Motivation n Second Language Learning

Motivation n Second Language Learning It is natural that students achieve differently in the same class, learning from the same teacher. How students learn and why they achieve differently has been a field of interest among many scholars, especially in the field of second language (L2) learning. Many studies have been conducted about the different factors that affect learner variables, both cognitively and affectively. On a general basis, there are mainly three factors that contribute to the individual differences in L2 learning experience: learning styles, learning strategies and affective variables; Motivation being one of the most important issues in affective variables. (Ehrman et all, 2003) According to Wigfield (1994), motivation is based on how much the individual expect to succeed and their value of their success. Gardner defined motivation as the combination of effort plus desire to achieve the goal (learning the language) and favorable attitudes towards it. (Gardner, 1985) Although the theories and researches c oncerned on motivation have never been free from criticism, it is generally agreed that motivation have great impacts and influences on individual learners. Based on the classification of different types of motivation, this essay aims to explore how it affects a students learning experience, particularly in L2 learning. This essay also provides some suggestions on teaching which might provide help to the formation of a positive motivation. The different types of motivation Theories and models of motivation began to appear in the 1950s, when Gardner and Lambert proposed the Socio-Educational model of language learning, which contained two types of motivation: integrative and instrumental. (Gardner Lambert, 1959). Such model laid the ground work for further research, being developed by following scholars. Deci and Ryan (1985) distinguished between intrinsic and extrinsic motivations; the motivation inside and outside the individual. And based on Skehans (1989) four hypothesis, Ellis (1994) categorized four types of motivation: integrative motivation, instrumental motivation, resultative motivation and motivation as intrinsic interest. (Ellis, 1994) While Lambert described integrative orientation as a sincere and personal interest in the people and culture represented by the other language group, (Lambert, 1974) Ellis (1994) emphasized that orientation and motivation are two concepts which need to be considered separately. While Orientation refers to the underlying reasons for studying an L2, i.e. the effort plus desire; motivation is the directed effort that learners make. (Ellis, 1994) In other words, integrative motivation is the desire for students to want to become part of a speech community, an important aspect of which is using the target language for social interaction. Immigrants are usually examples of people with high integrative motivations. Integrative motivation is normally considered oppose to instrumental motivation, and often believed to be more powerful in its effects than the latter. Gardner and Lambert studied English speakers learning French in Quebec and argued that integrative motivation led to greater suc cess in L2 learning. (Gardner and Lambert, 1959) Instrumental motivation developed from Skehans (1989) The Carrot and Stick Hypothesis, which originally implies external influences and incentives. (Ellis, 1994) Different from integrative motivation, which appears to be less achievable and requires longer time as well as effort; instrumental motivation is more centered on concrete goals such as a job, diploma, or the ability to read academic articles. This form of motivation is thought to be less likely to lead to overall success than integrative motivation, as the ultimate goal is more feasible. Rewards could also be seen as an instrumental motivation, which could aid the learning process to some extent. Gardner and MacIntyre (1991) reported a study for a vocabulary task in which the group of students who were offered awards did significantly better than the comparable group, although the positive effects decreased as soon as the reward stops. Generally, the effects of instrumental motivation tend to maintain for a shorter time per iod. Unless the individual pushes himself further by setting up new goals, the effect ends as soon as the goal is achieved. Despite the differences in integrative and instrumental motivation, some (Muchnick Wolfe, 1982) argued that it is impossible to separate the two in certain occasions, when students have strong motivations for both. (cited from Ellis, 1994) Resultative motivation is concerned with the relationship between motivation and achievement, which Ellis (1994) identified as interactive. Learners motivation is strongly affected by their achievement. Students who perform well in classrooms are more likely to gain confidence and to be more willing to participate. However, Gardner, Smythe and Clement (1979); suggested that while greater motivation and attitudes lead to better learning, the converse is not true (Cited from Ellis, 1994). But the vicious circle of low motivation = low achievement = lower motivation could always develop. (Ellis, 1994) Interest is a powerful psychology tool in receiving attention from students and urging them to make efforts. There are various ways that teachers could help students to develop their intrinsic interest motivation, such as welcoming students with a big smile, or introducing new activities into the classroom. The effects of motivation From the psychological perspective, motivation could also be categorized as positive and negative motivation. Positive motivation means an optimism and upbeat response towards the tasks being assigned to. Negative motivation implies unwillingness and is often companied with anxiety. Nearly all students will experience both positive and negative motivation in some level of their studies; therefore, it is important for them to understand that both positive and negative motivations could be helpful or harmful. Positive motivation It is generally believed that positive motivation leads to better results in the learning process. Students who enjoy learning a L2 or have a clear aim tend to work harder that those who have no interest. However, one of the limitations of the studies in motivation is that the main tool is normally questionnaires, which has questionably validity. There is always the possibility that students would write down what the teacher hopes them to, or what makes them look good, even if the questionnaire is confidential. Also, motivation is different from the actual effort that people make. A student could be highly-motivated judging from his questionnaire but might not have made any efforts in his studies. (Ellis, 1994) In terms of the learning process, motivation itself is not enough. It is just an urge which pushes the student work harder, which means nothing if not taken action. Adoring the teacher and enjoying the class does not necessarily imply that the student understood what he should have learned. Also, motivation is quite changeable; making it difficult to measure which against time and persistence. Besides, a positive attitude might lead students to be overly relaxed or improperly prepared and perform worse than they could have. There is a thin line between confident and arrogance. Negative motivation Negative motivation is normally associated with anxiety, unsatisfactory performance and low achievement. But it might not necessarily be like that for every one. Oller and Perkins suggested that negative motivation might be more powerful to some learners in motivating them to excel, which they referred to as Machiavellian Motivation. (Oller Perkins, 1978) I recall a similar situation from my own learning experience. When I was studying English in primary school, one of the strongest motivations that drove me to work harder was a Korean girl who used to make fun of me. I had the urge to show her that I was capable of learning the language. Although Machiavellian Motivation did not always work that way. I did not like my French teacher when I was studying French as a L2 in my university. But I was never intrigued by the idea of working hard and proving to her that I could manage to learn the language properly. Instead, I got trapped between Elliss vicious circle of low motivation = lo w achievement = lower motivation. (Ellis, 1994) Supposable Machiavellian Motivation is more likely to domain when the imaginary opponent is of the similar level. When the opponent is far more advanced than the learner himself, the idea to conquer would not easily arise, although there could always be exceptions. The formation of a positive motivation Although negative motivation may lead to positive results in the learning process, Machiavellian Motivation is quite risky which might not be suitable for all learners as well. It is generally more simple and beneficial to form a positive attitude when learning an L2. As Pintrich and Schunk (1996) indicated, motivation depends greatly on context, the people involved and specific circumstances. (cited from Ehrman et all, 2003) Motivation is never a fixed dimension; teachers could always help students to form positive motivations. Not all L2 learners have the opportunity to be integrated in a country where the target language is used as L1. However, there are other methods which teachers could use to help students form integrative motivation, such as introducing the culture, using authentic reading material, or asking students to watch foreign movies in the target language. One of the methods that my English teacher used when I was in primary school was asking us to write letters to our American pen pals. We were all deeply engaged in the activity and highly motivated by the desire to communicate with our friends on the other side of the world. Teachers could help their students to form instrumental motivation by setting up clear goals and aims. There could be little steps for beginners, and gradually help students to form the habit of setting up goals for themselves. Realistic and feasible short term goals are very helpful to students in finding their weakness and knowing where they want to be. Teachers could also encourage students to set up long term goals and set up study journals to record their progress. Motivation is always closely linked with performance. To avoid the vicious circle of low motivation = low achievement = lower motivation, (Ellis, 1994) it is necessary to form a positive motivation towards all learning process. In helping students to form a positive resultative motivation, teachers should always consider the difficult of tasks. Students could easily be depressed by their work and put in less effort or all effort when they have decided that it is too difficult for them. The instructions should also be clear so that they would understand what they are expected to do. The tasks should be deigned to suit the demand of the majority of the class, within their cognitive ability and slightly out of their reach so that they would make an effort to accomplish it. Also, how to give feedback and what type of feedback should be given to students is another important issue. An assignment all in red marks would easily discourage anyone. What the teachers could do, particularly for writing class is to have one focus each week such as future tense or pronouns and only look for mistakes in the specified area. The errors could be marked by letters or underlined and ask the students to correct them by himself. Teachers need to understand that errors are inevitable in the learning process and actually a sign that learning is taking place. (Broughton et all, 1980) In SLA theories, error analysis (EA) is a technique which aims to describe and explain the systematic nature of errors generated in the learners language which was established in the 1970s by Stephen Pit Corder. (Corder, 1967) The errors that people make reveal patterns of L2 language development and the differences between L1 and L2 acquisition. Errors provide valuable feedback to both teachers and learners regarding learner strategies and the learning progress; help the teachers to understand the students level and reflect on their own teaching methodology. They also indicate whether the students are rea dy to further their studies. Moreover, errors provide insights into the nature of SLA process. As mentioned before, interest is a powerful tool in L2 learning. To start with, teachers should always try to create a comfortable atmosphere within the classroom. A teacher with a good personality, someone who is adored by the students could make the class much more enjoyable. To boost students interest, teachers could always being new activities into the classroom. Task based learning combined with stories and games would easily attract young learners. For more advanced learners, teachers could occasionally bring culture and drama into the classroom for a change. Also, according to a study by Bachman (1964), students are more motivated when are involved in decision-making, which lead to overall productivity. (Cited from Ellis, 1994) As indicated, students will show more interest in their studies when they feel that they have made decisions. Consequently, teachers could ask for the students opinions to decide on a particular subject for their assignments. Group work also has signifi cant values in increasing students interests, providing with the students an opportunity to interact with each other and share their opinions. Small group tasks are particularly motivating as the students know that their peers are working towards the same project. (DÃ ¶rnyei, 2001) By working cooperatively, students will be urged to perform better, being a representative of their own group. Conclusions As how motivation works and the effects of motivation differ among each individual, also being influenced by many variables, the studies regarding motivation have never been free from criticism, including its classification. However, the impact and value of motivation is generally impossible to ignore. Although both positive and negative motivation could lead to higher achievement in L2 learning, students should be encouraged to form positive motivations as it is more likely to encourage success than Machiavellian Motivation. (Oller Perkins, 1978) Motivation is not an unchangeable domain; teachers could help students form motivation in all of the four categorizes identified by Ellis: integrative motivation, instrumental motivation, resultative motivation and motivation as intrinsic interest. (Ellis, 1994) Also, it is important for students to learn to control their motivation and use it in an active way; to maintain longer motivation for greater success. (Word Count: 2310)

Animal Farm Study Questions Chapter 6-10 Essay

1. The animals are doing a lot of work because they have to get the windmill done. 2. Napoleon decides to trade with the neighboring farms because the can’t afford to let the windmill go undone and the animals are starving. 3. The animals’ reaction is that they are shocked but decide it is necessary that Napoleon trades with the neighboring farms. 4. The windmill is destroyed by the wind that knocked it over. Napoleon blames Snowball because he wants to make Snowball seem like an even worse person. 5. Napoleon orders that the hens’ eggs be sold because the farm needs more grain and for hundred eggs a week is what they need to get the grain they need to survive until the summer. 6. The way Napoleon acts is that he makes it where anyone who takes the hens food or any supply will be punished and he needs the eggs. 7. The animals confess to being traitors because they believe that they deserve what the other animals got from them. Chapter VII and Chapter IX 1. The purpose is to show that the animals are not living off worse than before they rebelled against Jones. 2. Napoleon is becoming more and more like a typical dictator because he is taking over the animals’ natural rights and he is making it where they can’t do certain things. He’s becoming just like Jones. 3. Napoleon outwits himself by making sure he had money up front aside from a pay-me-back and when he does that, he gets counterfeit money instead. 4. What makes the battle against Frederick’s men different from the Battle of the Cowshed of that Frederick’s men had guns this time and were able to kill more animals than last time. 5. The whiskey incident is when Napoleon drinks too much alcohol and is on his deathbed but he soon recovers. 6. The living conditions are harsh considering the pigs and dogs can take what they want because they have to vicious dogs to control the other animals. 7. Napoleon allows Moses to come back and tell his stories because it keeps the animals working hard and it keeps them from realizing what a jerk and over powerful man Napoleon is becoming and it keeps them from having thoughts of rebellion. Chapter X 1. The changes that the years have brought to the farm are that Jones has died and it may not be as bad as Jones’s time but it’s well on it’s way there. 2. Orwell makes fun of bureaucracy by exaggerating the way Napoleon is becoming human. 3. The animals feel that their farm is better off than it was before the rebellion but they are still not getting what they deserve from the upper animals. 4. They kill off the animals because they betrayed them. 5. The new commandment is All animals are equal. But some are more equal than others. It has been true from the beginning because the pigs took over in the beginning and they started taking more and more of the animals’ rights away as they went . They started to believe that they were better than everyone else. 6. The pigs’ appearance starts to change when they start walking on their hind legs and at the end, the pigs become human; their faces change completely. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=†Ã¢â‚¬ ,o=0;o < e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return "studymoose.com"},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf("http")==0){return p}for(var e=0;e

Criminology Coursework †Assessing the riots Essay

Criminology is focused on the attempt to understand the meanings involved in social interaction. Theorists have tried to explain sociological behaviour by looking at the patterns created by individuals that commit crime. The August 2011 riots are pivotal in explaining criminological behaviour since official statistics show that 865 individuals were put in prison by the 9th September 2011 for offences related to the disorder between 6th and 9th August 2011. This is not to say that others were not involved, but that they have simply not been identified to date and may never be identified, however the evidence we do have about the recent riots gives us plenty to talk about. This essay will provide a basis for causes of the 2011 riots by applying the ‘Labelling theory’ and the ‘Anomie theory’ to events that led to such behaviour. Mark Duggan was shot by a police officer from the specialist firearms command team and as life-taking errors were made on behalf of th e police force, such events that led up to the riots suggest that the police service could be to blame. It was on the 6th August that relatives sparked the riots by setting fire to police vehicles as they demanded information about Duggan’s death, however the British Prime Minister David Cameron rejected a causal relationship between the death of Mark Duggan and the subsequent looting. Some say labelling is not a ‘theory’ because it does not give an explanation of law, but questions why we have such rules. For Labelling theorists there is no such thing as crime, as we create the laws and punishments by defining certain acts to be deviant. Deviant means to depart from usual or accepted standards. Leading theorist Kitsuse said â€Å"it is the responses of the conventional and conforming members of society which identify and interpret behaviour as deviant which sociology transforms persons into deviants†. This means that it is not the actions themselves that are crimes but the social response to such actions that the majority of people deem to be unacceptable and so these actions have been made crimes. This is how we label individuals to be criminals as they do not conform to the behaviour of the ideal majority. This can be unfair to minority groups since they may not deem their actions to be criminal but do not have a choice, for example the introduction of the Criminal Justice Act which criminalised previously civil offences such as  section 63 which gives police the powers to remove persons attending or preparing for a rave. The aim of the act was to give greater penalties for anti-social behaviour; however such activities like raves may be anti-social in behaviour from some perspectives but is merely a form of entertainment to others and so this is discriminatory against ravers as their recreational activity has been barred. Commentators have seen the Act as a draconian piece of legislation which was explicitly aimed at suppressing the activities of certain strands of alternative culture. In response to this Bill, the band ‘Dreadzone’ released a single called ‘Fight the Power’ which links into the Anomie theory (see anomie below) as the band were taking action to rebel the change in the law by getting the message across through their music. This also reflects Tannenbaum’s view of labelling; that the process of defining someone as a delinquent is due to conflict over particular activities, which results in tagging in which the person becomes the thing he is described as being and that the only way out is through a refusal to dramatize the evil. This can be applied to the recent riots the people involved were in conflict with the rest of society. Official statistics have shown that 73 per cent of those that appeared before the courts for the disorders involved in the riots had a previous caution or conviction and so this fits in with Tannenbaum’s debate that once a person is labelled to be ‘ bad’ they will continue in that manner. However, this data is only reliable to a certain extent as we do not know what sort of convictions the rioters already had and so they have been labelled as criminals due to deviance. According to Becker deviance is ‘a consequence of the application by others of rules and sanctions to an offender’. Becker came to the conclusion that people are criminalised through the process of negotiation, known to be social constructionism for example the Crown Prosecution Service may drop the charge of murder to manslaughter if there is not enough evidence to convict for murder. By doing this the defendant becomes labelled for the crime of manslaughter even though he may truly be guilty of murder. By introducing what could be regarded as ‘petty’ legislation more people will be labelled criminals, which in turn may lead the offender to act further on this basis. Lemert referred to this as secondary deviance as when a person is labelled criminal they change their view of t hemselves and this then becomes their ‘master status’. On the other  hand primary deviance is when someone violates a social code, but does not get labelled. Therefore a person is only labelled a criminal if he is caught and since ethnic minorities are subject to much more scrutiny than the white population this puts black people at an automatic disadvantage. Following the inquiry into the death of Stephen Lawrence it was uncovered that the police are institutionally racist. Institutional racism can be defined as ‘the collective failure of an organisation to provide an appropriate and professional service to the people because of their colour, culture or ethnic origin’. This can be seen where police failed to identify the attack on Stephen Lawrence as being racially aggravated and presumed it was gang related. This is due to the labels attached to black people that they are all associated with black on black gun crime. Official figures show that black people in England and Wales are six times more likely to be stopped and searched by police in comparison with their white counterparts. The power given to police to stop and search is found under the Criminal Justice Act and requires the police to anticipate violence. For the Mark Duggan case although the officer may have reasonably believed the suspect had a gun this was due to the label attached to him because of the colour of his skin and so such an assumption was not as a result of any proper intelligence. This reflects institutional racism as it is hard to believe that a white person would have been treated in the same way. Despite many black deaths in police custody there has been no conviction of a police officer. This is because of assumptions made that the victim must have been at fault because of the stigma that is attached to black people. This suggests an element of class because the lower class would most likely be punished when caught, w hereas many officials manage to escape minor crimes and so the rich and powerful are protected. The Brixton and Toxteth riots were also in response to such discrimination as at this time the police thought they were ‘the law’ and so used brute force against many individuals for mere suspicion when in matter of fact they had done nothing wrong. Goffman referred to stigma as ‘spoiled identities’ which he defined as ‘an attribute that is deeply discrediting within a particular social interaction’. Referring back to the riots this means that certain people, in particular black people cannot rid themselves of such ‘spoiled identities’ and as a result are much more likely to be subject to assumptions that they are deviant. It was Schur that outlined  that a person employs deviant behaviour as a means of defence. This is relevant to the recent riots since one man declared that he only joined in after being stopped and searched several times while trying to make his way home from the disturbances in the city centre. This suggests th at the riot was escalated by anger towards the police as they inherit discrimination in carrying out their duties. Although racism is rooted in widely shared attitudes, values and beliefs, discrimination can occur irrespective of the intent of the individuals who carry out the activities of the institution. This means that the police may not even be aware that they are being racist, but the labels they attach to certain individuals are present regardless of whether it is intentional. This could be because of the small number of ethnic minority police officers and so the force is not representative, which in turn reflects the ignorance to the modern, multi-cultural society that we live in. So is it fair to say that the police are to blame for the break out of the riots or that they did not carry out their duties efficiently enough to prevent them? The telegraph has cited that Mark Duggan was well known to the police. They had assumed that Duggan had a gun and further misleading information leaked to the public that the victim had actually fired bullets at the police first. Both assumptions made by the police turned out to be false and so this created an outburst of anger since it appeared that such assumptions were based on the fact that Duggan was black. Labelling is a problem that cannot be reversed easily and was acknowledged by Sir Paul Condon where he stated â€Å"I acknowledge the danger of institutionalisation of racism. However, labels can cause more problems than they solve.† Deviancy Amplication, as Leslie Wilkins pointed out is the process where the reaction by agents or agencies of social control may lead to an escalation, rather than a diminution of deviancy. The riots reflect this as the deviant behaviour spirals out of control as more acts are defined as crimes which leads to more restraints against deviants which in turn leaves them feeling as outsiders and so pushes them into the surroundings of other criminals which again leads to more deviant acts. The 1981 Brixton riots produced the Scarman report which emphasised the duty of police to apply the law firmly and sensitively without differing standards and although many measures were introduced to improve trust and understanding between the police and ethnic mi nority communities, the  Macpherson inquiry in 2000 said the Metropolitan police still suffered from institutional racism. Although it is evident that labelling causes many problems that cannot be reverted, it would not have been diplomatic to keep the truth behind the institutional racism a secret from the public and so on its emergence it is fair to say that this caused the beginning of the riots. As a result of this the police have now too been labelled and therefore much trust has been lost in the eyes of the public. The Anomie theory was established in the aftermath of the industrial revolution where society had been subject to a social transformation, which saw a drop in the ability to maintain order. Durkheim said crime is normal in any society and is functional in two ways. The first being an adaptive function that ensures change in society by introducing new ideas and practices and the second type is the boundary maintenance function that reinforces social values and norms through collective action against deviance. He then progressed by outlining two typical social formations; organic solidarit y and mechanical solidarity. Organic solidarity is organised around difference, whereas mechanical solidarity displays identical and shared values and so sanctioning is served here to identify and exclude offenders. The two latter formations were used to understand the rates of suicide. Durkheim said that the suicide rates are down to social solidarity; that is the integration into social groups and the regulation of social norms. His findings showed that anomic suicide occurred where the degree of regulation was insufficient because individuals feel a sense of ‘normlessness’. This can be shown through the amount of suicides within prisons, namely Kilmarnock’s private prison, where six suicides have occurred since the prison opened in 1999 until 2005. In the BBC Panorama programme investigating Kilmarnock Prison a riot within the prison was described, where officers recall witnessing inmates setting fires, flooding and smashing televisions. This can be compared to the riots outside the prisons as the time at which they occur is when individuals are subject to economic and social change. In times of rapid social change, such as that from mechanical to organic solidarity system s of regulations may be insufficient to effectively limit individual desires and so what emerges is a state of anomie. This theory is therefore applicable as the Toxteth outburst, that followed the Brixton riot reflects a civil protest against the social change because during this time Toxteth had one of the highest  unemployment rates in the country. The citizens of Toxteth felt let down by the Government as the city hit a decline and they were given little help to be able to survive and so could not fit in with society. This is also the same for the more recent London riots as society struggles through the recession where high unemployment and high crime is also present. Durkheim also related organic solidarity to the sexual difference between men and women. He outlined that men are much more likely to commit crime due to the higher impact social change has upon males. This can be reflected through the 2011 riots as statistics show that out of all offenders brought before the courts10% were female and 90% were male. Whereas Durkheim’s work related crime to insufficient normative regulation , Merton’s Anomie theory was a result of the absence of alignment between socially-desired aspirations, such as wealth, and the means available to people to achieve such objectives. According to Merton every society has cultural goals in which to strive for throughout one’s lifetime and it was the ‘American Dream’ that this theory derived from. Although Martin Luther King, Jr. strived for racial equality, few will deny that American’s are focused on the ‘almighty dollar’. It was the idea that prosperity and success were available to all those that worked hard, however Merton argued that the cultural demands on persons to achieve wealth brought about the use of illegitimate means, where they are denied effective opportunities to do so institutionally. Although this is based on American culture it can be applied to the UK as our society today aims for material success. This is reflected throughout the looting that transpired out of the 2011 riots as much of the disorder was in aid of stealing goods and electrical products. The BBC referred to this in headlines as ‘greed and criminality’, however others argue that the subsequent looting was due to the lack of help from the Government, which has left many people in a state of desperation. Merton recognised that the majority of society will conform even though they suffer the strain of anomie, however those that do not conform can be categorised into four types of deviants. These four human adaptions are known as the Innovator, the Ritualist, the Retreatist and the Rebellion. In the UK the typical ‘drug dealer’ would be an innovator as they accept the cultural goals, but do not use the standard institutionalised means. This could be for reasons such as previous convictions preventing them from achieving a respected job and  therefore other means are used in order to reach the desired material success. Ritualism in contrast refers to those that still have the attachment to the institutional means, however the cultural goals have been lost. Here could fall the single parent working hard at all costs and not actually achieving the goal. Retreatism is where both the objectives and means have been rejected. Merton says that Retreatism concerns people who ‘are in society but not of it’, for example a typical British tramp. The Rebellion refers to the behaviour of many young individuals in Britain as they replace the cultural goals and the institutional means with their own rules to cope with anomic strain. The recession is a prime example of an economic break down in Britain, which would result in some members of society turning to illegitimate means in order to achieve goals where society has made the end goal much harder to achieve. So, for the offenders involved there is a display of Innovation as they have the goals but not the means to achieve them and so have jumped on the opportunity of crisis in order to gain material success. Merton went on to argue that non-conformity resulted from differential access to opportunities, such as education and employment. From this there is a clear link to labelling as it is societies label that holds back the individual and prevents them from being able to achieve the end goals legitimately. This refers to the majority of the rioters since 73% of the offenders involved had previous convictions, and so although the desired goals are still prominent the label restricts the opportunity of getting a decent job which in turn stops them achieving this ideology of material success. Even without a criminal conviction ethnic minority groups struggle to get the same opportunities in terms of employment. Looking at the UK as a whole, ethnic minorities make up about 7% of the population, yet in police forces across England and Wales, just 2% of their officers are non-white. It is also much harder for a police officer from an ethnic minority background to reach the rank of superintendent and so after much rejection they eventually ‘give up’. Following the Brixton riots the Scarman report recommended efforts to recruit more ethnic minorities into the police force, and changes in training and law enforcement. The Macpherson report somewhat 17 years later showed that nothing has changed. The main problem with this theory is that it looks to assess financial crimes and ignores mindless crimes such as vandalism.  However, as the riots are mainly concerned with burglary and theft (statistics show 13% of disorder was due to theft and 44% was assigned to burglary) this theory is applicable. Looking at the overall causes of the riots it is fair to say that the police have discriminated on the way a person looks and although this may have provoked further crime as deviancy amplication suggests, it is the Anomie theory that best explains the reasoning behind the riots. In order to prevent such mass atrocities occurring again, discrimination in any form must be eliminated from the Criminal Justice System. It was George Orwell that explained how society will become a ‘police state’ and although surveillance programmes and more police powers have been enforced to give greater security to citizens much freedom is subsequently lost. Technology has been put in place in order to secure convictions, however in order for this to work the police must also be subject to the same kind of control. This would prevent discrimination on their part and also regain the public’s trust in the police. The lack of opportunity from the Government has led to a proportion of society to ignore the law, which in turn creates disturbance between the law enforcers i.e. the police and the public. As the recent 2011 riots saw a more ‘stand back’ approach by the police, they argued that they did not have the proper resources to respond due to ‘cut backs’ from the Government, however much of the police fund is spent on the wrong resources and so this must also be addressed for society to be controlled effectively. After the Brixton and Toxteth riots the British public managed to regain police trust, however since the UK returned to an economic state like of that time it was evident that some form of protest would also reoccur. As this has happened, equal opportunities must be available to give everybody in society a chance to succeed, which in turn would lose the resentment that is held towards the Government and police. Bibliography Textbooks: Bowling, B., Violent Racism: Victimisation, Policing and Social Context, 1998, Clarendon Press Gilbert, J., Discographies: Dance Music, Culture, and the Politics of Sound, 1999, Routledge Newburn, T., Criminology, 2009, 1st edition, Willian Publishing Orwell, G., 1984, 1949, 1st edition, London: Secker and Warburg Journals: Bowling, B. and Phillips C., (2007) â€Å"Disproportionate and Discriminatory: Reviewing the Evidence on Police Stop and Search†. Modern Law Review. 70(6) Dicristina, B., (2006), â€Å"Durkheims latent theory of gender and homicide†. British Journal of Criminology. 46(2) Reports: Bell, I., 2011, Statistical bulletin on the public disorder of 6th to 9th August 2011 King, M.L., Jr., (1968) â€Å"The American Dream,† Negro History Bulletin 31 (5) Macpherson, W., 1998, The Stephen Lawrence Enquiry, London: Home Office Scarman, Lord J., 1981, ‘The Brixton disorders 10-12 April 1981’, London: HMSO Legislation: Criminal Justice and Public Order Act 1994 (c.33) Websites: BBC, December 2011, ‘Toxteth riots: Howe proposed managed decline for the city’, http://www.bbc.co.uk/news/uk-england-merseyside-16355281 BBC, 11th August 2011, ‘riots: David Cameron’s commons statement in full’, http://www.bbc.co.uk/news/uk-politics-14492789 BBC News London, ‘London riots: looting and violence continues’, 8th August 2011, http://www.bbc.co.uk/news/uk-england-london-14439970 Cached BBC, ‘On this day: 1981 Brixton riots report blames racial tension’, http://www.news.bbc.co.uk/onthisday/hi/dates/stories/november/25 Guardian, T., 6th December 2011, ‘Reading the Riots: Humiliating stop and search a key factor in anger towards police’, http://www.guardian.co.uk/uk/2011/dec/06/stop-and-search Peter Gould, BBC News online home affairs, ‘Changing face of justice’, http://news.bbc.co.uk/hi/english/static/in_depth/uk/2002/race/changing_face_of_justice.stm Kerry Townsend, ‘Frank Tannenbau m: Dramatization of evil’, http://www.criminology.fsu.edu/crimtheory/tannenbaum.htm Cached – Similar CachedOxford Dictionary, ‘definition for deviant’, http://www.oxforddictionaries.com Scottish Government, ‘HM Inspectorate of Prisons Report on HM Prison Kilmarnock: January 2005’, http://www.scotland.gov.uk/Publications/2005/04/14103535 Cached Warshauer, M., Liverpool John Moores University, ‘Who wants to be a millionaire: Changing conceptions of the American Dream’ (2002), http://www.americansc.org.uk/Online/American_Dream.htm Wheatle, A., Evening Standard, 9th August 2011, ‘We need answers about the death of Mark Duggan’ http://www.thisislondon.co.uk/standard/article-23976405 Television Programmes: BBC One, 2005, â€Å"Panorama: Kilmarnock Prison Part 1†, LondonCached ——————————————– [ 1 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 212 [ 2 ]. Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 11 [ 3 ]. BBC, 11th August 2011, ‘riots: David Cameron’s commons statement in full’, http://www.bbc.co.uk/news/uk-politics-14492789 accessed 18/02/2012Cached [ 4 ]. Oxford Dictionary, ‘definition for deviant’, http://www.oxforddictionaries.com accessed 20/02/2012 [ 5 ]. John Itsuro Kitsuse, 1962 [ 6 ]. Criminal Justice and Public Order Act 1994 (c.33) [ 7 ]. Jeremy Gilbert, Discographies: Dance Music, Culture, and the Politics of Sound, 1999, Routledge, page 150 [ 8 ]. 1994 [ 9 ]. Frank Tannenbaum, 1938 [ 10 ]. Kerry Townsend, ‘Frank Tannenbaum: Dramatization of evil’, http://www.criminology.fsu.edu/crimtheory/tannenbaum.htm accessed 19/02/2012Cached – Similar [ 11 ]. Iain Bell, Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 5 [ 12 ]. Howard Becker, 1963 [ 13 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 212 [ 14 ]. Edwin Lemert, 1967 [ 15 ]. ibid [ 16 ]. William Macpherson, 1998, ‘The Stephen Lawrence Enquiry, London: Home Office, chapter 6.25 [ 17 ]. Ben Bowling and Coretta Phillips, (2007) ‘Disproportionate and Discriminatory: Reviewing the Evidence on Police Stop and Search’. Modern Law Review. 70(6) 944 [ 18 ]. Criminal Justice and Public Order Act 1994 (c.33) section 60 [ 19 ]. Alex Wheatle, Evening Standard, 9th August 2011, ‘We need answers about the death of Mark Duggan’ http://www.thisislondon.co.uk/standard/article-23976405 accessed 21/02/2012 [ 20 ]. Erving Goffman, 1963 [ 21 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 217 [ 22 ]. Edwin Schur, 1951 [ 23 ]. The Guardian, 6th December 2011, ‘Reading the Riots: Humiliating stop and search a key factor in anger towards police’, http://www.guardian.co.uk/uk/2011/dec/06/stop-and-search accessed 20/02/2012 [ 24 ]. Benjamin Bowling, Violent Racism: Victimisation, Policing and Social Context, 1998, Clarendon Press, page 3 [ 25 ]. William Macpherson, 1998, ‘The Stephen Lawrence Enquiry, London: Home Office, chapter 6.25 [ 26 ]. Leslie Wilkins 1964 [ 27 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 218 [ 28 ]. BBC, ‘On this day: 1981 Brixton riots report blames racial tension’, http://www.news.bbc.co.uk/onthisday/hi/dates/stories/november/25 accessed 21/02/2012 [ 29 ]. Emile Durkheim, 1972 [ 30 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 170 [ 31 ]. ibid [ 32 ]. The Scottish Government, ‘HM Inspectorate of Prisons Report on HM Prison Kilmarnock: January 2005’, http://www.scotland.gov.uk/Publications/2005/04/14103535 accessed 21/02/2012Cached [ 33 ]. â€Å"Panorama: Kilmarnock Prison Part 1†, London: BBC One, 27/02/05, Retrieved 03/02/2012 [ 34 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 173 [ 35 ]. BBC, December 2011, ‘Toxteth riots: Howe proposed managed decline for the city’, http://www.bbc.co.uk/news/uk-england-merseyside-16355281 accessed 23/02/2012Cached [ 36 ]. London riots, (6 August 2011) [ 37 ]. B. Dicristina, (2006), â€Å"Durkheims latent theory of gender and homicide†. British Journal of Criminology. 46(2), 212-233 [ 38 ]. Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 3 [ 39 ]. Robert Merton, 1949 [ 40 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 175 [ 41 ]. Martin Luther King, Jr., (1968) â€Å"The American Dream,† Negro History Bulletin 31 (5), 10-15 [ 42 ]. Matthew Warshauer, Liverpool John Moores University, ‘Who wants to be a millionaire: Changing conceptions of the American Dream’ (2002), http://www.americansc.org.uk/Online/American_Dream.htm accessed 21/02/2012 [ 43 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 175-176 [ 44 ]. BBC News London, ‘London riots: looting and violence continues’, 8th August 2011, http://www.bbc.co.uk/news/uk-england-london-14439970 Cachedaccessed 22/02/2012 [ 45 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 175-177 [ 46 ]. Iain Bell, Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 5 [ 47 ]. Peter Gould, BBC News online home affairs, ‘Changing face of justiceâ₠¬â„¢, http://news.bbc.co.uk/hi/english/static/in_depth/uk/2002/race/changing_face_of_justice.stm accessed 22/02/2012 [ 48 ]. ibid [ 49 ]. 1981 [ 50 ]. Lord Scarman, 25th November 1981, ‘The Brixton Disorders10-12 April 1981’, London: HMSO [ 51 ]. Iain Bell, Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 7 [ 52 ]. George Orwell, 1984, 8th June 1949, 1st edition, London: Secker and Warburg

Intraprofessional Conflict Cause Of Conflict In Nursing

Intraprofessional Conflict in Veteran and Novice Nurses New graduate nurses are a valuable resource in the healthcare system. They bring fresh attitude, updated policy and procedure, and advanced education to hospitals, clinics and agencies. Although their employment and retention are essential for the upkeep in the nursing profession, they are sometimes exposed to unsupportive colleagues and workplace violence, especially by veteran nurses. According to Ebrahimi (2017) this type of discrimination may be related to their lack of knowledge of their job description, low self-esteem and power, dependence on other coworkers and professionals, and insufficient preparation in their academic programs to prepare them for conflict in the clinical†¦show more content†¦Staff nurses will be paid to come to a classroom setting where they will be taught the five levels of development: novice, advanced beginner, competent, proficient and expert and the fundamentals of each level (Dracup Bryan-Brown, 2004). In this class preceptors will be taug ht to help new nurses deal with the uncertainty of the clinical setting. According to Dracup Bryan-Brown (2004), both nursing and medicine are taught in an apprenticeship system. Novice nurses require a â€Å"guide at the side† and without that guide they cannot move from novice to expert. Dracup Bryan-Brown (2004) discuss ways of reminding an expert what it was like to be a novice. The charge nurse brought in recorders from music class and did a brief segment on how to play the recorder, then asked the training mentors to get in front of the class and play the written tune on the paper from the recorder. These nurses experienced humility and shame as a novice nurse may feel with a hard task. Reminding expert nurses of their past days as a novice can lead to more cooperation and communication around the unit. Research by Siu, Laschinger and Finegan (2008) found that nurses who work in a cooperative work environment engage in more positive conflict management strategies. Characteristics of a cooperative work include open communication, fair andShow MoreRelatedEffective Communication, And Conflict Management938 Words   |  4 Pagesâ€Å"Patient safety is a top priority for all healthcare providers. Yet medical errors are ranked the eighth leading cause of death. Medi cation administration errors often result from multiple environmental and individual factors† (Yoder, Schadewald, Dietrich, 2015, p. 140). Nurses are faced with several interruptions including other health care professionals, patients, and family members. Environmental factors such as: phone calls, call lights, alarms, malfunctioning equipment, and emergency situationsRead MoreWorkplace Is A Comprehensive Issue Is Not Only Affects A Person s Dignity Essay1458 Words   |  6 PagesISSUES Workplace bullying is a comprehensive issue which not only affects a person’s dignity, but also causes psychological and emotional problems (Park, Cho Hong, 2015). The results of horizontal violence will be job dissatisfaction, physical and psychological stress. The recipient’s of HV will be having sleeping difficulties, low self-confidence and low enthusiasm, feeling isolated from other staff, show depression and utilize lots of sick leave (Longo Sherman, 2007). On a study conducted onRead MoreNursing Paper on Patient Abuse2328 Words   |  10 PagesEssentially, the term abuse is an issue facing the nursing profession today. Many unreported cases of encountered verbal and physical abuse have been found to be ample in acute and complex care settings. These cases are amongst professional individuals (nurse-nurse and nurse-physician abuse) and also among the patient abusing the nurses. Effectively, abuse is not only a Canadian issue. It has been reported internationall y as well. Thus, many nurses today are lobbying for the decrease of abuse within