Psycholinguistic: Linguistics and Language Essay

This study seeks to determine the relevance of the behavioristic and cognitive approaches for Saudi learners’ acquisition of English as a foreign language (EFL). A special attention is given to learners in EFL programs at the University level. It also assesses the effectiveness of these approaches on student in translation program as well. One contention is that while behaviorist-inspired structuralist methodologies are best applicable at the beginning levels, transformationalist/cognitivist approach contributes tried methodologies to enhance the learners’ written and spoken skills in advanced stages. Advances in translation can be achieved through a study of the process of translation with an emphasis on a deductive rather than an inductive approach. INTRODUCTION Foreign language teachers have long been perplexed by a continuum of abundant psycho-linguistic theories. One approach is the traditional method to second/foreign language teaching and learning. This embodied the grammar translation method which developed at the end of the eighteenth century in Germany and spread throughout Europe (Howat, 1984). The second approach is the direct method that developed in the late nineteenth century as a reaction against the grammar-translation method (R. Carter, 1993). Prior to the time of Chomsky, â€Å"little was known about the process of second language acquisition, and thus (traditional approaches) were grounded in the linguistic, psychological, and pedagogical theories of their day. †(1) The author has conducted literature search through Educational Resources Index (Eric) was well as Languages Association (MLA) and Psychological. Abstracts (Psyclit). It has been noticed that some work, mostly dissertation, have dealt with the Saudi acquisition of specific linguistic features of L2, such as Morpheme acquisition Order (Al-Afaleg, 1991), Temporal Conjunctions (Noor, 1991), English Derivational Morphology (Al-Qadi 1992) Tense and Aspect (Farraj, 1995) and Second Language Relative Clauses (Maghrabi, 1997), and Studies on the psycho-linguistic theories of language acquisition, specifically in relation to the Saudi learner of English do not seem to exist. There are four major theories of language acquisition and language learning which many psycholinguists and applied linguistics are familiar with:Behaviorism, neo-behaviorism, cognitivism, and humanism. The purpose of this article is to examine two of these theories: Behaviorism (which is related to structuralism) and cognitivism (which is related to transformationalism) and then show the extent to which these two theories relate to language learning and particularly to Saudi learners enrolled in EFL and translation programs in King Saud University. STRUCTURAL (BEHAVIORISTIC) VIEW: The psychological theory behind behaviorist linguistics was founded by J. B. Watson (1942). (2) The extreme behavioristic stand-point is characterized by B. F. Skinner’s well-known study, Verbal Behavior (1957) which presents a theory of language learning even more firmly planted in the court of Pavlovian animal behavior than the language theories of the Russian behaviorist school which was itself greatly influenced by the work of Pavlov. The work that could be regarded as the basic doctrine of the structural school of linguistic theory was Leonard Bloomfield’s Language (1933). In this work, Bloomfield argued that the study of language could be pursued without reference to psychological doctrines and he took a firmly behavioristic line aimed at scientific objectivity. Bloomfield did not deny the role of meaning in language, but he objected to its importance in the study of language at a time when human knowledge of the vast range of semantic association attached to every linguistic form was so very little. Moreover, he viewed semantics as a subordinate element to the primary stimulus response relationship of verbal behavior. To Bloomfieldians†¦ â€Å"language is nothing but a habit that the child comes to learn by imitation. In their account of language acquisition, the child is exposed to linguistic data which he/she internalizes and then reproduces at a later stage. Language is thus learned from outside, we learn it in the same way that we learn other habits. Learning a language is not very much different from the laboratory mouse learning to expect to be fed each time someone rings a bell. †(3) They believe that, â€Å"a scientific theory must reject all data that are not directly observable or physically measurable. †(4). To the behaviorists, habit formation is brought about through repetition, mimicry, and memorization. Thus no clear distinction seems to be made between learning the first language and the target language. To them linguistic habits, generalization and associations have to be repeated using different data. Skinner (1957) based his whole theory of language acquisition and speech realization on the recognizable external forms of what Chomsky terms â€Å"input and â€Å"output† and makes no allowance for any internal process of the organism. Stimulus and reinforcement (or reward) from the input and the â€Å"verbal operant† (or response) forms the output. The structuralists, whose views are related to behavioral psychology, see language as a finite list of ordered elements to which one can attach labels. They undertake a systematic analysis of structure. The teacher depends on such structural description as the distribution and combination of elements into a chain of speech. It is based on the process of substitution, the replacement of one unit by another unit of the same grammatical class. They follow a taxonomic approach in teaching. Their view is characterized by the insistence that language is learnt by the strength of habitual association and by the context generalization (i. e. general association). It is more of an inductive rather than a deductive system. The Swiss scholar Ferdinand de Saussure (1857-1913), who is an associationist, believes that â€Å"all language items are essentially interlinked. †(5) He argues that â€Å"language was like a game of chess, a system in which each item is defined by its relationship to all the others†¦language is a carefully built structure of interwoven elements. †(6) TRANSFORMATIONAL (COGNITIVE) VIEW: The transformational (cognitive) theories, represented by Noam Chomsky have been acknowledged by linguists as a revolutionary contribution to linguistics, though Chomsky himself related his views to those of Hambolt and to rationalist philosophers of the Seventeenth Century such as Descartes. The school of thinking, which has developed around Chomsky’s ideas, has been variously termed â€Å"Cognitive†, â€Å"mentalist†, â€Å"generative† and â€Å"transformationalist. †His Transformational Analysis (1955), Syntactic Structures (1957), Aspects of the Theory of Syntax (1965), and Language and Mind (1968) are regarded as particular pioneer works of the new approach. The cognitivists reject the views of the behaviorists. They believe that â€Å"everybody learns a language, not because they are subjected to a similar conditioning process, but because they possess an inborn capacity which permits them to acquire a language as a normal maturational process. This capacity is by definition universal†¦the nature of language is such that it is impossible to explain it without postulating an innate mechanism of a fairly well-defined kind. †(7) They look for a universal grammar that contains universals relating to the deep-seated regularities characterizing all languages. For instance, subject and predicate, negative and adjectival forms are present in all languages because they are a universal feature, whereas the structuring and arrangement of these features belong to individual languages. The deep structure rules are limited by the grammar of each particular language. Universal grammar, according to Chomsky is â€Å"†¦a theory of the â€Å"initial state† of the language faculty, prior to any linguistic experience. †(8) To the cognitivist, children are born with an innate capacity for language development. The human brain is â€Å"ready† for language, in the sense that when children are exposed to speech, certain general principles for discovering or structuring language automatically begin to operate. These principles constitute, what Chomsky terms, a child language acquisition device (LAD). â€Å"A child uses its LAD to make sense of utterances heard around it, derived from his â€Å"primary linguistic data† hypotheses about the grammar of the language-what the sentences are, and how they are constructed. This knowledge is then used to produce sentences that, after a process of trial and error, correspond to those in adult speech: the child has learned a set of generalizations of rules, governing the way in which sentences are formed. †(9) Chomsky emphasizes the linguistic ‘creativity’, that is â€Å".. the ability of human beings to produce and comprehend an infinite number of novel sentences. †(10) Basic to this reason, Comsky believes that â€Å"Bloomfieldian linguistics was too ambitious in that it was unrealistic to expect to be able to lay down foolproof rules for extracting a perfect description of a language from a mass of data. It was too limited because it concentrated on describing sets of utterances which happened to have been spoken. †(11) Whilst the structuralist lays emphasis on the surface structure (patterns†¦etc.), the transformationalist lays emphasis on the processes of the deep structure; the stress is on learning to learn the development of a strategy of learning rather than the accumulation of information and rules. The structuralist tends to overemphasize the surface forms and the development of rules and to neglect the meaning. Unlike the behaviorists who believe that if there is a response there must be stimulus, the transformationalists (cognitivists) argue that language acquisition is autogenic and that the environment serves merely to trigger off a maturation process. Language comes primarily though the maturation that the environment triggers off and not through the environment itself. Erric Lenneberg, who is a cognitivist, also suggests that training is not necessary and that maturation is enough. His critical period hypothesis (1967) holds that â€Å"language acquisition must occur before the onset of puberty in order for language to develop fully. †(12) DISCUSSION Based on the contradictory views of the two schools, a brief discussion of how these views may relate to second language learning and teaching will be presented. This will be followed by a presentation (explanation) of the extent to which these views can apply to the case of the Saudi learner of English at the university level. From the preceding background, structuralism (behaviorism) seems to attribute the function of language to instruction and experience. A process of habit formation is brought about through repetition, mimicry, and memorization. There is a little difference between learning a first language and a target language. Linguistic habits, generalizations, and associations have to be repeated using different data. Cognitivism, on the other hand proposes that the processes of second language acquisition are not identical to those of the first language acquisition although there are similarities. One of the similarities could be that L2 may need to be learned at the same time as L1. Nevertheless, considering the question of universal and maturation, since acquisition of an L2 requires conscious control of learning and this cannot be handled at an early stage, transformationlists (cognitivists) hold that consciously controlled learning should be left to a much later stage, though there is no conclusive evidence to support this view. At this stage of analysis, it can be argued that, first, innate factors are less important for L2 learning than social factors of environment, motivation, and reinforcement. Second, a transformational system can perhaps operate with native speakers of a language, but although it is too complicated and may be confusing to be applied in second language/foreign language teaching, certain aspects may be useful. For instance, identification of kernel sentences which are similar in different languages, could be economical. Transformation could work from the comparison of these kernel sentences. Third, due to abstract characteristics of some of the cognitive views, the structural acquisition technique is probably more practical for formal learning in the first stages of the second language, and the cognitive technique may assume greater importance in the more advanced stages. Fourth, while some credence should be given to Chomsky’s language acquisition device (LAD), which explains why children invent new terms that mean nothing to adults, its limitations become real when dealing with adults learning a second language. That is when linguistic interference causes serious obstacles to second/foreign language learners. In such situation LAD will not be useful. Fifth, a structuralist method closely linked to Skinners’ stimulus-response-reinforcement theory of verbal behavior is the audiolingual approach which advocates the formation of the speech habits. Its feasible use can be realized through J. B. Carrol’s (1966) following basic terms such as: a) Speech is primary, writing secondary, so the habits that are formed in language must be speech habits. b) Automatic response is best achieved by constant repetition. c) Automatic response is best achieved by constant repetition. Offshoots of this theory are the language laboratory, structural drill, imitation, and memorization techniques. (13) Finally, cognitive theory advocates the development in the student of a conscious control of the psychological, grammatical, and lexical patterns of a given second language. This can be achieved through study and analysis of these patterns so that facility in using language stems from the teacher’s understanding of its structure. The structural approach (as it employs behavioristic means) has remained useful in the teaching of English as a foreign language, most importantly to help the learner acquire good language basis. For Saudi EFL learners, the use of drills at the phonetic level is of great help especially when dealing with segmental items that cause either interlingual or intralingual errors. A Saudi learner not only fail to produce the voiceless stop /p/ and the voiced fricative /v/ but tends to replace them with his L1 segments /b/ and /f/ respectively. Similarly, the velar nasal / / as a phoneme occurring at the final position of a word like â€Å"sing†, â€Å"long† which causes some difficulties for the Saudi EFL learner where he replaces it with the sequence of the two phonetic segments /n/ and /g/, and the alveo-palatal affricate /c/, occurring in words like â€Å"children† and â€Å"speech† where, instead, he transfers his Arabic alveo-palatal fricative /s/. Emphasis on drills will also enable the learner to reduce a possible interference of the Arabic syllable structure CVCV into the English structure. Since some Saudis tend to pronounce English words like â€Å"against† as *againist†, and â€Å"first† as *firist†. Structural (behavioristic) teacher can help in solving other problematic linguistic features such as agreement and word order which Saudi EFL learner encounter. Thus, patterns and exercises are needed to reduce erroneous forms such as *†He play, they buyed, talls buildings, and hypercorrections such as: * â€Å"He cans, and She musts†. The transformational cognitive orientation can be effective in the advanced stages of a foreign language acquisition. Thus, for Saudi students at the university higher levels, where advanced courses on linguistics and translation are offered, it is logical to assume that structural drills, repetitions, and memorization techniques will no longer be essential. At this level of advancement in the intimate knowledge of language and culture we may conceive a minimal level of interference from the native tongue (Arabic) of the learners. Yet, such aspects of the target language as deep structure and transformational rules will enable the Saudi learner to understand some of the idiosyncratic forms and ambiguous sentences. Transformational rules will reinforce the learner’s awareness of the syntactic and the semantic relations between various English linguistic patterns. Through these linguistic relations, learners can make inferences and develop some generalizations about the structure of English language. Communication strategies, conversation, and creative essay writing using cultural content will be more beneficial at these levels. With regard to the translation program, the analysis of source language texts that translators have to translate and the analysis of texts they have to create, a process of linking aspects from cognitivism with that of behaviorism should be observed. Negotiating the meaning of the source language text is not just a sociolinguistic matter; it is psycholinguistic as well. Saudi trainees in our translation program happened to have rendered the meaning of â€Å"They are into the habit of splitting straws† based on knowledge acquired through some behavioristic approach and produced a literal erroneous translation outcome. This means that there is always much room for the smaller scale experimentation on the factors affecting the text conversion process. The transformation of a text originally in one language into an equivalent text in a different language demands that the content of the message and the formal features and functional roles of the original text should be retained. In this regard the Saudi trainees translated the verb â€Å"laid† in â€Å"They laid him open to blackmail† without any reference to a likely secondary meaning that the verb â€Å"lay† might imply. This approach supports the belief that much of our experience of the external world of the senses and of the inner world of the mind is mediated by language and by the concepts stored in our memories. These factors refer to entities via the convention of language and do so variably depending on the medium of communication (language used). It is the process that creates the translation outcome and it is only by understanding that process that we can hope to help our Saudi trainees to improve their linguistic skills. Having said that, it is difficult to see how translation theories can move beyond the subjective and the normative evaluation of texts without drawing heavily on aspects from both behaviorism an cognitivism. Translation theories have made little systematic use of the techniques and insights of contemporary linguistics. With this fact in mind, Saudi translation trainees should be trained within a framework that combines features from all branches of cognitivism and behaviorism. This entails developing in the  trainees’ performance and competence a familiarity with and a competence in the use of the psychological and psycholinguistic models of memory and information processing on the one hand, and linguistic models of meaning, including meaning beyond the sentence on the other. Logic of the examples provided above asserts the validity of some aspects of the two psycholinguistic views. Cognitive approach may operate with some specific semantic and pragmatic aspects of L2 by means of exploring features as cohesion, conceptual and connotative meanings, speech acts and kinetics. Such features should, at this stage, receive due consideration. CONCLUSION From the above analysis proceeds that with regard to language acquisition, behavioristic theory can provide much useful information concerning verbal responses and reinforcement. But it is inadequate to account for innate and cognitive features. Transformational theory, on the other hand, provides much useful information on the basic nature of the organism and its internal processes, but makes little or no account of stimulus-response-reinforcement relationships. Unlike the cognitive approach, behavioral approach tends to manipulate the language and disregard the content. Despite the pedagogic significance of both theories, it seems that none of their approaches is complete in itself. For one reason, the nature of the Arabic language has significantly different phonetic and grammatical structure from that of the English language. Due to this difference and as advocated by Smith (1987) there are â€Å"†¦ far fewer areas of facilitation, and far greater areas of interference†¦Ã¢â‚¬  (14) The situation of the Saudi EFL learners at the university level requires an eclectic approach with combined aspects derived from the approaches stated earlier. This approach can guarantee more effective outcome at the pedagogical level. I believe the attitude, the age, and the aptitude of the learners are three factors that should be considered in second language acquisition. A combination of innate propensities and objective necessity create the most favorable attitude. All these factors, including the teaching strategies, stand for fundamental variables in learning a foreign language. Relationship between communicative exchanges and syntactic forms alert the translator to the mechanisms that link the highly abstract and universal proposition with the totally physical and context-dependent utterance or text. REFERENCES (1) Pica, T. P. Communicative Language Teaching: â€Å"An aid to second language acquisition? Some insights from classroom research. † English Quarterly, Vol. 21, No. 2, 1988. , (p. 70) (2) Malmkjaer K. (Ed. ) The Linguistics Encyclopedia, Routledge, Longon, 1991. , (p. 53) (3) Kebbe, Z. M. , Lectures in general Linguistics, An Introductory Course, Arabic Academic Press, Aleppo, 1995. , (p. 14) (4) Op. cit,(P. 53) (5) Aitchison, J. , Linguistics, Hodder Headline, London, 1992. , (p. 24) (6) Ibid. (p. 24) (7) Wilkins, D. A. , Linguistics in Language Teaching, Edward Arnold, London, 1974. , (p. 168-169) (8) Slakie, R. , The Chomsky Update, Linguistics and Politics, Unwin Hyman, Ltd, London 1990. , (p. 19) (9) Crystal,. D. , The Cambridge Encyclopedia of Linguistics, Cambridge University Press 1987. (p. 234) (10) Op. cit. (p. 26) (11) Ibid. , (p. 26) (12) Brown, H. D. and Gonzo, S. , Readings on Second Language Acquisition, Prentice Hall. , p. 77, 1995. (13) Carrol, J. B. , â€Å"The contribution of Psychological Theory and Educational Research to the Teaching of Foreign Language†, in Trends in Language Teaching, Ed. , Valdmen, 1966. (14) Swan, M. and Smith, B. (Ed.) Learner English, Ateacher’s guide to interference and other problems, Cambridge University Press, 1987. , (p. 147) (15) Bloomfield, L. 1933 Language. London: Allen & Unwin. (16) Chomsky, N. Aspects of the Theory of Syntax. Cambridge, Mass. : MIT Press, 1965. (17) Chomsky, No. Syntactic Structures. The Hague: Mouton, 1957. Afaleg, O. â€Å"A Comparison of Morpheme Acquisition Order in Learners of English as a Foreign Language versus English as a Second Language: The Case of Adult Learners in Saudia. Diss. Indiana Univesity, Bloomington, 1991. (18) Qadi, N. S. , â€Å"Acquistion of English Derivational Morphology by Arab Speakers†, Diss. University of Georgia, Athens, 1991. (19) Farraj. , A. M. â€Å"Acquistion of Tense and Aspect in the English Based Inter-Language of Non-native Speakers†, Michigan State University, East Lansing, 1995. (20) Noor, Hashim, â€Å"The Acquisition of temporal Conjunctions by Saudi Arabian Learners of English’, International Journal of Applied Linguistics, Vol. 3, N. 1 (p. 101-2A), 1993. (21) Maghrabi, A. â€Å"The Roles of Psycholinguistic Constraints and Typological Influence in the Acquisition of Pronominal Copies in Relativization by Arabic and English Learners†, Thesis, Georgetown University, Washington, D. C. , 1997.

Discuss one Biological and one Psychological Explanation of Aggression Essay

Some biological psychologists point to the role of neural and hormonal mechanisms in aggression. Hormones have already been implicated in a number of other psychological disorders, e.g., depression and eating disorders.  Studies have found a strong, positive correlation between levels of testosterone and aggression. This applies to both men (Olweus et al 1988) and women (Ehlers et al, 1980). Clare (2000) noted that girls with the condition congenital adrenal hyperplasia – which is implicated in high levels of aggression – engaged in more ‘rough and tumble play’. Testosterone appears to be most influential at two stages of life – a few days after birth i.e. ‘the critical time period’ when sensitisation of neural circuits happens and in adulthood when testosterone modulates neurotransmitter pathways. Hormones are definitely at least linked to behaviour – although a problem exists in trying to establish cause and effect, which will be discussed later. Much human and non-human research points to a link between the two. For example, when levels of testosterone peak at the time of puberty in young human males, aggression also peaks.  Many non-human animal studies support the idea that aggression is somehow caused or linked with testosterone. One such method of testing this is to castrate various animals. This always leads to a marked decrease in aggression. Furthermore, when testosterone is replaced by hormone therapy in the castrated animals, the aggression of the animal returns to its pre-castration level (Simpson, 2001). This seems to support a causation effect or at least a link between the two. A similar study on cockerels by Berhold found the same effect. More specifically, it seems that androgen stimulation in the early days after birth (up to ten days) causes changes in the neuronal system, which affects the level of aggression of a person through into adulthood. Women are typically less aggressive because their brains contain beta blockers which block most of the effect of the testosterone in the brain. Male mice who are castrated straight after birth throughout their whole life – even if they are given hormone therapy, i.e. huge doses of testosterone, later on in life. If the castration occurs 10 days after birth, the difference in aggression levels is much less obvious. This is supposed to be because of the androgen stimulation in the neural circuits during the early days after birth (Motelica-Heino et al 1993). The usual explanation for the link between testosterone levels and aggression is that testosterone interacts with androgen or oestrogen receptors. During the critical time period, testosterone sensitises certain neural circuits in the brain. This allows for the effects that testerone have which last into adulthood. Testosterone can affect the effect of neurotransmitters, e.g. how fast they move and the amount of neurotransmitter released. It appears to act upon serotonergic synapses, lowering the amount of serotonin available for synaptic transmission. The significance of this is that serotonin inhibits aggression, so less serotonin means more aggression. To prove this, Simpson (2001) carried out an experiment on rhesus monkeys where he gave them serotonin reuptake inhibitors, leading to a marked decrease in aggression. This has been implicated on humans also and has the same effect (Simpson, 2001). Sapolsky has argued that although there is clearly some kind of link between levels of testosterone and aggression, this tells us nothing about individual differences in how people are affected by testosterone, why men are exceptionally more aggressive than women and does not explain why sometimes the highest levels of aggression are found in those with not an exceptionally large amount of testosterone. The relationship between testosterone and aggression is not straightforward. Does testosterone cause aggression? Does aggression increase testosterone secretion? Does neither have an effect on the other (i.e. a third variable is involved)? Bernhardt et al (1998) has shown that merely watching participants win or lose in sports competitions increases testosterone secretion in those who are interested in the game. Indeed, Bernhardt did an experiment where he measured participants’ testosterone levels before and after sports events. Men who watched their team lose had a decrease of testosterone levels by 20% and those whose team won showed a 20% increase in testosterone levels. Clearly, testosterone does not always cause behaviour/emotion, but rather the opposite can occur too. This somewhat dents the argument that hormones explicitly cause aggression.

Are Advertisements Aimed at Teenagers Effective? And, are They Ethical?

Questions to research: Are advertisements aimed at teenagers effective? And, are they ethical? My Response: Most advertisements aimed at teenagers are effective, but usually are not ethical. Most marketers have many ways of gathering information on teenagers spending habits and what is most important to teens. With this information they’re able to create advertisements that will appeal to most teens and create profit. Many people argue that some or most of these ads aren’t ethical because they will create a problem or insecurity and then give the solution to that problem in the form of their product.Teens will listen to other teens in ads. http://www. utalkmarketing. com/pages/article. aspx? articleid=14465&title=teens-will-listen-to-other-teens-in-ads Central Idea: The most effective ads show teens using and enjoying a product. The least effective were those that caused an emotional response. A teen’s acceptance of ads varies according to the media platform. The medium with the lowest teen ad acceptance was texting. The â€Å"Teen Advertising Study†, compiled with the help of the University of Massachusetts, showed that teens were more susceptible to online ads if they could relate to it and if they found it funny.Advertising to Teens http://suite101. com/a/advertising-to-teens-a14289 Central Idea: Marketers love teens because they easily spend money on â€Å"luxury† items such as clothing, electronics, and music. They mostly make their purchase decisions independently, have significant influence on family purchases, and companies know that once they have â€Å"branded† a child, they are likely to be customers for life. They reach kids by advertising in magazines, movies, TV shows, and on the internet. Companies get info about kids spending habits from internet â€Å"quizzes† and â€Å"surveys†.Marketers know how to capitalize on important teen issues and anxieties, like body image, peer acceptance, cooln ess, and need for power. Marketers often use a theme or attitude like sex or alcohol and drug use that seems to raise the â€Å"coolness factor† of their product. Advertising is so effective because it creates insecurities about things such as appearance. Successful ads convince the viewer that they have a problem and then offer the solution, which is the product they’re selling.This gives off the messages that teens aren’t good enough the way they are and many kids unwillingly buy into that message which is causing kids to grow up in the most materialistic society we’ve ever had. Most of the things that are advertised to teens do not promote healthy development.Central Idea: In one year, teens view more than 40,000 ads on TV alone while also being exposed to ads on the internet, in magazines, and in schools.Teens are often the main target for marketers because they are always willing to spend money on the newest â€Å"luxury† items. Teens strive t o have the newest electronics, clothing, and other overly advertised items. Marketers know how to target teen issues such as body image, peer pressure, and the need for acceptance. On average, teens are exposed to 3,000 ads per day. Teenagers, on average, spend $155 billion per year on advertised products, also influencing their parents to spend another $200 billion per year. Recent studies have shown tobacco companies use their ads to target teens as young as 13-years-old.Another major advertiser is the alcohol industry, using ads that feature young, attractive people drinking or posing with their beverages. Ads affect teen psychologically by exposing them to ads that suggest they are not what the entertainment business considers attractive. Ads can be harmful to teens by lowering their self-esteem. Children, Adolescents, and Advertising http://pediatrics. aappublications. org/content/118/6/2563. full Central Idea: Children and teens view 40,000 ads per year on TV alone even though the Children’s Television Act of 1990 limits advertising on children’s programming to 10.5 minutes/hour on weekends and 12 minutes/hour on weekdays.M-rated video games, which are not recommended for children younger than 17-years-old, are frequently advertised in movie theaters, video game magazines, and publications with high youth readership. Young people see 45% more beer ads and 27% more ads for hard liquor in teen magazines than adults to in their magazines. An increasing number of web sites try to get teens to make direct sales. More than 100 commercial websites promote alcohol products.Most advertisers use techniques that children and teens are more vulnerable to, like product placement in movies and TV shows, action figures, kid’s clubs, and celebrity endorsements. Sex is used in commercials to sell almost anything now. American ads constantly use thin female models, which contribute to the development of self-esteem issues in young girls. Thesis Statem ent With marketers aiming their advertisements more towards teens every day, researchers are looking into how effective and ethical these advertisements really are. OutlineThe Ethics and Effectiveness on Advertising toward Teens Thesis statement: With marketers aiming their advertisements more towards teens every day, researchers are looking into how effective and ethical these advertisements really are. I. Teens are being exposed to advertisements more each day. a. . Companies gather info about teens’ spending habits from internet â€Å"quizzes† and â€Å"surveys†. b. Children and teens view more than 40,000 ads per year on TV alone. c. More than 160 magazines are now targeted towards teens. II. Different factors will make an ad effective.a. Teen’s acceptance of ads depends on the media platform. i. Sponsorships of live events had the highest level of acceptance. ii. Text messaging had the lowest level of acceptance. b. Least effective ads were those tha t caused an emotional response.The advertising strategies marketers use have been shown to be unethicalM-rated video games are frequently advertised in movie theaters, video game magazines, and publications with high youth readershipYoung people see 45% more beer ads and 27% more ads for hard liquor in teen magazines than  adults to in their magazines.Advertising is so effective because it creates insecurities about things such as appearance.American ads constantly use thin female models, which contribute to the development of self-esteem issues in young girls.Gives off the message that teens aren’t good enough the way they are.Body Paragraphs I believe that the advertisements aimed at teens are effective, but unethical. Through a number of research tactics marketers are finding ways to keep up with the ever changing trends in teen culture.With the information they gather they’re able to produce advertisements that ultimately pressure their audience into buying their product. With marketers aiming their advertisements more towards teens every day, researchers are looking into how effective and ethical these advertisements really are. Technology based advertisements are effective among teens because of how often they are exposed to ads, the ads appeal to their lifestyles, and even sometimes pressure teens into buying their products. Advertisements have rapidly been integrated into the world around us.â€Å"Young people view more than 40 000 ads per year on television alone and increasingly are being exposed to advertising on the Internet, in magazines, and in schools. † Teens are heavily influenced by these ads because of how often they are exposed to them. Marketers are gathering information about teens’ spending habits through quizzes and surveys. ‘Teen Advertising Study’, which was compiled in conjunction with the University of Massachusetts, revealed that teens were more susceptible to online advertising if they co uld relate to it and if they found it funny. †With information like this they’re able to determine what type of ads would be effective on the teens of today. Different factors can make an ad effective, such as how they’re viewed and if it’s relatable to their audience. The most effective ads showed teens using and enjoying their product. For example, in this PlayStation 4 Interface commercial, you’re shown teens happy with their product and you’re given a glimpse of some features. This is considered an effective ad because it features the newest upgrade of their product, they’re being shown new features and games, and seeing other teens happy  with the product would give them a positive feeling about having it.This ad also shows both genders enjoying their product, suggesting they support both genders using the PS4. An example of an ineffective ad would be the Microsoft Surface commercial, in this commercial you can see people enjoyi ng their product but you’re not given a look at what their product can do. It’s a fun ad to watch, but it doesn’t provide enough information for a teen to considering buying their product. Lastly, many advertisements aimed at teens have been said to be unethical in order to be effective.Marketers will bring up a problem in their advertisement; this problem might be based on social status, then they will provide a solution in the form of their product. For example, in this Samsung Galaxy S4 commercial you see only younger people using their product while the older people are just learning about this product. This suggests that if you have their product you’d be cool and up to date with the world around you. This ad seems to guilt the target into thinking what they have isn’t good enough and their product would make them cooler. Conclusion In conclusion, I think advertisements aimed at teens are effective, but unethical.Teens are being exposed to adv ertisements more each day. Advertisements can be found all around them, in schools, online, through T. V. , etc. Marketers are constantly doing research to improve ads to be more appealing to their target audience, teens. Through the information they gather, they can create advertisements that will persuade their audience into buying their product. An effective ad would feature other teens enjoying their product. An effective, but unethical ad, would be an ad that brings up a problem, such as a teen’s social status, and then present a solution in the form of their product.

Better Use Computer Assisted Auditing Techniques for Auditing Essay

Better Use Computer Assisted Auditing Techniques for Auditing - Essay Example The aim of this project is to give a better understanding of CAATs; this is further supported by practical illustrations and examples of CAATs. To start any audit, understanding and knowledge of the business should be gained during the planning stage. This knowledge of the business helps in analyzing the internal control systems, and then it is decided whether or not to rely on the internal control system. It is later decided upon the nature of the client and its system to use CAATs. The advantages of CAATs clearly outweigh its disadvantages and this technique clearly has an upper hand when it comes to processing large amounts of data. The other issue in this paper is the concern of using this technique after having proper analysis of the business being audited. Finally, the paper is concluded by pointing out that its benefits clearly outweigh its risk, how to plan for using the CAATs and recommended training of an IT audit specialist. Auditing is the process by which something is examined with a view to form an opinion. This allows users of that opinion to gain assurance that the opinion, process, or the information gathered can be trusted. The purpose of assurance services is to increase the confidence and reduce the risk of the user of those services. The main objective of auditing is to ensure that financial statements are free from material misstatement and are presented fairly by the management. An auditor carries out two types of assurance engagements, with one being the reasonable assurance engagement and the other being the limited assurance engagement. When giving out a reasonable assurance engagement, the auditor gathers sufficient and appropriate evidence to support the conclusion, as well as making it stronger. On the other hand, a limited assurance engagement gives out a negative assurance report and the evidence gathered in an assurance engagement is only related to the specific subject matter that is being audited

420 Essay Example | Topics and Well Written Essays - 250 words - 2

420 - Essay Example In particular, almost 600 sea turtles, 100 dolphins, more than 6000 birds, and lots of other mammals were found dead. Besides, the oil spill increased mortality among whales. As ecologists report, the mortality rate among dolphins increased by 50 times. According to recent researches, however, the Gulf of Mexico is gradually recovering after the catastrophe. American oceanologists claim that reef-building corals, which cannot survive in contaminated water, are currently in quite good condition. They are reproducing and growing in the ordinary course. At the same time, biologists report insufficient increase in average water temperature. Some researchers, however, voice fears concerning the impact of the  BP oil spill over the Gulf Stream, which is known to be a powerful climate forcing factor. There is an opinion that its temperature has lowered by 10 °C. What is more, the stream tends to separate into several underflows. This may be one of the prime causes of certain weather anomalies which could be observed in Europe. Heavy winter frosts may be one of these examples. However, this is just one of the theories which needs to be proven. It is hard to say how much time nature will need in order to recover after the catastrophe. There is a hope that future generations will not feel its consequences, though there is no guarantee that similar incidents will not

Contemporary Media Practices Essay Example | Topics and Well Written Essays - 4500 words

Contemporary Media Practices - Essay Example On the other hand, media intervenes into the interactions of institutions through telecommunications media, which allow individuals to connect remotely. Furthermore, the media intervenes into the interactions of people in the wider society by disseminating and recording information regarding crucial events that are important to the community. Evidently, the media intervenes into social interaction in different ways, depending on the concrete features of the medium involved; these include the physical and practical aspects, as well as the social and visual merits of the medium in question. The media has made it possible for people to interact across vast distances without having to travel physically to meet up with one another or having to be at the same venue concurrently; there is a great difference between mediated interaction (through media) and non-mediated interaction (face-to-face). This marked difference clearly illustrates the manner in which media transforms social interactions; for instance, all the parties involved in face-to-face communications are exposed to both the verbal and non-verbal cues. However, this is not the case with mass media such as newspapers, radio and television whose recipients are often indefinite; on the other side of the spectrum, a telephone conversation between two individuals is a mediated interaction between known individuals. Nevertheless, mediated conversation is not necessarily more or less the non-mediated interaction in face-to-face interaction; in fact, only difference is that the situation that mediated interaction occurs in inevitably transforms the way the individuals interact. Unlike in non-mediated face-to-face communication, media has such an incredible capacity to extend interaction both in time and in space; media permits individuals to be in permanent connection all over the world, regardless of their physical isolation. Granted that mediated interaction does not require

The nurse as a professional (mental health) Essay - 1

The nurse as a professional (mental health) - Essay Example Mental health nursing is a profession that focuses on providing treatment, caring, and strong support to patients who are experiencing severe mental, emotional, and psychological problems. In relation to mental health nursing, this report will focus on discussing the role and responsibilities of mental health nurses who are taking care of a mentally ill patient who could no longer decide for his own preferred care and treatment. In line with this, important factors that could guide the mental health nurses improve the quality of caring they deliver to their patients will be identified and tackled in relation to nursing ethics. Based on the gathered information, a list of recommendations together with the rationale behind each of the recommended solutions will be provided at the end of this report. Role and Responsibilities of Mental Health Nurses In general, the role and responsibilities of mental health nurses is very broad. ... gic ways on how a mental health nurse could deliver an effective patient care treatment will be tackled based on the nurse’s role as a therapist and counsellor, educator, assessor, reflector, manager, supervisor, researcher, and a clinician. Therapist and Counsellor Even though a mentally ill patient could no longer decide for his own preferred care and treatment, mental health nurses should always have in mind that the patient at this point can be very sensitive and emotional. Although the patient is not capable of communicating his preferred care and treatment, mental health nurses should still treat the patient with respect. To prevent the patient from experiencing high levels of anxiety and depression, mental health nurses should act as therapist and counsellor in order to give them a â€Å"sense of hope† and a reason to live (O'Neill, Moore, & Ryan, 2008). At this point, the patient may be limited in expressing his thoughts and feelings verbally but it is still pos sible for the patient to hear what the nurse is trying to communicate to them. Therefore, taking time to communicate with the patients could make the nurse develop a long-term nurse-patient relationship. In general, having a competitive social skills is required to enable mental health nurses established a good working relationship with patient. To establish a therapeutic relationship with the patients, mental health nurses should first establish and develop trust with the patients (Forster, 2001, pp. 65 – 66). Right after establishing the patient’s trust, mental health nurses should provide client-centered counselling each time this kind of caring intervention is necessary (Foster, 2001, p. 72). Since mental health nurses should provide holistic caring to the patients who are mentally ill, nurses

Homeland Security Assignment Example | Topics and Well Written Essays - 2250 words

Homeland Security - Assignment Example Foreign Intelligence Security Act (FISA) The 1978 Foreign Intelligence Surveillance Act (FISA) allowed agents easy access to warrants if they could show that there was a substantial â€Å"foreign intelligence† angle to their work; the warrants would be granted by a special FISA court. FISA can now be used in cases that are entirely crimial in nature, agents can get automatic â€Å"admisitrative† FISA warrants as long as agents can assert that there is some foreign intelligence angle to the cases, they receive such warrants on demand (Darmer, 2004). Prior to 9/11, FISA was not considered a law enforcement tool; its function was solely preventative. FISA surveillance powers were available only when the primary purpose of an investigation was to obtain foreign intelligence, including counterespionage and counterterrorism information. FISA authorized surveillance under flexible conditions that are considered unacceptable when the government’s objective is to gather e vidence for criminal persecution (Howard, Forest and Moore, 2006). FISA surveilleance is permitted after showing diluted suspicion not equivalent to the traditonal criminal starndard of probable cause. Surveilllance and searches can continue over extensive peiods of time, with less jusicial supervision. The person targeted normallly is never notified that he was subjected to surveillance. If that peron is prosecuted, his attorney normally cannot review the surveillance documents for prurposes of his defense, as they could if surveillance had been conducted under conventional law enforcement standards (Darmer, 2004). If the judge finds that there is probable cause that the individual is indeed a terrorism funder, then he can use the provisions as set by FISA to determine whether this calim is true or not. FISA establishes leagl procedures for electronic surveillance, physical serches as well as the use of trap and trace devices and pen registers to gather jevidence. if this evidence is collected on the activities of the suspect, then it can be used agaist him in court. this law is applicable to anyone who is involved in any way in terrorism activities. this means that anyone found guilty of terririst activities can be tried using this law regardless of whether he is a citizen of the US or not. the Lone Wolf provision of FISA also allows for the prosecution of a suspected terrorist without having to confirm the people he/she is working with. inthis case, if there is enough physical evidence to show that the suspected financier of terrorism is guilty as charged, there is no need to find the people he is working with jfor him to be sentenced. The USA PATRIOT Act This is an Act of the US Congress which became law on 26 October 2001. The letters USA PATRIOT are acronyms for Uniting and Strengthening America by Providing Appropriate tools Required to Intercept and Obstruct Terrorism Act of 2001 (Bazan, 2008). This is one important piece of legislation that every judg e dealing with a terrorism case should be conversant with. the issues that are likely to come up in regards to this law are discussed below. The Patriot Act has ten titles outlining new powers of government for counterterrorist activities, expands technical support for the FBI, expands electronic intelligence gathering research, and defines presidential authority in response to terrorism. The purpose of Title II is to improve the government’s ability to gather electronic evidence. Title II allows

The Cold War and U.S. Diplomacy Essay Example | Topics and Well Written Essays - 750 words - 1

The Cold War and U.S. Diplomacy - Essay Example However, since he wanted to maintain the good reputation of the country, he intended to have plausible deniability about the matter. As such, he decided to use Cuban citizens who disliked Castro to spearhead the fight while American operatives were not directly included. Kennedy was unsure of this decision but since it had been planned in the Eisenhower administration. He found it difficult to abandon probably because it would undermine Eisenhower’s reign (Kennedy & Sedgwick, 2006). However, after the invasion things went horribly wrong. The invaders were killed, and some of them captured for ransom to the U.S. This became a bureaucratic nightmare. Knowing that the country was in trouble, Kennedy publicly took responsibility for the attack on Cuba and apologized(Presidentprofiles.com, 2013). In addition to this, he consulted with other former presidents like Eisenhower and Nixon in order to find a suitable way alleviate their problem. Due to these actions, Kennedy was able to salvage the reputation of the United States from the drain. 2. Given that the invasion of Cuba was unsuccessful, Kennedy had to come up with contingency measures that wouldensure that his country was not blamed for the outcome of the failed invasion(Presidentprofiles.com, 2013). As such,he had to come up with a proper diplomatic doctrine to suit his situation. The first decision he made was to admit to his mistake publicly. This action was far from intended since the U.S. wanted to deny all claims of involvement. However, to the diplomatic community, admission was suitable,and it neutralized the effects that the invasion had on not only Cubans but also other countries worldwide(Gienow-Hecht, 2010). The United States obtained most of its allies back after this admission of guilt. Back in the country, another problem was emerging. If Kennedyexplained to the citizens that it was not his idea to invade Cuba, but that of his predecessor, he wouldhave created division in the country. Disu nity of such proportion would be catastrophic to the country (Presidentprofiles.com, 2013. Therefore, he decidedto consult with two former presidents in order to show they were in agreement. These consultations yielded alternative steps that the country would take in order to avoid such embarrassment in the future. This action by Kennedy further strengthened the American citizens’ belief in their leadership (Kennedy & Sedgwick, 2006). However, even after the Cubaninvasion failed miserably, Kennedy still wanted involvement with the local affairs of other countries. He explained thatsuch countries were not able to manage their own matters, and this was why he got involved (Kennedy & Sedgwick, 2006). For instance, he still wanted Fidel Castro of Cuba overthrown from power. This is because Castro was an ardent communist while Kennedydisapproved of this method (Sibley, 1998). Kennedy then took up secretive methods that would ensure the U.S. wasnot involved if they failed. He utili zed the CIA for this purpose. Much to his dismay, the CIA, did not follow the orders it was given, and it tried to assassinate Castro on numerous occasion, all of which failed. It is claimed that Castro got wind of these assassination attempts and was infuriated. Castro is rumored by many to be the person behind Kennedy’s assassination (Kennedy & Sedgwick, 2006). Nevertheless, Kennedy’s response to this crisis was outstanding. 3. This diplomatic doctrine had an effect not only on the United States but also on other countries(Gienow-Hecht,

Business Management (Forum Post and Reply) Essay

Business Management (Forum Post and Reply) - Essay Example Personal planning involves setting up objectives for personal life. An example would be a plan to lose weight or start exercising. Another example of personal planning is to allocate time for family, friends, and work so that work life balance can be achieved. Planning and organizing are different in the sense that planning involves setting up future goals and actions plans while organizing has more to do with arranging resources in order to achieve those goals. Organizing in management means to assemble resources to implement the action plan that is designed in the planning process. It is, therefore, safe to say that both planning and organizing complement each other. My former boss always kept himself involved in the work of employees. His involvement was appreciated by employees because one can always turn to him for help. My former boss also took responsibility for his subordinates which is why everyone liked him. He also encouraged debate and consulted everyone before taking decisions like setting up night shifts. This is another positive leadership trait because it is essential to keep everyone on board. One negative leadership trait of my former boss was that he was tough on bad performance. This is a negative trait because he used to lose his temper sometimes while talking to employees regarding performance issues. Another good leadership trait was that he was decisive and never got confused in making decisions. This is a must in every leader because this separates a leader with a follower. Being decisive is important to move forward for a leader and this is why it is a positive trait (Schyns & Meindl, 2006, 279). My former company used control tools like traditional feedbacks to inform the subordinates regarding their position and performance in the company. This feedback was given verbally by immediate supervisors and the whole process was not very formal. I would give a grade B to the feedback process of my former company

Discussion Week 1 Assignment Example | Topics and Well Written Essays - 250 words

Discussion Week 1 - Assignment Example It implies that, in regards to the earning status of the numerator at the same time as the earnings status in the numerator also when depressing the terms of shareholders equity status in the denominator can be boosted when calculating the return on equity ratio artificially. The cash return on an actual equity is actually the consequential figure (Condon, 1999). The accounts analyst relies on guidance from companies to outline their forecasts which guides to a lower number. The price of missing quarter can go up sharply from an exceptional interplay, among the stocks which are highly priced. Fox (1997) further state that, if you don’t have an extra penny to keep Wall Street happy, as a result your company will be at stake since it will send your stock to reduce, saving the those earnings for next quarter is better than missing a dime or two. This concept is of significance to the companies. As the companies play the earning game they are able to anticipate whether the revenue will fail. Conversely, in case of any prospects that are on a quarter of a particular stated stock, best businesses will ultimately see the mainly equity value approval. Mutually, companies should not much care about the earnings of a given quarter, since profit from the markets behaviors to both earnings drop and hits is what they seek every day. Further, companies in play, when the stock price immensely goes down compared to its basic value, there are chances of going out or private. Thus a company deserves to be valued accordingly based on its own future financial cash flow (Nelson, 2011). Condon, B. (1999).Creative Accounting. Retrieved on 19th Aug 2014 from: http://webcache.googleusercontent.com/search?q=cache:iE18IruxKaIJ:www.oocities.org/wallstreet/district/9390/links3.htm+&cd=10&hl=en&ct=clnk&client=firefox-a Fox, J. (1997). Learn to play the earnings game (and Wall Street will love you) the pressure to report smooth, ever higher earnings

Social Policy Essay Example for Free

Social Policy Essay This essay will use the McPhail family case study. The essay will look at the Functionalism and Feminism theory in relation to the case study family and show the effects of two sociological perspectives and there importance in assisting the social care worker to understand the family. The essay will also look at social policy on how it is developed and he issues of private and public issues. This will include how four sectors of social care will aid the case study family and how these organisations are funded. In today’s society, there are many different family structures and these structures are interpreted differently depending on the individual. There are five main ‘types’ of family structures and these can change throughout the life span of the family. In the case of the McPhail family, their family structure can be ‘labelled’ differently depending on when the family is viewed. The McPhail family consists of a grandparent John (68), parents John (42) and Betty (42) and their children Billy (25), Michael (23), Sandy (20), Lisa (15) and Charlene (12). This according to the family structure types this family would fall under the heading of ‘Extended’ family due to grandparent John being cared for by the family. But this can change or take on multiple family types. For example, Parent John’s work pattern, who works away from home with his two eldest sons. So using structure types John would become a ‘Lone Parent’ of his sons that are with him and this could also be applied to Betty with the remaining children in her care. There is also when grandparent John goes into respite, the family structure becomes a ‘Nuclear’ family. This shows that in today’s society there is no longer a normal family structure and with changes within the family is no longer stable. Their roles in their society are deemed different from normal society. As the John (42) and his two eldest sons are the workers of the family, they are known as the providers, like a lot of families the males of the family will go out to work. This leaves Betty (42) as the carer of the family that brings up the children and nurturing their traditional norms and values on the children. But there is a difference which in todays society is deemed different and that is that Betty although labelled the Homemaker has no say on the financial decisions of the family, which is the responsibility of John (42). In society today this is not so common within families, as typically both parents have the financial obligations to the family unit. And within the travelling community money is not spoken about to others and  with the women of the family. The use of sociological perspectives can also explain the workings of this family within society. In the case of the McPhail family there are two of the sociological theories that fit this family. The first being Functionalism Theory, which this theory sees society as a system with a set of interconnected parts that together work to provide for the family needs. According to Functionalists, the family is an important positive role in developing the next generation. The McPhail family parents nurture the children by entrusting their norms and values, which according to Functionalists is how the family should work but only if the gypsy society was the dominant society. As they are not and our society is seen as the ‘correct’ society then this family is now deemed as ‘Dysfunctional’ which the gypsies/ travellers community are seen as different and do not follow the norms, values and roles of our society but for this family their norms and values have been passed down through generation to generation and are seen as ‘normal’ within the gypsie society. The McPhails have strict cultural values that of the gypsy community are very strong and not always seen as acceptable in todays society. This sociological perspective shows how their behaviour, experiences and life chances are affected. The travelling community are strict on family unit and moving around the country has an effect on the life chances, through disrupted education, socialisation out with the family unit and behaviours expected by the non-travelling community. For example the males of the family are taught trades by their fathers and male relatives, and sent out to gain employment to provide for their family but without the academic certification this proves to hinder their life chances. The other of the sociological perspectives is Feminist Theory. For example the females of a traditional gypsy family are educated to be homemakers and thus academic education is not an essential requirement and usually females leave school at fifteen/sixteen, marry young. This highlights that the women of the travelling communities have less standing than men in their community as they are seen as only homemakers. This does not allow women to travel and experience other cultures and life situations such as living alone or sharing with non family. Lack of education also causes limitations on working careers though this is not deemed acceptable but maybe essential for the family to survive. This also has a substantial affect on the behaviour  of the women in the travelling communities by asserting dominance of other women within their community. This has an effect on their behaviour, experiences and life chances for both the males and females of the travelling community. Their behaviour is different dependent on their gender, for example the males are more dominant over the females and the females are to follow strict rules on how to ‘behave’ with and to men and what are expected of them as wives and homemakers. Although this theory allows the social care worker to understand how the McPhail family operates. It also emphasises gender based differences that woman is the nurturer and the man is the provider/breadwinner. This creates generations of sexual inequality. And maintains male power throughout adult society, As a social care worker, both these perspectives can provide useful insight as to how the McPhail family operates but also provides background information for assisting them to settle into a society that in many ways is different to the society they have been brought up in. For a social care worker having a clear understanding of the functional/dysfunctional theory can allow them to sensitive to the needs of the family. For example, the education of the younger children. Putting them into the correct school that has the provisions to assist with the lack of education that these children have had due to the continual movement of the family. Placing them into a school that has educational support unit to assist them in catching up with the mainstream classes. These units will also assist with the behavioural issues that the children have when interacting with teachers and other children within the school. This also has an effect on where the family is housed, as they will need to be close enough for this type of school. Social policies are a set of rules, laws or legislation that governs social issues within society and are also set out to resolve these issues. Social policy has a major impact on the everyday lives of individuals by controlling certain behaviours and situations. Social policy is usually born from a private issue that is common to many individuals within society and when noticed by the government through politicians or people with power they then become a public issue which when it becomes public can be easier to solve and policies are put into place to resolve the issues. There are many different factors or influences that can lead to the development of a social  policy, and they can also be shaped by the influence of European, National and local government. For example, economics of the nation has a major influence on social policy. This has for Scotland provided free prescriptions. This came about when in the 1950’s the British government introduced prescription charges which created millions of pounds that the government used to fund statutory agencies but when the Scotland re-formed its government, the prescription charges where reduced and finally abolished in 2010, thus enabling families on a low income to receive medication otherwise unavailable to them due to the prescription charges. Another example of influences that form social policies is demographics. Looking at the national census, it shows that the growing population and the fact the people are living longer due to the advances in medical science and positive live changes of individuals. But looking mainly at the elderly population, in previous years, the elderly died younger due to lack of income to support them with medication and care but with changes in legislation influence by national and European government has provided free care and benefits. This was done by establishing the Community Care and Health (Scotland) Act 2002, which provides free nursing and personal care with benefits to the elderly population. There is also the influence of the media. As society has progressed with technology so has the availability of information through media coverage. Individuals are finding out more on what the issues of the individuals are and how they can affect them. The media uses many different means of influencing the country but the main channels are television, internet, radio and newspapers. By broadcasting issues of concern, this raises public interest and can insight policies to be made to combat these issues. For example the Patients Rights (Scotland) Act 2011, this came about after a news report on the waiting times of local hospitals where publish. This information became public knowledge on a wider scale and got the people that have an influential say demanding for action to be taken. Which for this issue, it has had a beneficial effect but there are issues that may not such as, if a sex offenders details are available to the public. This has a domino effect as these issues change public opinion on matters of care and families, which is another influence on how social policies are created. Public opinions are brought to the attention of the government by pressure groups or lobby groups. For example MIND is a charitable organisation  that campaigns the government to makes changes to legislation that creates awareness and better rights for individuals with mental health issues. This can be seen through their campaign of the Benefits and Welfare Reform. MIND are campaigning to protect individuals on benefits with mental health issues and their campaign is to provide better assessment tools, changes to Disability Living Allowance and the cut backs, creating more user friendly language when applying for benefits and changing the contents of the new Work Programmes that are being set out by the government. Social policy and the influences that create our policies have an effect on all everyday families and in the case of the McPhail family, their private issue of discrimination of their family by the people living around them has came to the attention of the local authority. The Anti-Social Behaviour etc (Scotland) Act 2003, this act protects the McPhail family through their beliefs and way of life. This acts aim is to protect the family and allows the local authority and local police to intervene on their behalf to stop the issues that are causing them alarm or distress. This can cause social exclusion. Most individuals have a social support network, but for the McPhail family this does not seem to be the case. There are organisations that provide services to assist the McPhail family with the daily living in a community that is unfamiliar to them. These organisations are provided by four main sectors. Firstly there is the statutory sector, which in the case of the McPhail family provides assistance with housing for the family and home care for both Betty (42) and Jacob (68). This sector is funded by the government and provided by the local authority. There is the voluntary sector such as Cornerstone which can provide support to Jacob (68) and the family coming to terms with his terminal illness. This organisation is funded by private donation, fundraising events and can also be funded through government grants. There is also the private sector with agencies such The Richmond Fellowship that provides services such as care (personal care or waking night care) and support (days out and shopping trips) but this service comes at a cost to the individuals as this service is paid for by the client. Finally there is the unpaid or informal carer, which in the case of the McPhail family is Betty (42) who looks after Jacob (68) and provides all his care needs when there is no assistance from the local authority or any other care organisation. This is generally unpaid and  considered within their family as Bettys duty.

The Hollywood Studio System Film Studies Essay

The Hollywood Studio System Film Studies Essay In the 1930s Hollywood was dominated by The Big Five which included Warner Bros. Pictures, Paramount, RKO,MGM and Fox . There were also a number of smaller studios such as Universal Pictures, United Artists and Columbia Pictures , but in the early 1930s they never got to the same level of power as the others. The idea of a Studio system was set up between 1910 and 1920 and it stems from the fact that the studios had control of every aspect of the film industry. In the late 1800s and the early 1900s when the film industry was just starting out, production, distribution and exhibition were actually controlled by different companies. But by the 1930s the Studios actively controlled all aspects of the film industry from production to exhibition. They did this through a large number of trade agreements and through working together to help their joint issues. While according to records during 1900-1925 there were 64 film studios by the 1930s 95% of all revenue from Film was controlled by e ight studios, The Big Five and the Little Three. The start of the studio system was in 1910 and was started by Adolph Zukor. Zukor used his Famous Players company to make films and then distributed them around the world using his Paramount cinemas. It was Zukor that started the studio system and saw how best to sell film. Zukors aim was to make a stable system for selling and distributing films. Zukor first act was to take a look at the star system that been growing in American theatres, mainly in the Vaudeville theatres which held shows that were made up of a number of different acts. To help sell these shows, they would advertise which stars would be at the show . Zukor was also very interested in the French company Pathe. Pathe was the largest of the French film companies and was the first to have a global film empire and by 1906 they had offices in New York, London, Berlin, Vienna, they also had offices in south-east Asia,South America and Africa. The Pathe company was also the first to set up a system of mass producing films . Being able to create so many films so quickly meant they were able to flood the market with their products. Zukor also created a factory-like setting for the creation of his films, where each bit was handled by a different part of the company such as a set and costume. This allowed him to streamline the movie making process by having a number of movies being worked on at one time. By 1915 Zukor distributed all his movies using his Paramount cinemas. Now Zukor owned every aspect of his films production, distribution and exhibition and the studio system was born but, he still did not have a proper distribution network set up. When World War 1 broke out Pathe and a large number of other European film companies lost a large amount of their power and distribution networks. The war did not stop US companies who did not suffer at the disruption in Europe but actually grew from it. It was during this period that Zukor developed a system for distribution. He created a system based on runs, cinemas would be give a run such as first-run, second-run etc. The larger cinemas in large cities were given first-run status which meant that the film would be shown there first, it would then be shown in the second-run cinemas and overseas. The film would then not be shown for a period of time, which gave the film a chance to build up hype and demand. Without the intervention of Te levision the cinemas were the only place a person could see a film, if you missed the first run you would just have to wait and once there was demand the film would run for a second time. Zukor did this for as many runs as there was demand for. This in essence meant he would be able to get as much profit from the movie as possible. Due to the war many of the European companies could not catch up to the American companies and many such as Pathe sold their US and international businesses and actually left film making. By 1920 Zukor had set up a set of principles in which to govern the film industry. Hollywood was made up of a number of corporations that were able not only to produce films but also to distribute them and present them in a way that would make the maximum amount of profit for their corporation. Their aim was through the studio system to maintain all power in all aspects of the film business through careful strategies. Along with changes to the distribution and the exhibition this new studio system also changed the way these companies made their films. The first change was the sheer number of films being made. Through the new changes to distribution the companies had to make more money due to larger overheads. Before the Famous Players Company had made six to eight films a year but this only gave the exhibition side of the company less than a new film a month. It soon rose to 30 films a year giving the exhibition side two and a half new films a month. There was also a change in the actually size of the films themselves. When Zukor started in film he was fascinated by the larger films coming out of Europe. His goal was to change the image of film and make it more for the middle class. Before the studio system most films where one or two reels long. When Zukor tried to get The Passion Play (1910) shown he was told people who not sit through films that were more that two reels long. By 1914 many film such as Wraith of Gods (1914) were reaching around six reels. Maybe the largest change to film production was the film stars themselves. Zukor himself had actually foreseen the star system when he had hired James Hackett, a famous theatre star at the time. Zukor created the base for the star system when he signed Mary Pickford to work for his Famous Players company. He saw the need to contract stars , meaning if people wanted to see those stars they had to watch his films. By the 1930s the idea of movie stars had taken off. Films could be sold to theatres just by telling them who was staring in it. RKO was in fact saved by the selling power of two of its stars, Fred Astaire and Ginger Rogers. Due to the selling power of stars the companies made sure they put there top stars in as many films as possible, Shirely Temple was in around four films a year. With the cost of stars and the increase in the reel length of the average films and the invention of sound the cost of actually making a movie vastly increased. With this came a greater need to make profit on each film. The studios soon found out that the narrative films made the most money, the only time this was not true was in the case of Max Schmeling versus Joe Louis where the short of the boxing match was a bigger draw than the feature films that where shown after it. The key for the Hollywood studios was to create a system to make as many profitable narrative film as possible , they needed to make a narrative style which was formulaic and therefore easy to reproduce. If they where able to standardize they would have greater control over the qualities of the film and the standard of the product. They had already created a factory-like setting in the early 1900s and were able to create large numbers of one-reel films. While the streamlined manufacture did allow them to standardi ze things such as the quality of stars, sets, locations and create films quicker its main draw was it was able to keep the costs of films down. Due to its formulaic nature it was much easier to predict how much a future film would make. One of the key aspects of Classic Hollywood narration was the invention of the moving camera and while this greatly helped the filmmakers, it was actually created due to economics. With the invention of sound, cameras had grown larger and heavier, It was therefore a lot harder to move them around the set. So the studios created cranes and dollies to carry the camera, this made them a lot easier to move around the set. This actually saved money for the companies, as the cameras were more mobile it meant less time was taken moving them around meaning more of the days time could be done filming. The production side of the industry was always the most public and what many people think of when they think of the studio system. But the studio system was born of the need to control the market. It was primarily led by the exhibition and distribution side of the business. When Zukor started to develop the studio system he was mainly interested in finding a way to distribute films with out having to get approval of the Trust, who were the primary distributors of the period . The studio system created by Zukor was created to make sure that the studios got the most about of profit as they could from their films. The runs and clearance were set up with this in mind. They made sure a film would only stop being shown once the maximum amount of profit had been gained from it. The star system was also just created for economical gains, with stars being contracted to studios the only way to see that star was in that studios films at there cinema. The production side of film was also changed to help maximise profit. The factory like system of creating films in the 1920s was set up to not only keep production values constant but to keep cost down. Many of the changes to the production side such as the change to cameras or the classic Hollywood narrative where created to help keep costs down or to help create more movies in a shorter time. In 1910 Zukor had wanted to show longer films of 3-5 reel but could not, he saw that to show the films he wanted he would have to control the distribution and exhibition side of the film as well as the production.

Socrates Philosophical Teachings And Corruption Philosophy Essay

Socrates Philosophical Teachings And Corruption Philosophy Essay In works of Ancient Greek thinkers many great problems which and direct today development of psychological ideas are opened. In their explanations of genesis and soul structure three directions on which there was a search of those big spheres independent of the individual just like which it was treated microspace individual human soul are found out. The son of the sculptor and the midwife, Socrates, having got the general for Athenians of that time education, became the philosopher discussing problems of the theory of knowledge, ethics, a policy, pedagogics with any person, who agreed to his questions in any place in the street, on the market area, at any time. Socrates, unlike sophists, did not take money for philosophising, and among his listeners there were people of the most various property status, formation, political convictions, an ideological and moral warehouse. The sense of activity of Socrates (it has received the name dialectics a finding of true by means of conversation) consisted in, that with the help of definitely picked up questions to help the interlocutor to find the true answer (so-called Ñ Ãƒ Ã‚ ¾Ãƒ Ã‚ ºÃƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ °Ãƒâ€˜Ã¢â‚¬Å¡Ãƒ Ã‚ ¸Ãƒâ€˜Ã¢â‚¬ ¡Ãƒ Ã‚ µÃƒâ€˜Ã‚ Ãƒ Ã‚ ºÃƒ Ã‚ ¸Ãƒ Ã‚ ¹ a method) and by that at its message from uncertain representations to logically clear knowledge of di scussed subjects. To discussion the extensive circle of everyday concepts about justice was exposed, to injustice, good, beauty, courage etc. Socrates considered as the debt to accept active participation in a public life of Athens. Thus he far not always agreed with opinion of the majority in national meeting and in a jury that demanded considerable courage, especially in board thirty tyrants. Not the consent with the majority Socrates considered the as result, that he always aspired to observance of laws and justice of which the majority of people not always cares. He has been accused that does not honour gods and corrupts youth, and is sentenced to death by 361 voice from 500 judges. Socrates has courageously accepted a sentence, having drunk poison and having rejected plans of the pupils about runaway as rescue. Socrates did not write down the reasonings, considering, that only the live conversation leads to the necessary result to education of the person. Therefore it is difficult to reconstruct completely its sights about which we know from three basic sources of comedies by Aristophan, memories of Xenophont and Platons compositions. All these authors underline, what exactly Socrates considered for the first time soul first of all as a source of morals of the person, instead of as a source of activity of a body (as it was accepted in theories Geraclit and Democrit). Socrates said that soul the mental quality of the individual peculiar to it as a reasonable being, operating according to moral ideals. Such approach to soul could not start with thought on its materiality that is why simultaneously with occurrence of a sight at communication of soul with morals there is also a new sight at it which has been developed by Socratess pupil Platon later. Speaking about morals, Socrates connected it with behaviour of the person. The morals are the blessing realized in acts of people. However to estimate this or that act as moral, it is necessary to know preliminary, that such blessing. Therefore Socrates connected morals with reason, considering, that virtue consists in knowledge of good and in operation according to this knowledge. For example, that person who knows how it is necessary to behave in danger is brave, and arrives according to the knowledge. Therefore first of all it is necessary to train people, to show them a difference between good and bad, and then already to estimate them on conducting. Learning a difference between good and harm, the person starts to learn and itself. Thus, Socrates comes to the major position of the sights connected with carrying over of the centre of research interests from the surrounding validity on, the person. Socratess motto said: Learn yourself. By yourself Socrates understood Under knowledge not the reference inside to own experiences and consciousness conditions (the concept about consciousness was not isolated by then yet), and the analysis of acts and relations to them, moral estimations and norms of human behaviour in various vital situations. It conducted to new understanding of essence of soul. If sophists have accepted for a starting point the relation of the person not to the nature, and to other people for Socrates the relation of the person to as to the carrier of intellectual and moral qualities becomes the major. Subsequently even said, that Socrates was the pioneer of psychotherapy, trying by means of a word to bare that is hidden behind external displays of work of mind. Anyway, in his methodics the ideas which have played in many centuries a key role in psychological researches of thinking were concealed. First, thought work was put in dependence on a problem creating an obstacle for its habitual current. Such problem was the system of questions which Socrates brought down on the interlocutor, clearing up that its intellectual activity. Secondly, this activity initially had character of dialogue. Both signs: the orientation of thought created by a problem, and dialogics, assuming, that knowledge initially socially as roots in dialogue of subjects, steels in the XX-th century the main reference points of experimental psychology of thinking. About this philosopher who has become for all centuries by an ideal of unselfishness, honesty, independence of thought, we know according to his pupils. He never wrote nothing and considered itself not as the teacher of wisdom, and the person who is clearing up in others aspiration to true. After Socrates, in which centre of interests there was mainly a cerebration (its products and values) the individual subject, the concept about a soul was filled with the new subject maintenance. It made absolutely special essence which the physical nature does not know. The Socratess dialogic-dialectic method assumes freedom of the person and is based on democratic idea that the person is a being responsible, capable to learn true and to make the decision on own fear and risk. By means of test by irony Socrates exposed superficial claims for pansophy and infallibility, subverting all imaginary, pseudo-serious and any false authorities. The Socratess irony is search true and positive, an appeal to originally serious and considerable, to their constant test. Socratess irony results from love to wisdom and is directed on excitation of this love as to the higher value. Socrates believed, that the reason is poured on all Universe, that the human reason makes only insignificant share of the general reason. As proof of life of the higher Reason Socrates referred on the order in the Universe, to conformity of human sense organs to natural phenomena: eyes are created for sight, ears for hearing and so on, and so on. Unlike sophists, Socrates did not show the superiority over associates; he aspired to learn to distinguish them under a mask of pansophy ignorance. He considered training of the person thinking, ability to find the main task of the life in itself (himself) the deep spiritual beginning. By his own words, he has been put to the Athenian people as a gadfly to a horse that that did not forget to think of the soul. The method, which Socrates has selected for the decision of this uneasy problem, the irony releasing the person from self-confidence, from noncritical acceptance of anothers opinion. In the beginning Socrates as though models initial opposition: admits own ignorance and gives the chance to the interlocutor to affirm as the belief. Then by means of smart questions brings the interlocutor to opposite representation that that has seen Socrates spiritual superiority and own ignorance. The irony purpose not destruction of moral principles; on the contrary, as a result of the ironical relation to all external, to prejudiced opinions the person develops the general representation about that spiritual beginning which lays in each person. The way of independent opening of true person Socrates named maietics (literally birth art). Maietics is  «soul childbirth, instead of bodies », it is a way of true births on which there is a person by means of the teacher. The philosophy should become the doctrine how the person to live, the philosophy develops the general concept about things, finds out a uniform basis existing which for human reason appears the blessing the prime target. The uniform basis of a human life does not exist in a separation from spiritual efforts of the person, it not the indifferent natural beginning. Only when Uniform becomes the purpose of the person, it will be presented in the form of concept, it will make his happiness. Such rapprochement of knowledge and morals has caused many objections of thinkers of the subsequent epoch. However Socrates ethical rationalism, not clear to the modern person, was rather pertinent during an epoch of destruction of the patriarchal communal relationship, traditional religion. The person of the sociality which has not got stronger yet without the aid of sophists remained in loneliness, became the captive of the passions, began to be afraid of himself. As it is shown in  «Criton », motives of refusal of runaway follow from Socrates ethical doctrine and are reduced to that  «the unfair act is angrily and a shame for making it, and besides in all cases » (Platon. Criton.49 b). Therefore, contrary to public opinion,  «it is not necessary neither to answer injustice with injustice, nor to do to somebody harms even if it would be necessary to suffer from someone » (In the same place. 49 à Ã‚ °-Ñ ). Especially it is impossible to make injustice concerning domestic laws for only thanking it there is a state, thanking it Socrates was born from a legal marriage, has received education ordered by them and became the citizen of Athens which have allocated with its every possible blessings. Being the citizen, he was obliged to support, instead of to undermine laws of the fatherland. As against the father and mother, and the it is more against the state and its laws is inadmissible to make violence even if you test from the m injustice, including such not deserved penalty, as condemnation on death. The first of the specified arguments is reduced to that the runaway Socrates wishes to ruin laws and the state for they cannot exist if the decisions which have been taken out by court, at will of private persons are not carried out, cancelled and become void (Criton. 50 à Ã‚ °-Ñ ). Socrates considers possible to challenge this argument, having referred that  «the state has arrived with us has unfairly and incorrectly solved business » (In the same place. 50). Criton catches at this objection as it is meant, that Socrates has the right to arrive unfairly concerning the state which has arrived unfairly in relation to it. Therefore default of an unfair sentence of court by Socrates will lead to death not of the state and its laws, and only to cancellation of a wrong sentence. However Criton forgets, that earlier he has agreed with Socrates ethical principle, that (contrary to opinion of the majority expressing a traditional ethical standard) it is not necessary to arrive u nfairly even if with you have arrived so, and it is not necessary to answer with harm (49 b-d). Instead of specifying to Criton in this contradiction, Socrates (become to the place of Criton in dialogue with Laws) results possible counter objection of Laws: Laws agreed with citizens of the policy (city-state) not that they, citizens, will submit and execute only those judgements which are represented to them fair but only that separate persons should carry out all and any judgements which have been taken out by the State (50). The second argument says that Socrates is in relation to the State and Laws in the same dependence as the slave before the owner and as the child before the parents their relations are unequal, therefore Socrates should obey to the court decision (50 d-51). The state has found fair to sentence Socrates to a death penalty. Hence, Socrates attempt will escape the life unfair act. Further, in considered argument the analogy between parents and the child, and also between the mister and the slave is spent, however in other places of dialogue about children is spoken as about timid and inconsistent silly little chaps (46 with, 49 b), and about slaves as about contemptible beings (52 d; see also 53). Following this analogy, it is possible to prove, that if Socrates, contrary to will of the State, will make runaway from prison, he will assimilate to the child or the slave; But as Socrates does not want it, he will not make runaway, will not break the obligations to the State which generat ed and has brought up him. However all sense of analyzed argument just in that also consists what to be the unequal child or the slave not too badly that Socrates opposed such state of affairs: he should aspire to accept the restrictions following from its position. All it, are noticed by G.Young, is a stretch, if not obvious inconsistency which forces to think of, whether the second argument is so convincing, to what he it is represented at first sight (Young. P. 18). The third argument, concerning the agreement concluded between Socrates and Laws (50), consists that any of the Athenian citizens, knowing a decision-making and business management order in the State, nevertheless does not leave Athens, thereby silently submitting to laws and executing all commands from the State. In  «Criton » we read:  « Who remains, knowing as we judge in our courts and we run in the State other business, we can already assert, that he has in practice agreed to carry out that we (Laws. F. à Ã… ¡) We order; and if he does not obey, we say, that he three times as much breaks justice: that does not obey us Having agreed to us to obey Also does not try to overpersuade us when we do something badly, and though we offer, instead of roughly we order to execute our decisions and we give it on a choice one of two either to overpersuade us, or to execute, he does not do neither that, nor another  »(51 e-52 and; see also 51 b-Ñ ). Attracts attention, that execution of laws is dycon as the obligation (agreement) to carry out the laws, taken on itself the citizen of the state, assumes, that: 1) the citizen has the right to challenge justice of the accepted decisions, possibility to overpersuade the state and to explain, in what justice (In the same place consists. 51 with, 52); 2) acceptance by the citizen on itself of obligations excludes compulsion (###) or a deceit (###) from the state (52; 3) agreement undertaking does not connect the citizen with the state for ever, but gives to each citizen the right to take away the property, to lodge outside of fatherland at own discretion (51 d-e). It is easy to notice, that on conditions of the agreement the state or laws do not guarantee and hardly can guarantee, that they will make in relation to the citizen only the blessing and to do with him only fairly. The only thing, that they promise, is to give to the citizen possibility to overpersuade them, i.e. To listen to arguments of the citizen which he will wish to state, concerning a prospective inaccuracy and injustice taken out by them (laws) of decisions. Strictly speaking, chances of possibility to overpersuade them are represented illusory. After all in practice to convince to (overpersuade) it is necessary the fellow citizens in which person exist and laws function. There is a question and on legitimacy of carrying out of distinction between citizens of the state and laws as the last, wishing to keep the advantage and to save itself from infringements, say, that in case of wrong decisions the citizen will be offended  «not by us, Laws, and people » (54 b). The know n contradiction is observed also between the second argument according to which the citizen obliged by the birth and education to the state, is something like the property or the state slave, and the third argument considerably limiting the rights of the citizen if and not obliging it to voluntary slavery. (The third argument forcing, according to Young, the citizen to voluntary slavery, we consider insufficiently proved, as, however, and its some other statements on which we here will not stop.) anyway, Laws recognize, as we already saw, à Ã‚ ½Ãƒ Ã‚ µÃƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ °Ãƒ Ã‚ ²Ãƒ Ã‚ ½Ãƒ Ã‚ ¾Ãƒ Ã‚ ¿Ãƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ °Ãƒ Ã‚ ²Ãƒ Ã‚ ½Ãƒ Ã‚ ¾Ãƒâ€˜Ã‚ Ãƒâ€˜Ã¢â‚¬Å¡Ãƒâ€˜Ã…’ the citizen before the state (50). Not only in Apologia, but also in  «Criton » Socrates adheres to the point of view, that a life without philosophy and philosophising is not a life. Therefore in Apologia he is said, that, preferring to obey supreme more, than to people, the death is faster than signs, than will refuse philosophy. In Criton, refusing flight, Socrates refers to this argument not because he has decided to obey people more, than to the god, and for that simple reason, that flight (besides would serve as the indirect demonstration of its fault) did not promise it philosophising possibility on foreign land. [5] here that Laws speak to Socrates:  « If you will go to one of the nearest cities, to Thebes or Megara, after all both these cities cope good laws, that will come there, Socrates, the enemy of their state order: all those to whom of roads their city, on you will be mown, including you by the blighter of laws, and you will strengthen glory as if they have correctly solved your business for y our judges And can be, you are intended to avoid the arranged well states and decent people? But whether in that case it is necessary to you to live? Or you will wish to approach with such people and will not feel ashamed with them to talk? But what to talk about, Socrates? About the same, about what here again what is more expensive to people of all virtue and justice, customs and laws? Really your way it would be worthy Socrates? And after all it would be necessary to think of it  »(Criton. 53 b-d). To Socrates who was teaching, that the main question of a life is a question on good and harm and that the person at all situations can and should choose good, possibility, and on a personal example has been given, to prove practicability of to what he teaches. On court the choice was coming before him: to stop philosophising and to keep a life or on pain of death to continue the activity. For Socrates refusal of the mission was equivalent to refusal of a life, its sense. He has chosen death. For such integral and fair natures as Socrates, other alternative was not. Gegel specified in it still. Gegels point of view was divided by T.Gompertsem (p. 83) and other scientists. It finds supporters and now. Having put cultural wealth in the forefront, Socrates considered their creation by an overall objective of a human life. And as, according to Socrates, the spiritual blessings are not transferred in a ready kind from one person to another, but reveal and got in search, in research itself and others, in  «to care of a soul » so far as refusal of such search is equivalent to refusal of a life. According to Socrates, dialogue and a dialectic (question-answer) method of definition of concepts are necessary conditions of joint search of true.