A High School Stereotype Essay -- Stereotyping Teens Essays

A High School Stereotype Most students who have gone to high school had a lot of involvement in events that would possibly change them for the rest of their lives. Most students have a lot of memories and went through a lot of changes during that most unusual four year period. Events like learning how to drive, proms, and SAT’s are just a few of the things that all students had to go to while attending high school. Furthermore, most students were also involved in their school in some way shape or form. Examples of this would be sports such as football, track, or wrestling, fine arts such as band or theater, or academics such as clubs like the national honor society. However, to say that all of these groups of people keep only to themselves and never interact with other people is false. A New York Times article written in May of 1999 by Tamar Lewin says just that. This article describes how cliques and other social groups function at Chaparral High School in Scottsdale, Arizona. It also des cribes the parallels between Chaparral High School and Columbine High School in Littleton, Colorado. The article uses appeals to emotion throughout, but does not make any real logical argument to back up the facts it presents. Most of the article rides on appeals to emotion, relying on the testimonials of a number of students to get the point across that the school is at risk. A technique that the author uses to get the point across using pathos is a mild form of scare tactic. Throughout the entire article the author makes references to Columbine High School in Littleton, Colorado and how the two high schools are similar in size, wealth, and ethnic makeup. Everyone knows Columbine of course for the unfortunate s... ...ool with a higher income neighborhood, or they could have happened at a school with a lower income neighborhood. And to pin the events upon a certain high school saying that they are most likely to have a school shooting next is not accurate at all. Throughout the article, the author presents information that causes one to question the safety of our high schools. This information is directed toward a certain high school, causing concern among that school. Furthermore, the information presented does not have the kind of credibility that it needs to for the author to make statements like those made in the article. Around the nation many high schools are being falsely accused of being something that they aren’t. High school is a time for fun times and memories, and with false and stereotypical articles being written, it may take away from the memorable experience.

Media :: essays research papers

The media has a profound influence on the decisions I make. Whether it is what movie I see or what I plan on doing according to the weather, I look to the media and television news, in particular, for the answers. I also listen to the radio for updates on world events. The media help shape our world and the decisions we make by keeping leaders accountable. The media has a role in the decisions I make about politics, opinions on world issues, and how I conduct myself from day to day.   Ã‚  Ã‚  Ã‚  Ã‚  In the 2005 Presidential election, both candidates had mass exposure to the media. They used their resources to get their issues and views heard. But, the incumbent, President Bush, had an advantage. He always had the media at his disposal. He already had name and face recognition. They have been with him since he was elected in 2000. For this reason, I think he had adequate coverage and time to get his agenda heard and get voters interested in voting for him.   Ã‚  Ã‚  Ã‚  Ã‚  I also depend on the many outlets the media has to keep me informed on world event and other breaking news. From the recent death of the Holy Father- Pope John Paul II, to the day's traffic I need to know what is effecting me so I can make an informed decision on where I stand. They help to keep the pressing issues in perspective from both sides.   Ã‚  Ã‚  Ã‚  Ã‚  I also need the local media to help get me through the day. From traffic to weather, the local media is the closest contact to what is happening all around my. The media is good about coving all the issues from the world to the cities and every where in between. The media helps me make a decision on movies, games, and a multitude of other consumer products.

The Problem of Loneliness :: Exploratory Essays Research Papers

The Problem of Loneliness In theology class, loneliness was defined as the experience of being disconnected, unrelated, or cut off from the Other. The Other is something that fulfills a dimension of the human person, that pushes one to enter into relationships, be it with God or another human. In core humanities we examined St. Augustine’s spiritual autobiography, The Confessions of St. Augustine, and credited him with defining the concept. However, many other writers since Augustine’s time have also worked with this notion of loneliness. Dante while writing his famous cantos about the afterlife and, more recently, Sr. Helen Prejean in her novel Dead Man Walking both eloquently elaborated on the idea that it is necessary for humans to enter into relationships. Humanity’s need for the Other becomes more and more apparent in Dante’s Inferno as Dante descends deeper into Hell. In the upper circles of Hell, Dante describes punishments that fit the various sins the sinners committed while they were alive. The sinners are punished with an overindulgence of their sin. For instance, the circle of the angry is filled with angry people who yell at each other for eternity just as the circle of the wrathful is filled with wrathful people who will, similarly, hit each other for eternity. While being placed in these circles is not desirable, it should be noted that the sinners do have contact with one another and, in a demented way, are happy because they are getting to do what they most wanted to do on Earth. When Dante crosses the wall of Dis, he begins to describe more severe punishments; what was described in class as "Little Mermaid Hell" disappears. Pain is now inflicted from a source outside the sinners. Actual physical pain becomes an issue. For instance, one group of sinners is described as being torn limb from limb by devils and then thrown back into a river of boiling blood. At this point the reader should notice that the sinners are no longer able to interact with each other. Dante illustrates this lack of contact even more clearly when he reaches the deepest regions of Hell. There, Dante describes how the sinners are kept completely isolated from one another in blocks of ice. Virgil, Dante’s guide, informs Dante that the worst sinners are punished in this fashion because their sins completely cut them off from the rest of humanity. And, just as in the rest of Dante’s Hell, these sinners are placed in Hell according to what their actions were on Earth.

Equality, Diversity and Rights Essay

Diversity overall is what makes everyone a unique human being, for example the human race is incredibly diverse. There are different aspects of diversity in a contemporary British Society, which could be skin colour, religion, heritage, hair colour, education, gender, social class, race, political opinion, marital status and family structure could be some for example. It is important to be open to differences and celebrate it because that way you can take advantage of everyone’s talent. You need to be prepared for changes as things are changing within the whole of Britain and working population, for example people from ethnic minorities make up 7.9% of the UK population and in London its 31%. It is an advantage living in a diverse society as everyone is different and everyone has their own opinions. Equality overall is about fairness which means making judgements from discrimination it is also about natural justice which is basic/fundamental judicial extended to a person with rights at issue, it is also about being impartial and reasonable which means showing lack of favourism and being liable to give a account of one’s actions. The British society is viewed as one that tolerates the beliefs and values of others; tolerance means to tolerate unfavourable conditions. Although there are those who are intolerant to others, our laws and the way we live in society means that we are a society tolerant to others differences and we are open-minded. There are people within society that pre-judge which means that you judge without knowing the facts, they may also generalise which means having a general overview of something, there is also attitude which people may do which is a mental state involving beliefs and feeling, all these three things are negative to society as this could l ead to discrimination towards some-one. We all have the right to be respected, treated equally and also not discriminated against, treated in a dignified way, allowed privacy, protected from danger or harm, allowed access to personal information (confidentiality), allowed to communicate using preferred methods and cared for in such ways that means our needs and takes account for our choices. We also need to have respect this is being polite, having open body language, being an active listener, being honest, by asking them if they are ok, addressing the person with their preferred name, give them a choice, and most of all give them dignity and privacy. Everybody as a British citizen has their own right, which could be to be the religion you want to be, the right to be free from discrimination, a freedom of speech, a right to education, the right to choice your lifestyle and your clothing, the right to work, the right to be in a relationship and to get married, right to have children, right to be treated medically, and the right to have the right trial. You also have the right to be protected from danger and harm. Care Value Base The care value base is a range of standards for health and social care. It is designed to guide the practice of professionals working in the area. The aim of the standards is to improve client’s quality of life, by ensuring that each person gets the care that is appropriate for them as an individual. This care value base offers guidance in three main areas of health and social care it also sets standards, these three areas are: * Fostering equality and diversity – which is recognising and supporting people’s individual needs. * Fostering people’s rights and responsibilities – which means supporting a client’s right to choose their own life style and helping them to accept their responsibilities. * Maintaining confidentiality of information – which means that any information client’s give you is private and confidential whether it is verbal, written or electronic. You have to avoid a lot of things on the Care Value Base which are: * Stereotyping because you may make assumptions on them based on their sex, race, age nationality or sexuality for example. * Prejudice because you can’t not like some-one just on how they live or their personal background and carers have to ensure prejudice doesn’t affect the quality of care given to service users/clients * Discrimination because there are so many ways of discriminating against some-one as there are so many different types of people. Discrimination is overall the result of prejudice and stereotyping but worse and it also means providing poorer or better care to some people. * Race Discrimination because you can’t treat some-one differently because of the colour of their skin or their racial background * Sex Discrimination because you can’t treat different genders (male or female) differently you have to treat them in the same way. * Age Discrimination because you can’t treat some-one less favourably because of their age. * Disabili ty Discrimination because if some-one has a disability it doesn’t mean they are any different to us therefore you have to treat them the same. You also need to make sure that service users/clients are aware of their rights and responsibilities in care setting, which are: Clients have the right to: Clients have a responsibility to: * Not discriminate against others * Respect the confidentiality of others * Do no harm to others * Not be discriminated against * Confidentiality * Their own beliefs and values There is also a legal requirement to keep all personal records confidential. The 1998 Data Protection Act states that date has to be secure, accurate, and that it can only be used for limited purposes. Potential Affects on Service Users when Discriminated Against If a service user has been discriminated against or not been able to their right or not been treated equally to all the other service users then the service users may feel a lot of feelings and may not want to be there, there are many emotions the service users may feel such as: * Distress because they are not getting the full attention they could be getting from their carer’s, and they might need the attention they require which they are not getting. * Not want to be there, this is because they are not being treated as though they deserve to be there; therefore they will feel like they shouldn’t be there like every other service user is. * Embarrassed because other service users may be always looking at them and they may be thinking that they are getting treated probably whereas they aren’t. * Scared because something might be wrong with them, however the service user is not being told because they are not being treated equally. * Might bring back previous exper iences this is because they may have been through this experience before at another occasion. * Be out of his/her comfort zone, this might be because they are used to being treated equally and right by family/friends however where the service user is now they are not. * Worried because the service user is not getting totally cared for therefore he has got no-one to talk to about things such as things he worries about therefore the service user is going to worry more. * Cry for help, this might be because they may have got that worried, stressed, angry etc. that they need to cry and plead for their attention from carer’s. * May be in pain, this may because the service user hasn’t been checked out by carers and they wouldn’t have access to pain killers etc. * May even be scared of dieing, this is because they haven’t been comforted by carers/friends in the care home, hospital etc. * Upset because they don’t know why they are being treated differently to everyone else and why they are not getting the right service they should be getting. * Angry because they are not getting the professional service that should be given to them. There will be many other emotions the service user will be feeling and this would but the service user in a very awkward way of feeling and may start to not eat, or not take part in any activities or may make him just want to sit down all day and do nothing which is not good for the service user. The service user would expect a lot of things from the carer such as: *Respect towards them- because they this is what they expect from the carer and this is the way they would like to be treated as they treat the carer with respect * Politeness- because if the carer is not polite it wouldn’t be a professional attitude towards the service user. * To be told what or what’s going to happen to them- this would be rude and the service user would want to know what is going on and what they are going to do or what they are doing to them. The service user would also need to give consent that they are willing to do this. * To be reassured- if the service user is upset, angry, scared etc, the carer would be expected to reassure them, and tell them everything will be okay and to talk to them politely and not to make them more upset. * A clean bed- the service user will expect a clean bed, if this is not done then the service user could be laid in their own soil/sick etc. * Clean equipment- should be used as cross contamination could happen between certain services users, clean equipment should also be used because one of the service users may have something contagious therefore it would pass onto another service user. * Appropriate language- because this would be unprofessional if the carer was talking to a service user with inappropriate language therefore appropriate language should be used at all times. * Treated with profession- because the service user expects this. * Privacy- because the service user may feel embarrassed other service users/carers watching them being treated or getting changed for example therefore when privacy is need by the service user the carer should always give them it. Privacy may be letting the service user have some time to themselves. * To be informed- this should be done to every service user because the service user needs to know what is wrong with them, what is going to happen, when they may be able to leave if they are in a hospital for example. * Given a choice- the service needs to be given a choice because what they may need to happen may be against their religion, they also may not want this to happen, they may be allergic to what they need to do, however these are only a few examples of why service users need to be given a choice. It is also known as discriminated if this does not happen. * Basic needs- the service users needs to have basic needs such as clean water for them to shower/bath in, they also need basic facilities such as a clean toilet/wash basin. The service user will also expect drinks/food to eat. * Trust- the service user will also expect trust from the carer because the service user will tell their carer things, that may be private or they may not but whether they are or not the carer should not tell any-one else unless it could cause harm to other service users or anybody else. * Equal opportunities- the service user will also expect to be treated equally to every other service user as the service user will be discriminated against. * Good hygiene- the service users will expect the carers and the surrounding to be hygienic. * Dignity- the service user will expect the carer to treat them with dignity because they expect respect, politeness etc. * Confidentiality- the service user will expect their individual files to be kept confidential, they will also expect their carers to be confidential about them out of work therefore they shouldn’t say to anyone out of work who they are and what’s wrong with them. The Importance of Promoting Equal and recognising Diversity & Respecting Rights Promoting equality is a very important issue in the health and social care sector; this is because equality in a health and social care setting means the right for all staff and patients to be treated as equals. This also means that you should treat some-one the way you would like to be treated however as a carer this can not apply to you because if a service user was speaking to you impolite, this doesn’t mean you can talk to them rudely aswell as you are a professional. The main reason inequality exists is the misunderstanding by today’s society towards diversity. Diversity can be a lot of things it can be from the classic norms, and can be used in the form of age, gender, race, religion, sexual orientation aswell as many other equal unfair reasons. Also by promoting equality you are allowing growth and freedom of an expression for each person.

Mr. Sun

Module Code: PM002 Class/Group: Group C Module Title: Research Design and Critique Assessment: Full Research Proposal Assignment Title: An investigation into the factors that influence the Glaswegian public’s choice of car. Student ID Number: 2059626 Date of Submission: November 29th, 2012 An investigation into the factors that influence the Glaswegian public’s choice of car. Rationale The number of automobiles had risen to over 1 billion vehicles all the world in 2010, which is 20 times more than this number in 1986(Sousanis, John,2011).Car plays a indispensable role in today's society, according to a survey from World Bank(2011), the number of ownership of motor vehicles per 1,000 people is more than 500 in most of developing countries, especially for Monaco, the number was 908(World Bank Data,2009). Although cars have become more and more commonplace, but the cars are still expensive commodity, also there is no doubt that the final decisions are usually made after ca reful consideration when people purchasing a car(Kathuria, Singla,2012). At the same time, as the vehicle types supplied to be chosen by consumers have become more and more various.When consumer facing with abundant of choices, they become more and more confused and irresolute. With the segmentation of automobile market, the factors that affect the public' car choices are more and more diversified. According to Couton et al. (2006), various studies have applied hedonic price modeling to show that price variation among new cars can be explained by differences in key product characteristics such as horsepower, engine capacity, speed, and safety features. However, these measurable variables may not be the main explanatory factors which will influence the choice of consumers.Based on the above mentioned content, this research will focus on the decisive factors which will impact the public's final choice of car, especially in the Glasgow area due to investigations and studies in the fiel d will be carried out and conducted in this city. Its results would probably benefit to car dealers and consumers. Especially for car manufacturers, they can according to consumer preferences to redesign and improve vehicles to gain better market performance. 1. What are the choices the public have when buying a car? 2. What are the main factors influencing public’s choices? . What variables affect these factors? Annotate Bibliography Banerjee,S. (2010) ,Study on Consumer Buying Behavior During Purchase of a Second Car , Journal of Marketing & Communication ,6 (2),4-13. This essay describes that for different types of automobiles, the main factors affect consumer’s purchase is slightly different in choosing a particular brand is always based on the different set of consumers towards various preference parameter. For different market segments of vehicle, dimensions are different. A successful car brand has had to accept and adopt these dimensions.In addition, the author also pointed out that there are many common factors influence the public's choice between consumers to buying a second car and purchasing the first one, but there are some obvious differences between them. For example, functional level factor such as car efficacy and usefulness are main concerns for second car buyers. Moreover, this article also mentioned that a high level of investment in advertising and promotional activities may not be able to guarantee a high percentage of repeat purchase. However, a long-term stable customer relationship will probably increase the probability of second time purchase.This journal is effectively to analysis interrelationship between consumer’s first car and second car, and common facts which seem to influence the public’s purchase behavior. The survey uses a probability sampling approach conducted with the passenger car owners in India with 525 samples. However, in this article, the author does not mention the relationship and impo rtance between satisfaction of customers on the second-hand value of the first car and loyalty for choosing the second-hand car, because a high level of satisfaction, may bring referral and repeat purchase.Randol E. Bucklin, S. Siddarth, Jorge M. Silva-Risso,(2008), â€Å"Distribution Intensity and New Car Choice†,JOURNAL OF MARKETING RESEARCH, Vol. XLV, 473-496. This journal demonstrate that the relationship between 4S shops distribution intensity of cars and brand new car buyers’ choices in the U. S. automobile market. Different from price, effect of advertising, promotional activities and other factors, distribution intensity changes relatively slow, but the distribution intensity will be affected some variables, thereby might affect decisions of consumers buying cars.Additionally, this article used information on the U. S car sales transactions gave by the Power Information Network, which included the accurate geographic locations of consumers and dealers. Non-prob ability sampling method was used in 55 4S shops as a samples. Dealer accessibility, dealer concentration and dealer spread would determine distribution intensity and then will largely affect the choice of the people for the car brands.This journal is relevant to the topic of this research, firstly it provides information about what factors will influence the public’s choice of car, secondly it shows how the three main variables influence the distribution intensity of each brand, so that influence the public’s choice of car. However, this study focuses on only the distribution intensity about car dealers, makes no attempt to differentiate between various different types of car, and the conclusion might not suitable for the niche car brands. Beside this, the author might overlook the fact that distribution intensity ontributes to high-end car brands. Dharmaraj,C. , Clement,S. J. ,(2010). Brand Preference Factors of Passenger Cars: An Empirical Assessment, Indiana Univers ity Press, The IUP Journal of Brand Management, 7(3),19-33. This article mainly analyzes the factors which will influence consumer's automotive brand preference. According to the author's study, performance of passenger cars are considered as the most important factor which might dominate consumer's preference, especially for male consumers, but economic abilities are the bases of the preference.In addition, the marketing communication strategy of a car will also largely affect the overall decisions of consumers. In conclusion, the comprehensive strength of a car, such as safety factor, industrial design, stability, scientific and technological content, durability, daily use cost, re-sale value , fuel consumption, comforts and so on, each of them is factor influence people ‘s preference and choice of car. This study is highly relevant to the topic of this research and demonstrates most of factors that will influent consumer purchase preference comprehensively and systematicall y.Although this survey collected data using questionnaires from 712 car buyers/owners by simple random sampling, there is not any variables about the respondents are addressed. In addition, the author offers no explanation for the distinction between Indian car market and developed countries’ market, the simple random sampling method was conducted in a midsize Indian city. Therefore, it is slightly possible that the survey result might not apply for city of Glasgow. Baltas,G. , Saridakis,G. 2009),†Brand-name effects, segment differences, and product characteristics: an integrated model of the car market†, Journal of Product & Brand Management, 18(2), 143 –-151. This article discusses that price of car is a main factor influence the public’s choice, and the price structure of new car market is determined by automobile characteristics, brand effects, and segment differences. A hedonic price experimental model is designed and implemented that includes b rand-name heterogeneity and functional characteristics.In addition, another extensive dataset model is applied to support the brand effects and hypotheses of segment differences. According to these two models, in mainstream car market, the functional characteristics determines automobile prices largely , however in high-end car market, incremental value is added to a car because its brand value , so the connotation of the brand value decide the price of prestige brands cars in large extent. The findings of this article include relevant information to this research. Firstly, it is a great probability that price of car is one of key facts which influence the public’s choice.This article demonstrates that there are at least three reasons determine the structure of automobile prices, and analyzes the variables and decisive factors of prices in mainstream segments and high-end segments respectively. However, the research focuses on many of the variables affecting the price of car and does not take into account other factors such as the industrial design of a car and the impact of marketing strategies. At the same time, mentioned in the text, the implicit brand value will affect car prices, thereby affecting consumer’s choice, but it is possible that the brand price is difficult to be quantified accurately.Kathuria,L. M. , Singla,V. ,(2012) Purchase of Pre-Owned Small Cars in India: An Exploratory Study, The IUP Journal of Marketing Management, 11(2),63-75. This study highlights that the main factors impacting the buying choice of second hand small vehicle were purchasing power constraint, high cost-effective, improve driving skills, desire for car , high resale price, good quality of after-sales service, brand public praise and easy to maintenance. Additionally, families who want to buy new four-wheelers to replace old two-wheelers should be seen as a new market segment might be targeted for selling cars.This article contributes to understand differen t and similar factors between people buying a new small car and pre-owned car. Nevertheless, the article was just focus on small vehicle with a specification requirements of length? 4 meters and with an engine displacement? 1,500 cubic centimeters (cc) for diesel and petrol, therefore, the universality of the research results might have certain limitations. Methodology As can be seen from previous studies and related sources, the factors affecting people's choice can be divided into two parts to analysis respectively.The one part is factors that influence people to buy a new car and the other is factors that influence people to choose a used car. Moreover, the new car dealers and used car markets are also often separated. Therefore, an explanatory study to illustrate the relationship between the consumer preferences and purchase factors by using a quantitative method is essential. In addition , the relationship between these two parts, as well as the positive and negative effects of factors of two parts would be explored with exploratory study concluded by a qualitative method.In modern societies, the number of car owners is very numerous, so within a short period of time to collect the data information from a large population base which is very important and not very easy. Although a case study strategy could be used to explore a contemporary phenomenon in its real life context, but it may take more time and lack breadth which makes it hard to generalize results (Saunders et al. 2009: 141-154). Beside this, survey data usually comes from standardizing academic investigating behaviors and tools, so that might make results more authoritative and reliable.Therefore, survey is a suitable research strategy for this research. According to Bryman (2012) points out that â€Å"quantitative research may sometimes be untrusted because the data can be artificial and spurious†. Because of there is a very numerous number of car owners, so a non-probability sampling would be used in this research. As here are almost 700,000 people who lived in the city of Glasgow, that means the sample size might bigger, a questionnaire is a data collection technique in which each person responds to the same set of questions, so questionnaire is more suitable for this research.Although the non-standardised interviews as a method is good for demonstrating the reasons for the decisions and attitudes of research participants (Saunders et al. 2009, 361), it would take too much time, also human and material resources. Ethic issues are defined as a situation or problem that needs people or organization to make a choice between options that must be evaluated as wrong (unethical) or right (ethical)(Business Dictionary,2012).According to the British Sociological Association(2004:2), the social research projects are designed and conducted, ethical issues are necessary to be taken into consideration. In this research, the non-maleficence which contains physical and indire ct harm is the cornerstone of all the ethical issues in the research (Saunders, el at. 2007: 181). In addition, the violation personal privacy and the protection of confidentiality may be the potential ethical issues.Maximum extent to avoid the occurrence of these ethical concerns, before the implementation of the access section of research, questionnaire participants will be informed: firstly,the purpose of this research, their participation is valuable, the results of the research may contribute to R & D and sales of new cars so that they can have a more suitable vehicle and a better car user experience; Secondly, respondents participate in this research follow the principles of voluntary and informed consent, whenever and wherever they can withdraw(Saunders et al, 2009:193); Thirdly, participants do not have to worry about their personal information will be faced with rick of leakage, because the questionnaire are anonymous.In addition, as car is a expensive commodity, questions on questionnaire about personal income and household economic situation of participants should be avoided, so as not to violate their privacy. Beside this, most of purchase of cars are family behavior, taking into account the special circumstances of some families, such as divorce, therefore the marriage status should avoid being asked, so as not to cause discomfort of participants. As Golafshani(2003:598) points out that the reliability is to ensure the consistency of research data collection and analysis. The risk of collecting data may do harmful to research reliability mainly relies on participants.According to Bell(2010:151), participants may finish the questionnaires inaccurately because of many reasons such as bad mood or time limited. If the participants are too excited or in a hurry, there is a small possibility that they fill the questionnaire patiently that would result in the data lacking of reliability, thereby affecting the consistency of collecting data. To solve this problem, use of internet-mediated questionnaires may be more effective, because of the respondents could complete the online questionnaire whenever and wherever they would like. The length of the questionnaire and the use of professional vocabulary may also are potential factors which may influence the research reliability.Advice from Bellk(2006:325), questionnaire is designed no more than two pages may contribute to increasing the quality and completeness. In addition, there are many specialized vocabulary in automotive sector, such as turbocharged and dual-rotor engine, that would confused participants. Therefore, common and usual words should be used as far as possible. According to cook and campbell(1979), the validity is defined as â€Å"best available approximation to the truth or falsity of a given inference, proposition or conclusion†. Firstly, The non-probability sampling will be applied in this research, due to the characteristics of this method, the non-probabilit y sampling will cause a certain threat to validity.Moreover, in the process of collecting data, there is possibility that the instrumentation may change so that influencing the results of this research. Word Count: 2278. References: Andersson, H. (2005), â€Å"The value of safety as revealed in the Swedish car market: an application of the hedonic pricing approach†, The Journal of Risk and Uncertainty, Vol. 30 No. 3, pp. 211-39. Baltas,G. , Saridakis,C. (2009), Brand-name effects, segment differences, and product characteristics: an integrated model of the car market, Journal of Product & Brand Management, 18(2),pp. 143 –-151. Belk,R. (2006), Handbook of Qualitative Research Methods. Northampton: Edward Elgar. pp. 322. Bell, J. (2010).Doing your research project, 5th edition. Berkshire: Open University Press. pp. 148-152. British Sociological Association,(2004), Statement of Ethical Practice for the Sociological Association. pp. 2-7. Bryman,A. , (2012). Social Research Method, Fourth Edition, Oxford: Oxford University Press Business Dictionary, Ethical Issue, Retrieved 21 November 2012 from http://www. businessdictionary. com/definition/ethical-issue. html Couton,C. , Gardes,F. And Thepaut,Y. (1996),Hedonic prices for environmental and safety characteristics and the Akerlof effect in the French car market. Applied Economics Letters, Vol. 3, pp. 435-40. Dharmaraj,C. , Sudhahar, C. J. ,(2010).Brand Preference Factors of Passenger Cars: An Empirical Assessment, Indiana University Press, The IUP Journal of Brand Management, 7(3),pp. 19-33. Golafshani,H. (2003),Understanding Reliability and Validity in Qualitative Research,The Qualitative Report, 8(4). PP. 597-607. http://www. nova. edu/ssss/QR/QR8-4/golafshani. pdf Kathuria,L. M. , Singla,V. ,(2012) Purchase of Pre-Owned Small Cars in India: An Exploratory Study, The IUP Journal of Marketing Management. 11(2). pp. 63-75. Reis, H. J. , Silva,S. ,and J. M. C. (2006), Hedonic price indices for new passe nger cars in Portugal (1997-2001), Economic Modelling, Vol. 23, pp. 890-908. Randol,E. , Bucklin,S. , and Siddarth, Jorge M.Silva-Risso,(2008), Distribution Intensity and New Car Choice, Journal of Marketing Research, Vol. 45(3), pp. 473-496. Saunders,M. , Lewis,P. , and Thornhill,A. (2009), Research Methods for Business Students. Fifth Edition. Essex: Prentice Hall. Sousanis, and John,(2011), World Vehicle Population Tops 1 Billion Units, Wards Auto. Retrieved 17 Nov. 2012,From http://wardsauto. com/ar/world_vehicle_population_110815 Banerjee, S. (2010) ,â€Å"Study on Consumer Buying Behavior During Purchase of a Second Car† , Journal of Marketing & Communication ,6 (2),pp. 4-13. White, R. (2004), How people buy cars, Admap, February, pp. 15-17. White, R. (2006), Advertising cars, Admap, July/August, pp. 14-15.

A Comparative Study of Norman Holland and David Bleich Essay

Reader Response criticism is a general term that refers to different approaches of modern criticism and literary theory that focuses on the responses of readers and their reactions to the literary text. It also, in M.H Abrams’ words, â€Å"does not designate any one critical theory, but a focus on the process of reading a literary text that is shared by many of the critical modes†(268). Reader Response criticism is described as a group of approaches to understanding literature that explicitly emphasize the reader’s role in creating the meaning an experience of a literary work. It refers to a group of critics who study, not a literary work, but readers or audiences responding to that literary work. It has no single starting point. They seriously challenge the dominancy of the text-oriented theories such as New Criticism and Formalism. Reader Response theory holds that the reader is a necessary third part in the author-text-reader relationship that constitutes the literary work. The relationship between readers and text is highly evaluated. The text does not exist without a reader; they are complementary to each other. A text sitting on a shelf does nothing. It does not come alive until the reader conceives it. Reader Response criticism encompasses various approaches or types. Of theses types is the ‘Subjectivist’ Reader Response criticism, which embraces critics such as David Bleich, Norman Holland, who are my focus in this paper, and Robert Crossman. Those critics view the reader’s response not as one guided by text but as one motivated by a deep-seated, personal psychological needs. They also are called ‘Individualists’. As they think that the reader’s response is guided by his psychological needs, therefore some of them, like Norman Holland, have a psychoanalytic view of that response. In the psychoanalytic view the reader responses to the literary work in a highly personal way. The real meaning of the text is the meaning created by the individual’s psyche. Lawrence Shaffer defines Psychoanalytic Criticism as â€Å"an approach to literary criticism, influenced by Sigmund Freud and Carl Jung, which views a literary work as an expression of the unconscious- of the individual psyche of its author or of the collective unconscious of a society or of the whole human race† (44). Reader Response critics have applied the psychoanalytical view to their analysis of the experience of reading a work. Namely; they focus on the psyche of the reader. Prominent among those who applied the psychoanalytical view is the American critic Norman Holland. Born in Manhattan in1927, Holland is an American literary critic and theorist who has focused on human responses to literature, film, and other arts. He is known for his work in Psychoanalytic criticism and Reader Response criticism. Holland began his Psychoanalytic writings with Psychoanalysis and Shakespeare (1966). In which he made a survey of what psychoanalytic writers has said about Shakespeare. He urged psychoanalytic critics to study real people, the audience and readers of literature, rather than imaginary characters. His contribution to Reader Response criticism was great. He has written about† the way self (reader) interacts with world (text) in four books: The Dynamics of Literary Response (1968), Poems in Persons (1973), 5 Readers Reading (1979), and Laughing: A Psychology of Humor (1982)† (Berg 266). According to Holland there are three explanation-models in Reader Response Theory. First, ‘text-active’ model, in which â€Å"the text defines the response†. The second model he calls â€Å"reader-active†, in which readers create meanings, and undergo the reading experience by exploring the text and all its items. â€Å"Word forms, word meanings, syntax, grammar, on up to complex individual ideas about character, plot, genre, themes, or values†(Holland). Thus the reader explores and interprets the text. Most who pioneered this view like Holland are Americans such as David Bleich, Stanley Fish, and Louise Rosenblatt. The third model is a compromise, and Holland calls it ‘bi-active’, in which the text causes part of the response and the reader the rest. Holland thinks that a ‘reader-active’ model is right. He believes that it explains likeness and difference in reading. â€Å"Similarities come from similar hypotheses formed by gender, class, education, race, age, or ‘interpretive community'† (Holland). While the difference come from differing hypotheses that result from individual beliefs, opinions and values, i.e. one’s ‘identity’. Holland considers a ‘test-active’ model is wrong, and therefore a ‘bi-active’ model is also wrong as it is half wrong and consequently all wrong. Holland suggests that â€Å"when we interpret a text, we unconsciously † react to our identity themes. To defend ourselves against our † fears and wishes, we transform the work in order to relieve psychic pressures† (Shaffer 48). Literature allows us to recreate our identities and to know ourselves as Holland deduced after the ‘Delphi seminar’, in which he worked at the State University of New York at Buffalo with other critics such as Robert Rogers, David Willbern and others. The ‘ Delphi seminar’ was designed to get students know themselves. The reader’s re-creation of his identity could happen when he transact with the text in four ways: â€Å"defense, expectation, fantasy, and transformation, which Holland reduces to the acronym ‘DEFT’ † (Newton, Interpreting Text 144). Defenses are ways of copying with inner and outer reality, particularly conflicts between different psychic agencies and reality. Holland thinks that we defend in many ways; we repress our fears and our painful thoughts or feelings, we deny sensory evidence or we isolate one emotion or idea from another. Expectations are our fears and wishes.Fantacies is what the individual puts out from himself into the outside world. In the ‘Delphi seminar’ Holland and the rest of critics â€Å"help[ed] students discover how they each bring a personal style (identity) to reading, writing, learning, and teaching† (Newton, Twentieth-Century 208). The seminar discussed the texts and also their associations, but focused on the associations. Students mastered the subject matter, and also saw how people re-create or develop a personal ‘identity’. Each student had great insight to himself, and his characteristic ways with text and people. Holland thinks that † just as the existence of a child constitutes the existence of a mother and the existence of a mother constitutes the existence of a child, so, in identity theory, all selves and objects constitute one another† (Newton, Twentieth-Century 208). So, I think the existence of a text constitutes the existence of a reader and vice versa, and the understanding of the text constitutes an understanding of self as well. In The Dynamics of Literary Response (1968), Holland was interested in the fact that texts embody fantasies. Later on, his thinking about texts reversed and he inferred that it is the reader who makes fantasies which [s]he transforms or projects onto the literary text. â€Å"People internalize differently because they internalize †¦ according to a core identity theme† (Berg 267). In Poems in Persons (1973), Holland explains that readers create the text, and he also questions the objectivity of the text. In this book Holland suggests that a poem â€Å"is nothing but specks of carbon black on dried wood pulp†, and suggests that these specks have nothing to do with people, yet â€Å"people who do thing to these specks† (Berg 267). When we â€Å"introject literary work we create in ourselves a psychological transformation†, where we feel as if it were within the text or the work yet it is not. This takes us to Holland’s ‘transactional’ model in which the reader initiates and creates the response. Holland saw that reading is a ‘transactional’ process in which the reader and the text mesh together. And it is a â€Å"personal transaction of the reader with the text in which there is no fundamental division between the text’s role and the reader’s role† (Newton, Interpreting Text 142), so the roles of the text dovetails with that of the reader. Holland has hired a group of students for an experiment. They read short stories and discussed them with him in interviews in which he asked questions and elicited associations. Their responses showed a more variety than he could explain. â€Å"Different readers might interpret a poem or a story differently at the level of meaning, morals, or aesthetic value. The text itself, however, was a fixed entity that elicited fairly fixed responses† (Holland). He regards the text as an objective entity and has no role in the process of interpretation. But in his next book 5 Readers Reading (1979) he gives more evidence of the subjective creation of the reader. He tried his model on actual readers. Five readers read ‘A Rose for Emily’ by Faulkner, and in the process of reading they create very different stories, â€Å"stories which inevitably reflect the identity themes of their creators† (Berg 267). When he listened to their understandings of a given character or event or phrase, he found them invariably different. Their emotional responses were diverse. So, the idea that there is a fixed or appropriate response was an illusion. Holland deduces that fantasies, structures, and forms do not exist in a literary work as he previously conceived, but they exist in the individual reader’s re-creation of the text. Holland thinks that â€Å"each person reads differently, and this difference stems from personality† (Newton, Twentieth-Century 204). Holland found that he could understand the reader’s differing responses by reading their identities. And he could explain their different reactions to the poem or short story by looking to their identity themes, as their patters of defences, expectations, fantasies, and transformations will help. The transformational model of his Dynamics was correct, but it was the reader who does the transformation and not the text. The text was only a raw material. So Holland arrives at the deduction that people who have fantasies after his previous assumption that text embody fantasies. Holland’s thinking about texts reversed after David Bleich’s proddi ng who insisted that texts do not have fantasies, people do. To understand a literary work, Holland claims that you should perceive it through the lens of some human perception, either your own experience, or someone else, or even a critic’s analysis of the work. These perceptions vary from individual to individual, from community to community, and from culture to culture. He thinks that one cannot perceive the raw, naked text, as he can only perceive it through some one else’s process of perception. Thus Holland claims that â€Å"if readers’ free responses to texts are collected they [will] have virtually nothing in common† (Newton, Interpreting Text 143). According to Holland the relation between the ‘subjective’ and ‘objective’ is undifferentiated and can not be separated. For there is a ‘transactional’ process of interpretation where the roles of the reader and the text are intertwined, and the line dividing them blurs and dissolves. He thinks that readers should accept interpretation as a ‘transaction’ between the reader’s unique ‘identity’ and the text. Holland, however, does not want to take the side of the objective or that of the subjective, yet he is looking for a vanishing point between them, and wants to make both text and reader meet at an intersection of interpretation. David Bleich (1936-) is a Jewish critic, a son of a rabbi, a professor of Talmud, and a Subjectivist Reader Response critic. In Subjective Reader Response, the text is subordinated to the individual reader. The subject becomes the individual reader as he reacts to the text and reveals himself in the act of reading. For example, when a reader is addressed with a story of a father who ignores his child, then the intensity of that reader’s reaction may lay it his/her conflicted relation with his own father. Subjective criticism has been attacked as being too relativistic. Defenders of this approach point out that literature must work on a personal, emotional level to move us powerfully. David Bleich takes an approach differs from Holland’s. H is primary concern in his book Readings and Feelings is pedagogy rather than psychology. He thinks that â€Å"reading is a wholly subjective process†(Rabinowitz 86), and that the different or competing interpretation can be negotiated and settled. He examines the ways in which meanings or interpretations are constructed in a class room community, â€Å"with particular emphasis on the ways in which a group can negotiate among competing interpretations†(86). In Readings and Feelings, Bleich presents† a detailed account of his teaching techniques during a typical semester†(Berg 269). That’s why he is concerned with pedagogy and not psychology. He introduces himself to his class and discusses the way he wants his students to look at literature. The first preliminary sessions were designed to help students be acquainted with their subjective feelings, and how to depict them. Even the â€Å"idiosyncratic personal responses† of the students are accepted and discussed sympathetically. With the students Bleich plunges into different literary genres including poetry, short story, and novel. Yet before discussing these genres, â€Å"Bleich wants his students to be as personal as possible when they discuss poetry. He wants their affective responses, their free associations, any anecdotal material that occurs to them† (Berg 269). Bleich focuses on questions such as what is â€Å"the most important word, the most important passage, or the most important aspect of a story† (269). Thus, he believes that his students move from the personal to the interpersonal and then to the social. The cause of these movements is not â€Å"the change in genre†¦; but the tenor of the questions Bleich asks†(269) is what guides the movement. Shaffer says that â€Å"In Subjective Criticism (1978), Bleich assumes that ‘each person’s most urgent motivations are to understand himself’ and that all ‘objective’ interpretations are derived ultimately from subjective responses† (Shaffer 48). Like Norman Holland, Bleich focuses on the subconscious responses of the readers to the text, including his â€Å"emotional responses, our infantile, adolescent, or simply ‘gut’ responses† (Berg 268). According to Bleich the interpretation of texts or the personal responses to texts are in a way or another motivated. Namely; we are motivated by certain things to make a certain interpretation or response to a literary work in particular or a work of art in general. Our interpretations are a motivated activities, and â€Å"any act of interpretation, or meaning-conferring activity is motivated, and†¦it is important for us to understand the motives behind our interpretations†(270). Bleich suggests that only way to figure out and determine these motivations behind our interpretations of texts is to â€Å"took our subjective responses to texts †¦where each reader’s response receives the same respect†(270). A sheer desire to self-understanding and self-knowledge is what motivates us as readers. We interpret in order to gain â€Å"some kind of knowledge which will resolve some difficulty†, or we do it to â€Å"explain something that was puzzling us†(270). Bleich goes further and says that â€Å"if a certain set or school of interpretation prevails; it is not because it is closer to an objective truth about art†(Newton, Twentieth-Century 234). If a community of students agreed upon certain interpretation to a given text, then â€Å"the standard truth†¦can only devolve upon the community of students†(234). So, when students come up with a consensus reading of a certain text, and agree unanimously upon its interpretation, then their subjective feeling and values are the same. Thus the literary text â€Å"must come under the control of subjectivity; either an individual’s subjectivity or the collective subjectivity of a group†(233). The group comes up with a consensus after discussing their personal responses with each other and negotiates ideas and individual responses. This idea of negotiation that Bleich introduces helps the group weighs and discusses each one’s own responses â€Å"in order to come to a group decision†(Berg 271). Then Bleich says that† critics and their audiences assume interpretive knowledge to be†¦as objective as formulaic knowledge†(Newton 232). The assumption of the objectivity of a text is almost â€Å"a game played by critics (232). Critics know the fallacy of the objectivity of a text, and believe in critical pluralism, namely; allowing multiple interpretations of the same work. Bleich does not ignore or deny the objectivity of the text or a work of literature. But text is an object that is different from other objects as it is a ‘symbolic’ object. A text is not just a group o words written in ink on a sheet of paper. It, unlike other objects, has no function in its material existence. For example, an apple is an object that its existence does not depend on whether someone eats it or sees it, however, a text’s or a book’s existence â€Å"does depend on whether someone writes it and reads it† (Newton 233). The work of literature is a response to the author’s life experience, and the interpretation of the reader the response to his reading experience. The reader’s subjective interpretation creates an understanding to the text. Through this transaction between the reader and the text, I think we can come across with an understanding of literature and of people as well. This artistic transaction helps to blur and dissolve the dividing line between the subjective and objective. It is idle as Bleich found â€Å"to imagine that we can avoid the entanglements of subjective reactions and motives†(Newton, Twentieth-Century 235). As our motive in our subjective interpretations is our desire to self-knowledge and self-understanding, then the study of ourselves and the study of the literary work are ultimately a single enterprise. Though Holland and Bleich are Individualist Reader Response critics, they have different views in particular issues. Norman Holland thinks that in order to understand a student’s or a reader’s interpretation of a text he should examine his psyche and uncover his ‘identity theme’. Bleich takes a different position. He is concerned with pedagogy rather that psychology, therefore he examines the ways in which meanings are constructed, and how a group of readers could negotiate interpretations. Holland suggests that the reader’s role is intermingling with that of the text. The reader re-creates the text influenced by his/her subjective responses and introjects his/her fantasies on the literary work. Through this transaction with the text we re-create our identities, and our identity themes provide individual differences in interpretations, and the result is a wide array of interpretations that allow us to explore many responses. Bleich denies Holland’s ‘identity theme’. He thinks that interpretations are not an outcome of our differing identity themes, but they are a result of our motives, feelings, and preoccupations. Holland’s Delphi seminar helped students or readers know their selves and discover that each one of them can bring a personal style (identity) to reading. So, the issue of self-discovery or self-knowledge is agreed upon by Holland and Bleich as well, however their ways of achieving it differ. Holland does not side with either the subjective or the objective split, yet he is looking for a vanishing point between them. In his Dynamics he used to consider the text as an objective reality, or a raw material. Yet the role of the reader combines that of the text in a transactional process of reading and interpretation. Thus there is no fundamental division between the roles of both the reader and the text, they dovetail with each other. For Bleich, the text is a ‘symbolic object’ that has no function in its material existence. The existence of text depends on whether someone writes it or reads it. So, the existence of the text and the existence of the reader is interdependent. Holland holds the same view when he says that the existence of a mother constitutes the existence of a child and vice versa, also the existence of selves constitutes the existence of objects. Thereby, the dividing line between the objective and subjective blurs and dissolves. This constitutes that we cannot ignore the entanglements of subjective reactions and motives to the objective text or to be accurate, the text which is a ‘symbolic’ object. Both critics agree on the idea of the transactional process of reading, whether by Holland’s identity themes which help reader interpret the text and understand himself, or by Bleich’s desire to self-knowledge that motivates reader to interpret the text and understand it. Both apply a transaction that leads to an understanding and interpretation of a text along with the reader’s own self. This aim of gaining knowledge and this study of ourselves and of art are ultimately a single enterprise. I think that Holland does not agree that there could be a consensus interpretation which is agreed upon by a group of readers. He thinks that each reader has his own personality or identity theme, and thereby interpretations will be multiple and diverse. While Bleich’s idea of ‘negotiation’ among readers can lead to a unanimous decision about the meaning of the literary work. The negotiation among readers enable them to express their personal feelings freely and depict their responses without the fear of being rejected. For instance, in David Bleich’s class, there is a democracy. Each reader’s response receives the same respect, and there is no underestimation of their idiosyncrasies. This helped them develop from the personal to the interpersonal and then to the social. While in Holland’s view, there can be no unanimous interpretation of a given work of art. For each reader is influenced by his/her identity theme. Also, â€Å"Holland’s subjects report their responses in terms of ‘the clichà ¯Ã‚ ¿Ã‚ ½s of the various subcultures and cultural discourses work to constitute the consciousness of American college students’†¦. [Holland concludes that not] the individuality of his students but†¦the way their ‘individuality’ is in fact a’ product’ of their cultural situation†(Rabinowitz 86). In conclusion, â€Å"Holland and Bleich did not [in a way or another] negotiate a consensus; rather, by some irritated leap, Holland becomes convinced of what Bleich had to tell him†(Berg 271). Works Cited Abrams, M.H. â€Å"Reader-Response Criticism.† Glossary of Literary Terms. 6th Ed. New York: Harcourt Brace College Publishers, 1993. Berg, Temma F. â€Å"Psychologies of Reading.† Tracing Literary Theory. Ed. Joseph Natoli. Urbana and Chicago: Illinois UP, 1987. 248-274. Holland, Norman N. â€Å"Reader-Response already is Cognitive Criticism.† Bridging the Gap. 8 Apr. 1995. Stanford University. 26 Dec. 2007 . —, â€Å"The Story of a Psychoanalytic Critic.† An Intellectual. 26 Dec. 2007 . Laga, Barry. â€Å"Reading with an Eye on Reading: An Introduction to Reader-Response.† Reader Response. 1999. 23 Dec. 2007 . Newton, K. M. â€Å"Reader Response Criticism.† Interpreting the Text: A Critical Introduction to the Theory and Practice of Literary Interpretation. Great Britain: Billing and Sons, 1990. 141-153. —, ed. â€Å"Norman Holland: Reading and Identity: A Psychoanalytic Revolution.† Twentieth-Century Literary Theory. London: Macmillan, 1989. 204-209. —, â€Å"David Bleich: The Subjective Character of The Critical Interpretation.† Twentieth-Century Literary Theory. London: Macmillan, 1989. 231-235. Rabinowitz, Peter J. â€Å"Whirl without End: Audience-Oriented Criticism.† Contemporary Literary Theory. Ed. G. Douglas Atkins and Laura Morrow. USA: Macmillan UP, 1989. 81-85. Shaffer, Lawrence. â€Å"Psychoanalytic Criticism.† Literary Criticism. 1sted. New Delhi: IVY Publishing House, 2001. 44-48.

American reactions to the vietnam war Essay

It contains broad coverage regarding what happened in the demonstration and the reaction of the construction workers to the war. But it fails to provide wider coverage to America’s reaction as a whole, as it only explores one event, from a certain group, which were only a small minority of the American population. It provides some context by briefly explaining why the construction workers went on this demonstration, however some areas lack context as it isn’t entirely clear as to why they reacted so violently to the war. It portrays a precise and detailed insight as to how the ‘Hard Hat’ construction workers reacted to the war, however other areas of the representation lack sufficient detail, for example the author only briefly mentions how the police collaborated with the construction workers. However it does provide broad coverage as it mentions the different reactions to the demonstration, including a major American newspaper. This representation explores the ‘Hard Hat’ demonstration in great precise detail, giving a clear view into exactly what happened on that demonstration, and how the construction workers reacted to the war. Even though it explores the event in great depth it fails to include figures, dates or statistics. It also lacks context and detail in certain areas, for example it fails to mention why the police worked with the construction workers. However it does contain carefully selected quotes which shine further light upon the event, one quote stating that the police were working with the construction workers. The other quote is from a construction worker explaining why he went on the demonstration. In addition the representation completely agrees with what I know about the ‘Hard Hat’ demonstration. This representation is written in a very professional, analytical and factual style, which is mostly detached, making this piece mostly objective. However it is also quite unobjective, as there is a certain amount of emotive language used, for example ‘mob’ and ‘chased down’. It also contains a quote which arguably justifies the attack, explaining that one of the construction workers was doing it for his brother who was wounded in Vietnam. Overall this source gives a detailed insight as to how a group of construction workers reacted to the war, however this is only a small minority and their reaction doesn’t represent the reaction of America. It fails to give a broad view as to how America as a whole reacted to the war. In addition the event is explored in great depth and is written in a professional and analytical style. But it lacks precise detail with no use of figures or dates, and contains a significant amount of emotive language, causing it to be quite inaccurate and unobjective. In conclusion all three representations explore in detail how certain different groups among US society reacted to the war. I have come to the conclusion that representation two is the best regarding the way in which people in America as a whole reacted to the war. It broadly covers in great detail the reaction of many different group among the American population including, pacifist, liberalist and students. The reaction of these groups combined with a survey of public opinion; represent the reaction of a large majority of America. Even though it doesn’t go into as much detail as the other two sources, they only manage to focus on one group of people. This representation objectively and analytically explores in great detail how a number of different groups reacted, and it portrays the best, accurate, most vivid, broad image of how people in America reacted to the war. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Classics section.