Martha Stewart

Martha Stewart a known celebrity and founder of Martha Stewart Living Omnimedia (a business which is built on showing others how to cost effectively manage and decorate the home), who was given a tip by Douglas Fanueil and Mr. Bacanovic, employees of the Merrill Lynch brokerage company. This tip which broke the confidentiality policy of the brokerage company led to the subsequent sale of Martha’s shares in the ImClone company during the latter company’s blackout period with the effects of causing the share price of ImClone’s share to drop and the share price of shares of the Martha Stewart Living Omnimedia to drop after the scandal broke that Martha had engaged in insider trading. Through a series of events, she, her broker and his assistant were subsequently prosecuted and sentenced. In this case study, we will be examining how the public perceived Martha Stewart’s actions and also the penalties that were imposed. We will also look at how her decisions impacted and also provided major setbacks to her business because of her insider trading scandal on the Imclone Systems Incorporated. By carrying out this research, we as a group would determine if the blame should be placed on her or not and also determine if the fines were adequate for the crime committed. 1.Did Martha Stewart commit the crime of insider trading when she sold her ImClone shares on December 27, 2001? We believe that Martha Stewart was guilty of insider trading. The justifications for our point are as follows: a) Martha Stewart was told by Mr. Faneuil (under direction from his boss who was also Ms. Stewart’s stockbroker) that the largest stockholders of ImClone (Sam Waksal and his daughter Aliza) had sold all their shares in the company on that same day, December 27th, and she immediately sold hers as well. This in itself was a breach of client confidentiality and insider information because no one knew about it but their stockbrokers. By virtue of the position Mr. Bacanovic (Mr. Faneuil’s boss) at the brokerage company of Merril Lynch he was not to mention or discuss the actions of any of his other clients. b) Even though Martha Stewart did not know about the FDA’s unfavourable report about ImClone, the sudden ‘dumping’ of the shares on the market was enough for her to speculate that there must be something wrong and that she should get her shares sold as quickly as possible in order to obtain the best possible share price or avoid a loss. Tipped with the knowledge of the Waksals actions and her intuition of imminent disaster she ordered that her shares in that company be sold as quickly as possible. c) She called Sam Waksal as soon as she received the tip-off in the hopes of obtaining the reason behind their actions. d) When investigated by criminal authorities she instructed her secretary to change the original message the secretary wrote from Mr. Bacanovic and then thought better of it and advised the secretary to revise the changes and restore the original message. She also lied repeatedly to criminal authorities on the real reason behind the sudden sale of her shares. 2.Did the U.S. Attorneys and the Securities and Exchange Commission use good judgment in the indictment of Martha Stewart? Do you believe that her indictment was based on evidence of a serious crime, or do you believe that prosecutors consciously or unconsciously had additional motives for pursuing the case? It is our belief that good judgment was exercised in indicting Martha Stewart. The indictment was based on the evidence of reasonable intent. Martha Stewart on hearing of the actions of the Waksals, and making reasonable judgments that the company was in trouble, intended that she should not make a loss on her investment in ImClone and made immediate moves and succeeded in selling her shares in the company for a profit of $228,000. If she had waited until December 28th when the share price fell to $45.39 per share she would have made only $178, 292, a loss of $49,708. Also the trading of Martha Stewart’s shares occurred during the company’s blackout period which commenced on December 21st. At this time no shares from the company were permitted to occur and the stockbrokers at Merrill Lynch would have known that and should have advised their clients accordingly. It is our belief that prosecutors might consciously have had additional motives for pursuing the case. Martha Stewart a celebrity of high profile would sell newspapers if investigated and later indicted. A prosecutor who was able to make a strong, believable case would bring fame to himself/herself and possibly new job opportunities. 3. Do you agree with the jury that she was guilty beyond a reasonable doubt of the conspiracy and obstruction of justice charges? We agree with the jury that Martha Stewart was guilty beyond a reasonable doubt of the conspiracy and obstruction of justice charges. To establish a reasonable doubt of conspiracy, four main things must occur: a) Two or more persons in some way or manner, coming to a mutual understanding, in trying to accomplish a common and unlawful plan as charged in the indictment. An example of this includes the breakfast meeting between Martha Stewart and Peter Bacanovic on January 16th – after the sale of the shares – to construct a statement that they reproduced to the criminal authorities – that is, that Martha had agreed to sell her shares if the share price fell below $60.00 per share. Another example was illustrated when Douglas Faneuil was persuaded by his boss (Peter Bacanovic) to agree to the conspiracy constructed by his boss that there was a $60 stop-loss order on Martha Stewart’s ImClone shares. b) The person willfully became a member of such a conspiracy. Mr. Fanueil accepted a bribe from his boss (Peter Bacanovic) in the form of an extra week of vacation and a paid trip, so that he would not reveal the fact that Martha Stewart had been tipped off. Fanueil’s actions were acts of choice. c) That one of the conspirators during the existence of the conspiracy knowingly committed at least one of the methods (or overt act) described in the indictment. Bacanovic and Stewart repeatedly lied to the government agencies and attorneys in order to try to hamper the investigations. Bacanovic tampered the worksheet by adding â€Å"@60† near the entry for Stewart’s shares of Imclone. d) That such ‘overt act’ was a knowingly committed act done in order to carry out or accomplish some object of the conspiracy. Justification of this was seen when Bacanovic informed Faneuil that he must call Stewart to inform her of the Waksal’s actions. He decided to leave the message with Stewart’s administrative assistant in order for her to receive the message to allow her to carry out or give instructions on what actions to take. Faneuil had asked Bacanovic if he was allowed to tell Stewart and he stated â€Å"Of course that’s the whole point† On realizing what the written policy inside of the office stated he was very worried. Obstruction of justice is a crime. It is an offense that arises when someone tries to prevent, impede or influence the administration of justice, for example, bribing a juror, threatening a judge or encouraging false testimony. Obstruction of justice occurred when Stewart and Mr. Bacanovic conspired and continuously lied about the reason why Stewart sold her shares in an effort to hamper investigations. One such lie was the prearranged plan to sell Stewart’s shares if the price fell below $60 per share. 4. Was her punishment, including both imprisonment and fines appropriate? Were the punishment of Peter Bacanovic and Douglas Faneuil appropriate? We agree that the punishment imposed on Martha Stewart was a little too lenient. Due to her actions after being tipped off, she was able to make a profit of approximately $50,000, thus a fine of $30,000 still meant that she was gaining approximately $20,000. We believe that all of her profits should have been disgorged as compared to her wealth the amount is relatively small anyway. The imprisonment of five months imprisonment and then five months of home confinement, we believe was a suitable length of time. The relinquishing of her duties to act as an officer of a public company did not do her any damage as she still drew the same salary as she was accustomed to and even had a bonus. In her after-sentencing statement, she said that this had been no more than a personal matter that had been blown out of proportion; this in itself indicates that she was not remorseful about her actions. Whether these punishments were a deterrent for future action is questionable as Martha Stewart still violated the terms of her house arrest and this had to be subsequently extended for three weeks. We think that the punishments imposed on both Peter Bacanovic and Douglas Faneuil were inappropriate. First we look at Douglas Faneuil. Although he was following the instructions of his boss, he knew what he was told to do was wrong. He knew there was a displayed, written office policy with respect to client information privacy. He accepted a bribe from Mr. Bacanovic and waited approximately seven months after the incident before coming forward with the truth. A short term of imprisonment at a minimum security facility might have been added. With respect to Mr. Bacanovic, his penalties should have been harsher. His position at Merrill Lynch afforded him access to certain non-public information and as such his actions should have been within the law. He disregarded the policies of the company with respect to confidentiality, he also used his position to influence and bribe another employee of the company to comply with a conspiracy in the commitment of insider trading and he also conspired with his client Martha, to concoct an alibi to avoid prosecution by the government. He should have been given a heavier fine since he was the main person behind the scandal and had gained commission on the sale of both the Waksal and the Stewart shares. Also a longer term of imprisonment would have been fitting, maybe a term of two years.

Conflict Can Be Character Building Essay

â€Å"Conflict Can Be Character Building† â€Å"Character building† is such a common phrase and has become a cliche designed to put a positive spin on painful experiences. While it is true to say that conflict is an inevitable aspect of life, it is not true to say that it always results in â€Å"building† people. In fact in some cases it tragically destroys them. While novelists and filmmakers, in particular, build a plotline which neatly introduces conflict, complications and crisis points which always lead to a positive resolution, real life doesn’t work that way. Stand by Me neatly follows this pattern, while real life conflicts such as friendship rifts, religious rivalries and political unrest may never be resolved and destroy many lives. Rob Reiner’s Stand By Me portrays conflict through its narrator and protagonist’s reflections of an important journey he took when he was twelve. It was a journey that helped him confront some of his own internal conflicts regarding the loss of his brother, grief and his relationship with his grieving parents. It also explored the personal conflicts of his peer group and their own internal struggles as well as the conflict they had with family and a rival â€Å"gang†. While Gordy’s â€Å"victory† in finding the body and standing up to Ace is a crisis point in which he emerges as a hero, we are aware that there are still conflicts that have been overlooked in the focus on the one experience. The other characters are glossed over as they return to their unhappy and dysfunctional homes and so too is the fact that the threat of retribution from their rivals. The film is tied up with a content Gordy who conveniently became the writer his older brother always told him he was, had a nice home and happy relationship with his own son and has memories of â€Å"friendship† to cherish. But we need to focus on the most tragic conflict from which his friend Chris does not survive. â€Å"He was stabbed in the throat; he died almost instantly. Although I hadn’t seen him for more than 10 years, I know I’ll miss him forever.† Group conflict is a reality most of us experience on a regular basis.It comes in many forms.It can be about friendship groups, family feuds, school or institutional authority, gang supremacy, sporting, political, religious or racial rivalries in the extreme state of outright war. Individuals and  groups do clash. Sometimes the conflicts are accepted as differences that will never change while other times they ignite violent reactions. Even bullying is seen as a conflict and for those who are truly affected by bullying and inturn suffer a life long struggle with mental health and self esteem-these people do not ‘build character’ whatever person they were has been destroyed. Instead of the polite, outgoing person-a new, changed character has come about and with it is drugs, self harm and eating disorders. Australia has seen many refugees and asylum seekers risking life and limb to reach our shores in an effort to escape conflict. We know that may of them don’t make it – many losing lives at sea and others scarred by the trauma of loss and their journeys. Our community has opened itself to many of the â€Å"lucky† ones who do make it here and yet they will tell you that the conflict in their lives haven’t â€Å"built† them but harmed them. Some have confessed that they will never recover, haunted by their experiences every day is a struggle. They don’t look back and say they are glad for the conflict as it gave them an opportunity to â€Å"build character†. Many people fear conflict with others but fail to consider the harm internal conflict has on them. There is an acceptance in dealing with or being concerned about conflict with others and internal conflicts still seem to be an issue most people are ashamed to acknowledge, much less discuss. True to its name they keep it all internal and wage a struggle on the inside.Internal conflict leads many to suffer silently on a daily basis and rather than build their character it can absolutely warp them and even break them. Depression, substance abuse (drugs and alcohol) as well as self harm, risky behaviours and suicide are all results of internal struggles that have not ended in â€Å"building† but instead ruining character. â€Å"Dealing with one young person’s sexual orientation was such an internal conflict that he turned to drugs and ended up a completely different personality who sadly overdosed. Friends and family just couldn’t understand why it ended so tragically.†- It is not an uncommon story. Character building happens in many ways. Ultimately, It happens through experience, growth, education, love, relationships, travel and support – to name a few. It is wrong to assume that true character growth can only happen  with painful experiences and conflicts. It may be the case that sometimes a conflict teaches us a great deal and can contribute another layer to our character, but it is also more often the case that conflict can start a chain of events that ends in tragedy and has a destructive effect on an individual or groups of people which can even reverberate for generations.

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 1250 words

Strategic Human Resource Management - Essay Example However, this may not be achieved without taking into consideration the role of the HR department in the organization. Basically, strategic human resource management (SHRM) is concerned with the human resources, HRM systems and functions (Swanepoel , 2003). It is undoubtedly true that all aspects related to human resource management affect all facets of the organisational strategy formulation. Internal activities such as recruitment and training are part of the RBV model because they ultimately influence performance of the organization as a whole. It may be difficult to formulate and implement strategies in an organization without incorporating the relevant human resource related issues. It is the role of the HR department to identify strategies that can bring about positive development and growth in the organization through the efforts of other people such as the employees. Following the best course of action in the organization is commonly known as best fit and this determines the success or failure of the organization. HR policies that are designed to fulfil the needs of the employees as well as the organization are effective in contributing to its success. For instance, a company like SAB uses the RBV model to shape its operations. The company tries to balance its human resources as well as other external factors that can impact on its operations. Theme two: Strategic recruitment and competencies For each organisation to operate viably, there is need for recruiting the best talent in the first place since these employees would be capable of being developed to become valuable assets to the organisation. Strategic recruitment that is characterised by identification of competencies of skilled people can significantly contribute to the success of the organization in the long run. Basically, recruitment is a process that involves searching for and obtaining qualified job candidates and it gives the organisation the opportunity to select the most appropriate pers ons to fill its job positions (Carrell, et al, 1995).

Environmental Science Questions Essay Example | Topics and Well Written Essays - 1250 words

Environmental Science Questions - Essay Example Mars has 95 percent carbon dioxide, three percent nitrogen, two percent argon and less than one percent of oxygen. The differences and similarities offer clues of atmospheric evolutions over millions of years. In the same manner, if all life ceases on earth, it would take several hundreds of millions of years for it to be like Venus and Mars. Of all life forms, plants play the most significant role in reducing levels of carbon dioxide in Earth’s atmosphere. Without plants, the Earth’s atmosphere would be carbon-dominated in a similar way to Mars and Venus. For instance, millions of years ago, Venus was cooler that it currently is. Via a process known as runaway greenhouse effect, the planet was heated and most of the carbon dioxide in the rocks was released. This created a dense atmosphere that did not allow enough solar energy to reach the surface as well as hindering radiation back into the space. Effectively, without life on Earth, especially plant life, the atmosphe re would eventually have no oxygen and hydrogen and be laden with carbon dioxide. Temperatures and atmospheric pressure would also rise significantly. Question Two The Gaia hypothesis suggests that on Earth, there is a constant interaction between organisms and their inorganic surroundings. Evolving together, they form a complex, self-regulating system which contributes to the maintenance of the conditions supporting life on earth. The hypothesis is a true representation of how nature works because it explains how the abiotic environment is influenced by the biota and how, in turn, the environment influences the biota. For example, from the Precambrian era, photosynthetic bacteria and their activity have modified the atmosphere of planet Earth and transformed it into an aerobic one, which supports the evolution of life. This aspect of Gaia renders true the fact that the earth is constantly seeking the optimum chemical and physical balance to sustain contemporary life via an assortme nt of feedback loops. The hypothesis brings out the dynamic processes on earth and shows that there actually exists a link between the apparently contrasting biological and physical processes. Indeed, the balance as explained by the hypothesis regulates the salinity of oceans, atmospheric oxygen, carbon dioxide processing and Earth’s surface temperature. Like shown through scientific examples like the simplified Daisyworld simulations, organisms on Earth can influence and control their own survival as well as the environment. In the simulations, black daisies absorb most of the solar energy, making the environment unbearably hot. On the other hand, white daisies reflect back most of the solar energy, making the environment significantly cooler. When self-regulation takes over, there is a fluctuation in the number of black and white daisies and, eventually, the atmospheric temperature until a balance which can sustain life is achieved. Question Three In a natural environment, there exists a mixture of species with varied levels of success. One species or a combination of several may overshadow the rest in biological activity and their mass, hence become the dominant one. They greatly affect environmental conditions for other species. Conversely, there are also other species of intermediate abundance or scarcity, and their numbers primarily determine the diversity (or the richness in species) of the community. When a

Is the Media in the UK Sexist and Racist Essay Example | Topics and Well Written Essays - 2000 words

Is the Media in the UK Sexist and Racist - Essay Example The X rating imposed by the BBFC was as a result of explicit sexual and violent content, according to Stuart McDougal (2003: 3) in his book, Stanley Kubrick’s A Clockwork Orange. Today, the censorship that resulted in an X rating for A Clockwork Orange, and prevented the film from being made available to the British public country-wide, is noticeably absent in the British media; as is the moral judgment and assertion of political interest that once prevailed in the UK’s media. The discernable sexism and racism that once defined the UK’s media were by design, according to David Buckingham, in a journal article published in the Journal of Communication (1998: 33). In his journal essay, Buckingham describes, â€Å". . . the history of media education in the UK, tracing its evolution Leavisite (Leavis and Twerepson 1933) origins, through the advent of cultural studies to the more explicitly political approaches developed in the 1970s. These approaches reflect a gradual democratization of the curriculum, as well as a form of cultural or political protectionism (1998: 33).† There has been, writes Buckingham, a noticeable and discernable move away from the aforementioned protectionism, resulting in a more open, less sexist, less racially discriminatory British media (1998: 33). The teaching of media in the UK, utilizing the Leavis and Thompson (1933) methods, was, according to Buckingham, focused on â€Å". . . salvation of the (British) culture – preserving the literary heritage, language, values, and health of the nation it was seen to embody and represent (1998: 34).† In their book, British Cultural Identities, authors Peter Childs and Mike Storry write, â€Å"The British are famed for both their prurience and their sexual reserve, a stereotype which, though exploited with many British cultural forms (Merchant/Ivory â€Å"heritage† cinema, for example), probably derives less from contemporary cultural attitudes than from England’s former role in the global imposition of repressive middle-class norms and values (2002: 128)†.

Research paper Example | Topics and Well Written Essays - 750 words - 18

Research Paper Example There are several risks factors that have a strong influence over the global business among which some of the risks includes terrorism and violence. Apart from that, there are some other factors that have a strong ability to affect business such as Political and social activist. It has been noticed through the time that terrorism and violence bring the eminent impact on the business. It has been discussed in the book by making use of different examples that terrorism and violence have direct and indirect impacts on the business in terms of trade flow. There are several reasons due to which terrorist target business. Terrorists target the visible companies in order to get media’s attention. When a company gets attacked, it directly disrupts its economic process and production that directly or indirectly influence the different areas of the country. However, business can also influence by political or social activist. It can bring diverse impacts on the global market it can affe ct the any global business in different forms such as through, product boycott, and statements to the press, regulatory enforcement and different Internet campaigns. There are different examples have been discussed below that justify the above concept of risk in business. Terrorism enforces different effects on the business and economy of the county and the similar incident has been noted in Nigeria. Northern Nigeria has faced the similar incidents of terror and violence with a very great intensity. It has influenced Nigeria in different terms such as Foreign Exchange earnings, balance of payment, financial market, economic condition and tourism. The main aim behind the terrorism in Nigeria is to ruin the stability and security forces such as by intimidating people, and their targeted places include school, shopping centers, cafeterias and restaurants in Nigeria. It particularly denotes that terrorism is a serious threat to the country interest, and

E-Portfolio Assignment Example | Topics and Well Written Essays - 500 words - 1

E-Portfolio - Assignment Example di Arabia, in 1990 to a medium-sized family made up of my parents, me, three brothers, and one sister.   Throughout my childhood, I was taught the importance of hard work, honesty, and doing a good job.   My siblings all work good jobs, with two working as engineers and two working as professors of Chemistry. However I am the first in my family to leave the country in order to pursue higher education.   I believe this experience of leaving my country has made me a stronger person with a better understanding of the world and my chosen profession.   I had to struggle to learn English at first, although now I do well in it, and assimilating into the culture of another country was also a challenge which taught me a lot about myself and my own culture as well.   As an international student at Pennsylvania State University, I have been exposed to all sorts of courses and have gained a hands-on understanding with a number of topics related to petroleum and natural gas engineering.  Ã‚   If you visit my work samples page, you can see just a few of the best assignments that I have completed during my time here.   As well as courses I have taken, I have done an internship with oil combines in Saudi Arabia.   This experience gave me a good understanding of important industry practice, and has helped me to get skills that will let me be a better engineer.   After I graduate from university, I hope to work in the petroleum and natural gas industry in some way or another.   While I would like to be able to return to my native country and be near my family, I am also excited to explore the world around me.   My ideal job would let me use my knowledge of English and Arabic to share what I have learned at Pennsylvania State University about petroleum and natural gas engineering.   I would be especially interested in working in the oil industry as either a drilling engineer or production engineer.   For the moment, I am keeping my options open and look forward to seeing what

CEO of Apple Term Paper Example | Topics and Well Written Essays - 2250 words

CEO of Apple - Term Paper Example He paid attention to the interests of his consumers as well as the employees (Feser, 2011). However, he was also stubborn and had a controlling way about him that in many instances compromised the company (Feser, 2011). An excellent example is his vendetta against trade unions. Fester (2011), reflects that as early as history allows, successful ventures in politics, religion and business boil down to the brains behind the scene; the leader of the venture. The personal characteristics (mindset), strategies, strengths and weaknesses of a CEO determine the success or demise of the organization (Schermerhon, 2011). Apple Inc. is not an exception to the rule. Through examining its past leadership, I can establish a trend in CEO characteristics influencing the running of the organization. Finally, with the help of this analysis, I postulate on the possible leadership Apple Inc. should utilize in the future. While most leaders rely on a universal set of principles such as trustworthiness, c harisma, creativity and endurance, different environments influence the way these leaders will apply these principles (Griffin, 2010). Establishing the fundamental principles of any organization is crucial because it helps to define the role of the leader (Schermerhon, 2011). With every new invention, Apple Inc. seeks out new marketing slogans (Feser, 2011). However, one can summarize that Apple Inc. cherishes innovation thereby creativity is the main principle that defines their market strategies (Fesser, 2011). Nonetheless, while businesses thrive or fall in view of these principles, there are legal and ethical issues to consider (Schlegelmilch, 1998). Apple Inc., in the recent past, has faced a couple of these issues and their ramifications can be pinned on the leadership the CEO provided. Griffin (2010), describes the late Steve Jobs as an inspiring visionary whom at the same time was an insufferable egotist. Griffin (2010), further asserts that the success of Steve Jobs stems f rom his contradictory and often complex personality. When Steve Jobs took over in 1996, he came with an agenda. Steve Jobs preferred â€Å"old weapons†; therefore, he cut down on new projects and focused on marketing and rejuvenating the company’s image (Griffin, 2010). The strategies he employed to rejuvenate the company such as high-end disruptions require that an individual is courageous and witty (Schlegelmilch, 1998). An example is the iPod which Griffin notes â€Å"hijacked the music industry† (Feser, 2011). Zeal, charisma and an animated personality helped Jobs reclaim Apple Inc.’s lost glory and raise it to a proclaimed multinational (Feser, 2011). Feser (2011) also holds that Steve Jobs created value for shareholder, consumers and the society. What Feser (2011) forgot to mention is that employees are also shareholders. Therefore, in my view, Jobs’ success reflects on one stakeholder’s satisfaction; the customer. In examining other p arties such as employees and the wider society discrepancies emerge. Schlegelmilch (1998) reflects that a most common trait for persons considered exemplary business leaders is strong personal ethics. There is a clear link between personal ethics and community ethics (Feser, 2011). A person with strong personal ethics is likely to influence persons around them to uphold the same especially if that person holds a position of leadership (Griffin, 2010). Schlegelmilch (1

How did bay of pigs lead to cuban missle crisis Research Paper

How did bay of pigs lead to cuban missle crisis - Research Paper Example The situation that followed the Second World War was the period of Cold war that lasted up to early 1990s and when the Soviet republic disintegrated. During the period of the Cold War, many political and economic developments were realized ideologically. Thought there were no direct military combat in the Cold War, the period was characterized by many serious allegation of the two blocs; the US and USSR. Propaganda was one of the weapons used during this period, this made tension to build up within the two countries and at one point during the cold war, it almost sparked to a direct military confrontation but this never was. This was the Invasion of the Bays of Pig and the subsequent Cuban Missile crisis. Scholars and policy makers undoubtedly believe that the occurrence of the two scenarios in the 1961-62 constituted cold war peak since US and USSR almost faced one another in what could easily turn to be Third World War (Jones, 2008). Bay of Pigs is situated in the South Cost of Cuba; the development that took place in the coastal part of Cuba necessitated the missile crisis. A military revolution took place in Cuba in 1959 in which Fidel Castro overthrew Fulgencio Batista and developed very close ties with the then Soviet leader Nikita Khrushchev (Henriksen, 2006). During this time US was not in good books with USSR and the Cuban association with USSR alarmed US. The cause of the tension was all about the attempt of USSR to use Cuba as their proxy to propagate the socialism policy in the whole of Latin America. America was worried following this move and wanted to oust Fidel Castro in a military disguise. During the tenure of Eisenhower, a plan was hatched that accepted to train the Cuban exiles in the US to attack and overthrow Fidel’s administration through the support of the Cuban people that America thought were also anti the Fidel’ administration. The plan failed and Nikita having realized that his sympathizer was attacked,

Communication and Ethical Issues Summary Essay Example for Free

Communication and Ethical Issues Summary Essay The first example of the SWAT Team raiding a suspected meth house showed no ethics at all. The officers probably assumed no one was home since they pulled over their suspect away from his home, When they see a man coming down the stairs they should have noticed a golf club un his hand not a gun. The use of their power in this case was not justified even if he resisted non of the officers would have been hurt by the helmet and body armor they wear. Their use of power was unjustified (Balko, 2013). The second example where a homeless man is carrying a knife and would not drop it was shot. It was legal for him to have and carry the knife and if a bystander has to ask a police officer why he shot him tells me that he was not doing anything threatening with the knife. He was shot because he did not drop it. This is the shortcomings of the officer culture of leadership in his department because the officer was cleared of any wrong doing. His use of power was unjustified (Balko, 2013). The third example is where the police raid a recording studio thinking there are a large quantity of drugs located there. They only find personal consumption quantity and they try to decide what equipment in the recording studio they will take on asset forfeiture grounds. The police conversations were recorded because the equipment was left on when they raided the home. This is clearly an ethical problem within their agency with the leadership and the culture they have developed. Their use of power was unjustified (Balko, 2013). When you see your own leadership in your own agency does things that are not quite by the Standard Operating Procedure (SOP), it can give you the understanding that if you copy what they do or their wrong you would be justified. The author of this paper watched a correctional sergeant spray a can of pepper spray into a cell just to mess with the inmate that was inside, no other reason. An investigation  was held and the sergeant was given a verbal reprimand. The officers who worked directly for this sergeant also felt that if they broke the SOP, this sergeant would have their back and help in justifying their actions like not pulling inmates out of their cells for showers during their shower time, purposely dropping their food trays on the floor or spitting in their food. This action happens and in the report that is turned in it gets justified by that sergeant signing off on the action. Reference Balko, R. (2013, September 10). Radley Balko on the 3 Worst Cases of Police Abuse in 2011 [Video file]. Retrieved from University of Phoenix Media Library website: https://portal.phoenix.edu/medialibrary/videodetails.05V110608001512139.html

Long term sustainable approach to Forest Schools

Long term sustainable approach to Forest Schools The idea behind Forest Schools is that it is a long term sustainable approach to outdoor play and learning. Its about providing children with holistic development; it looks at every area in terms of their physical development, intellectual development and cognitive skills, also looking at their linguistic and language, both verbal and non-verbal. Forest Schools also looks at their emotional, social and spiritual development. Whats interesting about the culture in some Scandinavian countries is being in and outdoors are a part of how the family and culture works what? Sorry -I dont understand. But in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about giving children the opportunity to learn in and from nature. Forest Schools is also about free play, its about self directed learning but its also about allowing the children to develop freedom and choice in order to be able to become competent and effective adults. In Every Chid Matters it states that every child should make an equal contribution. (Ref). The only way that children can do this is if they have sound self-esteem and sound emotional well-being and sound social skills and function in as many social situations as they choose. Forest Schools is about allowing children given their developmental dependant age the ability to be able to achieve social comfort. Forest Schools is an inspirational process that allows children to access outdoor space in order to grow and develop into successful, happy, rounded individuals. There is a misconception that Forest Schools is for Early Years; some of the most successful projects have been with older young people, adults with mental health problems and children in secondary education. (Ref). The ..?..about allowing children and young people to grow with a sense of value of who they are and giving a positive contribution. Its all about using nature as the teacher as opposed to being adult lead. LO5 Activity Plans and Evaluation. Plan (see appendix .), Rationale behind choice of activity and Learning Objective. This activity was chosen as the reception class were looking at the Handa Surprise book and focusing on healthy foods. The day the activity was carried out a new student was present with his mother which added extra pressure for all the professionals. The learning environment offered opportunities for the children to experience tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. The setting also had a large copy of the story so all the children were able to see the story (for Communication, Language and Literacy) and had all of the elements needed to create the masks (Creative Development). I thought the topic would lend itself to the next days topic of healthy lunchboxes, which the whole school were focusing on. I chose to focus on any existing knowledge the children may have of different fruits and try and extend their understanding of why fruits are good for us. This leads into Early Learning Goal () of ..'(QCA, 2000). My main learning objective, therefore, was to introduce the children to new fruits and tastes, using language and listening to each other to find out what each child thought, in an accessible and enjoyable environment, so as to encourage respect for each others views and turn taking. What happened? The week before carrying out the activity, I prepared the resources needed in school and discussed the other activities that my fellow practitioners would carry out. This involved printing, cutting and laminating the necessary pictures and masks. Also finding all the different fruits that were in the story. I was unable to find one fruit in particular so I improvised with a fruit drink that was made from the fruit so at least the children were able to taste the favour. I carried out this activity with a mixed ability group of 9 children. I began by asking the children to wash their hands as they were going to be eating fruit. When all the children were back in their seats, I gave each of them a bowl and a cup. I asked the children if they could remember the fruits in the story of Hands Surprise which was read earlier. The children seemed to have a positive attitude about being able to remember. With a small copy of the book I asked the children which was the first fruit that the monkey took out of Handas basket. I then cut the banana in pieces and gave each child a piece and asked questions such as what does the banana taste like? How does it feel? Do you like the banana? The children gave mostly good descriptions of the fruit and used appropriate vocabulary such as creamy, slippery and lovely. I carried out the same routine of cutting the fruit into sections and passing a section to each child and asking them to describe what it tasted like and ho w it felt and whether they enjoyed it. With the Guava fruit (which was the fruit I could not purchase) I informed the children of the situation and showed them the picture of the fruit on the carton of juice. I gave each child a taste and asked their opinion, the overall opinion was that the fruit tasted delicious but one child said that they didnt like it. The most interesting discussion came when i asked the children what they thought the passion fruit would look like inside, one child said that it might look like an orange, the same child that said the banana was creamy (extension). Overall most of the children enjoyed the fruit tasting apart from one (standard) child who kept giving negative reactions to the fruit saying that he doesnt eat fruit at home. I was happy that at least he had tried some. While the fruit was being eaten I passed around picture cards of the fruit and asked each child in turn to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child struggled with avocado. I encouraged each child to have a little taste of each fruit and if they didnt like it then they didnt have to eat it and well done for trying was always encouraged. The extension child suggested that trying different fruits was good for us, as fruit was good for us. Which then led a child that was refusing to try a certain fruit to try it. At one point the dismissive child asked if we were finished and could he go and play. Once all the children had tried all the fruit and we had discussed them and I asked the final question which was everyones favourite and their least favourite, the overall result being orange best, avocado worst. I then told the children that they could go put their bowls in the sinks and wash their hands and go and play. Evaluation. I believe this activity resulted in all the children achieving the main learning objective of introducing the children to new fruits and tastes, using language and listening to each other to find out what each child thought and to encourage respect for each others views and turn taking. The idea that the childrens peer could influence the decision of another child .. An effective learning environment does not leave children entirely to their own devices, but builds on what they can already do and challenges them to try new things. The role of the practitioner is vital in this process and sits within the social constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who identified the zone of proximal development, (ZPD) as being a reason why childrens learning can be helped by others. Smith (1999) explained: The ZPD is the distance between the childs developmental level and his or her potential level of development under the guidance of adults or more competent peers (Smith, 1999: 429). As this was a hands on activity, the children were taking an active part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a lone scientist, processing information and constructing meaning through encounters with their world. Most of the children focused their attention on the fruits they enjoyed using positive language and engaging in using words to describe what something tasted like or felt. One child tried to extend the activity to see what the fruit sounded like when bounced on the table saying the orange sounded like a ball, this then encouraged the children to continue testing the sounds of fruit by knocking on them. The (extension) child asked if there was nothing in the fruit would it sound the same? The relative success of this activity highlighted that children of this age learn best through concrete experiences. When working with children of this age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration. The fact that one child lost interest in the activity, implies that I might need to develop this activity in some way to keep the attention of the less able or enthusiastic children. This was particularly noticeable when asking some children to use descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The language of one child was not as developed as the other children in the group, and this excluded them from full participation. On reflection, a different teaching strategy could have been employed to involve them more fully into the activity. It could be that they were more of a kinaesthetic do you know what this means?learner than the others, as he kept looking at the children playing, so maybe using an activity that involved movement may have kept his attention. Also the activity was extended longer than anticipated as I had to cut each individual fruit into segments. If this activity was done again in the future maybe cutting the fruit into segments before the activity took place would be a more successful approach. As a result of this evaluation, I would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using safety acceptable knives the children could help me cut the fruit. This may help some of the children with their fine motor skills as well. Also another way of engaging less able children might include asking them to participate in the preparation of the resources by asking them to bring their favourite fruit from the story in so they feel they have a more personal involvement. Finally, the only thing I would change would be to ask the children to put on aprons, as it got very messy, including me, as I too got very messy. Conclusion In conclusion, recently there has begun to be a realization in the UK that play is important. There has been a surge of initiatives funded by government, such as Arts Council projects on creativity in schools and communities. The publication of Excellence and Enjoyment by the National Primary Strategy (DfES, 2003) puts a major emphasis on the importance of embedding the Foundation Stage and the Birth to Three Matters Framework in the work of local authorities across the maintained, voluntary and private sectors. Increasingly, research findings indicate the importance of the first years of education. Childrens ability to use spoken and written language fluently and with confidence and for a range of purposes enables them to access at an early age what education has to offer. The adults working in early years settings and classrooms have both the opportunity and responsibility to affect the future learning of their pupils in a far reaching and powerful way. Play is, it seems, about the universe and everything. It often has to function in a hostile environment, but when it is encouraged, supported and extended, it makes a major contribution to, and sophisticated impact on the development of individuals and humanity as a whole.

Encryption - Regulation of Devices That Code Messages is Not Necessary :: Argumentative Persuasive Essays

Regulation of Devices That Code Messages is Not Necessary Legislation has been proposed to regulate devices that code messages. The Clinton administration believes a better way to provide for our public safety is by requiring technology that scrambles electronic data for privacy reasons to contain a feature that would allow immediate decoding of any message, known as a trapdoor feature. The capability to monitor encrypted, private communications, however, does not yield greater public safety since it would create feeling among the people of constant supervision. According to government officials, access to scrambled data is needed for national security and law-enforcement. On the contrary, the trapdoor feature can work against law-enforcement, supplying criminals with an additional entry point to access and view private communications. Purchases made over the internet, including secure credit card numbers, would be required to allow immediate decoding when the feature is accessed. Second, personal privacy would be compromised since no one could tell if they were being watched at any given moment. The feeling that "Big Brother" is watching would always exist. Finally, the trapdoor feature could weaken national security on account of this feature simplifying the means of viewing securely encrypted messages. Foreign nations might be able to exploit the trapdoor feature and intercept classified military and intelligence transmissions. For these reasons, the government does not need to create an easier way to access private communicat ions. Government officials claim requiring the decoding technology doesn't necessarily mean using the technology. First, if use isn't intended then the technology would never have been developed. Time, money, and other resources are only spent by people who intend to do something. Second, intent for technology required yet inactive is ludicrous. This is as absurd as walking up to a stranger on the street, demanding a $100 bill, and, when they balk at the idea, replying that it won't necessarily be spent. Finally, the only motivation to require technological features is the availability for use. No one would have gone to the trouble to make a proposition without the intent of use. The feature would have been a proposed option in technology if it wouldn't necessarily be used. Requiring decoding technology stipulates full intent for use.

Polititical scandals :: checking politicians backgrounds

When it comes to the importance of checking state and local politicians, I think it is extremely important to a certain extent. Any job should require some background check when the job is publicly related. Police officers for instance have an extensive background check if they have suspicion of a current or upcoming officer. Officers can contact a number of friends, relatives, bosses, etc. of the officer to ask questions, in hopes of catching the individual of guard. I feel that this is somewhat necessary for someone that we are supposed to trust to protect and serve our communities. It seems that even though United States soldiers have probably the most patriotic job in the country, although they do not need such a background check because of the demand for soldiers. Besides the demand, I think that it doesn’t matter all that much for some jobs. A politician, is someone the state, or communities needs to trust for much larger issues than protecting and serving. Not only do they have the power to move mountains, locally and nationally, but they hold somewhat of a role model position. These politicians are expected to be the best, most honorable, trust worthy citizens, eligible for such a job. The public sees this, sometimes too much through rhetorical situations, but sees it none the less. A politician is comparable to the president of the United States, professional athletes, and anyone that holds the title of a role model. I feel they should have a very extensive background check, but there is a place to draw the line. Neil Goldschmidt for example seemed to be the definition of a stereotypical politician, by that I mean holding all the positive qualities I previously stated. He did a tremendous amount of work for Portland and surrounding areas, and brought about much needed and appreciated commitment. When someone is to pry back into his life to determine if he was a good person, so to speak, back twenty years, I would say that there was no need for that. On the other hand if any suspicions happened to surface in the years of his employment, I would definitely feel they should be investigated. Not saying that any human being capable of committing any crime like that, shouldn’t be convicted to the fullest extent. Just that spending so much time and money on somebody, could be spent so much better somewhere else.

Bulls On Parade Essay -- essays research papers

Every country has their own culture, and like other cultures, Spain too has its own specific culture. Part of the Spanish culture revolves around the bull. Bullfighting and bull runs by many people are recognized as the only Spanish culture in the world, and because of its importance it always begins on time. Still many people view it as a crime. Me being a foreigner I have first hand experience with different cultures. A long time ago in India’s ritual would be to hunt and kill the Indian tiger. Over time the Indian tiger became endangered and now they have become illegal to hunt. When I saw my great great grandfathers hunting pictures he had two tiger heads. Both rituals of bullfighting and hunting tigers are an inseparable culture for both countries. Thus, the Spanish culture revolves around the bull and will continue revolving around the bull forever.   Ã‚  Ã‚  Ã‚  Ã‚  The Running of the Bulls at the Fiesta de San Fermin is one of the major events in Spain. The tradition first originated when Saint Fermin went to France to preach the gospel. Because of religious intolerance the people of France beheaded him in the city of Amines (Fiesta de San Fermin). Thus gives the name to the fiesta in honor of San Fermin. The main event at the Fiesta de San Fermin is the Running of the Bulls. The running of the bulls pits the “mozos'; young men versus the bull through the streets of Pamplona, Spain. The complete run lasts for an exhilarating three minutes and stretches over 825 meters in length. The purpose of the run is to direct the bulls from the Santo Domingo corrals to the bullfighting ring. At the bullfighting ring amateur bullfighters will fight the bulls. A total of six wild bulls run along with eight to ten tamed bulls that herd the rest along the route (San Fermines). Before each race, runners entrust their life to San Fermin by praying –“we ask San Fermin, as our patron, to guide us through the Bull Run and give us his blessing'; (Qtd. in The Fiesta de San Fermin). Finally, the rules and dangers of running with the bulls are explained to the runners. 1. No one under the age of eighteen 2. Don’t’ leave the run 3. No hiding in corners 4. Don’t leave house doors open 5. Don’t run intoxicated 6. Don’t impede other runners (San Fermines). Through the entire f... ... in bullfighting. The Spanish culture of bullfighting and bull runs has compelled many people to express their views through books or paintings and has created many new legends in Spain.   Ã‚  Ã‚  Ã‚  Ã‚  Bullfighting and bull runs are part of the Spanish culture and are inseparable form Spain’s future. The Fiesta de San Fermin, in honor of Saint Fermin, takes place in Pamplona, Spain every year from June 14-21. Six wild bulls led by eight to ten tamed bulls trudge through the street while brave runners risk their lives to lead them to the bullring. Once at the bullring the bulls will fight bullfighters. The bullfight divided into three parts becomes an intense show. The first part the bullfighter tests the bull for intelligence, in the second act the bullfighter sticks darts in the bulls shoulder to enrage the bull, and finally the bull and the bullfighter duel. Many famous people such as Pueblo Picasso, Ernest Hemingway, and Alexander Fleming have statues for their role in the Spanish culture of bullfighting and bull runs. Like other culture I believe in my culture and believe that the Spanish culture of bullfighting and bull runs will continue to flourish.

America’s Dilemma and Vietnam

Vietnam War though ended by the Paris Peace Accord in the year 1973, yet it had left incredible marks in the heart of the political domain of America. The statement of Henry Kissinger, â€Å"Vietnam is still with us† 1 speaks the volume of effect the policies of respective Presidents on the Vietnam War has created in the minds of thinkers, critics and people alike. Since last many years, thinkers had been analyzing the reasons behind failure.Many are pointing towards the fact that America might have won strategically but had lost politically as well as militarily. There are also notions of the causes of the failure owing to military strategy at several levels. On the other hand, it is also said that failure was due to the political restrictions being posed by civilian leaders at home on the military leadership. Despite failures, this war proved as a lesson to be learnt while dealing in the foreign policy matters. H. R.McMaster, an Army Major, in his book, â€Å"Dereliction of Duty: Lyndon Johnson, Robert McNamara, The Joint Chiefs of Staff, and the Lies that Led to Vietnam†, described 36th President of the United States, Lyndon Johnson who followed the strategy known as â€Å"graduated pressure† 2 preventing discussions on the Vietnam War until the situation went out of control. The President’s conduct was not only undemocratic but also removed any chances of corrective measures. His decision was based on his predicament for his position as a President.Secondly his decision to consider bombings as an alternative solution to the war was based on his miscalculations regarding the impact bombings could create. Many people in the administration argued against bombings on the point that bombings would not make the way for —————————————————– 1. Karnow, Stanley, Vietnam: A History, (New York: Viking Press, 1983), 436 . 2. Young, Rick, Lessons of Vietnam: A Conversation With Major H. R. McMaster, PBS. org. , ( 27 March 2008)a peace process and assurance for Hanoi to induce North Vietnam to recede back in their support for insurgency. Pentagon too predicted grave reaction from the side of enemy on the ground but McNamara did not heed to their advice. For McNamara, the war was nothing more than another business management problem and he tried to solve it by air bombings. Without analyzing the current political, social and cultural situation among the forces, McNamara tried to solve the problem based on the assumptions that bombings on the fixed installations and economic buildings would make North Vietnamese succumb to their demands.The bombings on the fixed installations did not create any effect on the forces that were always on the move. Johnson, in the spring of 1965, without giving any concrete strategic motives, ordered the Joint Chief of Staff to â€Å"kill more Viet Cong,† 3 a tacti cal mission. It was never clear how these bombs over the noncombatant population could bring this War to an end. Johnson Lyndon did not follow the strategy conducive for the situation. H. R. McMaster, said that, â€Å"The process of determining the means to employ must begin with a clearly stated policy goal or objective.Senior military advisers and commanders should then develop a military strategy that contributes to or achieves that goal or objective. Then, military commanders determine the level of force necessary to carry out that strategy† 4 but during this war, Lyndon Johnson and his advisers moved according to their own whims resulting in failure. Harry Summers clearly blamed the failure of military leadership to understand the real nature of the Vietnam War. Moreover, the way the issue of such a sensitive nature was decided raised the questions on the real motive of the War itself on the domestic front.He further stated ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 3. & 4. Young, Rick, Lessons of Vietnam: A Conversation With Major H. R. McMaster, PBS. org. , ( 27 March 2008) that United States owe the failure to its incapacity to get congressional declaration of war. If it had been accomplished, the government would have gained public support and many legal sanctions to deal with their enemies. 5The reason that made Vietnam War emotionally devastating for the people in general is same as that of the attacks on World Trade Center on September 11. More over, the betrayal of America in the end gave it the reputation of not being loyal to its allies. Congress was not able to fulfill the Paris Peace Accord. And now this ongoing Iraq War has further resuscitated memories of the Vietnam War. Though Vietnam and Iraq have altogether been different conflicts and different situations but there are some similarities between the two.Two questions that come to the mind while dealing with the Iraq situation are: Fir stly, was it possible to have unilateral withdrawal when Richard Nixon took over the office and secondly, did the time require to fully accomplish Nixon’s purpose weakened the capabilities of the American people to maintain the results in what ever capacity they were? 6 When Nixon was holding the office of President-ship, there were more than 500, 000 United States troops in Vietnam, and their number was continuously increasing.Though Johnson administration had decided for the United States withdrawal after six months when North Vietnamese would withdraw, but the nature of the withdrawal was not agreed upon. There was still a doubt between the mutual withdrawal or unilateral withdrawal and no chance of diplomatic agreement could be clearly seen. Hanoi was insisting on obtaining a cease-fire but on the other ————————————————- 5. Summers, Harry, On Strategy, (Californ ia: Persidio Press, 1982), 17-19. 6.Kissinger, Henry, The lessons of Vietnam: Iraq desperately needs a political solution in the short term to make the war more manageable for the next president, Los Angeles Times,< http://www. latimes. com/news/opinion/la-oe-kissinger31may31,0,7527631. story> (27 March 2008) Hand, United States had to meet two conditions. Firstly, it had to overthrow the South Vietnamese Government, break up its police and army and form government based on Communism. Secondly, United States had to give an unconditional date and time to withdraw their troops.At this, Nixon was faced with two issues, â€Å"Shall we leave Vietnam in a way that — by our own actions — consciously turns the country over to the communists? Or shall we leave in a way that gives the South Vietnamese a reasonable choice to survive as a free people? † 7 When negotiations did not come to any conclusion, Nixon administration unilaterally between 1969 and 1972 withdrew 515,0 00 American troops, put an end to American ground combat in 1971 and reduced causalities to considerable degrees.The major advance took place in 1972 when the United States was able to isolate Hanoi regime by mining at North Vietnam’s harbors and Hanoi got defeated by South Vietnamese helped by the United States Air force. At this, Le Duc Tho, the principle negotiator of Hanoi accepted all the conditions placed by Nixon in 1972. The conditions at the Paris Peace agreement were, â€Å"An unconditional cease-fire and release of prisoners; continuation of the existing South Vietnamese government; continued U. S.economic and military help for it; no further infiltration of North Vietnamese forces; withdrawal of the remaining U. S. forces; and withdrawal of North Vietnamese forces from Laos and Cambodia†. 8 This agreement made Nixon administration to believe that it was able to achieve an opportunity to give South Vietnam a chance to decide the outcome and their fate. It wa s believed that now Saigon government would be able to handle any violations of the agreement, United States would give all assistance on any attacks and further South Vietnam would be able to form a conducive government.Kissinger rightly said that, â€Å"The imperatives of domestic debate ————————————————— 7 & 8, Kissinger, Henry, The lessons of Vietnam: Iraq desperately needs a political solution in the short term to make the war more manageable for the next president, Los Angeles Times, < http://www. latimes. com/news/opinion/la-oe-kissinger31may31,0,7527631. story> (27 March 2008) took precedence over geopolitical necessities. † 9 But these two basic points need specific consideration.Firstly, any strategic point cannot be fruitfully utilized unless a thorough study is undertaken on a ground root level and secondly, the decision should be a very calculate d move without causing any misconceptions on the common public. In Iraq, any kind of withdrawal would only lead to more disastrous results and even political situation is also not conducive. But the most appropriate approach is to create a situation for settlement taking into differing and varying views of opposition parties and forging a conducive environment looking at the social conditions at the time.That is the biggest lesson learnt from the mistakes during Vietnam War. Munich indirectly was responsible for the military attacks at Bosnia in 1995 and in Kosovo in 1999. Munich was an agreement signed in 1938 by the powerful nations of Europe. The Munich agreement was the basis on which America’s policy for tackling Sadam Hussain after September 11 was based on, and the situation was very conducive to adopt the Munich policy. Robert D Kaplan, who is a national correspondent for The Atlantic, made a comparative analysis of Munich and Vietnam.He said that, â€Å"Munich is ab out universalism, about taking care of the world and the lives of others, the Vietnam analogy—so prevalent following our overreach in Iraq—is domestic in spirit. † 10 He further said that Vietnam had its own limits but Munich’s was there to overcome these limits. But both the analogies cannot survive and can lead to dangerous consequences. The peaceful and concrete solution to any foreign policy dilemma can come to shape and fruitfully materialize only when both the analogies are treated and put to use equally. 9.Kissinger, Henry, The lessons of Vietnam: Iraq desperately needs a political solution in the short term to make the war more manageable for the next president, Los Angeles Times, < http://www. latimes. com/news/opinion/la-oe-kissinger31may31,0,7527631. story> (27 March 2008) 10. Kaplan, Robert D. , Foreign Policy: Munich Versus Vietnam, The Atlantic, < http://www. theatlantic. com/doc/200705u/vietnam-munich/2> (27 March 2008) Bibliography Kaplan, Robert D. , Foreign Policy: Munich Versus Vietnam, The Atlantic, < http://www. theatlantic. com/doc/200705u/vietnam-munich/2> (27 March 2008)Karnow, Stanley, Vietnam: A History, New York: Viking Press, 1983. Kissinger, Henry, The lessons of Vietnam: Iraq desperately needs a political solution in the short term to make the war more manageable for the next president. Los Angeles Times. < http://www. latimes. com/news/opinion/la-oe-kissinger31may31,0,7527631. story> (27 March 2008) McMaster, H. R. , Lessons of Vietnam: A Conversation With Major H. R. McMaster by Rick Young, PBS. org. , < http://www. pbs. org/wgbh/pages/frontline/shows/military/etc/lessons. html> (27 March 2008) Summers, Harry, On Strategy, California: Persidio Press, 1982.

Children and Youth Essay

The study of children and youth—or childhood studies—involves researchers from diverse disciplines who theorize and conduct research on children and adolescents. Woodhead (2004) aptly explains, Interest in Childhood Studies is for many born out of frustration with the narrow versions of the child offered by traditional academic discourses and methods of inquiry, especially a rejection of the ways psychology, sociology, and anthropology traditionally partition and objectify the child as subject to processes of development, socialization or acculturation. (P. x) sociologists use these four perspectives, childhood scholars trained in other disciplines also use these perspectives. I will then consider the usefulness of childhood studies as an interdisciplinary area of study and present a vision for the future of childhood studies within sociology. CONTRIBUTIONS OF DIFFERENT APPROACHES TO CHILDHOOD STUDIES Historical Approaches to Childhood Studies Historical research informs what the concept of childhood means. Arià ¨s ([1960] 1962) made the first argument that childhood is socially and historically constructed. He did not view it as a natural state defined by biology. By examining works of art dating back 1,000 years, he noted a difference in the rendering of children prior to the 1700s, wherein children were depicted as little adults and not as a distinctive group. In agreement with Arià ¨s, Demos (1970) put forth a similar argument using evidence gathered on the Puritans of the Plymouth Colony in the 1600s, noting that children were not considered a special group with shared needs or status. These researchers asserted that the shift from treating children as small adults to children as valuable individuals to be protected goes hand-in-hand with other societal shifts such as the spread of schooling and the decline of child mortality. While Arià ¨s’s hypothesis has been challenged and criticized by historical research and empirical evidence (see Gittins 2004; Nelson 1994), his ideas have inspired social scientists to study ordinary children, and many studies have been produced as a result. As a dialogue w ith the Since the late 1980s, sociologists have made sizable contributions to the study of children and youth, and the field of childhood studies has become recognized as a legitimate field of academic enquiry. Increasingly, childhood is used as a social position or a conceptual category to study. Like women’s studies, the study of children has emerged as an interdisciplinary field. Researchers of children from established disciplines, such as anthropology, education, history, psychology, and sociology, have found a meeting place in this emergent interdisciplinary field of childhood studies. In the following sections, I will first outline the relative contributions of different approaches to the field of childhood studies. Some approaches find a home within one discipline, while other approaches are used by more than one discipline. Specifically, I will examine approaches outside sociology, such as historical, developmental psychological, and children’s literature, and then I w ill discuss four perspectives used by sociologists, namely the cultural approach, the social structural approach, the demographic approach, and the general socialization approach. While 140 Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 141 The Sociology of Children and Youth– †¢ –141 work of Arià ¨s, De Mause ([1976] 1995:4) developed a psychogenic theory of history, which asserted that parentchild relations have evolved to create greater intimacy and higher emotional satisfaction over time. De Mause explained that parent-child relations evolve in a linear fashion and that parent-child relationships change incrementally and, in turn, fuel further historical change. In response to this, Pollock (1983) dismisses the findings of researchers such as Arià ¨s, Demos, and De Mause, who assert the modern or incremental approach to childhood, arguing that â€Å"parents have always valued their children: we should not seize too eagerly upon theories of fundamental change in parental attitudes over time† (p. 17). While Pollock specifically counters the conclusions of Demos on children living in the 1700s in the Plymouth colony, his conclusions respond to all prior research positing that childhood is a modern concept. Historical research documents that the idea of c hildhood emanates from the middle class as members of the middle class first advanced laws to limit child labor and promoted education and protection of children (Kehily 2004). The shift of children from economic to emotional contributors of the family after the seventeenth century took place first among middle-class boys and later became the expectation for all children, regardless of social class or gender (Zelizer 1985). A good example of this middleclass perspective is illustrated in the writing of Mayhew, a social commentator from the nineteenth century (1861, in Kehily 2004), who writes about a disadvantaged eightyear-old street vendor from the working class who has â€Å"lost all childish ways† in the Watercress Girl in London Labour and the London Poor. While Mayhew calls attention to the plight of workingclass children in the mid-nineteenth century, other research (Steedman 1990; Gittins 1988) indicates that it is not until the early twentieth century that the childhood concept is redefined for working-class children in the United Kingdom. Child poverty and ill health were viewed as social problems and resulted in a shift away from economic to increased emotional value of children and altered expectations that children should be protected and educated (Cunningham 1991). The idea of lost or stolen childhood continues to be prominent in popular discussions of childhood (Kehily 2004:3). With this, historical approaches offer a great deal to the field of childhood studies because they allow us to view the concept of childhood as malleable. The childhood concept does not have the same meaning today as it did 300 years ago in a given culture, and it does not have the same meaning from culture to culture or even across social classes during a historical moment. Most historical research focuses on Western forms of childhood, yet these constructs may be useful for understanding certain aspects of childhood in non-Western contexts, especially when similar socioeconomic factors, such as industrialization, and a shift from an agrarian to a cash economy, may frame conditions. Ideas about how childhood is bound by culture, political economy, and epoch continue to be played out today in many non-Western contexts. For example, Hollos (2002) found that a new partnership family type emerged alongside the lineage-based system as a small Tanzanian community underwent a shift from subsistence agriculture with hoe cultivation to wage labor. These family types exhibited two distinct parental perspectives on what childhood should be and how children should spend their time. Partnership families emerging with a cash economy tend to view their children as a means of enjoyment and pleasure, whereas lineage-based families typically see their children as necessary for labor needs in the near term and as investments and old-age insurance in the long term. In this way, historical perspectives have the potential to inform contemporary cultural and social constructive theories on children and childhood studies. The next step is to move beyond Arià ¨s and the dialogue he cre ated to address the persistence of current social issues that involve children such as child poverty, child labor, and disparities across childhoods worldwide (see Cunningham 1991). Developmental Psychological Approaches to Childhood Studies Sully’s Studies of Childhood (Sully [1895] 2000, quoted in Woodhead 2003) notes, â€Å"We now speak of the beginning of a careful and methodological investigation of child nature.† By the early twentieth century, developmental psychology became the dominant paradigm for studying children (Woodhead 2003). Developmental psychology has studied and marked the stages and transitions of Western childhood. Piaget’s (1926) model of developmental stages stands as the foundation. Within the developmental psychology framework, children are adults in training and their age is linked to physical and cognitive developments. Children travel a developmental path taking them in due time to a state of being adult members of the society in which they live (Kehily 2004). Children are therefore viewed as learners with potential at a certain position or stage in a journey to child to an adult status (Verhellen 1997; Walkerdine 2004). Social and cultural researchers have critiqued the developmental psychological approach, largely faulting its treatment of children as potential subjects who can only be understood along the child-to-adult continuum (Buckingham 2000; Castenada 2002; James and Prout [1990] 1997; Jenks 2004; Lee 2001; Stainton Rogers et al. 1991). Qvortrup (1994) notes that developmental psychology frames children as human becomings rather than human beings. Adding to this, Walkerdine (2004) suggests that while psychology is useful in understanding children, this usefulness may be bound to Western democratic societies at a specific historical moment. Still, Lee (2001) cautions that we should not give developmental psychology a wholesale toss, noting, â€Å"What could growing up mean once we have distanced ourselves Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 142 142– †¢ –THE SOCIOLOGY OF THE LIFE COURSE from the dominant frameworks’ account of socialization and development?† (p. 54). Likewise, Kehily (2004) notes that considering differences between sociology and developmental psychology is useful, yet it is also useful to consider what is shared or complementary across the two. Developmental psychologists have not reached consensus on the relative importance of physical, psychological, social, and cultural factors in shaping children’s development (Boocock and Scott 2005). Gittins (1988:22) urges social scientists studying children to bear in mind the nature versus nurture debate. Bruner (2000) explains that both biological and social factors are important because babies are born with start-up knowledge, which they then add and amend with life experiences. Concurring with this approach, Chomsky (1996) explains that a child’s biological makeup is â€Å"awakened by experience† and â€Å"sharpened and enriched† through interactions with other h umans and objects. Walkerdine (2004) considers developmental psychology as limited because of its deterministic trajectory and sociology as limited because of its omission of psychological factors alongside sociological or cultural factors. Walkerdine (2004) points to several developmental psychological approaches to consider the social production of children as subjects, namely situated learning (Cole and Scribner 1990; Haraway 1991), acquiring knowledge through practice or apprenticeship (Lave and Wenger 1991), actor network theory (Law and Moser 2002), and the idea of assemblages as children learn to fill a child role in society (Deleuze and Guattari 1988). These approaches allow the researcher to include children’s internal and external learning practices and processes. As such, developmental psychology can continue to contribute to childhood studies. In the 1990s, sociologists helped cull and identify useful concepts and tools for childhood studies by criticizing develop mental psychology. As the field of childhood studies continues to grow into a defined and recognized discipline, useful tools and concepts from developmental psychology should be included. Likewise, Woodhead (2003) asserts that several concepts and tools from developmental psychology— notably scaffolding, zone of proximal development, guided participation, cultural tools, communities of practice—are also relevant for childhood studies (see Lave and Wenger 1991; Mercer 1995; Rogoff 1990; Wood 1988). Psychologists’ concern with the individual child can complement sociological research that considers children as they interact within their environment. worlds are created. Hunt (2004) notes that children’s literature may be unreliable for understanding childhood because children’s books typically reflect the aspirations of adults for children of a particular epoch. Hunt (2004) holds however that children’s literature remains a meeting place for adults and children where different visions of childhood can be entertained and negotiated. In agreement with historical research on the concept of childhood, children’s books were first produced for middle-class children and had moralizing purposes. Later, children’s books were produced for all children, filled with middleclass values to be spread to all. There is agreement and disagreement on the definition of childhood when examining the children’s literature of different time periods and different cultures. For example, several books of the 1950s and 1960s—including The Borrowers, Tom’s Midnight Garden, and The Wolves of Willoughby C hase—depicted adults looking back while children are looking forward (Hunt 2004). Likewise, Spufford (2002:18) notes that the 1960s and 1970s produced a second golden age of children’s literature that presented a coherent, agreed-on idea of childhood. Furthermore, an examination of children’s literature indicates different childhoods were being offered to children in the United States and Britain during the nineteenth century. British children were depicted as being restrained, while American children were described as independent and having boundless opportunity (Hunt 2004). In this way, culture and children’s material world coalesce to offer very different outlooks on life to children. The goal of books may change, from moralizing to idealistic, yet across epochs and cultures they teach children acceptable roles, rules, and expectations. Children’s literature is a powerful platform of interaction wherein children and adults can come together to d iscuss and negotiate childhood. Cultural and Social Construction Approaches to Childhood Studies Anthropological cultural studies have laid important groundwork for research on children, and sociologists have extended these initial boundaries to develop a social construction of childhood. Anthropological research (Opie and Opie 1969) first noted that children should be recognized as an autonomous community free of adult concerns and filled with its own stories, rules, rituals, and social norms. Sociologists then have used the social construction approach, which draws on social interaction theory, to include children’s agency and daily activities to interpret children’s lives (see James and Prout [1990] 1997; Jenks 2004; Maybin and Woodhead 2003; Qvortrup 1993; Stainton Rogers et al. 1991; Woodhead 1999). Childhood is viewed as a social phenomenon (Qvortrup 1994). With this perspective, meaning is interpreted through the experiences of children and the networks within which Children’s Literature as an Approach to Childhood Studies Childhood as a separate stage of life is portrayed in children’s books, and the medium of books represents a substantial part of the material culture of childhood. Books may be viewed as a window onto children’s lives and a useful tool for comprehending how and why children’s Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 143 The Sociology of Children and Youth– †¢ –143 they are embedded (Corsaro 1988). Researchers generally use ethnographic methods to attain reflexivity and include children’s voices. In this section, I will first discuss the social constructivist approach of childhood research in two areas, children’s lives within institutional settings such as day care centers and schools, and children’s worlds as they are constructed through material culture. Evidence suggests that young children actively add meaning and create peer cultures within institutional settings. For example, observations of toddler peer groups show preferences for sex emerge by two years of age and race can be distinguished by three years of age (Thompson, Grace, and Cohen 2001; Van Ausdale and Feagin 2001). Research also indicates that play builds on itself and across playgroups or peer groups. Even when the composition of children’s groups changes, children develop rules and rituals that regulate the continuation of the play activity as well as who may join an existing group. Knowledge is sustained within the peer group even when there is fluctuation. School-based studies (see Adler and Adler 1988; Corsaro 1988; Hardman 1973; LaReau 2002; Thorne 1993; Van Ausdale and Feagan) have added a great deal to our understandings of childh ood. Stephens (1995) examined pictures drawn by Sami School children of Norway to learn how the 1986 Chernobyl nuclear disaster and its nuclear fallout affected their lives. The children expressed themselves through their drawings to show how the depleted environment affected their health, diet, work, daily routines, and cultural identity. Van Ausdale and Feagan (2001) explain how racism is created among preschool children’s play patterns and speak. They find that children experiment and learn from one another how to identify with their race and learn the privileges and behaviors of their race in comparison with other races. Using participant observation of children in a primary school setting, Hardman (1973) advanced the idea that children should be studied in their own right and treated as having agency. She found that children represent one level of a society’s beliefs, values, and social interactions. The children’s level interacts as muted voices with other levels of society’s beliefs, values, and social interactions, shaping them and being shaped by them (Hardman 1973). Corsaro (1988) used participant observations of chi ldren at play in a nursery school setting to augment Hardman’s idea of a children’s level. He observed and described children as active makers of meaning through social interaction. Likewise, Corsaro and Eder (1990) conceptualize children as observing the adult world but using elements of it to create a unique child culture. A few studies (see Peer Power by Adler and Adler 1988 and Gender Play by Thorne 1993) show how the cultural world of children creates a stratification structure similar to that of the adult world in a way that makes sense for children. Thorne’s (1993) study of children’s culture is set in an elementary school setting, wherein children have little say in making the rules and structure. Still, she finds children create meaning through playground games that use pollution rituals to reconstruct larger social patterns of inequality as they occur through gender, social class, and race (Thorne 1993:75). Similarly, other studies show how behaviors within peer cultures—such as racism, masculinity, or sexism (see Frosh, Phoenix, and Pattman 2002; Hey 1997; James, Jenks, and Prout 1998) and physical and emotional abuse (Ambert 1995)—are taught and negotiated within children’s peer groups. In addition, childhood can be interpreted through the material makeup of children’s worlds, generally taking the form of toys (see Lamb 2001; Reynolds 1989; Zelizer 2002). Zelizer (2002) argues that children are producers, consumers, and distributors. Lamb (2001) explains that children use Barbie dolls to share and communicate sexual knowledge within a peer group producing a secretive child culture. Cook (2004) contends that the concept of child has been constructed through the m arket. Through a social history of the children’s clothing industry, Cook explains how childhood became associated with commodities. He contends that childhood began to be commodified with the publication of the first children’s clothing trade journal in 1917. By the early 1960s, the child had become a legitimate consumer with its own needs and motivations. The consuming child has over time been provided a separate children’s clothing department stratified by age and gender. As in Cook’s thesis, others (e.g., Buckingham 2004; Jing 2000; Postman 1982) provide evidence to add support to the idea that children’s consumption defines childhood. Jing (2000) explains how the marketing of snack foods and fast foods to children has dramatically affected childhood in China. Likewise, television (Postman 1982) and computers (Buckingham 2004) reshape what we think of as childhood. Children are argued to have a reversed power relationship with adults in terms o f computers because children are more comfortable with this technology (Tapscott 1998). In addition, access to the Internet has created a new space for peer culture that is quite separate from adults. Through chat rooms and e-mail, children can communicate and share information among peers without face-to-face interaction. As a result, the stage on which children’s culture is created is altered. Social Structural Approaches to Childhood Studies Social structural approaches to childhood studies can be divided into two areas, those that distinguish children’s experience by age status and those that distinguish children’s experience by generational status. Because age is the primary criterion for defining childhood, sociologists who study children have found aging and life course theories that focus on generation to be useful. Thorne (1993) argues for the use of age and gender constructs in understanding children’s lives as well as considering Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 144 144– †¢ –THE SOCIOLOGY OF THE LIFE COURSE children as social agents. Therefore, it is how children actively construct their worlds as a response to the constraints of age and gender. Passuth (1987) asserts that age is the salient factor for understanding childhood based on her study of how children 5 to 10 years old define themselves as little and big kids in a summer camp setting. Passuth found that age was more important than other stratification markers such as race, social class, and gender. Likewise, Bass (2004) finds that children are active agents but also that age should be considered first as it may structure the opportunities open to children who work in an open market in sub-Saharan Africa; however, other secondary factors such as economic status and gender also structure the life chances of these children. Studies based on children in the United States suggest that age should be considered along with race, gender, and social class to explain how children negotiate power and prestige within their peer groups (Goodwin 1990; Scott 2002). For other sociologists, generation provides the most useful concept to explain the lives of children (Mayall 2000:120). Other researchers (Alanen 2001; Qvortrup 2000) assert that generational relationships are more meaningful than analyses focusing on gender, social class, or ethnicity. While the concept of childhood is not universal, the dichotomy of adult and child is universal and differentiated by age status. This age status patterns differential power relations wherein adults have more power than children and adults typically regulate children’s lives. Childhood is produced as a response to the power of adults over children even when children are viewed as actively shaping their childhoods (Walkerdine 2004). Adults write children’s books, create children’s toys and activities, and often speak on behalf of children (e.g., the law). In this way, the generational divide and unequal authority between adults and children define childhood. Mayall (2002) uses the generational approach to explain how children contribute to social interaction through their position in the larger social order, wherein they hold a child status. The perspective of children remains meaningful even through the disadvantaged power relationship they hold vis-à  -vis adults in the larger social order. It can therefore become a balancing act between considering structural factors or the agency of children in understanding childhood. The life course perspective holds that individuals of each generation will experience life in a unique way because these individuals share a particular epoch, political economy, and sociocultural context. Foner (1978) explains, â€Å"Each cohort bears the stamp of the historical context through which it flows [so that] no two cohorts age in exactly the same way† (p. 343). For example, those who entered adulthood during the Depression have different work, educational, and family experiences compared with individuals who entered adulthood during the affluent 1950s. Those of each cohort face the same larger social and political milieu and therefore may develop similar attitudes. The social structural child posits that childhood may be identified structurally by societal factors that are larger than age status but help create age status in a childhood process (Qvortrup 1994). Children can be treated by researchers as having the same standing as adult research subjects but also may be handled differently based on features of the social structure. The resulting social structural child has a set of u niversal traits that are related to the institutional structure of societies (Qvortrup 1993). Changes in social norms or values regarding children are tied to universal traits as well as related to the social institutions within a particular society. Demographic Approaches to Childhood Studies Much of American sociology takes a top-down approach to the study of children and views children as being interlinked with the larger family structure. It is in this vein that family instability leading to divorce, family poverty, and family employment may affect children’s experiences. For example, Hernandez (1993) examines the American family using U.S. Census data from the twentieth century and notes a series of revolutions in the family—such as in decreased family size and the emergence of the two-earner family—that in turn affected children’s well-being and childhood experiences. Children from smaller families and higher incomes typically attain more education and take higher-paid employment. Hernandez (1993) contends that mothers’ increased participation in work outside the home led to a labor force revolution, which in turn initiated a child care revolution, as the proportion of preschoolers with two working parents increased from 13 percent in 1940 to 50 percent in 1987. More recent data indicate that about 70 percent of the mothers of preschoolers work outside the home (U.S. Bureau of the Census 2002). This child care revolution changes the structure of childhood for most American children. Time diary data indicate that the amount of children’s household chores increased from 1981 to 1997 (Hofferth and Sandberg 2001). Lee, Schneider, and Waite (2003) further note that when mothers work in the United States, children do more than their fathers to make up for the household labor gap caused when mothers work. Hence, expectations for children and childhood are altered because of a larger family framework of considerations and expectations. Family life structures children’s well-being. When marriages break up, there are real consequences in terms of transitions and loss of income that children experience. The structural effects on children of living in smaller, more diverse, and less stable families are still being investigated. Moore, Jeki elek, and Emig (2002) assert that family structure does matter in children’s lives and that children fare better in families headed by two biological, married parents in a low-conflict marriage. Some research indicates that financial support from fathers after a divorce is low (Crowell and Leaper 1994). Coontz (1997) maintains that divorce and single parenthood generally exacerbate preexisting financial uncertainty. These impoverished conditions may diminish children’s physical and emotional Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 145 The Sociology of Children and Youth– †¢ –145 development and adversely affect school performance and social behaviors. However, this is not in all cases. Research (Cherlin et al. 1991) shows that children of separated or divorced families have usually experienced parental conflict and behavioral and educational problems before the family broke up. Hernandez (1993) suggests that the parental conflict and not the divorce or separation may provide more insight into children’s disadvantages. Hetherington and Kelly (2002) found that about three-fourths of children whose parents divorced adjusted within six years and ranked the same on behavioral and educational outcomes as children from intact families. Another study (Smart, Neale, and Wade 2001) finds positive attributes of children of divorce as children reported that they were more independent than friends who had not experienced divorce. The demographic study of children has taken place predominantly from the policy or public family vantage point with the assumption that there are consequences for children. Childhoods are typically framed with a perspective that views children’s worlds as being derivative of larger social forces and structures. Very little agency is noted or measured in these studies. While the demographic approach does not offer detailed explanation like research put forth by social constructivist childhood scholars (see James and Prout 1990), this approach provides a valuable perspective for framing and interpreting children’s lives. Socialization Approaches to Childhood Studies Research indicates that socialization may affect both children and parents. Developmental psychology allows us to consider how children are affected by the socialization provided by parents, and more recent research put forth by psychologists and sociologists suggests that this exchange of information may be a two-way process. LaReau (2002) puts forth a more traditional model of socialization as she details how American families of different races and classes provide different childhoods for their children. In her research, the focus is on how children and parents actively construct childhood even as they are possibly constrained by race and class. She found evidence for two types of child rearing, concerted cultivation among middle- and upper-middle-class children, and the emergence of natural growth among working- and lower-class children. LaReau’s study describes the process that puts lower- and higher-class children on different roads in childhood that translate into vastl y different opportunities in adulthood. Rossi and Rossi (1990) studied parent-child relationships across the life course and found that parents shape their children as well as their grandchildren through parenting styles, shared genes, social status, and belief systems. Alwin (2001) asserts that while rearing children is both a public and private matter, the daily teaching of children the rules and roles in society largely falls to parents. Furthermore, Alwin (2001) explains how American parental expectations for their children have changed over the last half-century, noting an increased emphasis on self-discipline through children’s activities that help develop autonomy and self-reliance. Zinnecker (2001) notes a parallel trend in Europe toward individualism and negotiation, and away from coercion in parenting styles. In contrast, Ambert’s (1992) The Effect of Children on Parents questions the assumptions of the socialization perspective and posits that socialization is a two-way process. Ambert argues that having children can influence one’s health, income, career opportunities, values and attitudes, feelings of control, life plans, and the quality of interpersonal relations. She questions the causality of certain problematic children’s behaviors, such as clinginess among some young children or frequent crying among premature babies. Ambert contends that children’s behavior socializes parents in a patterned way, which agrees with the sentiment of de Winter (1997) regarding autistic children and that Skolnick (1978) regarding harsh child-rearing methods. Likewise, psychologist Harris (1998) argues that the parental nurture or socialization fails to ground the direction of causation with empirical data. She explains that parenting styles are the effect of a child’s temperament and that parents’ socialization has little influence compared with other influences such as heredity and children’s peer groups. Harris’s approach, known as group socialization theory, posits that after controlling for differences in heredity, little variance can be explained by children’s socialization in the home environment. Harris provides evidence that most children develop one behavioral system that they use at home and a different behavioral system for use elsewhere by middle childhood. Group socialization theory can then explain why immigrant children learn one language in the home and another language outside the home, and their native language is the one they speak with their peers (Harris 1998). Likewise, other studies (Galinski 1999; Smart et al. 2001) find evidence that children play a supportive role and nurture their parents. In a parallel but opposing direction, other studies suggest that having children negatively affects parents’ lifestyles and standards of living (Boocock 1976) and disproportionately and negatively affects women’s career and income potentials (Cri ttenden 2001). Indeed, research indicates that socialization may affect both children and parents. While most research concentrates on the socialization of children by parents and societal institutions, more research should focus on the socialization of parents. In this way, children may be viewed as affecting the worlds of their parents, which in turn may affect children. Interdisciplinary Involvement and Implications Childhood research benefits from the involvement of a diverse range of disciplines. On the surface these approaches appear to have disagreement in terms of methods and theoretical underpinnings, yet these approaches challenge more traditional disciplines such as sociology, psychology, and anthropology to consider what best interprets children’s lives. In some cases, the interaction across Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 146 146– †¢ –THE SOCIOLOGY OF THE LIFE COURSE disciplines creates new approaches, such as those of sociologists who use general socialization theory from developmental psychology. Similarly, historical research on the value of children being tied to a certain epoch with a specific level of political economy can inform the valuation of children and their labor in poorer countries around the globe today. There is a need for continued interdisciplinary collaboration, and thought is being given to how children and childhood studies could emerge as a recognized interdisciplinary field of inquiry. Woodhead (2003) offers three models for interdisciplinary effort for advancing the study of children and childhoods: (1) a clearinghouse model, (2) a pick ‘n’ mix model, and (3) a rebranding model. The clearinghouse model (Woodhead 2003) would include all studies of children and childhood, all research questions and methodologies, and all disciplines that are interested. This clearinghouse model would view different approaches t o the study of children for their complementary value and would encourage researchers to ask â€Å"different but equally valid questions† (James et al. 1998:188). The pick ‘n’ mix model (Woodhead 2003) envisions that an array of child-centered approaches would be selectively included in the study of children. If this were to happen, the process of selection could complicate and hamper the field of childhood studies in general. Fences may be useful in terms of demarcating the path for childhood scholars but also may obstruct the vista on the other side. The rebranding model (Woodhead 2003) would involve researchers collaborating across disciplines on research involving children while informing and remaining housed within more traditional disciplines such as sociology, anthropology, and psychology. In this scenario, children and childhood scholars remain within sociology while also being committed to interdisciplinary involvement. This scenario has served to strengthen sociological research in general. For example, James and Prout (1990) coined the term sociological study of childhood, and later James et al. (1998) developed the con cept of sociological child. More recently, Mayall (2002) has suggested the use of the term sociology of childhood to move children and childhood studies to a more central place within sociology. In turn, this strengthens children and childhood studies across disciplines by forging a place for children in the traditional discipline. The field of interdisciplinary childhood studies has the potential to widen its reach by creating constituencies across older disciplines. Additionally, childhood studies can learn from the development experience of other interdisciplinary fields such as women’s studies or gerontology. Oakley (1994:13) asserts the shared concerns across the academic study of women and children because women and children are socially linked and represent social minority groups. In a similar vein, Bluebond-Langner (2000) notes a parallel in scholarly potential for childhood studies of the magnitude of women’s studies, predicting that childhood studies will aff ect the twenty-first century in much the same way as women’s studies has the twentieth century. Weighing the contributions across disciplines, it is clear that developmental psychology has laid the groundwork for the field of childhood studies, yet the resulting conversation across scholars and disciplines has produced a field that is much greater than the contributions of any one contributing discipline. Therefore, childhood scholars have much to gain through conversation and collaboration. CONSIDERING SOCIOLOGY AND CHILDHOOD STUDIES Within sociology, scholars approach the study of children in many ways. Some sociologists take a strict social constructivist approach, while others meld this approach to a prism that considers social structures that are imposed on children. Some sociologists focus on demographic change, while others continue to focus on aspects of socialization as childhoods are constructed through forces such as consumer goods, child labor, children’s rights, and public policy. All these scholars add to the research vitality and breadth of childhood studies. In addition, children and childhood studies research centers, degree programs, and courses began to be established in the 1990s, most of which have benefited from the contributions of sociologists and the theories and methods of sociology. Childhood studies gained firm ground in 1992 in the United States when members of the American Sociological Association (ASA) formed the Section on the Sociology of Children. Later, the section name wa s changed to the Section on the Sociology of Children and Youth to promote inclusiveness with scholars who research the lives of adolescents. In addition to including adolescents, American sociologists are also explicitly open to all methods and theories that focus on children. The agenda of the Children and Youth Section has been furthered by its members’ initiation and continued publication of the annual volume Sociological Studies of Children since 1986. In agreement with the ASA section name addition, the volume recently augmented the volume name with and Youth and became formalized as the annual volume of ASA Children and Youth Section. The volume was initially developed and edited by Patricia and Peter Adler and later edited by Nancy Mandell, David Kinney, and Katherine Brown Rosier. Outside the United States, the study of children by sociologists has gained considerable ground through the International Sociological Association Research Group 53 on Childhood, which was established in 1994. Two successful international journals, Childhood and Children and Society, promote scholarly research on children from many disciplines and approaches. In particular, British childhood researchers have brought considerable steam to the development of childhood studies through curriculum development. Specifically, childhood researchers wrote four introductory textbooks published by Wiley for a target Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 147 The Sociology of Children and Youth– †¢ –147 class on childhood offered by the Open University in 2003. The books are Understanding Childhood by Woodhead and Montgomery (2003), Childhoods in Context by Maybin and Woodhead (2003), Children’s Cultural Worlds by Kehily and Swann (2003), and Changing Childhoods by Montgomery, Burr, and Woodhead (2003). The relationship between the discipline of sociology and childhood studies appears to be symbiotic. Even as sociologists assert that the study of children is its own field, this does not preclude the development of childhood studies across disciplinary boundaries. Sociologists capture the social position or status of children and have the methods for examining how childhood is socially constructed or situated within a given society. Sociologists can also continue to find common ground with other childhood scholars from other disciplines to develop better methods and refine theories that explain children’s lives. Advances in the interdisciplinary field of childhood studi es serves to strengthen the research of sociologists who focus their work on children. Likewise, sociological challenges to the interdisciplinary field of childhood studies since the 1990s have provided useful points of critique and improvement to the study of children’s behavior and children’s lives. CURRENT AND FUTURE RESEARCH: SOCIAL POLICY AND CHILDREN’S RIGHTS Current and future research on children falls into two main areas, social policy and children’s rights. Arguably, there is some overlap between these two large themes. Indeed, Stainton Rogers (2004) maintains that social policy is motivated by a concern for children, yet children have very little to no political or legal voice. Children do not vote or decide what is in their best interests or what children’s rights are. Social policy requires us to consider the intersection of children as dependents or not yet adults and children as having certain rights. It has previously been noted that children are citizens and should be treated as citizens but with their own concerns (James and Prout 1997), yet there is still much to be clarified. Public policy can be used to improve the lives of children. Research has established that poverty matters in the lives of children, as measured in child well-being indicators, and public policies have been enacted to help families rise out of poverty (Hernandez 1993). Research on the impact of increased income after a casino opened on a Cherokee reservation indicates that Native-American children who were raised out of poverty had a decreased incidence of behavior disorders (Costello et al. 2003). At other times, public policies affect children as a byproduct or consequence. One example is the 1996 Welfare Reform Law (or PRWORA), which made work mandatory for able-bodied, American adults and put time limits of five years and a day on receiving public assistance. Still, much is to be learned as to the effect, if any, of this legislation on children (Bass and Mosley 2001; Casper and Bianchi 2002). In addition to income, public policy shapes the experience of family life by recognizing some forms while ignoring others. A substantial number of children will experience many family structures and environments as they pass through childhood, regardless of whether the government legitimates all these forms (Clarke 1996). Likewise, examining children’s experiences in various family forms is a useful area of current and future study. Children’s rights can be examined in terms of protecting children from an adult vantage point or in terms of providing children civil rights (or having a legal voice). The view of protecting children is a top-down approach positing that children are immature, and so legal protections should be accorded to keep children safe from harm and abuse and offer children a basic level of developmental opportunities. In contrast, the civil rights approach asserts that children have the right to participate fully in decisions that may affect them and should be allowed the same freedoms of other citizens (Landsdown 1994; Saporiti et al. 2005). In addition, the framing of children’s rights takes different forms in richer and poorer countries around the globe. For richer countries, granting children rights may involve allowing children civil and political voice, whereas in poorer countries, basic human rights bear out as more important. Child labor is an issue that has been examined in terms of the right of children to learn and be developed and the right of children to provide for oneself (see Bass 2004; Neiwenhuys 1994; Zelizer 1985). Future studies wil l also need to consider the relationship between children’s rights as children become study subjects. Innovative approaches are being used to include children’s voices and input in the research process (Leonard 2005), yet there is still much to be done in this area in terms of developing methodologies that allow children to participate in the research process. Indeed, incorporating children in the research process is a next logical step for childhood studies. However, childhood scholars are adults and therefore not on an equal footing with children (Fine and Sandstrom 1988). Furthermore, there is momentum to include children’s perspectives in the research process at the same time that there is a growing concern for children’s well-being, which may be adversely affected by their participation as subjects in the research process. Future research on children should focus on the children’s issues through social policies yet also consider childrenâ€⠄¢s rights in tandem or as follow-up studies. It is generally the matter of course to take children or youth as a definitive given and then seek to solve their problems or create policies for them. Future research should focus on practical children’s issues and use empirical research projects to increase our knowledge of the nature of childhood. The last 15 years provide evidence to support the idea that childhood researchers should continue to bridge disciplines and even continents to find common ground.