Market Segmentation Essay Example | Topics and Well Written Essays - 1250 words - 1

Market Segmentation - Essay Example Survey comprise of elemental phases like population sampling, adoption of appropriate research design, data collection, and finally analysis of resultant data into meaningful information. In order to maintain objectivity, researchers need to follow all these steps. In this essay, we will appraise utilization of survey methodology in obtaining information about market segmentation in Doha. The company conducting this survey plans to sell fast food to university students in the CBE. Hankin and Rhoads (2011) agree that from a theoretical perspective, fast foods are usually associated with negative effects on health concerns of consumers. In this case, the company needs substantial knowledge before deciding to roll out a fast food program within the university’s premises. The desired market segment within the selected consumer population aims at evaluating the potential of female students in purchasing fast food from the company’s outlets. In order to obtain informed data, we will customize research questions to evaluate the students’ concerns on consumption of healthy food. All the campuses of CBE have a vast number of students. Therefore, the survey started by obtaining a representative sample from the entire female student population. The sample comprised of students aged between 21-28years of age. Approximately 75% of the sample comprised of undergraduate students. The entire sample comprised of 100 students, all of which were female students. On the aspect of research design, the survey exercise adopted the use of questionnaires in acquiring information from the sampled students. Based on the work of Jessen (2008), questionnaires proved effective in acquiring first hand... The company conducting this survey plans to sell fast food to university students in the CBE. Hankin and Rhoads (2011) agree that from a theoretical perspective, fast foods are usually associated with negative effects on health concerns of consumers. In this case, the company needs substantial knowledge before deciding to roll out a fast food program within the university’s premises. The desired market segment within the selected consumer population aims at evaluating the potential of female students in purchasing fast food from the company’s outlets. In order to obtain informed data, we will customize research questions to evaluate the students’ concerns on consumption of healthy food. All the campuses of CBE have a vast number of students. Therefore, the survey started by obtaining a representative sample from the entire female student population. The sample comprised of students aged between 21-28years of age. Approximately 75% of the sample comprised of under graduate students. The entire sample comprised of 100 students, all of which were female students. On the aspect of research design, the survey exercise adopted the use of questionnaires in acquiring information from the sampled students. Based on the work of Jessen (2008), questionnaires proved effective in acquiring first-hand information from the target consumers; hence enhancing objectivity and reality of information obtained. In this regard, the exercise used primary sources in as the most appropriate mode of data collection.

Creativity, innovation Essay Example | Topics and Well Written Essays - 1000 words

Creativity, innovation - Essay Example It can also include the effect on the local community who might have to live in the shadow of their premises, and how they engage with the community, their customers and workforce. Social Accounting helps organizations to investigate its performances in relation to social, environmental and economic objectives ensuring that organizations core objectives are met in doing so. Focusing on the automobile Industry, almost all the large brands ensure that the keep CSR at par which includes Sustainability Reporting along with the Financial Statements. Most companies in the sector have CSR policies implemented throughout their operations including proper management system for the same. Following is the comparison of two of the industries’ brands; namely Toyota and Honda. Toyota has implemented a CSR policy throughout its operations that is based on the company’s Guiding Values. Furthermore, the company has also implemented a separate policy on Biodiversity, as well as a Code of Conduct, a Global Vision for 2020, and the Toyota Way 2001, which outlines the expectations of how employees should behave. It also has an environmental plan of action that includes design production and recycling. Toyota has a separate CSR department, as well as a CSR committee that includes members of the executive board. The company is a member of the World Business Council for Sustainable Development (WBCSD), but does not mention any of the relevant international standards in its international CSR report or CSR policy. Several regional divisions also publish their own annual CSR reports in accordance with GRI standards. Toyota annually produces its sustainability report including environmental aspects, social aspects, and economic aspect. â€Å"Its environmental aspect addresses Energy/ Global Warming, Recycling of resources, Substance of concern, Atmospheric Quality, Environmental

Examining Children And Domestic Violence

Examining Children And Domestic Violence This essay will explore and critically discuss issues about domestic violence and effects on children with regards to the framework for constructing childhood. I will also briefly describe the historical definition of childhood comparing it to the current definition and the links to children and domestic violence. James and Prout (1997) stated that Childhood can be understood as a social construction as it provides an interpretive frame for contextualizing the early years of human life and it is different from biological immaturity. He also suggested that to an extent the definition of childhood is dependent on the views of the society. The concept of childhood has changed overtime, due to social construction that is fuelled by our views of children, our attitudes towards them and views constructed through human understanding. This change has a big impact on children and how society sees them; these changes are due to political and theoretical influences (James and James, 2004). James and James (2004) suggested that there is a sense loss of childhood, as children are being denied their right to childhood and they are exposed to the unpredictable and impulsive of the adult world too early. History of childhood In Western Europe during the middle ages children were seen as miniature adults, with same thinking capacity and personal qualities, but not the same physical abilities. From 15th century Aries suggested that the idea of childhood has changed but the images and paintings of children changed as a new understanding of childhood emerged allowing children to be seen as distinct from adults because they had their own needs. Shahar challenged the Aries views, she argues that the perceptions of children as adults goes beyond the 15th century; children were perceived as either been born innocent or sullied by original sin (James and James, 2004). The image of the child born into original sin came from the Aristotelian notions overlaid with Judeao-Christian; in this children were seen as wicked and needed redemption. Susannah Wesley recommended that parents must discipline their children so they can be saved from their sinfulness. In the 18th century, children were seen as the nature child, n ature wants children to be children and not merely as adults in the making. John Wesley recommended that parents should break the will of their children in order to bring his Gods will into subjection so they will be subject to the will of God. During the 19th century children were portrayed as naughty rather than evil, but this has continued today for example in books such as my naughty little sister. Towards the end of the 18th century, the perception of childhood was influenced by the romantic and evangelical. Romantic portrayed childhood as a time of happiness and innocence, children were seen as pure and should be protected before facing trials and responsibilities of adulthood; for example by Rousseaus Emile, but it was later propagated by Blake, Coleridge and Wordsworth. Blake saw childhood not as the preparation for what was to come but as the source of innocence, but his views were confused by Wordsworth emphasised that children were blessings from God , as childhood was se en as the age where virtue was domiciled, (James and Prout, 1997). The romantic child was short-lived by the evangelical child, the evangelical Magazine advises parents to teach their children that they are sinful polluted creatures. Currently, childhood is seen as vulnerable to exploitation especially the way which the media plays a big role in the commercialisation of childrens merchandise such as toys and games. Childhood in Britain is often perceived as being a time of innocence and happiness, a carefree time when children should be protected and sheltered from the adult world of sex, drugs and violence (Foley et al, 2001). Children are viewed as vulnerable especially when it relates to abuse or protecting them; Holt et al (2008) suggested that the perception and understanding of children has changed overtime in relation to abuse as there is more research on children and young people who have experienced abuse. The framework for constructing childhood consists of welfare of children, childrens rights and children in a social context. The welfare of children is still a concern which continues to change the policy and legislation in order to promote and safeguard the welfare of children in society. The UK government chose three main points in the United Nations Convention on the Rights of the Child (UNCRC) in 1999 which is quality protects (programme to support children aged 0-3 yrs and their families, sure start and National Childcare Strategy to ensure good-quality childcare for children aged 0-14 (James and James, 2004). Race, class, religion, gender and disability shape childrens lives; all these factors have an impact on their health, life chances and educational experience. UNCRC came into force in the UK in 1992, all organizations working with children refer to UNCRC, for example Childrens express and Article 12, aim to increase children and young peoples participation in the society. Unlike adults, children have fewer rights for example they do not have the right to vote as children do not yet have the competence to make such decisions. These special rights are for their protection rather than participation (James and James, 2004). James and James (2004) stated that the social positioning of children is inextricably linked with wider social changes associated with the roles of men and women, families and the state. Changes in the composition of the family structure and the increased involvement of women in the workforce in Western Europe and US have an impact upon the lives of children. External materials and cultural forces of the families, both subtlety and directly shape children lives; but also schools, childcare and healthcare settings influence the lives of children (James and James, 2004). Domestic violence is a health issue that is hidden but statistics shows that it is a problem not just in England but worldwide and it is also an indicator of other forms of child abuse. Evidence from Brandon et als (2008) study shows that if domestic violence is present it leads to two-thirds of cases of child deaths and serious injury, therefore this shows that domestic violence is one factor that leads/contribute to death in childrens cases where children have been killed or seriously injured for example Victoria Climbe and baby P cases. It affects everyone in the society regardless of age, gender, wealth and sexuality. Home office (2010) defines Domestic violence as Any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been intimate partners of family members regardless of gender or sexuality. This includes issues of concern to Black and other Minority Ethnic communities such as honour kill ings. McGee (2000) stated that domestic violence is experienced by women and children of all social classes, ethnicities and abilities. BCS (2001) estimates that one in five (21%) women and one in ten (10%) men has experienced at least one incident of non-sexual domestic threat or force since they were 16. Also when financial and emotional abuse is included, 26% of women and 17% of men had experienced domestic violence since the age of 16. The most affected group as a result of domestic violence are women, as statistics shows 32% of women had experienced domestic violence from this person four or more times compared with only 11 per cent of men (Mullender, 2004). Statistics from British Crime Survey (BCS) (1996) shows that half of families who suffered domestic violence had children aged 16 or under living in the household. Mirrless-Black (1999) suggested that 29% of children experiencing domestic violence were aware of what was happening, children were more likely to be witness abu se against women who suffer abuse themselves. In the UK it is estimated that every year at least 750,000 children witness domestic violence and over a 100-day period an estimated 205,000 children will witness domestic violence (DoH, 2009). Children are affected not only by directly witnessing abuse, but also by living in an environment where their mother (main caregiver) is repeatedly victimised. Children in a home where the mother is being abused are also at greater risk of being abused themselves, or being used to control their mother, Hidden hurt (2010). There are many ways that children and young people can experience domestic violence such as directly being abused or witnessing the abuse as children are aware of what going on, and could be listening whilst the abuse happens. Mullender (2004) stated that what children see or hear when their mothers are being abused can not only include physical violence but also emotional abuse and put-downs, threats and intimidation, sexual jealousy and abuse. Children may witness the family being kept short of money or the abuser taking money from other family members and also experience isolation from family and friends. Also children could witness domestic violence by actually seeing violent and abusive acts/behaviours, hearing arguments and seeing the physical and emotional effects of abuse and when trying to intervene to protect their mother or siblings; but young people may experience domestic violence in their own relationships (DoH, 2002). Research has shown that children are likely to be at risk of physical, sexual and/or emotional abuse if they have witnessed or live in an abusive home. The National Childrens Home (NCH) Action for Children study (2002) found that children living with domestic violence frequently experienced direct physical and sexual assault and that ten per cent had witnessed their mother being sexually assaulted. Abrahams (1994) study found that of women and children who had left a domestic abuser 10% of mothers had been sexually abused in front of their children, 27% of the partners had also assaulted the children, including sexually and 1/3 said that the children became violent and aggressive, including towards their mothers; 31% developed problems at school; and 31% of children had low self-esteem. DoH (2009) stated that although the statistics shows that a high numbers of children witness domestic violence, official statistics are likely to underplay its prevalence. It is difficult to estimate the exact number of women or children that experience domestic violence as not every incident is report or disclosed; therefore the true figures are likely to be higher. Domestic violence has a big impact on children emotionally, socially, behaviourally, developmentally and on their cognitive ability. It can be difficult to research the effects of domestic violence on children due to ethical issues as they are very vulnerable, but it is important to find out what children experience in order to understand the possible impact on children on how to support them to cope. Hester et al (2000) stated that there is evidence that domestic violence has an impact on children but there is lack of knowledge to how factors such as age, race, economic status, gender, disability and childrens resilience influences children. Children can react to violence in different ways depending on whether they are witnessing or experiencing violence as some are more sensitive than others, but it depends on their age. There are two types of behaviours that can manifest in children, this could be externalised and internalised as some children could be more aggressive and are at a high risk of depression (DoH, 2009). McGee (2000) and Frantuzzo (1999) pointed out that children exposed to domestic violence tend to display more aggressive behaviour, have problems in school/home and also behavioural problems such as depression, fears, suicidal behaviours, bed wetting and low self-esteem. Other behavioural and emotional effects could be feeling powerless/helpless, withdrawn, anger, and lower academic achievements; Hester et al, (2000) suggested that this could be short or long term. However, all children could suffer from all of the above at any stage in their life without being affected or witnessing violence, research has shown that it is higher among children who witness domestic violence. Domestic violence can also affect childrens cognitive abilities as research has shown that what is happening at home can disrupt their education. Veltman et al (2000) found that 75% of cases children had delayed cognitive development and 86% had delayed language development. Research has shown that children exposed to domestic violence have difficulty in school, lack concentration and more likely to refuse to attend school (McGee, 2000 and Humphrey and Mullender, 2001). There are long-term consequences of exposure to domestic violence especially to younger children as it is thought that they dont remember what happened; however the effect can be carried to adulthood and could jeopardize their development. Cunningham and Baker (2004) suggested that if domestic violence is carried into adulthood it can contribute to a cycle of adversity and violence. Osofsky (1999) stated that studies have indicated the link between exposure to violence and negative behaviours in children of all age group; similarly Cunningham and baker suggested that exposure to domestic violence can have varied impact at different stages. The social issues of domestic violence are more likely to affect adolescent due to difficulties forming healthy intimate relationships with peers as a result of their experiences; Levendosky et al (2002) suggests adolescents exposed to violence are less likely to have a secure attachment style and more likely to have an avoidant attachment style, i ndicating perhaps that they no longer feel trust in intimate relationships. Violence experienced by infants and toddlers can cause more emotional or behavioural problems as they tend to have excessive irritability, immature behaviour, sleep disturbances, emotional distress, fears of being alone, and regression in toileting and language (Holt et al, 2008 and Osofsky, 1999). Due to their age they are dependent on the mothers/care-giver for care, safety and security so they form the attachment. Studies have shown a link between secure parent-child attachments in infancy with later positive developmental outcomes and these could affect how they relate to people in later life which could affect their normal development of trust and create social problems; research on attachment in infancy has shown that the more serious the level of domestic violence, the higher the likelihood of insecure, disorganised, attachments (DoH, 2009). Furthermore, it can be very difficult for these young children who often cannot describe their experiences in detail as their development is limited and their feelings/emotions are manifested as temper tantrums and aggression, crying and resisting comfort, or sadness and anxiety (Cunningham and Baker, 2004). Children welfare and rights Safeguarding and children welfare is defined by HM government (2006) as the process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully (p 27). Children are defined as in need when they are unlikely to reach or maintain a satisfactory level of health or development which will be significantly impaired without the provision of services (S17 (10) of the Children Act (1989). Some children are in need because they are suffering or likely to suffer significant harm which justifies compulsory intervention in family life in the best interest of children. The Child Act (1989) places duty on every local authority to provide a range of appropriate services to ensure that children in need within their area welfare are promoted. The Act also places a duty on l ocal authorities to make or cause enquiries to be made, where there is reasonable cause to suspect that a child is suffering or likely to suffer, significant harm (s 47). The Children Act (1989) recognises that to promote the welfare of children, services may need to be provided to address the difficulties their parents are experiencing. In order to promote the welfare and safeguard children, all the services and agencies working with children have to come together to provide effective support and services, as when children experience serious inquiries it is evident that there has been a failure of agencies working together; this was an issue raised in the 2003 Victoria Climbià © Inquiry report. Cm 5730 (2003) from Victoria Climbià © Inquiry report recommended that many agencies have to work together to safeguard and promote the welfare of the children which cannot be achieved by a single agency as every service has a part to play. The Domestic Violence, Crime and Victims Act (2004), Family Law Act (1996), Protection from Harassment Act (1997) and safeguarding children all state that it is a criminal offence if a child dies as a result of an unlawful act of the parents/adults (member of the family) who do not take actions to protect the child. The Children Act s11 (2004) and Working Together to safeguard children (HM Government, 2006) stated that safeguarding and promoting the welfare of children is everyones responsibility and central to all local authority functions. Similarly HM Government (2006) stated that protecting children from significant harm, safeguarding and promoting the welfare of children depends on effective joint working between agencies and professionals that have different roles and expertise (p 33). Furthermore the Local Safeguarding Children Board (LSCB) main aim is to ensure the effective safeguarding of children by all local stake holders and the promotion of their welfare, both in a multi-agency context and within individual agencies (HM Government, 2010). LSCB should ensure better collaboration and co-ordination in cases which require services such as agencies working with both childrens and adult services such as agencies working with parents experiencing domestic violence. Working Together to Safeguard Children (HM Government, 2006) states that LSCBs should make appropriate arrangements at a strategic management level to involve among others, domestic violence forums (p 86). HM Government (2010) states that all health professionals working directly with children and young people should ensure that safeguarding and promoting their welfare forms an integral part of all elements of the care they offer. The Children Act (2004) places a wider duty on the police for example ensuring policy plans including child protection strategies. They also specify the need to respond quickly and effectively to domestic violence incidents (Cleaver et al, 2007). Police have a key role in safeguarding children and working with other agencies to stop abuse (HM Government, 2010). In the past professionals have not worked together to address the impact of domestic violence for children, but measures have been placed to reduce this impact. As health professional we have to be able to identify the impact of domestic violence on children in order to help/support them. Research has shown that professionals struggle to identify and understand childrens experiences so cannot respond appropriately to their needs (Mullender et al, 2002). Children have several coping strategies can be through resilience and being listened to about their experiences but some children can recover quickly as children are different so we as professional need to consider each childs coping strategy. DoH (2009) stated that identifying protective factors and increasing resilience can reduce the risk of harm (p 30). Mullender et al (2002) suggested that a secure attachment to a non-violent parent/carer is a protective factor for children in distress from violence. Similarly, Osofsky (1999) sta ted that the most important protective resource to enable a child to cope with exposure to violence is a strong relationship with a competent, caring, positive adult, most often a parent. This is because violence can jeopardize the development of a childs ability to think and solve problems, but with the support of good parenting by either a parent or other significant adult, a childs cognitive and social development can progress. It is important as professionals that children are listened to, taken seriously and are kept informed and involved in decisions; Mullender et al (2000) pointed out that professional lack sensitivity to children who do not feel noticed or supported appropriately. Professionals need training on how to communicate to children to experience domestic violence by using language which will allow them to talk openly. Children want their voices to be heard as this will allow children to disclose any violence; Mullender et al (2002) stated that listening to children who have lived with domestic violence has meant not only hearing voices that were silent but seeing other cases of violence from a child-centred perspective (p 206). Nevertheless when assessing childs needs, it is important to consider support for the family; Holt et al (2008) and Humphreys and Mullender (2001) both suggested that it is essential to provide an holistic assessment that will take into account the risk and protective factors in each family, especially the mother and child. Likewise Hester et al (2000) suggested that any intervention strategy needs to be individualised to children family context and should focus on stabilising the home environment to minimise disruption. They are several service and support for children who have/are experiencing domestic violence such as the hide out, family care support, NSPCC counselling for children and counselling and strong families programme. The hide out is a child friendly website for children and young people, it was created by Womens Aid to help children and young people to understand domestic abuse, and how to take positive action if its happening to you. Stronger families programme is a 12 week therapeutic group programme from children and mothers who have experienced domestic violence. The aim is to achieve safety, empowerment and a safe place to discuss feelings. It helps towards the reparation to mother child relationship through a mother and child group. It is an inter-agency collaborative model that is offered throughout Nottingham city. The Stronger Families programme is based on the successful model originally initiated in Ontario, Canada. The Community Group programme for children exposed to women abuse has over 20 years of experience and research. It is based on early research by Peter Jaffe et al in London Ontario. In 1986 first manual and groups for children, 1996 favourable evaluation and in 1997 practitioners manual published. The London borough of Sutton has been instrumental in introducing the programme for children affected by domestic violence in the UK. Nottingham is now one of the first areas in the UK to offer the full group treatment programme to local mothers and children. In 1996 the programme was evaluated and it was found that children improved their ability to identify abusive actions and behaviours and children improved in their strategies to manage interpersonal conflict. Overall there was a positive satisfaction post group from both mothers and children. To improve the outcomes of domestic violence for children and young people, professional need to make children more aware of domestic violence and where to get help/support if they or friends are experiencing violence, especially in the community for example schools or places young people are more likely to go. McGee (2000) suggested that children and young people need more information about domestic violence and leaflets should be avialblae thorough schools and community, whilst Humphreys and Mullender (2001) suggested that raising awareness in youth settings is another to help change people attitudes. Young people suggested that an educational campaign involving discussion about the media pressure and peoples attitudes towards violence (Mullender et al, 2000); similarly McGee (2000) recommended the need to have a public education campaign which is aimed at adults and children to address domestic violence, for example the Zero tolerance campaign in schools, media campaign to direct young people for support and information and raising awareness as well as providing support in schools for children experiencing domestic violence.

William Shakespeares Othello Essay -- William Shakespeare Othello Ess

William Shakespeare's Othello A significant moment in Othello demonstrates the theme of binaries questioned in many of Shakespeare's works. Addressing the Duke and senators, Othello says: "Let her have your voice. Vouch with me heaven, I therefore beg it not To please the palate of my appetite, Nor to comply with heat--the young affects In me defunct--and proper satisfaction, But to be free and bounteous to her mind; And heaven defend your good souls that you think I will your serious and great business scant When she is with me. No, when light-winged toys Of feathered Cupid seel with wanton dullness My speculative and officed instruments That my disports corrupt and taint my business, Let housewives make a skillet of my helm, And all indign and base adversitities Make head against my estimation." This speech occurs in Othello 1.3.259-273. Desdemona has just requested to accompany her husband to Cyprus and Othello seconds her request. He swears not to be distracted from his military duties if Desdemona comes along. To convince his listeners, he claims he cannot be distracted by sex because he lacks the desire for it. As he puts it, â€Å"the young affects [are] in me defunct† (262-263). Further stressing his commitment to the military, he boldly declares that if he indeed neglects his duties for the state, â€Å"let housewives make a skillet of my helm, and all indign and base adversities make head against my estimation† (271-273). In other words, if his sexual pleasure (â€Å"disports†) gets in the way of his work (â€Å"business†), he does not deserve to be called a man and should be emasculated by allowing housewives to cook with his helmet. Furthermore, his enemies good reputation should be razed. Line 271 (â€Å"Let house... ...od a place as any to start. Works Cited â€Å"Appetite.† Oxford English Dictionary. 2nd ed. 1987. Greenblatt, Stephen. Introduction. The Norton Shakespeare. New York: W.W. Norton & Co., 1997. â€Å"Helm.† Oxford English Dictionary. 2nd ed. 1987. McDonald, Russ. The Bedford Companion to Shakespare. 2nd ed. New York: Bedford/St. Martin’s, 2001. â€Å"Palate.† Oxford English Dictionary. 2nd ed. 1987. Shakespeare, William. â€Å"The Tragedy of Coriolanus.† The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton & Co., 1997. 2793-2872. ---. â€Å"The Tragedy of Othello the Moor of Venice.† The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton & Co., 1997. 2100-2174. ---. â€Å"Troilus and Cressida. The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton & Co., 1997. 1835-1913. â€Å"Skillet.† Oxford English Dictionary. 2nd ed. 1987.

Attachment Theory Essay

Attachment theory describes the dynamics of long-term relationships between humans. Its most important tenet is that an infant needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally. Attachment theory explains how much the parents’ relationship with the child influences development. Attachment theory is an interdisciplinary study encompassing the fields of psychological, evolutionary, and ethological theory. Immediately after World War II, homeless and orphaned children presented many difficulties,[1] and psychiatrist and psychoanalyst John Bowlby was asked by the UN to write a pamphlet on the issue which he entitled maternal deprivation. Attachment theory grew out of his subsequent work on the issues raised. Infants become attached to individuals who are sensitive and responsive in social interactions with them, and who remain as consistent caregivers for some months during the period from about six months to two years of age, this is known as sensitive responsiveness. When an infant begins to crawl and walk they begin to use attachment figures (familiar people) as a secure base to explore from and return to. Caregivers’ responses lead to the development of patterns of attachment; these, in turn, lead to internal working models which will guide the individual’s perceptions, emotions, thoughts and expectations in later relationships.[2] Separation anxiety or grief following the loss of an attachment figure is considered to be a normal and adaptive response for an attached infant. These behaviours may have evolved because they increase the probability of survival of the child.

How Might Prejudice Develop and How Might It Be Reduced? Essay

A judgment or opinion made without adequate knowledge; to Prejudge, to pass judgement or form premature opinion. We can break the word prejudice down into two parts to give clearer understanding of its meaning, Pre is before and judice is to make judgement, so it is a negative preconceived judgement on an individual or group prior to seeking full knowledge or understanding about them. Prejudice effects many aspects of today’s society. Racism, sexism and homophobia are all examples of discrimination against a group that they may feel does not fit in to their norms in society. This can stretch further to prejudice against single parents, students, the elderly, the disabled, Goths, Emo’s, basically any group can be subjected to a form of prejudice. These negative preconceived ideas affect the way we treat people on a day to day basis. It is fair to say that most people would like to think they are tolerant of others and are not prejudice but it is unlikely that these people have no prejudice at all, it is inevitable that certain groups would not personally appeal to everyone and we may be drawn to other groups for company. There are three elements of prejudice. The cognitive element which are ideas about a particular group which form stereotypes. The affective element involves feelings in relation to a certain group, these feelings could include anger, disgust, intimidation or even hate. The behavioural element involves actions taken to express these feelings, for instance an individual may avoid a certain group or individual belonging to a group, they may become abusive either verbally or physically, in extreme circumstances this discrimination can lead to such atrocities as the Holocaust where millions of Jews were exterminated. The media has a massive impact on our opinions of others. It may not be that someone expressing prejudice has had direct contact or experience of a group or individual from a group but they may have formed opinions based on propaganda, parental influences, authoritative figures, peer pressure or ignorance. The social learning theory suggests that negative thoughts or prejudices are learnt from society, for example parents, friends or colleagues. We are not born with negative thoughts/ preconceived ideas for others therefore it must be a learnt ideation. Psychology gives two main approaches to describe the ‘prejudice’ phenomenon, with many psychologist contributing with studies regarding prejudice for example; The Robber’s cave, Sherif (1956). This looked at whether prejudice could be created within a group. Social Factors of prejudice suggests that prejudice is a result of group interaction. Sherif conducted an experiment in 1956 to promote the theory suggesting that â€Å"when groups interact with one another they will inevitably generate attitudes towards each other†. The Robbers Cave experiment took a group of carefully selected boys, with no known hostile attitudes towards each other, they split the group and introduced competition between the groups to observe the ‘natural and spontaneous development of group organisation and attitudes. ’ This is known as minimal group theory. Individual factors involved in prejudice theories suggests a â€Å"sick person model†, suggesting that prejudice is an individual occurrence relating back to unresolved childhood memories or trauma. Freud’s work with psycho-analysis on this was a major influence, that conflicts in ones childhood creates a damaged adult personality. Also theories of the authoritarian figure by Adorno et al (1950) brought the suggestion of projection of unresolved past (childhood) experiences onto minority group. The down side to this theory is that it does not explain group prejudice, it implies that prejudice is an individual process and isolated to having a sick personality. Reduction of prejudice is vital for social integration and acceptance. Prejudice has reduced over the years in many aspects, as we as a society become more acceptant of others prejudice should reduce, but there will always be a victimised group within society which is outcast. Homosexuals could not be openly gay twenty years ago but now it is seen as an acceptable part of society, although there is still animosity towards minority groups such as homosexuals they are not so widespread and outwardly visible. There are several ways of reducing prejudice within society on both an individual and social level. Ignorance has a massive impact on peoples thoughts and opinions of others as many of their opinions of others are uninformed and uneducated. Education is a vital part of reducing any kind of animosity. Schools, parents and other authoritarian figures can take an active role in educating young people about minority groups to encourage acceptance, cultural awareness within schools can be very beneficial in the acceptance process. Opinions of parents are a major influence on a children’s attitudes towards those who appear to be different to themselves, so education is not only appropriate for young people but re-education of old-school thoughts is a necessary action. Integration with other groups is very important to build understanding and empathy between cultures. Also communication is vital to encourage understanding and time to allow these things to take place, attitudes cannot change overnight. Encouraging the pursuit of common (superordinate) goals, can reduce divisions between groups, if mixed groups have a common goal to work towards they are more likely to pull together and put differences aside for the greater gain of the group. All these are options for aiding the reduction of prejudice but time, effort and desire on the part of everyone is required to achieve this reduction, but it is reasonable to say that even though prejudice can be reduced it will never be extinct; there will always be an element of prejudice within society.