Bullying: Types, Effects and Government Initiatives

Bullying: Types, Effects and Government Initiatives Abstract The UK Government defines bullying as; Repetitive, wilful or persistent behaviour intended to cause harm, although one off incidents can in some cases also be defined as bullying; internationally harmful behaviour, carried out by an individual or a group and an imbalance of power leaving the person being bullied feeling defenceless. Bullying is emotionally or physically harmful behaviour and includes; name calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging and emailing, sending offensive or degrading images by phone or via the internet, gossiping, excluding people from groups and spreading hurtful and untruthful rumours. (HOC 2007, Frederickson et al 2008). Contents (Jump to) Introduction Chapter 1: The Types and Effects of Bullying Chapter 2: Educational Provision within Secondary Schools Chapter 3: Government Initiatives and the Education of Children who are being bullied Conclusion References Introduction This dissertation is going to investigate the links between education and bullying within secondary schools. Chapter One will give an overview of what bullying is and why is such a serious issue within secondary education, the chapter will then focus on the different types of bullying that happens within schools and what effects bullying has on both the person who is doing the bullying and their victims. It will include statistics concerning how many children/young person who have reported getting bullied, as well as the types of bullying these children have had to deal with. The remainder of the chapter will focus on the bully or bullies experiences before their started bullying another child/young person, paying particular attention to their educational experiences and disadvantages, but also taking into account any additional contributing risk factors which can affect a childs/ young persons behaviour and their education. These risk factors include risk around the childs/young per sons family, along with wider risks associated with poverty and deprivation. Risk factors such as peer pressure, jealously and being bullied themselves, which relate to education more directly, will be discussed in more details. The following chapters discuss the educational provision available to those children/young people who are being bullied and also those who doing the bullying, analysing the types of bullying the effects of bullying and also the types of provision and factors related to the reasons of why bullying happens. Chapter Two focuses on the educational provisions for the children who have been bullied, but Chapter Three addresses issues around reintegration and wider Government policy. Both chapters critically analyse current provision, whereas the conclusion will draw this analysis together and consider the extent to which the current system can be seen to be working in the interests of all concerned. Chapter One: The Types and Effects of Bullying The UK Government defines bullying as; Repetitive, wilful or persistent behaviour intended to cause harm, although one off incidents can in some cases also be defined as bullying; internationally harmful behaviour, carried out by an individual or a group and an imbalance of power leaving the person being bullied feeling defenceless. Bullying is emotionally or physically harmful behaviour and includes; name calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging and emailing, sending offensive or degrading images by phone or via the internet, gossiping, excluding people from groups and spreading hurtful and untruthful rumours. (HOC 2007:7-8, Frederickson et al 2008:176-177). Bullying takes many forms. It can be physical bullying, this is when a child is being pushed, beaten or thumped by bare hands. It can involve a weapon and threats. Bullying can also be verbal and emotional, racial or sexual. Elliott (1997a:2) it would seem that boys are more likely to be physical in bullying, while girls tend to be cruel verbally. Research by Olweus (1993:19) indicates that girls are more often exposed to harassment such as slandering, the spreading of rumours and exclusion from the group rather than physical attacks. Olweus (1993) continues it must be emphasised that these gender differences are general and that is some schools, girls are also expose to physical bullying. In more recent times there have been cases in the UK in which girls have violently and aggressively attacked other girls. An example of this was fourteen year old girl was cornered in the playground by a gang of ten boys and girls. She was stripped to the waist and had to beg on her knees to get he r clothes back. She was pushed, punched and had her hair pulled. Tell and youll get worse was the parting words from one of the girls. The victim did not tell until they did it again and took photographs. When her mother confronted the school, she was told it was only horseplay. The victim, who attempted suicide after the latest incident, was transferred to another school in which she is now thriving. (Elliott 1997b:1), this incident had a more positive ending, which is not always the case. There have also been deaths caused by bullying within schools, mainly in secondary schools. An example of this was in 2000 a 15 year old school girl committed suicide after being bombarded with anonymous calls on her mobile phone, the inquest into her found that she was being bullied through her mobile phone Mobile Phone Bullying/Cyber Bullying (The Independent, 2000). The incidence of girls being violent does seem to be increasing and is a trend that must be viewed with concern, as female bulli es, especially in groups or gangs are getting just as violent if not more violent then male bullies. Studies show that bullying takes place in every type of school. Studies on bullying within schools date back to the 1980s, were the first UK nationwide survey was conducted by Kidscape from 1984 to 1986 with 4000 children aged 5 to 16. The survey revealed that 68 per cent of the children had been bullied at least once; 38 per cent had been bullied as least twice or had experienced a particularly bad incident; 5 per cent of the children felt it had affected their lives to the point that they had tried suicide, had run away, refused to go to school or been chronically ill (Elliott and Kilpatrick 1996). Subsequent studies have found very similar results. Researchers at Exeter University questioned 5500 children aged 13 and found that 26 per cent of boys and 34 per cent of girls had been afraid of bullies sometime in their lives (Balding 1996). Bullying calls to ChildLine are growing at a rapid rate, ChildLine (2006) counselled 37,032 children about bullying between 1st April 2005 to 31s t March 2006. A further 4018 called ChildLine for other reasons but went on to talk about bullying. Every Month ChildLine counsels more than 3,000 young people about bullying, that is a quarter (23%) of all calls to the services. One area of growing concern is homophobic bullying. (ChildLine 2006). Bullying is not only a UK problem, it happens throughout the world. Olweus (1993:19) has been researching the problem of bullying in Norway since 1973; he estimated that one in seven pupils in Norwegian schools has been involved in bully/victim problems (Olweus 1993). Similar findings in other countries indicate that if adults are willing to listen and investigate, children will tell them that bullying is one of the major problems children face during their school years. There are different forms of bullying behaviour that has been identified, such as indirect and direct, as involving individuals or groups, verbal and physical. It is generally agreed that the most common form of bullying is verbal abuse is and name calling, followed by various forms of physical bullying. Within this type of behaviour/bullying, there are some important differences, based on age, gender, sexuality and ethnicity. The main types of bullying within school, especially within secondary schools, these are physical school bullying, emotional/verbal school bullying, electronic bullying or Cyber bullying and sexual/homophobic bullying. Physical bullying is when an individual bully or a group of bullies physical harm their victim, examples of this type of bullying are punching, shoving and slapping, and this can also be direct bullying. Emotional/Verbal school bullying is when a bully or bullies use poor and offensive language. Examples of emotional bullying includes the spreading of bad rumours about their victims, keeping their victims out of a group, teasing the victim in means ways and cussing them, getting other people/bullies to gang up on the victims, name calling, harassment, provocation, tormenting, whispering to another/others in front of the victim, walking in groups around school and keeping secrets away from a so called friend(s). Electronic bullying or cyber bullying is when bullying happens online or electronically. It occurs when the bully or bullies bully their victims through the internet, mobile phones or other electronic means and devices. Examples of this type of bullying are sending mean spirited text messages, emails and instant messages, posting inappropriate pictures, messages about their victims in blogs, on websites or social networking sites and using someone elses user name to spread rumours or lies about their victims. Sexual bullying/homophobic bullying is any of the above bullying behaviour, which is based on a victims sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards their victims, although it is more commonly directed at girls. This type of bullying can be carried out to the victims face, behind their back or through the use of technology (cyber bullying). However, it is also argued that sexist bullying or harassment in school is frequently dismissed as inoffensive or legitimised as part of the normal process of gender socialisation, and that it is a form of abuse engaged in by male teachers and male pupils alike (Stainton Rogers 1991). Furthermore, sexual harassment, of a physical as well as verbal kind, has been described as part of the hidden curriculum of many co educational schools (Drouet 1993). Indeed, Duncan (1999:128) presents a complex scenario in relation to what he terms gender abuse in schools. In deconstructs bullying as a manifestation of gender conflict in the pursuit of a desired sexual identity'. He concludes that both girls and boys can adopt a variety of active and passive roles in relation to bullying, but that sexualised nature of much gender abuse serves to remind girls that power is gendered. The threat of rape was identified as a potential sanction against girls who do not conform to male expectations: rape may be (comparatively) rare but physical and sexual assault are not and the lower range of conflictual sexualised gender practices keeps that threat alive on a daily basis. Some school girls have identified sexual assault and even rape within their understanding (and possibly experience) of bullying. Duncan (1999:128). The pervasive nature of homophobic abuse in schools has been widely commented upon, whether the intended target is known to be gay, or not. There is evidence to suggest that homophobic abuse serves to police gender identities, and establish norms of sexual behaviour and gender identity (Mac An Ghaill, 1989:273 286, Douglas et al, 1997) Rivers (1996:19) argues that a significant feature of homophobic bullying is the severity of the abuse. In a retrospective study of gay men and lesbians experience of bullying, one gay man reported having been raped by a teacher, others reported having their clothes set alight, and being burnt with cigarettes while being held down. One lesbian reported having been raped by a male pupil, and another of having been dragged around the playing field by her hair. Other types of bullying are gender bullying which could be linked directly to sexual and homophobic bullying and another type of bullying that is increasing is racist bullying or racial harassment, number of studies on the relationship between bullying and racism. However there appears to be some ambivalence concerning the conceptualisation of racist bullying. Tizard et al (1988:2), for example, report that name calling relating to physical appearance, personal hygiene and race represented the three most frequent forms of teasing reported among 7 year olds. Loach and Bloor (1995:18 20) and Siann (1994:123 134) argue that bullying can function as a cover for racism. A report by the Commission for Racial Equality (1988), describes various case studies of what is defined as racial harassment in schools. Regardless of the terminology used, Gillborn (1993) argues that racism in schools reflects a wider and racially structured society, and consequently, racist abuse carries extra weight . In terms of prevalence, Kelly and Cohns (1988) survey of first (year 7s) and Fourth Year (year 10s) pupils in school in Manchester found that two thirds of pupils said that they had been bullied. Racist name calling was recorded as the third most common form of bullying. In recent survey of Black and ethnic minority pupil in mainly white schools, 26% said that they had experienced racially abusive name calling during the previous week, while at school, or while travelling to and from school (Cline et al 2002:1). However, it is common with many surveys on bullying, that it is likely that racist bullying or harassment is under reported. There is some debate in the literature concerning both the value and validity of identifying typical victim or bully characteristics. Stainton Roger (1991) for example, argues that any child can be a bully or a victim, and that neither denotes an individual psychopathology: bullying is a reflective practice. Bullying creates victims, victims create bullies. On the other hand, Sharp et al (2002:139) claim that some children are more likely to fall into a bully role or victim role, and that is how children learn to manage aggression and assertion in interpersonal skills represents a key contributory factor. Olweus (1993:19) described bullies as physically stronger and victims as having characteristics that differed from the norm, for example in appearance sporting or academic ability. Boulton and Underwood (1992: 73 87) also found that children who perceived themselves to be different in some way, felt more vulnerable to bullying. Olweus (1984:58) found that approximately 20 per cent of bullies were also victims, and that they represented a particularly disturbed group. Others have claimed that some children fall neither into the victim nor bully category and that they therefore provide a useful normative contrast with which to analyses bullying and victim behaviour (Schwartz 1993 and Glover et al 1998). The effects that bullying has on both the bully and especially the victim can be life changing, in a negative way and have severe consequences not just short term, bullying can also have a long term effect on the victims. The effects of bullying have been said to be very serious, it has been reported that around ten children in the UK kill themselves each year because their lives have been made so miserable by being subjected to bullying (NSPCC 2009). There are many effects of bullying, these are include feeling depressed and sad most of the time, having sleeping problems such as insomnia or having nightmares, not wanting to go to school, not eating or over eating, suffering from stomach aches and headaches, feel less confident and also lose their self confidence and stop believing in themselves, feel unhappy and miserable which will result in enjoying life less. The longer the victim is subjected to bullying will probably in turn become a bully themselves, it will take longer for th e victim to recover from it and may continue to destroy the self confidence of the victim, leading to possible suicide. In 1999 Kidscape conducted the first ever retrospective survey of adults to discover if bullying at school affected those who had been bullied in later life. The survey showed that being badly bullied as a child had a dramatic, negative, knock on effect throughout life. The extensive survey of over 1000 adults, showed that bullying affects not only your self esteem as an adult, but your ability to make friends, succeed in education, and in work and social relationships. Nearly half (46 per cent) of those who were bullied at secondary school contemplated suicide compared with only 7 per cent of those who were not bullied. The majority of the adults reported feeling angry and bitter now about the bullying they suffered at school as children. Most received no help at the time to stop the bullying and telling either made the bullying worse or had no effect. Of the 1044 adults who took part in the survey 828 were bullied at school and 216 were not and of those bullied 70 per cent were w omen and 30 per cent were men and of those who were not bullied, 49 per cent were women and 51 per cent were men (Kidscape 1999:1). However, problems may occur if the school fails to recognise and resolve bullying within school, whereby a child may become at risk of truanting and disengagement from education, which could then lead to the risk of self harming and possible suicide. Should a child not experience an educational experience supportive of building resilience against bullying, then those exposed to bullying can turn to someone before it is too late. The following chapter aims to discuss the educational provision available for children who are victims to bullies and the consequences of those who do the bullying. It focuses purely on those children who get bullied in secondary schools. Chapter 2: Educational Provision within Secondary Schools This chapter aims to discuss the educational provisions available for those children who have been bullied and are still getting bullied. It focuses first on the provisions available for children who have been bullied throughout secondary schools, before examining the experiences of those who are living through bullying and also those who are the bullies. The importance of education as a preventative measure against bullying will be discussed along with how education is delivered to those children who are suffering at the hands of bullies. The Government has made tackling bullying in schools a key priority and the Department for Children, Schools and Families (DCSF) has made it clear that no form of bullying should be tolerated. Bullying in schools should be taken very seriously, as it is not a normal part of growing up and it can and will ruin lives. It is compulsory for schools to have measures in place to encourage good behaviour and respect for others on the part of pupils, and to prevent all forms of bullying. The DCSF supports schools in designing their anti bullying policies and their strategies to tackle bullying, by providing comprehensive, practical guidance documents. Regional advisers with expertise in the field of bullying are also on hand to help schools implement the guidance and draw on best practices. Teachers can help to reduce bullying both by the way they teach and by what they teach. In terms of approaches to teaching, although it may seem obvious, it may be helpful to consider teaching approaches along a spectrum with, at one extreme approach which actively promote bullying and at the other ones which specifically seek to prevent bullying. An example of actively promoting bullying is whenever a teacher deliberately humiliates a pupil, then the teacher is quite simply engaging in bullying. It really does not matter to the pupil whether the intention is merely to exert control or gain personal gratification. It would be pleasant to assume that this kind of teacher bullying was something that only happened in the past. Unfortunately most secondary school pupils, at least, will tell you that in their school there are one or two teachers who regularly use intimidation, sarcasm, belittling or harassment towards pupils, and that most teachers, on occasions, will resort to this kind of behaviour (Lawson 1994), showing the pupils that it is acceptable to bully others. The contrast from actively promote bullying is bullying preventive teaching. This is an approach to teaching which is alert to and aware of the condition which makes some pupils vulnerable and avoids endorsing these. This is about treating all pupils with a level of respect and avoiding making jokes at the expense of the weakest. It is about not contributing to a pupils vulnerability, about not setting up victims. It is also about acting as a good role model, as somebody who does no misuse the power they have. More proactively bullying preventive teaching is about publicly acknowledging that bullying is not acceptable, putting it specifically on the agenda within the secondary school and in the classroom, and creating opportunities which will help staff and pupils to develop strategies to counteract bullying. Overall what is needed is to change the way that pupils behave towards each other. To do this the pupils themselves must want to change and they need strategies and they must know how to change. The 1996 Education Act placed responsibility on head teachers for discipline and behaviour in schools, and in 1994 the Department for Education encouraged head teachers, in consultations with their governing bodies, staff and parents, to develop whole school behaviour policies and approaches which are clearly understood by pupils, parents and the school staff. The guidance recommended that schools should also have an anti bullying policy; School staff must act and importantly be seen to act firmly against bullying whenever and wherever it appears. School behaviour policies and the associated rules of conduct should, therefore, make specific reference to bullying. Governing bodies should regularly review their schools policy in bullying. School prospectuses and other documents issued to parents and pupils should make it clear that bullying will not be tolerated. Prospectuses should also explain arrangements through which pupils troubled by bullying can draw their concerns to the att ention of staff in the confidence that these will be carefully investigated and, if substantiated, taken seriously and acted upon. Individual members of staff must be alert to signs of bullying and act promptly and firmly against it. Failure to report incident may be interpreted as condoning the behaviour (Elliott 1997c:118). In more recent times, when a secondary school uses SEAL (Social and Emotional Aspects of Learning), if used effectively it contributes to the work secondary schools are doing to reduce bullying. When a school implements SEAL effectively across the whole school it establishes strong foundations to its work to prevent bullying. At the core of SEAL are the social and emotional skills, which are all important because high levels of these skills create social climate that does not tolerate bullying behaviour (DCSF 2007) The partnership between ChildLine and Schools is a recent initiative, called CHIPS which was established by ChildLine aiming to work directly in schools, youth clubs and other settings with children and young people across the UK. In 2007/2008 CHIPS worked with more than 66,000 children and young people across more than 700 primary schools and secondary schools and almost 100 special schools and youth groups, to endorse the view that children and young people can help each other, can play a part in making changes to improve their own lives, and have a right to be listened to and respected. CHIPS provides a range of services from awareness raising assemblies, workshops dealing with bullying issues, to setting up peer support schemes, that encourage children and young people to support each other (NSPCC 2008), all of those services are done within the schools. There are many implications when it comes to initiatives and provision, the first is less attention appears to have been paid to childrens support needs during periods of transition, for example between primary school and secondary school. Children often fear bullying at points of transition in their lives, or at particular turning points, for example, during the move from primary to secondary school. Children in their last year of primary school may be seen as the leaders of their school. Primary schools are generally smaller, both in the fabric of the building and in the size of the school population. Secondary schools are, by contrast, frequently viewed as fearfully large places, where newcomers represent the lowest rung of a long ladder. Children who change schools as a result of moving home may also feel vulnerable to bullying. It would therefore seem useful for more research to be conducted on the support needs of children as they learn the ropes of their new environment. Another implication is making sure that all schools have an anti bullying policy within school and that it is used effectively and at all staff knows how to use it. Some of these studies were prompted by the concerns raised by parents and pupils that anti bullying policies and strategies were having a limited effect). The evidence shows that adopting an anti bullying policy is not enough; policies need to be effectively implemented and sustained over the long term (Glover et al, 1998). Parents and teachers is another implication as they are not seen to be working together or not working together as much as they should. It is every childs democratic right to attend school in safely. As education is one of the very few compulsory activities that parents and the government impose onto children, it involves all adults, in whatever capacity, to ensure that this is possible. Parent and teachers, being the most closely involved have the most valuable role to play. Parents are often extremely anxious to have a bully situation speedily resolved and so will offer the highest level of commitment. Their level of distress can often be reduced by inviting them to become actively involved in any plan as feelings of helplessness may be increasing their concern (Besag 1992:155). It may be easier for the victim to confide in a teacher rather than in their parents who are often bewildered by the childs reluctance to discuss the matter and refusal of their offers of help. The situatio n in such cases remains shrouded in mystery, and parents rely heavily on teacher to support the child and communicate with them appropriately. Another implication is when a parent does not feel that the school of their bullied child has not dealt with the bullying in an effective way and stopped it, and they withdraw their child from the school where the child is getting bullied and either moving them to another school or even educating the child at home, this may have a negative effect on the victim, as if they attended a new school, they would have to make new friend and there in not certainty that they will not get bullied at the new school, it will also have an effect on the childs education because they may possible be at different stages in the curriculum at the new school compared to the school that they were previously at. If the parents of the bullied child decide to educate their child at home, they would have to sort out materials and resources themselves, and this could take time and money. Parents should be warned that if they decide to educate their child at home, they have opted out of the state education sys tem and should not expect any assistance in educating their child from the LEA (Local Education Authority). Under the Education Act 1996, parents have a legal duty to ensure that their child receives an efficient full time education suitable to the childs age, ability and aptitude, whether this be at school or otherwise in some kind of education. (Elliott 1997d:124). Chapter 3: Government Initiatives and the Education of Children who are being bullied The barriers to education both before and after the point at which a child is bullied set out above can be institutionally specific, but it is also clear that some barriers and some of the problems of provision difficulties around reintegration are dependent on government policies and the wider educational system. This chapter will analyse the effectiveness of Government policies, initiatives and how these influence educational systems and may both increase educational involvement or attainment and reduce bullying. However, because of the plethora of local initiatives the chapter will focus on the larger scale initiatives, which aim to tackle the main problems (as set out and evidenced in previous chapters), therefore the primary discussion will focus on how the current Government has tackled the issues as mentioned above since they came into power in 1997. For almost two decades, bullying in schools has attracted the interest and concern of governments and policy makers. In the late 1980s a public enquiry was launched into unruly behaviour in schools, the result of this enquiry was the Elton Report (1989). The Report highlighted the issue of bullying, and suggested that a positive school ethos provides the essential factor in facilitating academic success and positive pupil relations. A positive school ethos has, however, proven a difficult concept to define or quantify. Instead, research has tended to focus on the relative merits of different approaches or interventions designed to reduce or prevent bullying (Mackinnon et al 1995:43). In the 1990s an extensive research funded by the DfEE, indicated that bullying was far more prevalent in some schools than others, and that the reasons for this pattern could not always be attributed to single cause (such as social deprivation, or geographical location). Some schools were also shown to be more effective than others at introducing and sustaining anti bullying work. Despite these complexities, the research provided much needed evidence on what had up till now remained a largely hidden phenomenon, and provided the basis for the governments first major attempt to provide schools with evidence based research on effective anti bullying strategies (DfE 1994, DfEE 2000). Almost a decade later, bullying continues to represent an important issue for public policy, not least because of the links between bullying, academic underachievement and mental health problems Guidance issued to teacher and school governors highlights their duty to prevent all forms of bullying: the emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide, low report rates should not themselves be taken as proof that bullying is not occurring' (DFEE, 1999:24- 25). The National Healthy School Standard (DfEE 1999) also recommended the development of anti bullying initiatives as part of a whole school approach to raising educational standards, improving the health of children and young people, and reducing social exclusion. The DfES has also recently announced that, as part of the governments national behaviour and attendance strategy, guidance and training will be offered to all secondary schools on tackling bullying from September 2003. However, while the whole school approach might be interpreted as echoing the notion of a school ethos, in other respects the issue of bullying appears to be beset by a numb

All Adoption Records Should be Open to Adopted People over Eighteen Years Old

The issues of having adoption documents open for access by the adopted people who are over eighteen years has caused a lot of heated debate in America. There has been a revolution in the adoption scene as some of the states have legalized the opening of previously sealed adoption documents.There are raging debates due to the controversy which is brought by opening and sealing the adoption records. The right of the birth parent to privacy is weighed against the fundamental right of the adopted adult to know and the right to equality. This paper seeks to bring out the reasons as to why these previously sealed documents should be open for adopted adults.There are more than six million adoptees in the United States of America. Currently, only six states in America offer the open inspection of adoption records. These are Tennessee, Hawaii, Delaware, Alabama, Kansas and Alaska (Mabry & Kelly, 357).In most of the other states, the original birth certificate and the adoption documents are no t accessible to anyone without a court order. Alabama allows the opening of these documents only after consent while Oregon and Tennessee also require consent from the court. In Tennessee, the adult adoptee is forbidden for establishing contact.Some states recommend the use of specific search and consent protocols which require the agency to locate either member of the adoption triad enquire whether they would allow their identity to be revealed to the other member (Mabry & Kelly, 359).The adoption triad refers to the adopted adult, the adopted parents and the birth parents.   Opening adoption documents or records refers to making a variety of previously confidential and sealed information available to a member of the adoption triad.These adoption records can be either the original unammended birth certificate, the court records from the adoption and other confidential information including the adoption agencys’ documents which may reveal the identity of any of the members of the triad (Mabry & Kelly, 369).After an adoptive placement is finalized, the original documents and documents proceeding from these cases are closed.Most adopted adults are in favor of the opening of the adoption documents primarily to ease their search for their birth parents or eliminate the need for a search. They argue that keeping these documents sealed from adopted adults, impairs with their emotional status and denies them of their right to know the identity of their parents like every other person.Adoption documents were initially sealed in order to protect any members of the adoption triad from the prevailing attitudes of the time. There was a lot of social stigma arising from illegitimacy and infertility. People were also stigmatized based on their wealth or other features in their families.The courts felt that the exposure of the triad especially the child to these attitudes would hinder their potential. Sealing adoption documents allowed the adopted child to grow up w ithout these additional pressures from the society (Mabry & Kelly, 436).The main reason as to why the adoption documents were sealed was to protect the adoption triad from social stigma associated with illegitimacy and infertility.The changing times have eliminated this stigma as millions of people nowadays choose not to get married, to become single parents or even get married and choose not to have any children. Any stigma associated with either of these has been eroded over time.The opening of adoption records only for adopted adults over the age of eighteen years ensures that they are already emotionally and mentally developed and the chances of their birth parents affecting their development is minimized.Adoption documents allow the adopted adult to find out of any genetic conditions which they may have inherited from their birth parents. The knowledge of any genetic predisposition to life threatening medical conditions allows the adopted adult to seek help early.This also allo ws early detection of any medical conditions and could potentially save lives (Siegel, 17). In cases where the adopted adults also intend on having their own children, it is necessary for them to know of any possibilities of passing on genetic conditions to their children and make informed decisions based on these facts.Adopted adults may also require organ transplants. The most successful organ transplants are from genetically identical individuals since there are less chances of rejection. For the adopted adult, this implies that they have to contact their birth parents and any other siblings they may have for potential donors.The adult who is adopted at childhood has the fundamental right to know the identity of his parents (Mabry & Kelly, 508). These unanswered questions bring a lifetime of confusion and loss of identity.The contract between both sets of parents is entered on behalf of the adopted child. Once the child reaches eighteen years, they are legally capable of making m ost legal decisions and they should be treated as adults who have the right to decide whether they require information regarding the birth parents.In cases where they choose to have access, the information should be availed readily (Siegel, 17). The United States of America is founded on the tenet of equality for all its citizens. Opening adoption documents ensures that adopted people are given equal right to know their parents, similar to their non adopted counterparts (Blanton & Deschner, 534).The adopted individuals should be given the same right as everyone else.   This in turn brings peace of mind and the adopted adults can move on with their lives.There are many people who feel that the opening of these previously closed documents should be prohibited and adult adoptees should not be given information regarding their birth parents. Those who oppose the opening of these documents insist that the birth parents may not want contact from the children (DuPrau, 28).The supporters of opening adoption records insist that the opening of these documents does not necessarily imply intent of contact. In many cases the adult adoptee is simply curious or is intent on identifying any genetic medical conditions of the birth parents (Blanton & Deschner, 530 .The issue of people preferring abortion to adoption due to the ramifications of the children later looking for them has also been debated. The supporters of open documents maintain that the two issues are unrelated and the rates of abortion have not increased in states that have allowed open adoption documents (Cocozzell, 36).There is no need for the birth parent to feel insecure because most states specify no contact unless it is permitted. The birth parents have no biding parental responsibilities on the adopted adult and the only thing they seek is information on their identity and possible their medical condition. In some instances birth parents who gave up their children for adoption are also interested in mak ing contact and are relieved when the adopted adults contact them (Cocozzell, 36).There are also arguments that insist that the identification of birth parents is a threat to the relationship of the adopted individual with their adoptive parents. While it may be true for an adopted child, for an adult adoptee, the identification of the birth parents is not a threat to their relationship with the adoptive parents (DuPrau, 18).In conclusion, all adoption documents should be open to all adopted people over the age of eighteen years. This allows equality to all people and gives the adopted adults peace of mind regarding any questions they may have concerning their identity as well as any potential genetic conditions which, they may have inherited from their birth parents.REFERENCESBlanton L. & Deschner Jeanne, â€Å"Biological Mothers' Grief: The Post adoptive Experience in Open vs. Confidential Adoption,† Child Welfare 59 (1990): 525-535.Cocozzelli Carmello, â€Å"Predicting th e Decision of Biological Mothers to Retain or Relinquish Their Babies for Adoption: Implications for Open Placement,† Child Welfare 68 (1999): 33-44.DuPrau Jeanne. Adoption: the facts, feelings, and issues of a double heritage. Michigan: University of Michigan, 2007. 16-99.

Essay about The Concept of Marriage - 985 Words

Marriage is the bonding between people by social union or legal contract. Marriage is when two people have a wedding ceremony to exchange vows before God and their family. People spend hundreds to thousands of dollars on wedding ceremonies for something they have no clue of what they are getting into. Different cultures have their own concept of marriage. I am going to explore the biblical and social concept of marriage. People enter into marriage for different reasons. These reasons may include social, economical, religious, emotional, or for legal reasons. There are a lot of expectations on both parties entering into a marriage agreement. If these expectations are not fulfilled, people handle the problems differently. The overall†¦show more content†¦More and more women are in the work-force as single moms. Marriage once was the thing to do before anything else was accomplished. Over the years that number has declined drastically. In 1960, two-thirds (68%) of all twenty-s omethings were married. In 2008, just 26% were. Today that number is declining more in the United States based on an income-gap (Pew Research Center). A controversial issue in todays society is same-sex marriage that has also affected the decline of marriages in men and women. Cohabiting has played another key factor in this decline. Most young adults want to take a trial run to be sure the partner is suitable enough to tie the knot with. They seek the friends with benefits concept and spend the rest of their young adulthood seeking that thrill. Today, marriage is at the bottom of the list. Most want to be financial stable before entering into marriage. Then there are some that are seeking to find their soul mate or the perfect mate. My concept of finding someone that is marriage material is based on the individual. Sometimes we can have our standards set so high we spend our entire lives searching for a fantasy. Once that person wakes up and face reality, they should ask the question do I want to be alone the rest of my life. There are people looking for a certain mate to fulfill their needs when they are not willing to fulfill those same needs for themselves or another individual. Spending the restShow MoreRelatedThe American Concept Of Marriage1140 Words   |  5 PagesThe American concept of marriage foundation has been a foundation for human civilization for centuries. Likewise, forty-one American states revere matrimony laws of Moses between man and woman. However, the concept of marriage for Americans is under review by the United States Supreme Court. Citizens interested in changing the Law of Moses will present their purpose and reason challenging the Federal Defense of Marriage Act. Historical marriage values are questionable to some individuals in AmericanRead MoreThe Concept Of Child Marriage2519 Words   |  11 PagesAnalysis of the concept of child marriage in Nigeria, a case study of the child not bride media campaign in 2013, using the standpoint theory. Introduction One issue that has greeted the large population of Nigeria amongst other issues is the issue of child marriage, which basically is a prevalent practice. An easy explanation or yardstick to this would be the fact that Nigeria is divided on religious grounds. This division is as follows; the Southern part is mainly occupied by Christian whileRead MoreSociological Concepts Of The Family, Marriage, And Intimate Relationships998 Words   |  4 Pagessociological concepts of the family, marriage, and intimate relationships. (Pg. 365) The sociological concept for family is a group of people that are related to by decent, marriage, or adoption. Many sociologist view families as a universal social institution that is central to social life, meaning families play a role of how people learn to be social and how their role in a society. Sociologists are interested in studying families because of how families are created through marriage and how theyRead MoreHow the Western Concept of Marriage has Changed Essay990 Words   |  4 Pagescultures, more than 90 percent of people marry by age 50. Studies show that healthy marriages are good for couples’ mental and physical health† (â€Å"Marriage and Divorce,† 2014). For children, growing up in happy homes help with their mental, physical, educational, and social well-being. Unfortunately, about 50 percent of married couples in the United States divorce. The rate is even higher for subsequent marriages (â€Å"Marriage and Divorce,† 2014). T he social institution influence (structural) differs fromRead MoreThe Formation of Jane Austens Marriage Concept and the Reflection in Pride and Prejudice3822 Words   |  16 PagesTHE FORMATION OF JANE AUSTEN S MARRIAGE CONCEPT AND THE REFLECTION IN PRIDE AND PREJUDICE by Nie Zuyuan December,2010 College of Technology,Xiaogan University Abstract â€Å"It is a true universally acknowledged,that a single man in possession of a good fortune,must be in want of a wife.†Almost two centuries later,the deep impression on readers left by the opening sentence of Pride and Prejudice has not decreased because of their changing literary taste.As the author of Pride and PrejudiceRead MoreMarriage; a familiar concept that has existed since ancient societies, has not always been the same1300 Words   |  6 PagesMarriage; a familiar concept that has existed since ancient societies, has not always been the same concept modern society deems it to be. We, in modern days, seem to instantaneously link love to marriage because it is a tradition that has been passed down to us from previous generations. Even though today we accustom love with marriage because that is how it is perceived, for most of human history, marriage was not exactly the â€Å"traditional tradition† as it is now. Though marriage in modern societyRead MoreHow Marriage And Family Concepts Relationship Between Hinduism And Christianity Are Influenced By Laws Of Manu And Writings1679 Words   |  7 PagesI am going to talk about how marriage and family concepts or relationship in Hinduism and Christianity are influenced by Laws of Manu and Writings of Martin Luther. Martin Luther, a German monk, priest and theologian, is a great reformer in western church history. He focused his study on the necessity for salvation and stated that the rightness of God is the strong faith believers have. His writings hold against the corruption of Catholicism and at the meantime, describe his perspective in the RadicalRead MoreThe Love Sick Society1531 Words   |  7 PagesSick Marriage When we talk about marriage in this time period, we always expect there to be a sense of love behind this status, for the most part. However, where did this concept of â€Å"love† come from? Marriage in the past was very rarely associated with love. Love was seen as detrimental to the concept of marriage. In fact, in Ancient China, love was seen as â€Å"disruptive† and an act of being â€Å"antisocial† (Coontz 378). So the question we ask ourselves is, where did this idea of love in marriage comeRead MoreGay Marriage Should Not Only Be A Civil Right1569 Words   |  7 Pagescouples should be permitted to perform the act of a legal marriage divides the United States of America into two. Although more than half of the states have legalized gay marriage, fourteen states, including Kentucky, reject the idea of homosexual couples as equals to heterosexual couples. The fact is that an exclusion of marriage for gay couples is a limitation of their personal rights and is unequal, unfair, and un-American. Therefore, gay marriage should not only be a civil right, but also a constitutionalRead MoreEssay on Arranged Marriages786 Words   |  4 Pagesmind when you hear the words arranged marriage? I am sure a happy, respectful, loving relationship was not what popped into your mind. Arrange marriages are a complex subject, and the concept is perceived as a human rights issue where individuals loose the right to freedom of choice. In saying that, my initial opinion of an arranged marriage was not held in high regard. However, after being introduced to someone who is in the process of an arranged marriage; and conducting my own research; my view

Is It A Good Leader And A Role Model - 905 Words

This piece of paper is me, is you, and is all of us. Then we go to school and all the pressure is on us. We have to complete assignments, revise for exams and also complete homework. We’re being pushed to be perfect, pushed to succeed, pushed to be a good leader and a role model. We are being pushed too far and in the end, we aren’t us anymore. No matter how much we try, we can’t get the paper back to how it was. Parents may not be aware of this, but this is bullying. You’re bullying us. We’re scared to let our parents down, scared to let our teachers down. Our parents want us to be something we’re not, they want us to do something that they think is good for our future, but if we’re not enjoying it then we won’t succeed, so what’s the point? They want us to live their dream, not ours. If this is what we have to live with, then what do we have to live for? We live in a world which is full of pressure where we have been suffocated from an early age, pushed around as well as mentally and physically drained. The world seems somewhat predictable, as history does repeat itself. One thing that will never go away is expectations. You are expected to do what other people want you to do, especially by our parents, which is more often than not, better than what we are currently doing. Parents are chasing lost dreams and to make up for their own failed aspirations, they push their children to live out their dreams. This is a prevalent issue in society, in fact, it is a form ofShow MoreRelatedEssay Role Models and Leadership in Romeo and Juliet816 Words   |  4 Pagesleadership and role modeling in the Shakespearean play Romeo and Juliet. When one hears the term leader, there may be some confusion around what qualities a leader may or may not possess. One should also avoid confusing a good leader with a good role model, because although a good r ole model may possess similar qualities, there are a few qualities that are required in order to be a strong leader. Two very good examples of the contrasts between a good leader and a good role model are the charactersRead MoreDr. Zieff And Alexandria1167 Words   |  5 Pages Results While both leaders came from different backgrounds than public health, Dr. Zieff and Alexandria have similar experiences with leadership. As a woman and a woman of color in a high leadership position, they experience discrimination and prejudice from people. Discussion about relationships emerged from both interviews. Dr. Zieff and Alexandria talked about collaboration and role models. The women also have strong values such as respect, empowerment, and observation. Different BackgroundsRead MoreThe Role Of Leadership And Team Building959 Words   |  4 PagesLeading a business on the track to success is only achievable when a firm implements an efficient leadership model (Buergi, 2006). Dynamic leadership approaches are known to be important productive forces for companies. Employee motivation is also a vital scheme of the organization as well as the leadership model; however, in most firms, the top management overlooks its role. There exists a great need for staff training to enable the accomplishment of a wide range of tasks at the scheduled time.Read MoreWhat Makes A Good Role Model?1058 Words   |  5 Pagesmakes a good role model and how can I ensure that I act as a role model for employees I supervise? It is said that role models in work places are no different to those elsewhere. In families, parents are role models. Managers are role models in the work place. They too, set an example. In work places, there are differences. It is suggested that other employees will only look to those whose work is better than their own, and show traits that they want to emulate. One way that workplace role modelRead MoreLeadership And Leadership Theory Of Leadership1341 Words   |  6 Pages The author of this paper has been in various leadership positions for over 20 years. Some positions held by the author have been team leader, Operations Manager, General Manager, and Director of Operations. The author has lead teams with various degrees of education and from many cultures. The leadership theories studied during OLCU 400 will assist this leader though experienced to become much more effective and focus on those areas that bring the most impact and benefit to the organization heRead MoreOrganizational Change Model1729 Words   |  7 Pagesï » ¿ Organizational Change Models Grand Canyon University: LDR 615 March 12, 2014 Organizational Change Models It is common knowledge by now that change is inevitable. It is everywhere around us. Change can be fun, for example when a new version of the iPhone comes out. However, when change affects what we do everyday, there usually is a lot of skepticism and resistance to change involved. Apple employees were sure to feel enormous pressure as the sales of iPhones skyrocketed. To implementRead MoreLeadership Analysis As An Art Is Critical In The Development1286 Words   |  6 Pagesanalysis and overall conclusion on the state of leadership. Research has come up with various theoretical models that purpose to sharpen the leadership skills among the employees (Neck and Manz, 2016). The analytical tool is critical in organizational activities as it improves the effectiveness of the leadership roles. The paper will utilize one leadership theory that has played a vital role in the management of various institutions. The leadership strategy serves to identify the individual or theRead MorePersonal Model of Ethical Leadership1303 Words   |  5 PagesPersonal Model of Ethical Leadership Personal Model of Ethical Leadership: Ethical leadership is an important aspect that should be practiced by all individuals in leadership positions despite of whether the leadership is intentional or unintentional, or formal or informal. However, practicing ethical leadership is difficult in some cases, especially when there are tough decisions to be made while the appropriate choice is unpleasant though its clear. Notably, ethical leadership is quite importantRead MoreLeadership Is Doing The Right Things870 Words   |  4 Pages(Drucker, 1946). According to Caldwell, Hayes, Long (2010) effective leaders have the ability to establish trust by creating a duty-based or covenantal relationship with their subordinates, they also have the ability to understand the nature of ethical leadership, which helps to create support systems and garner a higher level of commitment from those they intend to lead. In order to pull the best out of people, skilled leaders must develop â€Å"social capital†, particularly when tho se people are underRead MoreRole Models Of A Good Role Model1330 Words   |  6 Pages1)A role model is a person whose behavior, example, or success is or can be emulated by others, especially by younger people.(the definition of role model, 2016). A good role model has to demonstrate multiple qualities . They are people who other employees look to in times of crisis and for support as well. Role models have to lead by example and demonstrate abilities that reflect what the organization requires of the employees. The status of role models is much like the status of celebrities

Conformity in Fahrenheit 451 - 827 Words

Mindless and Obeying Ray Bradbury’s Fahrenheit 451 features a fictional and futuristic firefighter named Guy Montag. As a firefighter, Montag does not put out fires. Instead, he starts them in order to burn books and, basically, knowledge to the human race. He does not have any second thoughts about his responsibility until he meets seventeen-year-old Clarisse McClellan. She reveals many wonders of the world to Montag and causes him to rethink what he is doing in burning books. After his talks with her, the society’s obedience to the law that bans knowledge, thinking, and creativity also increasingly distresses him. In Fahrenheit 451, Ray Bradbury shows conformity in the futuristic America through schooling, leisure, and fright. The†¦show more content†¦It tells you what to think and blasts it in. It must be right, it seems to be right. It rushes you on so quickly to its own conclusions your mind hasn’t time to protest† (109).The residents are prov ided with too much â€Å"excitement† at one time and do not have enough time or space in their minds to think. The walls are addicting. Therefore, more people take more time to sit down and watch the â€Å"family† rather than focusing on developing their own creativity and thinking. Whenever citizens are off the parlor walls, they listen to the â€Å"shell† which is based on the same concept of the parlor walls: to limit thoughts. The only difference between the two is that the shell is far more compact. Otherwise, the two are similar. In limiting access to time for feelings, television and the â€Å"shell† promotes conformity to the law. Games in the society work in a comparable way as the parlor walls and the â€Å"shell†. They show aggression and gore in every single one of them; whether or not it is a real life game or a video game. Seeing so much violence numbs their minds to all of the happenings around them. Clarisse mentions, â€Å"I m afr aid of children my own age. They kill each other. Did it always used to be that way? My uncle says no. Six of my friends have been shot in the last year alone. Ten of them died in car wrecks† (30). Even if mass genocide were happening around them, they would brush it away like shooing away fly. Being apathetic, they would not question anythingShow MoreRelatedConformity And Censorship Of Fahrenheit 451828 Words   |  4 PagesSpahr Reagan Mrs. Hacker English 9 October, 26, 2017 Conformity and Censorship in Fahrenheit 451 In a society where the government practices censorship and the people embrace conformity, Guy Montag risks everything in the pursuit of knowledge and individuality. In Bradbury’s novel, Fahrenheit 451, the government imposes censorship through the outlawing of books. They enforce this law through the use of firemen, such as Montag, who are employed to destroy books and the houses in which they are foundRead MoreConformity In Fahrenheit 451, By Ray Bradbury1005 Words   |  5 Pages John F. Kennedy once said, â€Å"Conformity is the jailer of freedom and the enemy of growth.†. This has been a puzzling idea for many; most of us are grown into some form of conformity at one time or another. At what point does following the rules become wrong? When is it too much? Over the years many people begin to question what the acts of following the crowd can mean; whether or not we need these orders, and structures to function; or whether it’s really worth losing yourself jus t to make everybodyRead MoreIndividuality And Conformity In Fahrenheit 451 By Ray Bradbury1720 Words   |  7 Pagescreated by situations such as this. No one ever wants to be the ‘odd man out.’ Yet, without controversy how can people grow to have established morals and motivation in life? This is exactly what Ray Bradbury was trying to explain in his novel, Fahrenheit 451. His main character, Guy Montag, starts as a government pawn, a fireman who had the job of burning books. He blends in to society until one day he meets a young girl, who for the first time in his life makes him ask ‘why.’ Through his struggleRead More##ity And Conformity In Ray Bradburys Fahrenheit 451920 Words   |  4 Pages Conformity is when one complies with rules or regulations, typically relating to social norms or expectations. In Ray Bradbury’s Fahrenheit 451, Montag lives in a society where people value conformity and obedience to the government. In this society, th e government uses censorship and installs strict social regulations on its population to control them to act the same, behave the same, and think the same. Citizens are a part of a population seemingly brainwashed by the oppressive government thatRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 As Symbols Of Freethinking And Conformity?3779 Words   |  16 PagesIntroduction How are books and television used in Fahrenheit 451 as symbols of freethinking and conformity? In 1951 Ray Bradbury wrote this letter to a fellow science fiction writer, Richard Matheson: â€Å"Radio has contributed to our ‘growing lack of attention.’ [†¦] This sort of hopscotching existence makes it almost impossible for people, myself included, to sit down and get into a novel again. We have become a short story reading people, or, worse than that, a QUICK reading people.† The use ofRead MoreEssay about Fahrenheit 451 as a Criticism of Censorship943 Words   |  4 PagesFahrenheit 451 as a Criticism of Censorship      Ã‚  Ã‚   Ray Bradbury criticizes the censorship of the early 1950s by displaying these same themes in a futuristic dystopia novel called Fahrenheit 451. In the early 1950s Ray Bradbury writes this novel as an extended version of The Fireman, a short story which first appears in Galaxy magazine. He tries to show the readers how terrible censorship and mindless conformity is by writing about this in his novel.    In Fahrenheit 451, BradburyRead MoreRay BradburyS Fahrenheit 451 Shows A Society Where, Similar1070 Words   |  5 PagesRay Bradbury s Fahrenheit 451 shows a society where, similar to modern day America, technology and conformity are praised, but unique ideas are seen as taboo. Many have heard phrases to the effect of â€Å"Don’t watch so much TV, it’ll rot your brain!† But is there any validity to these claims? Ray Bradbury thought so when he wrote the novel, and he is not alone in these beliefs. Many believe that television can have detrimental effects on one s intellect, as well as their individuality. Similarly,Read MoreEssay about Future Concerns - Gattaca and Fahrenheit 4511562 Words   |  7 PagesPopular fictions texts expressing views of the future educate audiences about current issues and the dystopias that develop from them. Texts such as the film ‘Gattaca’, directed by Andrew Niccol and novel ‘Fahrenheit 451’ by Ray Bradb ury explore futuristic societies and the implications that become of their innovation. Although entertaining, texts such as these are didactic and must be taken seriously, as they communicate messages to audiences regarding prevalent concerns and possible futures basedRead MoreFahrenheit 451 By Ray Bradbury1240 Words   |  5 Pageshuman beings lose every right to freedom and individualism. In the novel Fahrenheit 451 and the short story Harrison Bergeron, this proves to be more than true. These pieces of literature each display similar values of society, technological advancements, rebellious acts, and a human desire for fulfillment of equality. The values of society seen in each story are relatively indistinguishable. A primary example is conformity which has been demonstrated in each throughout. â€Å"We stand against the smallRead MoreFahrenheit 451 Technology Essay1611 Words   |  7 Pages64 years into the future in Fahrenheit 451 to predict the fatal outcome of the technology-infested intelligence, or the lack thereof. The invention of TV, Radio, headphones, iPods, and much more, along with a rapidly increasing gain of access to technology has created a civilization that is dependent on a battery as they are on their own heart. This dependency has sculpted a 1984-sort of society that Bradbury can explain just as well as Orwell. Ranging from conformity to education Bradbury lays out

How to Stop Worrying and Start Living †Book Review Free Essays

Notes on Author: Dale Breckenridge Carnegie (November 24, 1888 – November 1, 1955) was an American writer, lecturer, and the developer of famous courses in self-improvement, salesmanship, corporate training, public speaking, and interpersonal skills. About the Book: The book is a compilation of Dale Carnegie and his students’ experiences in facing the problems and how they have come out of the depression by conquering worry. He tells us how and why to not worry about criticism, six ways to prevent fatigue and worry from keeping your energy levels. We will write a custom essay sample on How to Stop Worrying and Start Living – Book Review or any similar topic only for you Order Now He also includes few experiences of some inspiring personalities. In this book Carnegie discusses how to analyze your worries and how to solve problems without worry. He discusses the negative effects of worry to your health and your success. He teaches how to break the worry habit, seven ways to cultivate a mental attitude that can bring you peace and happiness and a â€Å"perfect way† to conquer worry. This book is very readable and well organized. It is written so that even a school-going kid could easily understand it. This book has suggestions at the end of each chapter summarizing the material and telling the reader how to apply it. It gives simple ideas which can make a difference in our lives. It has good, positive and powerful ideas which help us to overcome the difficulties and face the problems boldly. What I learnt from the book: †¢ If you want to avoid worry live in â€Å"day tight compartments†. When our mind is occupied with work, we won’t have time to worry. It applies not only to worry, but to all kinds of negative thoughts as well. We will greatly decrease their influence if we are busy doing something constructive. †¢ We should know how to analyze and solve worry problems. We can do that by finding and collecting all the facts, analyzing those facts, making a decision, and act on it. †¢ Count your blessings, not your troubles. If we want to be happy, we should focus on all the things that work well in our life and forget the other things that don’t. †¢ One of the best ways to increase your productivity is to take rest regularly. Take rest before you feel tired. Doing this simple thing will energize yourself throughout the day and enable you to accomplish more. †¢ One of the best teachers is your own experience. You can learn from it by taking notes of the fool things you have done and criticize yourself. If you constantly do this, you will constantly improve yourself. †¢ We should not worry about what other people say about whether or not we have done our best. Once we have done our best, we can be happy no matter what people say. †¢ Often we aren’t happy because we try to change things we can’t change. We should learn to identify those things and accept them. How to cite How to Stop Worrying and Start Living – Book Review, Papers

Kabuki A Japanese Form Essay Example For Students

Kabuki A Japanese Form Essay Japan’s dances and dramas as they are seen today contain 1300 years of continuous uninterrupted history. This prodigious feat of conservation, theatrically speaking, makes Japan an extraordinary and unique country. In all of Asia, where tradition generally is sanctified and change eschewed, Japan stands as the only country whose theatre is its entirety has never suffered an eclipse nor undergone any drastic revivification or renovation. The most traditional form of Japanese theatre is kabuki. Its origin goes back to the latter part of the 16th century and, with extensive and continuous evolution, it has now been perfected into a state of classical refinement. Though not as flourishing as it once was, the kabuki theatre retains wide popularity among the people, and is in fact drawing quite large audiences even now. During the period generally referred to as the Edo Era, during which much of the development of kabuki took place, distinctions between the warrior class and the commoners was more rigidly observed than at any other time in Japans history. Mainly the merchants cultivated the art of kabuki in those days. They had become increasingly powerful economically, but had to remain socially inferior as they belonged to the commoner class. To them kabuki was most significant as the artistic means by which to express their emotions under the prevailing conditions. Thus, the fundamental themes of kabuki plays are conflicts between humanity and the feudalistic system. It is largely due to this humanistic quality of the art that it gained such an enduring popularity among the general public of those days and remains this way today. A unique feature of the kabuki art, and possibly the most significant detail and in keeping with the kabuki spirit of unusualness, is the fact that it has no actresses whatsoever (Bowers 325). Male impersonators known as onnagata play all female parts. The players of the kabuki drama in its primitive stage were principally women, and with the increasing popularity of kabuki, many of the actresses began to attract undue attention from male admirers. The authorities felt that this would lead to a serious demoralization of the public and in 1629 the theatrical appearance of women was officially banned. However, since the public already accepted kabuki, men immediately took over and have continued performing to the present. The ban on actresses was in effect for about 250 years. In the mean time kabuki brought to perfection the art of the onnagata. As a result, there was no room for actresses in kabuki when the ban was lifted. Moreover, the art of onnagata had become such an integral part of kabuki that, if deprived of this element, the traditional quality of kabuki could be lost forever. Another important characteristic of kabuki is that it is a wide-ranging and accumulative theatre (Hsu, 73). Born at the turn of the 16th century, it incorporated parts of all the preceding theatre forms of Japan. Among the traditional arts from which kabuki has drawn from, stage techniques and repertoire are the noh drama and the kyogen play. The kyogen plays are the comic interludes presented between the noh performances. Today, the number of Japanese who appreciate noh proper is far smaller than that of those who favor kabuki, but those kabuki plays adapted from or inspired by noh plays enjoy a wide popularity and constitute an essential portion of the entire kabuki repertoire (Mackerras, 132). Another area from which kabuki has borrowed elements is the puppet theatre, often referred to as bunraku. The development of bunraku roughly paralleled that of earlier kabuki. In kabuki, the primary importance has always been placed on the actor rather than on any other aspect of the art, such as literary value of a play. .u254011e9289fee3dd34c0cc6347ab172 , .u254011e9289fee3dd34c0cc6347ab172 .postImageUrl , .u254011e9289fee3dd34c0cc6347ab172 .centered-text-area { min-height: 80px; position: relative; } .u254011e9289fee3dd34c0cc6347ab172 , .u254011e9289fee3dd34c0cc6347ab172:hover , .u254011e9289fee3dd34c0cc6347ab172:visited , .u254011e9289fee3dd34c0cc6347ab172:active { border:0!important; } .u254011e9289fee3dd34c0cc6347ab172 .clearfix:after { content: ""; display: table; clear: both; } .u254011e9289fee3dd34c0cc6347ab172 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u254011e9289fee3dd34c0cc6347ab172:active , .u254011e9289fee3dd34c0cc6347ab172:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u254011e9289fee3dd34c0cc6347ab172 .centered-text-area { width: 100%; position: relative ; } .u254011e9289fee3dd34c0cc6347ab172 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u254011e9289fee3dd34c0cc6347ab172 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u254011e9289fee3dd34c0cc6347ab172 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u254011e9289fee3dd34c0cc6347ab172:hover .ctaButton { background-color: #34495E!important; } .u254011e9289fee3dd34c0cc6347ab172 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u254011e9289fee3dd34c0cc6347ab172 .u254011e9289fee3dd34c0cc6347ab172-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u254011e9289fee3dd34c0cc6347ab172:after { content: ""; display: block; clear: both; } READ: Free on Shakespeare's Macbeth - The Two Side Essay During the early 17th century, some of the great writers, including Monzaemon Chikamatsu, often called the Shakespeare of Japan†, left kabuki with its actors domination and turned to the puppet theatre where their creative genius was more or less unrestricted. As a result, there was a period when puppets overshadowed actors and the puppet theatre was more popular than kabuki. To meet this competition, kabuki adopted virtually all the puppet plays. Thus, today more than half of the