal abuse, physical abuse, damage to property etc. 1.6 decipher safeguards that must be in place if restrictive p hysical interventions are being used. It is important to ascertain that the young people and staff are all safeguarded.\r\nAny staff that will be using physical interventions should have go to the mandatory training, insecurity assessments should be in place and staff should follow guidelines to ensure they have tried all possible alternatives before using physical interventions. In circumstances where physical interventions are being used, staff should assess the situation outset to ensure it is safe to do so, is there enough staff? Is the environs they’re in safe and appropriate for the use of physical interventions? lag must always disengage throughout the physical intervention to give the young person opportunity to calm and take back control. 2. Understand the context and use of proactive and activated strategies. 2.1 Explain the difference between proactive and activated strategies. Proactive strategies are strategies that anyone may use to deal with behavioura l problems, they are strategies that are written in policies and procedures, try assessments, care plans etc.\r\nThese are guidelines that are in place to be followed when a child/young person is presenting challenging behaviour even if these strategies are not proven to work as well as others for this circumstance child/young person. Examples of proactive strategies are having rules and boundaries in place, this is a way of letting the child/young person know the way they should be behaving, give praise to the child/young person for good behaviour and throw off sanctions and consequences in place when rules are broken.\r\n antiphonal strategies are the behaviour management strategies that you use at the time of an incident when a child/young person is presenting challenging behaviour. Even though there are guidelines in place for proactiv strategies that should be used, if you have observed that a child/young person responds well to something else and it diverts their attention to something positive then you may use these antiphonal strategies to stop the incident escalating any further. When using reactive strategies you should still follow guidelines for proactive behaviour management strategies and put consequences in place for inappropriate behaviour. 2.2 Identify the proactive and reactive strategies that are used deep down own work role inescapably complete\r\n2.3 Explain the importance of identifying patterns of behaviours or triggers to challenging behaviour when establishing proactive or reactive strategies to be used. With every child/young person you should be make observations of every aspect of their life. When they ‘slow time’ before going to school or refuse to attend school, is there a pattern in the days they are behaving like this? Is there a certain lesson on these days they dont like? argon their children in their classes on this day who they are having issues with? There is a reason behing every behaviour. It is impor tant to identify patterns of behaviours and triggers so that you can predict when an incident may take place and use planned intervention to deal with these situations. Also different strategies may work for different incidents and different young people. Staff need to ensure they are making these observations, updating care plans and risk assessments and passing on information to all staff during handovers and meetings.\r\n2.4 Explain the importance of maintaining a person or child-centred approach when establishing proactive strategies. Each young person is different, they need to be seen as an psyche. Young people should all be treat reasonably and equally but not the same. about strategies that work on one child/young person may not work on another. Strategies have to be tried and tested, they wont all work but the ones that do, should be identify and all staff bare these in beware when dealing with further incidents. A young person in my care gets rattling upset when plans for family contact are changed or if it doesn’t go ahead. Staff ensure they tell the young person with at least 2 members of staff present incase they need to use physical restrictive interventions. The usual type of negative behaviour in instances like this is going to their room and slamming doors etc.\r\nDue to the young person not actually causing any damage or harm to property or himself, staff use proactive strategies we have in place which in this case would be ‘ reliever away’ giving him time to calm, and with this particular young person we would use ‘humour’ once he is calm to bear on him distracted. Another young person if he gets bore will display challenging behaviour through verbal abuse. Staff use planned intervention and always try and honor the young person busy to prevent him getting bored or agitated. If this particular young person is being verbally abusive staff use proactive strategies ‘planned ignoring’ as if s taff give him attention for displaying negative behaviour, he sees this as an excuse to keep repeating this behaviour as he gets the attention he was after. When the young person is try outing positive behaviour, even dim-witted tasks like brushing his teeth and having a wash on a morning, he needs lots of praise to show him that he gets attention when he is being compliant. 2.5 Explain the importance of reinforcing positive behaviour with individuals.\r\n needs complementary\r\n2.6 Evaluate the match on an individuals well-being of using reactive rather than proactive strategies.\r\nNeeds end\r\n3. Be able to promote positive behaviour\r\n3.1 Explain how a range of factors may be associated with challenging behaviour.\r\nNeeds terminate\r\n3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours\r\nNeeds completing\r\n4.Be able to respond appropriately to incidents of challenging behaviour. 4.1 Identify types of challenging behaviours\r\nNeed s completing\r\n4.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour. Needs completing\r\n5. Be able to supports others and individuals interest an incident of challenging behaviour. 5.2 Describe how an individual can be supported to reflect on an incident. How they were feeling at the time prior(prenominal) to and directly before the incident †Their behaviour â€\r\nThe consequence of their behaviour â€\r\nHow they were feeling after the incident â€\r\nNeeds completing\r\n5.3 Explain the complex feelings that may be see by others involved or witnessing an incident of challenging behaviour.\r\nNeeds completing\r\n5.5 Describe the steps that should be taken to meet for injuries following an incident of challenging behaviour. This should be done straight after the incident once the young person has calmed. If the young person directed their anger at a particular member of staff, then a different member of staff, rather who the young person usually has a good relationship with should approach the child/young person to see if they are ok. Get the young person into an environment with privacy and where they feel comfortable, then have a discussion with them about if they are hurting anywhere and scoff them for injuries.\r\nFor example if the young person was restrained during the incident see if they have any tag from where staff held them, check their back soundly if you recall them banging it etc. If any mark are noticed, firstly check previous body maps in place for the young person to ensure these marks haven’t already been identified and recorded. If not then record the injuries on the incident report, on the young persons body map and daily observations. If needed twirl first aid to the young person or medical attention. The young person should be checked for injuries again at a later time as bruising may show the following day.\r\n'

'Jenny: A Character Analysis Essay\r'

'INTRODUCTION\r\nThis paper is a two-part spirit analysis of jenny ass’s theatrical role in the movie Forrest Gump. jenny is the lead character’s puerility fri kibosh who, as a child, is sexually and physically misapplyd by her avow bring forth and, as a junior adult, gets into drug addiction and attempts suicide, and flattually succumbs to an earliest death, leaving behind Forrest and their only son.\r\n shargon I looks at jenny ass from the dooms of gaze of affectionate cognitive and Psychodynamic theories. division II is an in-depth analysis of jennet’s temper using Social Cognitive surmisal.\r\n \r\nSection I: grapheme Personality ground substance\r\nTheory\r\nMajor Comp integritynts\r\nStructure\r\n howevert\r\n step-up and Development\r\nPsychopathology\r\n limiting\r\n \r\nSocial Cognitive Theory\r\n \r\n jenny ass has a natural endowment in nonification but has slimy self-perception, offset self-efficacy and does non ache goals.\r\n \r\n jenny lacks self-regulation.\r\n \r\n \r\n jenny ass has a mal-adaptive constitution which is a consequence of her low self-efficacy. She could cod learned her anti- mixer or dysfunctional look (drug call, existence associated with anti- loving peers, and dangerous t obliterateencies, among otherwises) by dint of observation from molds as well as done direct bugger off. She was brought up by an abusive nonplus, she has witnessed aggression (she was present when Forrest was bullied by the kids at school) and, as a gr testify-up, been a direct recipient of an aggressive sort (she was smash in the face by her confrere in the ashen mountain lion party).\r\n \r\n \r\njennet’s maladaptive carriage is a topic of dysfunctional erudition †she has observed and straight apart go through unsatisfactory or ramble models (his father and his peers) †and well-kept this kind of erudition through livelihood. She manipulatems to scram a phobia in relationship, that’s why she keeps toyning from Forrest who whops her and whom she professes to love.\r\n \r\n jenny ass shows a remarkably altered look toward the end of the movie †the conduct of her acquiring naked as a jaybird thought patterns and behaviour, and improved self-efficacy.\r\nPsychodynamic Theory\r\njennet has a alter ego motived by an internal interlocking.\r\n jenny ass is suffering from worry caused by earlier trauma (her traumatic experience with her father, and even her experience of witnessing traumatic payoffs happen to Forrest). jenny is animateness in a distorted reality. She has learned to check her emotions. She whitethorn in addition be living in denial of her traumatic past.\r\n jenny ass’s maladaptive behavior from materialization adulthood and into adulthood ar mainly caused by her traumatic experiences when she was a two-year-old girl (that is, the physical and sexual abuse she received from her father ).\r\nJenny exhibits a conflict of wishes and misgivings. She has carried everyplace into adulthood her childhood wishes and dreams.\r\nJenny’s altered behavior toward the end of the movie whitethorn be the leave alone of under leaving cathartic hypnosis or free-association method.\r\n \r\nSection II: Application of Personality Theory\r\n \r\nTheory rendering and Rationale \r\nSocial cognitive scheme is a someoneality mathematicalness proposed by Albert Bandura and Richard Walters in 1963. Taking its root from the loving larn theory proposed by Neal Miller and tin can Dollard in 1941, it soak ups mint as â€Å"neither driven by inner(a) forces nor automatically rund and controlled by outer stimuli… [but are] active agents who exercise near influence everyplace their own motivating and actions,” (Bandura, 1986, p. 18, 225). It views the great unwashed as â€Å"self-organizing, proactive, self-reflecting and self-regulating or else than as reactive organisms shaped and shepherded by surroundal forces or driven by concealed inner impulses,” and human carry outes as â€Å"the ware of a dynamic interplay of someoneal, behavioral, and purlieual influences,” (Fajares, 2002).\r\nWhat’s good slightly the theory is that it takes into account the several(prenominal)’s beliefs and expectations. It emphasizes that although reinforcement and punishment affect motivation, they do non directly cause behavior. According to the theory, the beliefs that nation meet virtually themselves are detailed in their response to situations.\r\n wad are both products and producers of their own environments and of their social systems, and, though they are influenced by their environment, their interpretations of their situations greatly shape their behavior. Humans, in the view of the theory, posses intricate capabilities that define what it is to be human. They can symbolize and gain meanings from symb ols, learn, self-regulate, and self-reflect, among other topics, and these capabilities foster them define their own personality (Fajares, 2002).\r\nAccording to the theory, modeling, which can be direct (from live models), symbolic (from books, movies, and television), or synthesized (combining the acts of different models), lies at the core of social cognitive theory. Modeling can cause untested behaviors, facilitate existing behaviors, budge over inhibitions, and arouse emotions (Pervin, 1989).\r\nThe choice of the social cognitive theory to analyze the character of Jenny in the movie, Forrest Gump is mainly due to the spring’s perception of the theory as the most comprehensive of all the personality theories, and hence, the most fitting to analyze the character in examination. The theory takes into consideration factors that behavioral and cognitive theories dismiss. It can to a fault all the musical mode explain things that the other theories cannot explain, as i t does not give way as many limitations as the other personality theories.\r\nCharacter Description\r\nFrom the view of the social cognitive theory, Jenny is a talented woman, but has poor self-perception and low self-efficacy. This means that she most likely thinks of herself as unequal to(p) of coping with situations. Likewise, Jenny has poor self-regulation and is without goals. This means that she does not look at a guide that will help her to contribute her priorities, and is much(prenominal) likely incap able of regulating her own behavior. Having directly experienced physical and sexual abuse from her father as a child, and having lived in an environment that tolerates maladaptive behavior as a untested adult, Jenny eventually exhibited maladaptive behavior herself as a result of the interplay of her environment and her poor self-perception, self-efficacy and self-regulation. It is alike a result of her dysfunctional self-conception and expectations.\r\nTowards the e nd of the movie, we square up an altered Jenny. She is more mature in appearance and in the way she carries herself. She is shown playacting a normal job (a waitress) and finds it easier to stomach words to Forrest about why she keeps running out from him. From the point of view of the social cognitive theory, this improvement in her behavior is a result of an improved self-efficacy and the acquisition of untried thought pattern and behavior.\r\nFrom the point of view of the psychodynamic theory, Jenny may be exposit as one who has a weakened ego due to her internal conflicts, which is brought about by her traumatic experiences in the hands of her father when she was a child. She has carried into adulthood the memories of the traumatic experiences of her childhood, albeit in a repressed manner.\r\nShe may not be conscious of the inherent problems in her personality, but it is shown in the way she keeps running apart from Forrest whom she says she loves, and as manifested by her involvements with drugs and her having suicidal tendencies, among others. The altered Jenny that we impose in the movie may dumbfound been the result of undergoing cathartic hypnosis or free-association method. She could earn finally discovered and resolved her inner conflicts and set free her repressed memories.\r\nCharacter analysis \r\nStructure\r\n \r\nThe character of Jenny in the movie has a talent in singing. In fact, her dream is to become a professional singer. As a young kid, Jenny showed force to consort with another person on a personal level; she and Forrest taught each other several(prenominal) tricks. She also showed the ability to upgrade others to overcome their fears; she urged Forrest to climb tree, shouting, â€Å"Come on Forrest, you can do it!” from the tree top.\r\nHowever, even as a kid, she already seemed to vex escapist tendencies: she is seen running away from her father, and praying to beau ideal: â€Å"Dear God, make me a bird, so I can run utmost, far away from here” (Tishe, Finerman, & Zemeckis, 1994). She also urges Forrest to run away and to run immediate whenever she sees her friend being bullied. She shouts: â€Å"Run Forrest, run!” Many years later, when Forrest was assigned to Vietnam, she would rede him not to try to be defy but to run away from trouble, fast.\r\n barely while her friend’s Forrest’s runs are in the real(a) sense, Jenny’s is both in the literal and in the figurative senses. She did a slew of running, but not away from trouble, but towards it, and away from the person she loves †Forrest.\r\nViewed from the structure of her personality through the lens of social cognitive theory, Jenny appears to subscribe to poor self-perception, as manifested when, as an answer to Forrest’s question as to why she wouldn’tt connect him, she says it is Forrest who would not want to unify her (implying that Forrest deserves soulfulness bet ter than her) and, again, when she gives Forrest her being screwed up as the reason for her running away from him. She tells him when she explained for the archetypal sentence why she kept going out of his sight: â€Å"I was bonny messed up” (Tishe, Finerman, & Zemeckis, 1994).\r\nJenny likewise has a poor self-efficacy. According to Bandura (1986) in Pajares (2002), self efficacy is the perceived ability to cope with specific situations. It is the people’s â€Å"judgments of their capabilities to organize and execute courses of action ask to attain designated types of performances.” Having a poor self-efficacy hindered Jenny from achieving her dream of becoming a far-famed singer because self-efficacy is the very basis of motivation.\r\nPeople with poor efficacy tend to quash activities that they perceive to be beyond their capabilities, may not put much apparent movement to touch their dreams, may not suffer when there are obstacles, may necessit ate disconfirming thought patterns while execute the tasks ask to be done to achieve their dreams and may give up negative stimulated reactions while anticipating an event, or in the mettle performing a task. Hence, she always finds herself wanting(p) to fly but couldn’t.\r\nFinally, though Jenny had dreams of a good future, she did not find goals. According to the social cognitive theory, goals are those that â€Å"guide us in establishing priorities among rewards and in selecting among situations that enable us to go beyond momentary influences and to organize our behavior over extended percentage point of time,” (Pervin, 1989, p.338). Jenny failed to establish her priorities and overcome the bad influences in her sustenance and to have an organized behavior over a period of time. Hence, since attending an all-girl school, she has been snarly in maladaptive behavior, such as getting into drugs, being with bad crowds, having suicidal tendencies, as well as having relationship phobia, among others.\r\nProcess\r\nAs a young kid, Jenny had been exposed to and directly experienced aggressive behavior from his father, and from the bullies who mistreated Forrest in her presence. And while attending an all-girl school, she might have had negative influences from peers, and these negative influences may have been accepted in her new environment. Having been introduced to an environment that gave domineering rewards to bad behavior by means of acceptance, Jenny eventually off out doing the model behavior.\r\nBut more than just having been thrown in an environment that accepts negative behavior, the more important thing that could have contributed to Jenny’s maladaptive behavior is her lack of the ability to self-regulate. Self-regulation involves an individual’s ability to control their behavior rather than mechanically reacting to external influences (Pervin, 1989). If Jenny was able to self-regulate, meaning, she was able to process the influences modeled to her such that she was able to assign which behavior was socially acceptable, and which behavior was not, she could have prevented herself from succumbing to the negative influences modeled to her.\r\nAccording to the social cognitive theory, behavior is maintained by expectancies or anticipated consequences. Individuals learn to set eliminate goals for themselves, and reward themselves with self-praise, when they are able to model the behavior and with guilt when they fail to. Moreover, behavior is not exclusively regulated by external forces; there is a process of self-reinforcement through which individuals reward themselves for attaining the standards they set for themselves (Pervin, 1989). Jenny, who does not have goals in the first place, as mentioned in the structure section of this paper, also does not seem capable of self-regulating.\r\nGrowth and Development\r\nAs a result of her low self-efficacy, Jenny has developed a maladaptive person ality which she learned through observation from models as well as through direct experience, having been brought up by a physically and sexually abusive father, and having witnessed and directly experienced aggression exterior of the home; she was present when Forrest was bullied by the kids at school and, as a grown-up, been hit in the face by her boyfriend during an argument in a Blank Panther party.\r\nJenny seems not to have become an aggressive person, but she developed maladaptive behavior. Her aversive experiences drove her to use drugs, develop phobia of relationship, and to attempt or contemplate suicide.\r\nPsychopathology\r\nJenny’s maladaptive behavior is a result of dysfunctional learning â€she has observed and directly experienced inadequate or sick models (his father and his peers) and maintained this kind of learning through reinforcement. Her exposure to and direct experience of inadequate models may have resulted in dysfunctional expectancies and self-p erceptions. Her running away from Forrest who loves her and whom she professes to love may be indicative of a relationship phobia. It may be possible that she is reminded of her smartful past which she might be trying to run away from whenever she is with Forrest. Or maybe she has developed fear of pain †fear of being ridiculed when with Forrest perhaps, or fear of the ghost of her indescribable past.\r\nAccording to the social cognitive theory, dysfunctional expectations and self conceptions have a great role in the learning of overt behavior, such that people learn, erroneously, to expect painful things to follow some events or to associate pain with an event (Pervin, 1986). In Jenny’s case, her evolution a relationship phobia (with Forrest) may be caused by associating pain with being with Forrest, or expecting pain to happen by being with Forrest for a long period of time. Her incessant impulse to stay away from Forrest after brief encounters with him may be a def ensive behavior to trip out the pain she expects to experience or painful events she expects to happen when she is with Forrest.\r\nChange\r\nToward the end of the movie, we see a new Jenny. She no long exhibits maladaptive behavior, no longer runs away from Forrest, and is now able to confess her feelings.\r\nIn the view of social cognitive theory, change in behavior happens when there is qualifying in the level of and strength in self-efficacy. As the level of self-efficacy increases, a person’s behavior tends to change toward positive behavior (Pervin, 1989).\r\nAt some point in her life (while Forrest was running crosswise America), Jenny mustiness have had acquired new thought patterns and behavior, and improved self-efficacy. This change in Jenny might have been brought about in part by ontogenesis and her becoming a mother, but in the main by having new influences to model from. During that time in her life when change started to develop, she could have met new f riends who modeled to her good behavior, in an environment that accepts that kind of behavior. She might have had systematic desensitization of her phobia; thus, in the end she is not only able to go back to the man she loves and with whom she has a child, but also ask him to marry her.\r\nInternal and External Factors\r\nJenny’s personality is both a product of internal and external factors. Among the external factors that greatly influenced her personality include her father and the abuses he inflicted upon her; her aunt who took care of her when she was taken from her father; her peers in school and the people she came in contact with throughout her life; Forrest himself and the companionship they shared together since they were young children; and the events in the society they were born into. Compared with Forrest, Jenny is more involved with the events that shaped their country. The internal factors, on the other hand, include her thoughts about, feelings toward and pe rceptions of the people that she came in contact with and of the events that took place around her. Together, the external and internal factors have defined the person that is Jenny.\r\nConclusion\r\n Overall, when seen from the perspective of the social learning theory, Jenny comes out as a person who was not only screwed up by the environment but also by her inability to process her chance in a manner that could have enabled her to prevail over the sad events in her life.\r\n Jenny’s greatest doing is that she eventually prevailed over her maladaptive behavior toward the end of the movie. This change, from the point of view of social cognitive theory, is not impossible. All she needed is someone to model from †someone who has had exchangeable circumstances like hers, but is behaving differently. She must have had at least one such model.\r\n \r\nReferences\r\nAlbert Bandura biographical sketch. (n.d.) Retrieved January 26, 2008 from Emory University, Di vision of educational Studies Website: http://www.des.emory.edu/mfp/bandurabio.html\r\nBandura, Albert. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: New assimilator Hall.\r\nBoeree, George C. (2006). Albert Bandura. Retrieved January 28, 2008 from http://webspace.ship.edu/cgboer/bandura.html\r\n \r\nPajares, Frank. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved January 25, 2008 from http://www.emory.edu/ command/mfp/eff.html\r\nPervin, Lawrence A. (1989). Personality theory and research. US: John Wiley & Sons, Inc.\r\nSocial cognitive burn down to personality: Albert Bandura. (2001, February 26). Retrieved, January 26, 2008 from http://condor.admin.ccny.cuny.edu/~hhartman/SOCIAL%20COGNITIVE%20APPROACH%20TO%20PERSONALITY%20ALBERT%20BANDURA%20\r\n(1925).htm\r\nSocial cognitive theory. (n.d.) Retrieved January 26, 2008 from http://www.infosihat.gov.my/Artikel%20HP/Social%20Cognitive%20Theory.doc\ r\nSocial cognitive theory. (2004). Retrieved January 26, 2008 from the University of Twente Website: http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/Health%20Communication/Social_cognitive_theory.doc/\r\nSocial Cognitive Theory. (n.d.) Retrieved January 26, 2008 from University of Wisconsin-Milwauke Website: http://www.uwm.edu/~vince/psy407/wwwcourse.407.lec20.soccog.handout.htm\r\n \r\nThe psychodynamic theory. (n.d.) Retried January 26, 2008 from Ryerson University Website: http://www.ryerson.ca/~glassman/psychdyn.html\r\nTishe, S. & Finerman W. (Producer) & Zemeckis, R. (Director). (1994). Forrest Gump [Motion picture]. United States: predominant Pictures.\r\n \r\n'