Critical Social Work Theoretical Frameworks Social Work Essay Essays

Critical Social Work Theoretical Frameworks Social Work Essay Essays Critical Social Work Theoretical Frameworks Social Work Essay Essay Critical Social Work Theoretical Frameworks Social Work Essay Essay Introduction The essay shall research and analyze the theoretical underpinnings and cardinal elements of critical societal work. The history shall so depict appraisal in societal work pattern contexts and see how critical societal work theories like Marxism, Feminism, Radical Social work and Post Modernism have shaped pattern. A scope of values runing from personal, professional, institutional, organizational or bureau, political, spiritual and cultural necessarily characteristic and must be dealt with in pattern. Over and above this lies the societal justness, emancipatory docket vehicle by anti-oppressive attacks. Empathy is required and the societal worker must be in the clients places ( Egan, 1998 ) . Theoretical bases and attacks enable practicians to traverse societal divides and be with the client in a supportive manner in an accountable and ethical mode. Vast energy must be invested to chase away and dispute both the personal and the structural dominant forces of oppressive patterns. The writer shall try to show how theories have shaped the response approaches to serve bringing and contributed to professional pattern. Critical Social Work Theoretical Frameworks The outgrowth of Socialism, Marxism, Liberalism and Conservativism shaped the emerging social professions at the bend of the 20th century wholly and reshaped the mode in which life was understood. How the societal, political, economic shaped that world became core in gestating world and the manner worlds reacted to the universe around them. In most instances socially constructed worlds could be explained through the stuff worlds if one was to look at the universe through a Marxist position. The 1960-70s reading of societal jobs, described as the rediscovery of poorness . Marxist rules understood the universe as socially divided by category, rendering some categories more susceptible to poverty than others as economically determined by holding no control of the agencies of production. Marxist theory locates category battle as a agency of righting this sort of socio-economic instability and the inequality The nucleus elements in this stage were manners of production and power, the eq uality that came with the bundle and the desire for alteration, societal alteration could merely be achieved through category battle. The human place could therefore be understood as driven and controlled by the external, in this instance the hapless as the laden group desired alteration. Social work s function involves working with people s lives, societal jobs centred on poorness and disadvantage and the nucleus concern involves set uping balance, societal stableness and societal justness. Intervention without disputing societal exclusion, inequality and poorness has proved to be deficient yet traditional societal work pathologised the person. At the early stages societal work was more about keeping public order and stamp downing civil agitation and category battle instead than acquiring down to the nucleus issues of poorness relief and disputing the beginnings and grounds for the differences that affected the people. Norms of behavior and life style for the people were determined by the eligibility standard as the beneficiary elements of philanthropic intercessions more than rights driven determiners. Extremist societal work emerged to instil that it was in fact a political activity. Social work should be about back uping those in demand, disputing inequality and societal alteration, non societal control covering with material worlds. With extremist societal work emerged the community component in societal work, witting raising attack, gradual incremental alteration in the procedure and oppositional activism. As the profession developed critical societal work begins to understand oppressive forces and work to retrace power instabilities ( Thompson, 2007 ; Dominelli, 1988 ; Braye and Preston-Shoot Extremist societal work had been excessively minimalistic and was criticised for over concentrating on category and paying no attending to other signifiers of inequalities. Bhatti- Sinclair ( 2011 ) argues that social workers remain committed to human rights, moralss and values and continuously seek a sharper apprehension of how to use theoretical constructs found in cosmopolitan human-centered rules, professional moralss and national jurisprudence, policy and process . ( twelve ) Inclusivity and citizenship are the chief marks in critical societal work pattern as opposed to sing people as corporate groups ( Glaister, 2008 ) . Anti-oppressive pattern thereby pursues societal justness and challenges pattern favoritism and subjugation bluffly. Battle with societal world must affect critiquing of societal systems and constructions, and set platforms for societal alteration and difference. The attack has an ethical committedness to societal justness by exposing inequalities and disputin g unequal power kineticss in society. The mode in which society maps has constructions that can either oppress or emancipate some societal groups. As the practician works, there is doubtless the challenge of professionally compliant. Social Work Practice Approaches Critical societal work pattern at all times engages with how other people on the other societal, cultural, spiritual divide are understood by us. Understanding diverseness and how personal positions and values are located must be a changeless brooding professional committedness. Personal or social perceptual experiences are shaped over clip or driven by historical and socio-political realities/environments must be understood. Where stereotypes have been shaped over clip in persons ; a professional operational base must be adopted. Braye, S A ; Preston-Shoot, M ( 2003 ) dispute hypocritical professionalism by reasoning that personal values and attitudes will ever be at that place, the issue is that they should non impact effectual service bringing. This is the bosom of critical societal work pattern ; being able to exceed the personal and being a professional. Social work can dispute or keep position quo and that societal workers are invested with power to care and command. In the context of what shall be discussed subsequently about appraisals, Braye A ; Preston-Shoot ( 2003 ) province that, Preparation for and reappraisal of pattern requires workers to understand themselves, their relationship with and impact on others, and their strengths and failings in relation to keeping a professional function ( 2003:135 ) . Respect is necessary both when working with service users and fellow co-workers. As explored in Thompson s theoretical account Personal computers, Social work must research the personal, cultural and structural dimensions of favoritism, and how these come together, and can be challenged in different ways ( Dominelli, 2009 ) . Social work must non reenforce subjugation, favoritism or any inequality. Social work can reenforce patriarchal and other oppressive systems and power dealingss. There are societal worlds that societal work either challenges reinforce, statistically cultural minority groups by and large experience higher rates of unemployment, live in poorer lodging, have poorer wellness, lower degrees of academic accomplishment, higher rates of exclusions from schools and are over-represented in prison statistics. Families who are from black and cultural minority groups are more likely to be referred to kids s societal work services, receive support services subsequently, and kids are more likely to travel into the attention system. There are other signifiers of bias, inequality and favoritism which can cross, and these can impact people in many different ways. In visible radiation of these nonsubjective worlds, what could be the drivers of such worlds? What thoughts are generated about the societal group and how could this impact on a practician s opinion when covering with an person from BME groups. The same applies when working with Unaccompanied Asylum Seeking Children, consciousness of professional duty and a societal justness attack when carry oning an age appraisal must be the pattern base. The Human rights and kid rights must be suitably accorded without favoritism. Another illustration is that of female parent blaming in a kid protection instances. Feminist theory has challenged this gendered attack to job work outing where the female is largely at the Centre of the job yet ignores the work forces from the societal causal matrix. As a consequence of critical societal work a displacement has developed where the whole domestic environment and people must be portion of the issue at manus. If all are non challenged this pattern reinforces the involvements of some groups over others and oppresses adult females. Assessment Procedure Middleton ( 1997 ) describes appraisal as portion of the planning docket affecting assemblage and construing information in order to understand a individual and their fortunes. It involves doing opinions based on information. ( Middleton, 1997:5 ) . The procedure here involves regard for the person s values, their nucleus individuality and opinions are made without being judgemental. Selective and stereotyped considerations must be avoided, labelling and categorizing people and overlooking their individualism and can let elements of favoritism to pervade the procedure which must otherwise non be affected by single values and positions. As argued by Clifford ( 1998 ) it is of import that societal workers check their single prejudices and guarantee that these do non impact the mode in which they undertake appraisals. In direct nexus with critical societal work, appraisals must be informed by critical theory to heighten a balanced, merely and anti-oppressive appraisal procedure. Personal positions held by the societal worker must non busy any infinite in the appraisal procedure for the interest of justness, just entree to services anti-discriminatory pattern. Parker and Bradley ( 2005 ) argue that a balanced attack of an assessment involves wisdom, accomplishments, grasp of diverseness and consistently applied cognition in direct pattern. Service users must experience that they benefit from the appraisal procedure for it to be effectual ( Addock, 2001 ) and the societal worker and household members must jointly lend to the procedure. This engagement enriches the procedure and eliminates subjective attacks to the appraisal. Social work pattern and critical attacks intersect ; the worker must be witting of their personal beliefs and values and strike a responsible, ethical and professional balance in the mode the appraisal and intercession is conducted and be honest and expressed with service users. ( Parker A ; Bradley, 2005: 7 ) . Extensive cognition of the service user s environmental and living systems and the wider systems that impinge on them must be cardinal determiners in appraisals ( Parker A ; Bradley 2005:13 ) .Service user engagement is authorising and demonstrates citizenship and self driven duty as human worth. Understanding power kineticss in appraisals Power dealingss inherent in the societal work procedure must be carefully managed and guarantee a balanced contributory attack whereby an exchange theoretical account would can follow to admit that the service users are experts of their state of affairss. Service users and societal workers exchange thoughts, information and ways forward to do a difference and happen alternate ways of nearing as corporate spouses ( Parker A ; Bradley, 2005:14 ) . In footings of accomplishments this involves actively listening to service users being available for them, a professional and non-judgemental or non directing attack, consecutive and honorable talk and societal justness chase. ( Parker A ; Bradley, 2005 ) . Child centred appraisals must be informed by kid development theories, ecological attacks, guaranting equality of chance, engagement of households and an interagency attack ensures corporate originative intercessions. When working with unaccompanied refuge seeking kids for illustration, Culturegrams aid in analyzing the impact of civilization in the lives of those persons and households being assessed ( Parker A ; Bradley, 2005:50-53 ) . This can be really utile when working with BME groups every bit good as refugees and refuge searchers in a broader context. Valuess of the households and persons are explored and these aid determine the nature of the intercession where the single shapes the class of the intercession as opposed to it being driven by the powerful professionals. Multiculturalism and societal work Multiculturalism is a twenty-first Century challenge as citizenship acknowledgment and integrating a modern society feature. Critical multiculturalism suggests that societal workers need to intellectually prosecute with the issues of difference and citizenship, in a mode that detaches pattern from monoculturalist norms ( Powell, 2001:146 ) . Social workers are practically challenged to interrogate the value premises of their attack and assess rules and values they use in pattern. If societal workers are to avoid narrative repression, they need to be capable of disputing dianoetic hierarchies of intending in their pattern . ( Powell, 2001:146 ) . This becomes the automatic constituent in the intercession. This involves disputing the really systems that they use and anteroom for the alteration in structural elements that could be suppressing the really people they would be working with. Feminist societal work engages in righting gender inequalities, this could be the female parent faulting attitude that it challenges. Critical societal work engages a demand for consciousness by practicians, a transmutation of cultural attitudes around race dealingss, homosexual rights and the relationship between gender, civilization and power and of the demand for anti-discriminatory pattern ( Powell, 2001:149 ) . In order to run into the professional demands of the profession, societal workers must seek counsel and shut the spread between personal values and professional pattern. This must do changeless mention to human rights, equality, favoritism and racism ( Bhatti- Sinclair, 2011 ) . Fook ( 2000 ) argues that adept critical societal workers are able to make critical cognition which challenges and resists all signifiers of domination. Anti-racist pattern Dominelli ( 2008 ) points out that anti-racist pattern beyond that presented in Thompson s ( 2007 ) PCS theoretical account by underscoring on its interactive nature. For Dominelli ( 2008 ) racism is a multidimensional signifier of subjugation over and above favoritism Institutional and Cultural racism are structurally associated and viewed as less immorality than the personal racism which society scowls upon, yet the is no better racism. If practicians manus over duty of BME issues to BME staff this may be debatable as it may ensue in a deficiency of duty by white societal workers to anti-racist pattern and reinforce difference. Institutional patterns must be professionally compliant ( Bhatti- Sinclair, 2011:128 ) at their ain degree. Treatment of black families/children hits them every twenty-four hours and there are challenges that the societal workers have to cover with in the face of these ingrained stereotyped positions of the good white household and the bad black household. Dominelli ( 2008 ) argues that challenging how white people perceive black households is merely possible within positive swearing relationships. Mobile colonists fall into the same class where as the minority cultural groups where stereotyped premises exist that can act upon the societal work procedure. To work with persons on the autistic spectrum requires cognition and apprehension of autism. Knowledge of the status s features, the basic apprehension of the three of damages is necessary for usage in the societal work procedure. The persons must non be viewed as unwilling to prosecute due their limited societal interaction accomplishments but must be understood and appropriate communicating systems used. For illustration, alternatively of speaking through an appraisal ; image boards, games of their involvement, familiar environments and utilizing their preferable manner of communicating would assist to affect them, prosecute them and take a possible stereotyped position that they can non do determinations. If this procedure does non affect them, the likeliness is that anti-oppressive pattern would hold been failed. Good pattern recognises individualism and this permeates through the societal work procedure. Assessment procedure in pattern The writer s work experience with a 40 twelvemonth old autistic adult male in Coventry stands as a alone illustration of the complexness of service user engagement and creativeness aimed at raising the degree of positive results in reexamining a attention program. The lone established entree point for his parts was when he was off from place, on the coach. During any travel by coach, he livened up and opened up, expressed his positions about the service he was having and it was the best clip to measure the support attention program, colloquially in a coach. Working around the person s universe helped the societal attention supplier to make out to the really of import demands that an office based appraisal could non accomplish. The coach environment had no powerful/powerless unequal binary moral force in it. It was his comfort zone. Failure to recognize single likes, compulsions and centripetal issues in autistic persons can impede the societal work procedure. Effective appraisals can merely be accomplishable when the service user is located at the Centre of the procedure by usage of attacks that promote societal alteration and justness. Challenging favoritism in pattern Childs are frequently described as vulnerable, guiltless, in demand of protection and missing experience. If non carefully approached the kid may be sidelined from the appraisal procedure and overshadowed by grownup thoughts. If it is about abuse in the place, it is the kid s experience and non the grownup s experience that must take precedency with the kid as the expert. The Scating Report emphasised the demand to see the universe through the eyes of the kid . The function of the societal worker in pattern is to dispute favoritism, exclusion of socially excluded groups like kids. Childs have been looked at as topics and the critical attack locates them as able to determine and voice. Failure to recognize kids and the societal worker s comparatively powerful place practicians reinforce subjugation. The critical practician engages service users to ease the relation of their narratives in the appraisal procedure. Law is used to counter oppressive pattern and sets out operational parametric quantities for professionals to cover with racism and be cognizant that favoritism is improper ( Race dealingss Act 1976 A ; Equality Act 2006, Bhatti- Sinclair, 2011 ) .To overcome the pattern challenge, societal workers have looked up to anti-racist advocators for counsel on methods and theoretical accounts which respond ethically, efficaciously and expeditiously to day-to-day challenges and quandary ( Bhatti- Sinclair, 2011 ) . Training and bing regulative organic structures like the HCPC enable pattern to be justness based by necessitating professionalism by the work force through conformity and counsel. The Professional capablenesss Framework requires the worker to Recognise and pull off the impact on people of the power invested in your function ( PCF 33 ) and criterions of proficiency calls on the demand to recognise the power kineticss in relationships with service users and carers and be able to pull off those kineticss suitably ( SoPS 2.8 ) . Formalised appraisals assistance in shooting consistence Crisp et Al ( 2005 ) argues that the absence of a formalistic appraisal model consequences in subjective appraisals. Professionally trained and skilled workers heighten a just appraisal. Appraisals must non merely look at behavior, but besides the cause of the behavior in a holistic manner in order to do right opinions and this is achieved through service user engagement in the procedure. Milner A ; Byr ne, ( 2002 ) posit that the appraisal there is demand for mapping before be aftering the appraisal journey. This involves cognizing the kid, prosecuting them and pulling their strengths in order to determine appropriate support ( Dominelli A ; Payne, 2002 ) . Engagement Effective anti-racist, anti-oppressive pattern must be drawn from pattern intelligence, applied research and service users involvement. Empowering pattern has an engagement and integrating constituent as opposed to exclusion pattern attacks by deficiency of appropriate linguistic communication and civilization consciousness ( Bhatti- Sinclair, 2011 ) .Structurally, good planned and coordinated appraisals and intercessions involve the service user and must react sensitively to their demands. Awareness of our ain biass and past experiences and thoughts must be non-threatening to clients ( Lindsay, 2010 ) .Interactive polarization between the societal worker and client can sabotage societal work effectiveness whereupon households and persons are pathologised either as unapproachable or immune. Positive communicating enhances the relationship edifice ( Kaprowska 2010:5 ) which is the key to an accurate appraisal. Persons with disablements frequently argue that societal workers appraisals of them emphasise more on damage and less on being seen as human, alternatively appraisals must research their single abilities. In add-on when working with persons who use minority linguistic communications it can go a barrier for an accurate appraisal hence the demand to be after appraisals for these persons with full consciousness of this cardinal communicating component in order to guarantee the service user s engagement. This could be necessitated by transcribers or minority linguistic communication talking societal workers. Similarly, when working with the aged, appraisals must observe abilities and non reenforce ageist stereotypes, shared power and agreed way rule. Decision The construct of critical pattern locates the societal worker as an active participant in a procedure of construing and understanding relationships and communicating that must cut across difference. Over and above premises, biass, personal beliefs, structural models ; the critical practician must be automatic and engaged in an empowering manner whilst being cognizant of personal and socio-cultural beginnings and belief systems and disputing all signifiers of subjugation. Appropriate accomplishments and knowledge must be incorporated for the societal work procedure to be effectual.

Literary Research Analysis Paper Example | Topics and Well Written Essays - 1500 words

Literary Analysis - Research Paper Example His sophisticated, quick-witted appeal was but a Trojan horse for collective criticism. But don’t bother — there are the anecdotes, as well. Lev Grossman was one of many others who admired Diaz's hilarity, describing that Oscar Wao would be unhappy if it were not for its instants of cheerfulness. In other words, His story about the lack of real affection has so much vitality and life. (The Brief Wondrous Life of Oscar Wao, 2007) But now what? Most recent short fiction by Junot Diaz, â€Å"This Is How You Lose Her†, is a makeshift between novels. It includes stories that have been printed nearly entirely in The New Yorker, either as advance promotional campaign for its inauguration announcement or as morsels from the Drown era, and all relate to now-familiar Diaz situations, in now-familiar shots of viewpoint. When you look out on the snowy and infertile New Jersey, on lavish and quit hot Santo Domingo; one hunts and locates the street after a disdained lover who is shouting load at you in Spanish; you make love in cellars, among images of relatives. Mothers appear as shadowy form and condemn. Fathers go away and misjudged. By concentrating on only his expertise of these now familiar epitomes, his calling of "diverse creations† to one’s mind, his strikes of "high-low" references, one is not actually talking about the basics of Diaz’s work. One is not able to just describe Diaz's literature without describing rape and the affection that sufferers consequently pursue. The 2 main subjects of Diaz’s work are agreement and control, which are indescribable ideas, he possibly can contend, without any word regarding sexuality and intimate desecration. When someone considers this writing "erotic" and â€Å"diamond sharp,† he\she is not mistaken, but it is not everything. There is much more about it. (Diaz, 2012) Diaz read in his narrative voice in a latest discussion with The Boston Review: â€Å"What’s the r eason behind Yunior being such a dog? Just due to? Or is there something deeper? Dwell on it: isn’t indulging in promiscuous (casual and indiscriminate) sexual relations another archetypal reaction to sexual abuse? Obsessive and continuous promiscuity is surely Yunior’s issue. An obsessive and regular promiscuity that is a countrywide manly epitome in some ways and whose origins I find in the suffering of our sexually abused antiquities. As I described: it’s perhaps not there whatsoever — too understated. However, the reality of Yunior’s rape surely assisted me create the topical economy of the book.† The disclosure of the fact that his reputed tenacious speech originates from a past of sexual abuse is surprising. This fact-based aspect is not even partially exposed in Oscar Wao, a book that encourages to rape, yet it is the key subject of the fiction â€Å"Miss Lora,† the last but one chapter in â€Å"This Is How You Lose Her†. The story of a rape permitted or enacted by statute described from the viewpoint of the slight, â€Å"Miss Lora† represents the relation in question as a seduction. But the question here needed to be asked and answered is that whose seduction is it? The emotional states of Yunior for his neighbour, a sinewy middle-aged woman, are already prevalent when she first dallies with him straightly. There is some strange stuff written by Diaz and that hurts the

Memorandum Essay Example | Topics and Well Written Essays - 500 words - 1

Memorandum - Essay Example For instance, the 21st century has been hailed as the Asian century. China, followed by India, are powers that hold the position wherein they can influence international politics in a big way. In addition to this, the rise of international organizations, like the BRIC and the ASEAN, have great implications that challenge the role of the United States as the supreme nation. These organizations, often dominant players from the Developing World hold important implications for the United States, since they challenge the world order existent and the implications it holds for them. As a Policy Analyst, I would say, that a Multi-Polar world order is in the offing. Besides the rise of developing countries and middle powers, other factors, like the rise of non-state actors, besides international organizations, play a major role in deciding their implications for the United States. Terrorism, as a non-state actor is a major issue that continues to haunt the United States. The US policy in Afghanistan-Pakistan and the stand taken, are extremely important in this case. Besides this, religion and ethnicity have assumed a rather big meaning today, and this has considerable importance, since United States is largely a melting pot. In forums like the UN General Assembly and the UN Security Council, the United States’ dominant position is not welcome, among these actors. Nations like India and China and other South-Asian nations often resist such a position. In addition to this, the Af-Pak policy is often a bone of contention, besides the stand taken on Palestine. As a policy analyst, I would recommend that the United States should definitely look at directly countering

Business law Essay Example | Topics and Well Written Essays - 2000 words - 1

Business law - Essay Example (c) the provision, criterion or practice puts or likely to put B at that disadvantage and (d) whereby A cannot justify his actions in pursuit of achieving a legitimate aim (legislation.gov.uk, n.d.). Thus, indirect discrimination can arise out of an employer’s policy applicable to everyone in the organization but happens to put a particular protected characteristic at a disadvantage. Sex is one of the nine protected characteristics under Equality Act. Indirect discrimination described above is a prohibited conduct in relation to the protected characteristics, subject to exceptions. The acts of discrimination as described above are applicable to persons or an individual with a protected characteristic. It also includes perceived discrimination. To cite an example of indirect discrimination in respect of a protected characteristic of sex, it is an indirect discrimination on the grounds of sex to impose a condition on a woman employee having young children to be cared for, to wor k in night shift. However, an employer can justify his policy if he could show that he has acted reasonably during the course of his business as a proportionate means of achieving a legitimate aim which might be a lawful decision. ... Since stock prices would arrive late in the afternoon, requiring an employer not to insist employees to sit late in the afternoons of winter seasons is not justified since it is a legitimate need for the business to get stock prices for which there are no alternatives (ACAS, 2011). It was held in British Airways v Starmer (2005) that the employer erred in requiring a full time woman pilot to work 75 % part time as against her request to work on 50 % of the time to take care of her children since it amounted to act of sec discrimination having the potential to affect a significant portion of women workforce and the employer failed to provide evidence to justify application of provision or practice. (Painter & Holmes, 2012, p. 259) . Qn 2. This is a case of harassment defined in Equality Act 2010 and EU Directive 2000/78 as an unwarranted or undesirable conduct which has the potential of causing threatening, hostile, degrading, and humiliating or offensive environment or has the effect of violating dignity. This can take place in relation to any of the protected characteristics. Sexual orientation is one of them. The definition demonstrates the severity of the problem of harassment at workplace that pollutes the workplace environment. It is a prohibited conduct as per section 26 of the Equality Act as described under sub section 26 (1) (legislation.gov.uk, n.d.). Equality law allows other employees to complain even if the harassment is not directed at them (ACAS, 2011, p. 2). Thus Allan can file a complaint before the Employment Tribunal within six months of date of commission of harassment extended from three months as decided by House of Lords as a result of series of

The Debate Over Campaign Finance Regulations Essay -- U.S. Politics, M

Money is both the nectar and poison of the human race. This fact has never been more applicable than to modern politics. Nearly all assets to a candidate for political office, such a media advertisements, travel expenses and campaign supplies rely on fiscal support. In an age when electronic media rules supreme, money has never been more important. Today, it has become necessary for political campaigns to pour massive amounts of funding into television, Internet, radio and print ads in order to run a competitive campaign. These ads are the most prominent form of communication between a candidate and the sovereigns, and therefore, a candidate’s ability to use ads can not be inhibited. This correlation between money and politics has many unintended consequences, such as expanding the gap between fiscal classes, creating â€Å"professional† politicians, and jeopardizing the equality of the electorate. Equality is the right to be judged by only your peers, to be given a fai r chance to experience life, liberty and to pursue happiness. Equality is giving the homeless as equal a voice as the wealthy. America was built on the firmly held belief that all citizens are equal, however, it is inevitable in any capitalistic society that class divisions will form. But the power of each class is controllable with legislation concerning campaign finance. The debate over how political campaigns should be financed culminated with the recent Supreme Court ruling on Citizens United v. Federal Election Committee, however many concerns still remain. On April 6th, 1972 a handful of CREEP staffers worked late alongside with the staff of the General George Olmstead bank in Washington DC (Smith 3). The staffers were tasked with depositing several millions of... ...eum.info/roman-empire/roman-republic-timeline.htm. Roman Empire, The. Roman Society. http://www.roman-empire.net/society/society.html. Smith, Rodney A. Money, Power & Elections: How Campaign Finance Reform Subverts American Democracy. Baton Rouge: Louisiana State University Press, 2006. Smitha, Frank. Why did the Roman Empire Fall?. http://www.fsmitha.com/com/Rome.htm. Smith, Ronald. The Fall of the Roman Republic. Suite101.com. http://www.suite101.com/content/the-fall-of-the-roman-republic-a114405. Vital, Nick. The Roman Constitution. http://www.uah.edu/student_life/organizations/SAL/texts/misc/romancon.html. Walberg, Robert. How to buy into the oil boom. http://moneycentral.msn.com/content/P114413.asp. Washington Post. BP agrees to $20 billion fund for gulf oil spill claims. http://www.washingtonpost.com/wp-dyn/content/article/2010/06/16/AR2010061602614.html.

British Depth Study 1890-1918 Essay

What were the living and social conditions like in the 1890s? Living conditions: * Towns became overcrowded. * People lived in slums, often whole families lived in one room. * No internal water supplies. * Shared outside toilets. * Limited electricity, wealthy families were starting to get it. * Larger families but higher infant mortality. * Very limited birth control, moral distaste. * Church taught contraception was wrong. Working conditions: * Most workers worked in factories. * Peace work – women given work to do at home or in small workshops, sewing or making matchboxes or candles, many others worked in textile factories. It was used to supplement the man’s income. * No minimum wage or restrictions on the amount of hours worked. * No unemployment benefit, sick pay or pensions. * Many workers only had seasonal employment. * Safety at work had improved, rates of pay were still the same. The state believed it was down to the employee to accept a wage. State of education: * State education until twelve. * Church schools provided a different type of education, most school were church schools. * Factory schools educated the children of their workers. * Very limited secondary education, only available for the wealthy Victorian attitudes and solutions to poverty: * Rich deserved to be rich, poor deserved to be poor. * Deserving poor were morally correct, mainly women and children. * The undeserving poor spent money on beer, drugs and prostitutes and were morally irresponsible. * Had to help yourself. * People went to workhouses, worked for food and a bed. What were social reformers doing in 1890s and what motives were there for reforms? William Booth and the Salvation Army: * Like Christian groups gave hot soup and bread to people but did more. * William and Catherine Booth went out and found poor people within East London. * East London mission expanded until in 1878 had 45 branches and was called Salvation Army. * Organised like an army. * Used attention-grabbing techniques – smart uniforms, brass bands to get attention and money. * By 1900 it ran training centres, labour exchange to help people find jobs, a farm and brickworks. * Designed to help people and train poor. * Salvation Army gathered information about poor and causes of poverty, showed some people couldn’t help being poor – out of their control * William Booth described poverty in three circles; the starving and homeless (honest poor), those that lived by vice and those that lived by crime. Charles Booth: * Wealthy Liverpudlian, inherited business and moved to London. * Refused to accept Government statistic that 25% of working population in London was in poverty. * Spent 17 years with a team investigating living conditions, income and spending of over 4000 people. * Found 31% of Londoners lived below poverty line. * Many thought it was their own fault they were poor but Booth worked out 85% were poor because of wage and unemployment problems. Split the poor into four groups: * Class A – lowest class – street sellers, criminals, loafers – life of savages with extreme hardship – 11,000/1.25% population * Class B – causal earnings – widows, deserted women, part time labourers – shiftless and helpless – 110,000/11.25% population * Class C – occasional earnings – hit by trade depressions – 75,000/8% population * Class D – low wages, less than 21 shillings per week – dock labourers and gas workers -just enough to survive – 129,000/14.5% population Seebohm Rowntree: * Intrigued by Charles Booth’s findings he wanted to see how York compared. * Calculated a family of 5, 3 adults and two children could live off 21 shillings and 8 pence per week. * Found 28% of York families were below this line, divided them into two categories: * Primary poverty – no matter how hard a family worked, they would never earn enough money to provide themselves with adequate food, shelter and clothing. These families didn’t stand a chance. * Secondary poverty – These families could just about feed, clothe and shelter themselves, provided there were no additional calls on their income. These families lived on the edge. * 10% of York in Primary poverty, 18% in Secondary poverty. * Used Booth’s idea of poverty line to work out when may be above or below. Other motives: * Surveys like those of Charles Booth and Rowntree changed opinion. * Impact of the Boer War – 40% volunteers were unfit for the army and falling behind Germany. People feared Britain would no longer be great power imperially, economically and militarily unless looked after people better. * German government had already introduced social reforms like pension and insurance schemes. * Labour party formed in 1900 poised a threat and Liberals feared losing working class votes unless they acted. * In 1906 Liberals won landslide majority and were expected to act. * Some New Liberals were in Cabinet and had the power and responsibility to help the state. What reforms were brought in? Elderly: Pensions Act (1908) * Gave weekly pensions from government funds to the elderly. * Only for over 70s * Promised to be introduced in 1908 and made law the year after. * Single person could receive 5s (s=shillings) per week. * Married couple could receive 7s 6d (d=pence). Later increased to 10s. Children: Free School Meals (1906) * Local councils given power to give free school meals to children from the poorest families * Paid for from the local rates * By 1914, 158,000 children were getting free meal once per day School medical inspections (1907) * Doctors and nurses went to schools and gave compulsory medical checks. * Recommended any treatment that should be done. * Checks were free, treatment wasn’t. * In 1912 treatment became free Children’s Act (1908) * Children became ‘protected persons’, people could be prosecuted for cruelty against them. * Poor law authorities had to visit and supervise children who had suffered cruelty or been neglected. * All children’s homes were registered and inspected. * Children under 14 who broke the law couldn’t go to adult prisons. * Juvenile courts were set up to try children accused of a crime. * Children who committed a crime were sent to Borstals, specially built and equipped for young offenders * Children under 14 couldn’t go in pubs. * Cigarettes couldn’t be sold to under 16s. School clinics (1912) * Network of school clinics set up to provide free medical treatment. * Necessary because some parents could not afford the treatment needed that was discovered during medical inspections. The sick and unemployed: Labour Exchanges Act (1909) * National string of labour exchanges set up. * Unemployed workers went to labour exchange to look for work. * More efficient than tramping around workplaces and more efficient for those offering work to people. * Like modern job centre. National Insurance Act (1911) * Insurance scheme aimed to prevent poverty because of illness. * Workers could insure themselves against sickness and draw money from the scheme if they fell ill and could not work. * All manual workers and people in low-paid white-collar jobs had to join. * Workers paid 4d for insurance stamps which they stuck on a special card. * Employers contributed 3d per worker. * Government contributed 2d per worker. * If a worker fell ill they got sick pay of 10s for 13 weeks, then 5s for 13 weeks in any one year. National Insurance Act, Part 2 (1911) * Aimed to prevent poverty because of unemployment. * Insured workers for the periods of time that they were out of work. * At the start scheme open to mainly men who worked in jobs where there was a great deal of seasonal unemployment such as shipbuilding and engineering. * Workers, employers and Government each paid 2d in insurance stamps per week. * When unemployed workers could claim 7s 6d per week for 15 weeks. How effective were these reforms? Children Benefits: * Free school meals for the poorest families’ children. * Free medical checks at school and after 1912 free treatment. * New laws passed to protect children. Drawbacks: * Had to pay for medical problems between 1907 and 1912 despite free checks. * Only some councils gave free school meals. * Limited enforcement of new laws. Elderly Benefits: * Funded by the state (non-contributory). * Provided some state assistance. * Kept elderly out of workhouse. Drawbacks: Couldn’t get it if: * Had been in prison within the last ten years. * Earned over  £31 2s per year. * Hadn’t been a British citizen for twenty years. The Sick Benefits: * 10 million men and 4 million women involved. * Stopped people falling into poverty through sickness. * Allowed people to get money if they were ill. * Got 9d for every 4d paid in. Drawbacks: * Cost worker 4d for insurance stamps, employers paid 3d and Government 2d. * Could only claim for 26 weeks per year, half at reduced rate. * Was compulsory. The unemployed Benefits: * Stopped people going into poverty because of unemployment * Labour exchanges. * Helped people who were in seasonal employment. Drawbacks: * Cost worker, employer and Government 2d per week. * Only available for 15 weeks per year. * Limited to a number of professions (2.25m eligible). Female Suffrage What were the social, political and legal positions of women in the 1890s? Working class: * Before 1870, most didn’t go to school. In 1870 state education set up and became compulsory by 1880. * By 1900 97% of all children could read and write. * At school predominantly taught to be good housewife. * Most working class women had small job – supplement man’s income. * Near end 19th century new jobs for women appearing e.g. typing. * Got less pay for same wage as men and worked long hours. Middle and upper class women: * Educated to be good companions. * In 2nd half of 19th century women got more freedom. * Still hard for women to get into higher education. * Women’s colleges had been set up but women still couldn’t get degrees. * New employment opportunities opened up for middle-class women; teaching, nursing and clerical work. Marriage: * Inferior position to husbands. * Became property of husband when they married, transferred all belongings. * Could rape and batter wives, women couldn’t instigate divorce. * Some changes came in in 1900: women could divorce men for cruelty, desertion and bigamy, women kept property after marriage, women couldn’t be kept in husband’s home against will. Votes: * Women had good jobs but couldn’t vote. * In 1867 Parliament had considered giving women the vote but decided against it. For and against female suffrage For: * Women had wealth and careers but were not allowed to vote. * It would get men to raise their moral standards like women. * Equality would stop pre-marital sex, prostitution and venereal disease. * Britain is not a democracy until women get the vote. * Voting is a right to which women are entitled. * Other countries were giving women the vote. Against: * Women and men have separate spheres. * Most women do not want the vote. * Women are represented by their husbands. * It is dangerous to change a system that isn’t broken. * Women’s role is in local affairs. * Women do not fight to defend their country. How effective were the activities of the suffragists and the suffragettes? Suffragists: * Bulk of campaigners; they encouraged, educated and persuaded people. * Didn’t undertake direct action campaign. * Entered political pact with labour party. Suffragettes: * Were the minority. * Set up by Emmeline Pankhurst and her two daughters. * Frustrated in 1906 when the vote wasn’t given to women. * At start causes nuisance and attacked symbols of the state. Winning the vote: * Propaganda – newspapers, posters and pamphlets * Meetings and demonstrations – held mass meetings and parades drawing over 20,000 protestors. * Civil disobedience and petitions – not paying taxes, boycotted 1911 census, 1910 petition to parliament in support of Conciliation Bill, over 250,000 signatures. * Hunger strikes – 1909 a number of WSPU supporters went on hunger strike whilst in prison to be recognised as political prisoners. Authorities force-fed them and passed cat and mouse act in 1913. * Suffragette violence – Slasher Mary destroyed paintings at the National Gallery, Lloyd George’s second home was firebombed, Emily Davidson dies at the Derby in 1913. Cat and Mouse Act: * Women began going on hunger strike in 1909 to be recognised as political prisoners. * Government couldn’t allow them to die and be seen as martyrs. * First started releasing them after a few days then started force-feeding. * In 1913 Cat and Mouse Act was passed allowing the women on hunger strike to be released after a few days and re-arrested once they had gone back to a healthy weight. Conciliation Bill: * WSPU calls off violence when Asquith agrees to give women the vote. * Asquith stalls on Conciliation Bill. * WSPU protests and turns into Black Friday, fights with police leading to WSPU members being assaulted. Date| Actions by Parliament| Actions by Militants| 1906| Liberals elected to Government| Start to disrupt liberal’s meetings to get votes for women discussed.| 1907| Government shows no interest in votes for women| NUWSS organises march to London| 1908| Herbert Asquith becomes Prime Minister| Suffragettes step up campaign to prove to support for women’s votes to Asquith| 1908| Some WSPU members arrested| WSPU smash windows in Downing Street and chain themselves to railings| 1909| Start force-feeding in prisons| WSPU step up campaignsHunger strikes in prison start| 1910| Discussions about Conciliation BillGovernment stall about Conciliation Bill| WSPU suspend campaignBlack Friday, when Government stalls.| 1911| Government abandons Conciliation Bill and gives more votes to men| WSPU furiously restart and step-up campaign| 1912| | Massive window smashing campaign by WSPUWSPU headquarters raided and many arrests, Cristobel Pankhurst flees to Paris| 1913| Introduction of the Cat and Mouse Act| Violence is increasedEmily Davidson dies at the Derby| 1914| Cracks down on WSPUWSPU prisoners released at start of the war| Continues with more violence, lose public supportHalts campaign when war breaks out| Did the violent methods of the Suffragettes help? Yes: * Made female suffrage front page news, brought to the attention of the public and Government. * When the issue had been raised it wouldn’t go away. Sooner or later they’d get the vote. * The idea of women voting became less strange. * The violence didn’t change Asquith’s opinions, he was already against it. No: * Violence played into Government’s hands, gave them an excuse not to give them the vote. * Government at time appeared close to giving vote but couldn’t be seen to be giving in to violence. * Violence turned moderate MPs against female suffrage, why bills for suffrage failed. * Supported the view women were not responsible enough to vote. * In 1913/14 NUWSS was growing in popularity at expense of WSPU, turning away from violence. How did women contribute to the war effort? Attitude of campaigners to the outbreak of war: * WSPU called off campaign and contributed to the war effort. * Emmeline and Cristobel Pankhurst started ‘Right to serve’ campaign demanding bigger roles for women. * Sylvia Pankhurst headed a breakaway pacifist movement opposing the war. * NUWSS – Millicent Fawcett backed the effort and NUWSS helped enrolling women to work in factories. Continued to campaign for suffrage but more low key. Roles of women during the war: * Supporting men – run families whilst men away fighting (extra responsibility) * Occupied position in the workforce. * Worked in expanded armaments factories and other jobs vacated by men. * Vital especially after munitions crisis of 1915 and by 1918 6 million women in employment (mainly munitions). * Suffered poor conditions e.g. ‘canaries’ who worked with dangerous chemicals (sulfur) * Canaries skin went yellow, some were sterilised by chemicals and some got kidney and liver disease. * Women’s land army – 16,000 women joined army to grow food, act as nurses and drivers. Problems women faced: * Balancing work and home * Food problems – rationing and food prices * Monetary problems – rent strikes, resolved by Rent Restriction Act. * Separation allowances – money paid to wives of servicemen and a pension if he died at war. Changing social attitudes: * Motherhood – Mother’s day introduced in 1916 to celebrate importance of women. Raised profile of mothers and encourage growth of birth rate, including recognition of unmarried mothers. * Greater social freedom – utilised extra income and numerous affairs leading to growth of STDs, some councils attempted a curfew to solve problem. Why women were given the vote in 1918 Problems with the franchise: * Wartime problems – many men lost the right to vote and registers out of date * Lobbying by Fawcett and NUWSS – petitioned electoral conference held in 1917 Details of the 1918 Representation of the People’s Act * All women over 30 allowed to vote and become MPs, all men over 21 could vote * There were some concerns over the majority of the electorate being women and young women lacking maturity Reasons for female suffrage in 1918: * Changing attitude of politicians – more sympathetic Lloyd George now PM * Contribution to the war effort – war work gave ideal reason for many politicians to end opposition * Limited female suffrage – appeased moderate opponents * Fear of return to suffragette militancy – avoid prospect of locking women up who had helped the war effort Campaign did not end until 1928 when the age of voting was equalised to 21 Impact of WWI How were civilians affected by the war? Recruitment: * Initial voluntary campaign led by Kitchener *  ½ million men joined in first month, 2.5 million by March 1916 * Men kept together in ‘Pals Battalions’ * Liberal Government wouldn’t force people to join up * In 1914 Britain had a huge empire but army of only 250,000 men * January 1916 Conscription Act passed making all men ages between 18-41 eligible for military service * Those in vital war industries were kept back Conscientious Objectors: * People who would not join up – mainly religious or humanitarian reasons e.g. Quakers * Mostly viewed as cowards by general public and referred to as ‘conchies’ * Given white feathers to shame objectors into joining up * Government – set up tribunals to decide if there were genuine reasons not to go to war * Could force them to help war effort in non-combatant roles on front line * Those who refused were imprisoned, if refused orders they were shot. Threat of shells, bombs and fear of invasion: * Shelling of coastal towns – December 1914 shelled Scarborough, Whitby and Hartlepool killing 119 people * Zeppelin and Gotha bombing raids – smaller zeppelins started bombing January 1915 – responsible 564 deaths and 1370 injuries. Later larger Gotha airships from May 1917 responsible for 835 deaths and 1990 injuries. First time UK vulnerable to foreign air attack. * Preparation for invasion – shelling of costal ports lead to plans issued in event of invasion. Organising Britain for war: * Defence of the Realm Act (DORA) – August 1914 * DORA gave government powers over nearly all areas of life including seizing businesses, land and controlling the spread of information * Control of industry – mining industry taken over by government, improved wages of workers. * Lloyd George headed new Ministry of Munitions created after shell crisis of May 1915. * Introduced modern techniques and dramatically improved efficiency – controlled over 20,000 factories. * Took over shipbuilding, mines and train networks. * Brought in drinking laws, controlled pubs (watered down beer) and controlled football fixtures. * Railways – needed to move troops around to ports to send them to France. Guaranteed the companies the same profit levels as 1913. Same thing happened with mines. Controlling food production: * Threat to food imports – UK relied on foreign imports of food and with the unrestricted German U boat campaign from 1916 faced severe food shortages and by April 1917 had 9 weeks supply left. * Germany wanted to ‘starve Britain to the negotiation table’ * Imported: 80% wheat, 50% milk, 50% fruit and veg, 100% sugar. * Improve supply of food – focus on expanding cultivation by increasing amount of arable land and expand agricultural workforce with Women’s Land Army. * Rich people bought more food than they needed causing prices to rise. Rationing – Also Ministry of Food of food set up anti-waste campaign and subsidised price of bread. * Voluntary rationing replaced by compulsory scheme in 1918, rationing included meat, sugar and butter. Ended in 1920. * Changes to British lifestyle – Asquith ran war effort as ‘business as usual’. * Lloyd George attacked waste, idleness and drunkenness and introduced restrictions on public entertainment (e.g. banning sports event and public holidays) and the sale and consumption of alcohol – introduced idea of total war effort. * Loss of holidays lead to strikes in 1917 and 1918. How effective was Government propaganda during the war? Newspapers: * Tight controls on what journalists on the front line could say. * Censored the wording of the reports. * No casualty lists until May 1915. * Ministry of Information censored letters home from soldiers, soldiers felt betrayed that their families believed the lies produced by the newspapers. Posters, postcards and cartoons: * Useful visiual impact, 110 were published during the war, 5 million copies issued. * Range of messages – anti-German, anti-waste and morale raising themes, recruitment. * All avoided any explicit description of the war. * Used postcards to develop themes e.g. ‘Telling the Story’ which showed the progression of a young soldier to his proud parents and family. Official photographs and paintings: * Low number of official photographers at the start of the war, 4, compared to Germany’s 50 and France’s 35. * Weren’t allowed to photograph dead bodies. * Later when Lord Beaverbrook became Minister of Information he gave the photographers more freedom as he wanted to collect a record of the war. Official films: * Used as newsreels. * Aimed to persuade people to help the war effort by mocking German’s and praising the British effort. * Most famous, The Battle of the Somme, consisted of staged and real footage. * Played to huge audiences and shocked many people with graphic scenes of death. Why did some women get the vote after the war? * Lloyd George had replaced Asquith in 1916 and he was more sympathetic to the idea. * Soldiers had lost right to vote by being abroad for a long time, needed more voters. * War work by women destroyed arguments of MPs against votes for women. * Many men were now in favour of women getting the vote after their contribution to the war effort – Britain may have lost the war without their help. * One of the arguments against women getting the vote was that they couldn’t help to defend their country, this argument was now invalid. * Conservative MPs were happy women under 30 wouldn’t get vote as they were worried young working-class women vote Labour. * Liberal and Labour MPs were happy all women over 30 would get the vote. This meant working-class, middle and upper class, so they wouldn’t all vote Conservative. * The Government was afraid that the suffragettes would restart their campaign after the war and didn’t want to imprison those who helped them win the war. On the other hand: * Many men, especially those in trade unions, did not welcome women workers in the First World War. They were worried that they would work for lower wages and take their jobs. They were not impressed by the work that women did! * Some women did not support the war effort, for example, Sylvia Pankhurst. She campaigned against the war. Some members of the NUWSS continued to campaign for votes for women. Did the Government really feel it wanted to reward these women? * The women who did much of the really dangerous, hard, and crucial work in the war were young and working class, for example, the munitions workers. And yet they were not given the vote in 1918! After the war What was the attitude of the British people at the end of the war towards the Germans and the Paris Peace Conference? Attitudes towards Germany: * Impact of wartime propaganda and casualty figures – effect of anti-German propaganda and UK casualties of over 600,000 * Felt Germany should be severely punished as they started the war * Public mood and the 1918 election – Lloyd George and the Conservatives dominated the collation given mandate to ‘hang the Kaiser’ and ‘squeeze Germany Attitudes towards war in general: * Influence of war poets – Sassoon etc. changing the image of war * Rise of pacifism – anti-war mood, First World War seen as the ‘the war to end all wars’ * Changing attitudes towards the Peace Treaties – Keynes and other criticisms of peace treaties leads to change in public attitude

The Influence of the Sea in The Awakening Essay - 2156 Words

The Influence of the Sea in The Awakening In Kate Chopins novel, The Awakening, the female protagonist, Edna Pontellier, learns about the world. Unfortunately for Edna, the world is defined in terms of love and marriage. This female awakening is really an awakening to limitations (Bloom 43). If read as a suicide, then Edna’s last swim is a consequence of her awakening to the limitations of her femaleness in a male-dominant society. But on a metaphysical level, The Awakenings final scene can be seen as Ednas ultimate gesture in trying to grasp the essence of her being. This essay will show that Ednas spiritual journey both begins and ends in the sea.. In the early chapters, Edna is referred to only as Mrs.†¦show more content†¦The sea, in this case, symbolizes samsara, the cyclical rebirths of existence, and is a product of ignorance and the failure to recognize the impermanent nature of things. On the other shore lies another rebirth. And it is by the sea that Kate Chopin first pulls Edna out from the narrative and gives her an ego by referring to her by her given name and, after walking through a sea of grass, recounts Ednas previous love interests—the cavalry officer, a young gentleman, and the tragedian—attachments of previous reincarnations. In other words, Ednas self is born here by inward contemplation, with the aid of the seductive odor and sonorous murmur of the sea and its loving but imperative entreaty (Chopin 56-7). The objects of her previous attachments were men, or perhaps her desire for the men of her past. In Ednas present lifetime on Grand Isle, her attachment is to Robert Lebrun, who draws Ednas ego to its fullest from Chopins narrative and makes Ednas suffering more intense and tangible. 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