The Different Styles Of Parenting Essay - 1098 Words

The two different styles of parenting that are described in the book are concerted cultivation and natural growth. Concerted cultivation is typically seen in the middle class families. Whereas natural growth is mainly seen in the working class families. The book defines concerted cultivation as having â€Å"Organized activities, established and controlled by mothers and fathers†¦Ã¢â‚¬  (Lareau, 2011, p.1). And it defines natural growth as having â€Å"children experience long stretches of leisure time, child-initiated play, clear boundaries between adults and children, and daily interactions with the kin.† (Lareau, 2011, p.3). Essentially in concerted cultivation parents are focused in exposing their children in activities that will implement skills that they can use later in life. Some of the skills will be mentioned in the next paragraph. As for the natural growth approach, it is more concerned in letting the child acquire the necessary skills on their own. This pare nting style views that the parents do not really impact the skills that the child learns. An example would be thinking that the child’s organized activity helps the child have something to do for a certain amount of time. They do not view the child’s activities as helping them acquire skills that will help them into adulthood. Throughout the book it has become clear that the differences we are seeing are not due to racial or ethnic background but rather to the parenting style that is implemented to the children. We are ableShow MoreRelatedThe Different Parenting Styles1024 Words   |  5 PagesParenting styles have been described as the collection of parents’ behaviors which create an atmosphere of parent-child interaction across situation (Mize and Petit, 1997). Darling and Steinberg (1993) defined parenting style as â€Å"a constellation of attitudes toward the child that are communicated to the child and that, taken together, create an emotional climate in which the parents’ behaviors have expressed.† Despite these challenges, researchers have uncovered convincing links between parentingRead MoreDifferent Styles Of Parenting Styles1708 Words   |  7 PagesSilicon Valley. (Hogan and Haskell, 2). Most of today’s kids have one of the following types of parents: Indulgent, Authoritative, Neglectful, Authoritarian*. These are generally regarded as the four main types of parenting. These four styles of parenting are the stereotypical parenting styles most people identify one or both of their parents as. Indulgent parents tend to coddle their children and protect them from disappointment. Authoritative parents are people who have reasonable demands and rulesRead MoreDifferent Parenting Styles1200 Words   |  5 PagesDevelopmental Psychology 10/2/12 I think so many factors influence parenting. I would like to start this off with one of the most important factors I think that influence parenting, and that is having a child unplanned and not being ready for it versus planning for a child and being ready for it. I am a little old fashioned when it comes to certain things and especially when I think of how I would raise my child. I do not have one, and I am a lesbian. I am not sure when I will have one, butRead MoreDifferent Types Of Parenting Styles1495 Words   |  6 PagesParenting styles have been described by Diana Baumrind into four categories, authoritative, authoritarian, neglectful, and indulgent parenting (Santrok 461). Parenting styles can be defined as patterns of attitudes in how parents choose to express and communicate with their children. This paper will examine the different type of parenting styles as it relates to ethnicity and various cultures. What exactly is ethnicity and culture? The Oxford Dictionary defines ethnicity as â€Å"the fact or state ofRead MoreDifferent Types Of Parenting Styles880 Words   |  4 Pagesaround and observe our everyday life we will notice that we see many different types of parenting styles. Many parents create their own parenting style ba sed on important factors like culture, education, and religion. Generally there are two main types of parenting style proposed. These two styles seem alike but are very much different from each other. Strict parent and the not so strict parent. The two approaches towards parenting differ from each other and this is why. There are some parentsRead MoreThe Effects of Different Parenting Styles1075 Words   |  4 Pagesmaster new abilities independently. However there is extensive research linking healthy child development to effective parenting. Children excel when parents provide not only communication, but also affection and listening. Even though parenting style plays a crucial role in the development of a child, almost 70% of parents do not have a sense of awareness when it comes to their own style and how it affects their children. In the UK, with the introduction of the Crime and Disorder Act 1998 and Anti-SocialRead MoreDifferent Parenting Styles Essay923 Words   |  4 PagesThere are many different ways of parenting children. Some are more favorable than others and some can even damage one’s emotional future, causing problems such as anxiety, unhappiness, and other low self-esteem issues. Although there are four distinct parenting styles, many parents are often somewhere in betwe en a couple on the scale. My parents often took to the authoritative style, which is known currently as the most successful approach. The authoritative parent is involved in their child’s lifeRead MoreDifferent Types Of Parenting Styles Essay2254 Words   |  10 PagesAbstract As we all know each person is different. Each person is raised differently. So it is clear that since people are different from one another that their parenting styles will be different. But what parenting style is hurting one child’s development and well-being? For this assignment I read several articles about the different types of parenting styles and I have learned which type of parenting style helps or hurts a child’s development. â€Æ' Research Paper Parenting has changed over the years. ParentsRead MoreTaking a Look at Different Parenting Styles757 Words   |  3 Pagesway they do† (Belsky, 2005)? When it comes to parenting, the demeanor and strategies, in which parents practice, in order to efficiently integrate their children into society defines parenting style. Studies encompassing parenting styles show that no two styles are considered similar. Jay Belsky, professor of psychology, uses his process model of the determinants of parenting to emphasize, â€Å"the social-contextual factors and forces that shape parenting† (Belsky, 2005). According to Belsky, these parentalRead MoreParents Have Different Styles Of Parenting1401 Words   |  6 Pageshousehold parenting in America can be defined many ways. Considering that the youth of today’s generation will be the ones to who will take over the world, we need to make sure that the parents are giving them some sort of real life expectations of the world the y live in. Many parents have different styles of parenting. The two most popular styles are the free-range approach and the helicopter parents. People have tried to figure out which method has the best outcome for the child. These different methods

Strengths And Weaknesses Of The Criminal Justice System

It is through the Criminal Justice System’s close collaborations with like-minded agencies such as the Police, Prison and Courts Services, that the public’s concerns and worries are resolved, in order to bring about justice in our communities (Cavadino and Dignan, 2007 as cited in Fox, 2014). With that in mind and out of the way, this essay will aim to explore some of the strengths and weaknesses, which are prominent within the Criminal Justice System. To do this successfully, the Police and the Courts Service will be the key agencies that will be explored in relation to the key Models that shape the whole Criminal Justice System. These Models were founded by Herbert L. Packer (1968) and Michael King (1981). Firstly, an advantage of the Police and Courts Service is that even though they are designed for the purpose of prosecution and deciding on the fate of an individual who commits a criminal offence, they also protect the defendants who are put forward for a trial in a Criminal Court. Packer identified the Due Process Model, in which he came to the conclusion that offenders who find themselves caught up in the Criminal Justice System will have to go through a complex system where they undergo many principles and procedures as set out by legal legislation, in which at this stage; the defendants are prone to unfairness from the authorities (Packer, 1968 as cited in Davies, Croall and Tyrer, 2005). Within the model, Packer then goes on to emphasise the importance of the DueShow MoreRelatedTrying Juveniles as Adults Essay1312 Words   |  6 PagesAccording to Caldwell (1961) the juvenile justice system is based on the principle that youth are developmentally and fundamentally different f rom adults. According to Mack (1909) the focus of the juvenile justice system has shifted from â€Å"was the crime committed† to â€Å"why did the child commit the crime†, â€Å"how can we help the child†. When performing as it is designed and up to the initial intentions, the juvenile court balances rehabilitation (treatment) of the offender with suitable sanctions whenRead MoreMarxists theory to the sociological understanding of crime and deviance913 Words   |  4 Pagesreflect a value consensus, instead laws and law enforcement benefits the rich (protection of private property), and discriminate the poor which brings about social class reproduction, the working class are criminalised for their crimes but the criminal just system are more lenient towards the crimes of the wealth such as white collar crime or corporate crime. According to Marxist capitalism is crimongenic which means that it is the ultimate cause of crime and makes crime inevitable. Capitalis m exploitsRead MoreEssay about Criminal Justice Internship1129 Words   |  5 PagesEvaluate Myself as a Future Criminal Justice Worker, and may not exceed five typed pages. Describe the extent to which the theoretical knowledge included your course work at the College of Criminal Justice at Sam Houston State University contributed to your field practice experience during your internship. Cite at least two SHSU courses. Show what you have learned, indicate how your ideas have changed or been supported, and why. List your strengths and weaknesses and grade yourself on jobRead More criminal justice internship Essay1122 Words   |  5 PagesI Evaluate Myself as a Future Criminal Justice Worker,† and may not exceed five typed pages. Describe the extent to which the theoretical knowledge included your course work at the College of Criminal Justice at Sam Houston State University contributed to your field practice experience during your internship. Cite at least two SHSU courses. Show what you have learned, indicate how your ideas have changed or been supported, and why. List your strengths and weaknesses and grade yourself on job performanceRead MoreResearch Methods in Criminal Justice and Relevant Terminologies1202 Words   |  5 PagesMethods in Criminal Justice: Research is widely recognized as the basic technique for advancing a body of knowledge across various professions including the criminal justice field. This tool has the ability of enhancing a body of knowledge because it assists students, scholars, professionals in the criminal justice field, and governmental policy makers to determine effective methods for various issues like law enforcement, prevention of crime, and corrections. For students in criminal justice, learningRead MoreEssay about Swot Analysis: Police and Society979 Words   |  4 Pagesanalysis of these two agencies. I will start with the Drug Enforcement Administration (DEA). The DEA is part of the Department of Justice. As stated on their online website, â€Å"The mission of the Drug Enforcement Administration (DEA) is to enforce the controlled substances laws and regulations of the United States and bring to the criminal and civil justice system of the United States, or any other competent jurisdiction, those organizations and principal members of organizations, involved in theRead MoreJuvenile Justice: An Increasingly Complex Problem in our Society1042 Words   |  5 Pages‘Juvenile Justice is an increasingly complex problem in our society’ Table of Contents: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Legislation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Juveniles and the Law†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Trends†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Analysis of Law†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Appendix A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Appendix B†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read More Risk Assessments Within The Criminal Justice System Essay1292 Words   |  6 PagesRisk assessments are an essential component to the criminal justice system because without them jails and prisons could not perform their duties and would not be as efficient. Risk in principle is a fact, yet danger is an issue of perception, how much will society tolerate. People tolerate a lot of risks without noticing the dangers. Risk assessments let us know what is not easily noticed though they still have some blind spots where studies need to be done. The ways that community correction agenciesRead MoreCriminal Justice Organization. Among The Criminal Justice880 Words   |  4 PagesCriminal Justice Organization Among the criminal justice organizations, there are numerous criminal justice professional associations that assist law enforcement with policies, standards, analysis, and training and education. The Department of Homeland Security has a mission to secure the nation from any threat it may face (â€Å"Homeland Security†, n.d.). The Department of Homeland Security duties are wide-ranging and their goal is to keep America safe. The Structure of the Department of Homeland SecurityRead MoreEssay about Deciphering The Federal Bureau of Prisons 1568 Words   |  7 Pagesdominant agencies operating within the criminal justice system, the Federal Bureau of Prisons is a detrimental factor that has proven to materialize the very aspects of which to expand the dynamics of maintaining care, control, and custody of federal inmates. Albeit as it may that the agency’s establishment fails to loom too far into the crevices of history, the Federal Bureau of Prisons has surpassed a multitude of platforms that has propelled its strengths today far beyond what its founders could

Explain and critically assess Weber’s conception of power Free Essays

string(49) " enabled by control of distinct fields of power\." Introduction This essay explains and critically assesses Max Weber’s conception of power. In the current study Weber is identified as manifesting both the Hobbesian and Machiavellian proto-realist perspectives: in conceptualising power as fundamentally connected to implicit threat and coercive force. Hence the current study outlines the ways in which Weber’s notions of power hinge largely on the state’s coercive capabilities, examining various forms of social, political, and cultural violence therein. We will write a custom essay sample on Explain and critically assess Weber’s conception of power or any similar topic only for you Order Now Further, the current study draws comparisons between Weber and Marx, looking at the similarities and distinction between the two thinkers: concluding that Weber has a different and more complex understanding of class divisions and power struggles than Marx did. The Many Faces of Power: Legitimate Domination and Willing Subjugation The renowned German sociologist Max Weber came to prominence in the latter half of the nineteenth century, a time in which the politico-economic theories of his precursor Karl Marx were beginning to take hold in Europe; when the â€Å"the spectre of Communism†, as the Communist Manifesto termed it, was â€Å"haunting† the continent (Marx and Engels, 2012, p.33). Moreover, this was a time of great social and political transformation in the West, whereupon the overall character of European polities had been drastically altered by waves of democratic fervour and revolutionary violence. The Revolutions of 1848, for instance, represented the single most concentrated outcrop of political upheaval in the history of European politics. â€Å"The 1848 revolutions†, says Micheline R. Ishay, â€Å"were a watershed. In the most industrialized countries, they broke the liberal-radical republican alliance against legitimist regimes and catalysed the formation of the most radic al human rights perspectives of the century† (2008, p.121). In a very significant sense, said revolutions were a movement against the established power structures of the era. This was a time of great liberal reform and technological change; the social and political apparatuses by which international relations were hitherto understood were being fundamentally transformed – as were theoretical conceptions of power. Although the 1848 Revolutions were mostly checked and curbed within a year of their outbreak, the underlying sentiment and intellectual kindling had not been extinguished. Instead, it fomented in various forms: one of which would lead eventually to the rise of Communism in the early twentieth century. With such conspicuous changes in the makeup of political relations during the nineteenth century, there came concurrent shifts in critical perspectives on how and why such changes occurred. Marx had upheld a perspective that prioritised historical materialism and the fundamental primacy of class struggle as defining political relations. Power, for Marx, concerned the power of those capitalist elites who owned the means of production to exploit the workers whose labour literally made production happen. Marx’s political philosophy was extremely widespread, known even to those who abjured it. For Marx, power also has much to do with class divisions: particularly between those who ow n the means of production, the bourgeoisie, and the workers, or proletariat, who exchange their labour value for wages. Power is thus manifested in the oppression of the proletariat by the bourgeoisie – for whom the social and political structures are geared to preserve the status quo, keeping the workers in a state of social, economic, and political subordination. Marx’s understanding of power, then, is concerned with large scale social and historical forces, particularly as they relate to material and industrial relations in determining power and overall socio-political mechanics. Weber, on the other hand, developed an approach that varied from the Marxian mould, stepping away from the perceived predominance of grand overarching forces in determining social and political relations. As a result, Weber also moved away from Marx’s theory of the strict bourgeoisie/proletariat duality as being the dominant paradigm in political economy. The latter class division was, for Marx, the principle animus for change in capitalist societies. As a consequence, Marx’s conception of power cannot be separated from his overall understanding of the relationship between capitalists and workers. For Weber, socio-economic divisions, and their relations to power, are far more complex than those posited by Marx. Weber understood class distinctions as deriving from more than just an inequality in property relations; instead, Weber posited that it was the unequal distribution of power that resulted in social dividing lines. Power for Weber was, again, more intricate and mu ltifaceted than the kind Marx had proposed. Weber states that power is â€Å"the chance of a man or of a number of men to realize their own will in a communal action even against the resistance of others who are participating in the action† (1968, p.926). Already we can see that Weber’s rendition of power is more abstract and open to interpretation that that of Marx. Further, Weber’s conception of power is similar to modern critical formulations of same; where â€Å"power†, at its most fundamental, â€Å"entails the capacity of one actor to make another actor do something which they would not otherwise do† (Haugaard, 2004, p.304). Most importantly, Weber’s definition is very broad; it allows for application in a number of contexts: social, economic, political, cultural, familial, sexual, interpersonal, and many others. Violence and Coercion: the Centrality of Force in Power Relations Weber’s conception of power is â€Å"inextricably connected to violence and coercion† (Kreisberg, 1992, p.39). Such violence is articulated though various social structures, from the microcosm of the family to the macrocosm of the state. Weber consequently sees â€Å"subjects as being on the receiving end of structures of power† (Whimster and Lash, 2006, p.22). The interactions between these discrete structures of power allow for varying degrees of control over the exercise of violence: where certain individuals or groups have access to or are denied the means to exert their will. For Weber, such means obtain to ideas of legitimacy. Hence, for Weber, the question of power relate to issues about: â€Å"who controls the means of violence; who enjoys a monopoly over economic resources; who controls the legitimate means of political power; and finally who has control over symbolic force† (Turner, 2002, p.215). Social action is thus enabled by control of distin ct fields of power. You read "Explain and critically assess Weber’s conception of power" in category "Essay examples" The more such fields of power can be channelled and consolidated, the more power that obtains. This can be seen very clearly, for example, in the state’s exclusive mandate on legal violence (via armed forces, police, prisons, and so forth). Hence Weber defines the state as â€Å"that agency within society which possesses the monopoly of legitimate violence† (cited in Wanek, 2013, p.12). Accordingly, in Weber’s view, the implicit threat of violence perpetually underwrites the state’s authority. Thus Weber’s position anticipates Mao Zedong’s famous declaration that â€Å"political power grows out of the barrel of a gun† (cited in Wardlaw, 1989, p.43). For Weber, then, coercive force is fundamental to power. Put simply, coercion equates to influence; and influence is power. National political power is therefore structured on implied coercive mechanisms. Hence Weber avers that â€Å"if no social institutions existed that knew the use of violence, then the ‘state’ would be eliminated† (cited in Wagner, 2002, p.120). So conceived, the state is in itself a form of coercive apparatus. Because the state monopolises legal violence, the state is the primary source of power as such. This means access to power is achieved via access to and control over the mechanisms of state. Power is thus manifested in the specific structures on which the social order is based. However, Weber does not believe that power is constituted in coercive force exclusively. Instead, a dynamic of obedience obtains between the ruling class and those ruled: in which the latter group willingly obey their political leaders. Here, Weber’s conce ption of power becomes more complex, delineating ideas of legitimate domination. As Weber perceives it, social conformity, or, as he puts it, â€Å"performance of the command†, may â€Å"have been motivated by the ruled’s own conviction of its propriety, or by his sense of duty, or by fear, or by ‘dull’ custom, or by a desire to obtain some benefit for himself† (1968, p.947). The dominated thus inadvertently cooperate in their domination. Hence we can see that Weber’s conceptualisation of power echoes a Hobbesian perspective, which stresses a central causality between a â€Å"sovereign† power and popular subjugation (Sreedhar, 2010, p.33). Furthermore, state power and interest are related to a conflictual paradigm where self-interest and the will to domination are taken as a given. Weber thus articulates a realist perspective. In addition, Weber’s notion of legitimate domination somewhat chimes with Gramscian hegemony, in that power is constituted and reconstituted in various complex sites, working overall to legitimise the status quo. As a result of this, Weber is distinct from Marx in two very important ways: firstly, he sees power as more abstract, subtle, and complex than Marx does; secondly, he sees power as deriving from many different types of social phenomena – not just class struggle. Following this logic, Weber also applies the same extended complexity to the concept of the origin s of power. Thus, for Weber, power comes from â€Å"three different sources†: â€Å"class (economic power), status (social power), and parties (political power)† (Levine, 2006, p.6). As we can see, then, Weber’s conception of power is based on coercion, force, domination, social structures, and a quasi-hegemonic socio-political structure that promotes and induces willing subjugation in the populace. Weber’s ideas are clearly more reflective of realist political theory than of Marxian idealism, which posits utopic notions of eventual global socialist harmony. This is not to say that Weber wholesale rejects the Marxian position, he does not; rather, he accommodates Marx’s economic arguments in his overall politico-economic model. Further, he expands upon and problematises them. As one would therefore expect, much like his conception of power, Weber’s conception of class is far more nuanced and open to interpretation than that of Marx. For Weber, class pertains to the numerous potential relations that may obtain in a given economic market. In particular, this relates to relationships that arise between an individual, or a group, as concerns a given market. This means that different kinds of economic distinctions will give rise to specific forms of class relation – not just a worker/capitalist polarity. Weber sees class as a social concept that encompasse s numerous iterations within an overall economic purview. Such iterations include professionals, landowners, bankers, financiers, and many others (Hamilton, 1991, p.182). In sum, then, Weber recognises numerous different kinds of class distinctions, each with their own complex sets of power relations. This heterogeneity, in turn, adds complexity to the overall function of power in its specific fields and sites of operation. For Weber, then, power relates to a multiform phenomenon. In treating of the economic dimensions of power, Weber observes that the â€Å"typical chance for a supply of goods, external living conditions, and personal life experiences† are fundamentally determined by â€Å"the amount and kind of power, or lack of such, to dispose of goods or skills† for the sake of â€Å"income in a given economic order† (1968, p.927). Hence Weber observes a clear causal continuum between economic and other kinds of power, where one can come to necessitate (or, at least, facilitate) the other. Where Weber significantly diverges from Marx is in his posited importance of the modes of power that function semi-independently of economic considerations. Specifically, Weber places much emphasis on social status. â€Å"For Weber, status groups are collectives of people with similar lifestyles, and they often overlap with economic class position† (Levine, 2006, p.6). In other words, the socially powerful tend to be located in economically powerful cohorts; at the same time, those without social power tend to be associated with non-economically powerful cohorts. This last assertion can seem very similar to the Marxian view, of the powerful bourgeoisie and non-powerful proletariat. However, the important distinction in Weber’s position is that affinities are drawn more primarily from social, not economic, similarities. Put simply, for Weber, two individuals or groups with similar social lives but different economic statuses could cohere nonetheless; their social alignment supersedes their economic misalignment. The economic distinction is not, for Weber, as integrally conflictual as it is for Marx. This is not to say the Weber does not see class as an important social factor; rather, it to say that, unlike Marx, Weber does not see class struggle as the defining characteristic of history and society. He does not therefore adopt Marx and Engel’s famous assertion that â€Å"all history of all hitherto existing society is the history of class struggle† (2012, p.33). Hence, while Weber sees class as a significant variable in overall quality of life, in dictating one’s opportunities for advancement, for the acquisition of power, he does not identify a corollary primacy in class as catalysing social action and historical change. Friction between social forces – as embodied by class – is not the central source of social tension. This has to do with Weber’s complex and diverse view of class. Weber sees class as heterogeneous and thus not easily reducible to two opposing factions. Compared to Weber, Marx’s views of power and class are over ly reductive. Of the worker, Weber observes, his â€Å"interests† may â€Å"vary widely, according to whether he is constitutionally qualified for the task at hand to a high, to an average, or to a low degree†, meaning, in consequence, that â€Å"societal or even of communal action† from â€Å"a common class situation† is â€Å"by no means a universal phenomenon† (Weber, 1968, p. 929). In other words, the working class cannot simply be lumped together in a bloc group understood as sharing uniform priorities and ambitions. In many senses, that is, power moves beyond material and economic divisions; cannot be attributed to isolated causes and motivations. Conclusion In conclusion, Weber’s conception of power is much in keeping with that proffered by classical realists, where coercive force constitutes the primary hinge around which political power moves. By extension, other manifestations of power both derive legitimacy from, while at the same time reciprocally legitimating, the state: by functioning within its purview. Weber diverges from Marxian reductivism, rejecting the polarity of capitalist/worker class struggle and the primacy of historical materialism. Weber accordingly refutes Marx’s position that common class identity is sufficient to galvanise a homogenous intellectual action; he thus identifies many more lines of division between various social groups. For Weber, power is deeply related to social structures; indeed, power is seen to body forth though social structures, thereby keeping the popular masses in place. Interestingly, the power invested in said structures works, also, to instil a sense of obedience in the publ ic. The public therefore helps to perpetuate the status quo by conforming with, thus legitimating, the state’s exercise of coercive force. References Hamilton, P., 1991. Max Weber, Critical Assessments 2: Volume 2. London: Routledge. Haugaard, P., 2004. Power: A Reader. Manchester: Manchester University Press. Ishay, M. R., 2008. The History of Human Rights: From Ancient Times to the Globalization Era. Berkley, CA: University of California Press. Levine, R. H., 2006. Social Class and Stratification: Classic Statements and Theoretical Debates. Oxford: Rowman Littlefield. Marx, K. Engels, F., 2012. The Communist Manifesto: A Modern Edition. London: Verso. Sreedhar, S., 2010. Hobbes on Resistance: Defying the Leviathan. New York: Cambridge University Press. Turner, B. S., 2002. Max Weber: From History to Modernity. New York: Routledge. Wagner, H., 2002. War and the State: The Theory of International Politics. Michigan: University of Michigan Press. Wanek, A., 2013. The State and Its Enemies in Papua New Guinea. Richmond: Curzon Press. Wardlaw, G., 1989. Political Terrorism: Theory, Tactics and Counter-Measures. New York: Press Syndicate of the University of Cambridge. Weber, M., 1968. Economy and Society: An Outline of Interpretive Sociology, New York: Bedminster Press. Whimster, S. Lash, S., 2006. Max Weber, Rationality and Modernity. Oxon: Routledge. How to cite Explain and critically assess Weber’s conception of power, Essay examples

A Dolls House, by Henrik Ibsen Essay Example For Students

A Dolls House, by Henrik Ibsen Essay In the play, A Dolls House, by Henrik Ibsen there seems to include serious social commentary underlying in this piece. This play is obviously critical of the time period, but also presents little or no solutions. The play is critiquing the society of the time for its structured hierarchy of male dominance. The play has placed its blame by skillfully creating characters that bring forth issues of power and control, ignorance and innocence, rebirth, and social status. Throughout the course of the play, each character and their interactions with one another help to reinforce the productions criticism of an unequal society. A Dolls House created the character of Nora in order to portray how women of his time period are ignorant of their situation in society. The play also attempted to show how women are taught to play ignorant. She does not realize until the end of the play that men have always controlled her. Her ignorance is apparent through everything in her life. She does not even take the fact that she has children seriously. She has a nurse take care of her children and she visits them when she feels like it. Nora plays with her children like they are some whimsical objects that delight her for one moment and bore her the next. She has no concept of how to raise children or how to be a mother at all. At the end of the play Nora admits to Helmer, how am I equipped to bring up the children (Ibsen 608). Nora is not allowed to control anything in her life. How can she possibly take care of children if she cannot even take care of herself Her controlling husband has kept her ignorant in order to have power over her. Furthermore, another occurrence in the play that exhibits Noras learned ignorance is the looming problem of the illegal loan that she took out in her fathers name. Her ignorance comes to light when she reveals her secret to Mrs. Linde. Nora believes that she has a real accomplishment that she can be proud of. In her vain attempt to try and convince Mrs. Linde that she does not have the mentality of a child, Noras ignorance becomes grossly apparent. Coupled with this incident is the scene later in the play when Krogstad confronts Nora with the fact that she committed obvious forgery in order to secure the loan. Krogstad reveals to her that he knows what she has done and that there are very real legal punishments that could destroy her life. She cannot comprehend the fact that she broke the law. Krogstad realizes this and tells Nora, Mrs. Helmer, obviously you havent the vaguest idea of what youve involved yourself in (Ibsen 594). In her ignorance she tries to create a sense of innocence for herself. She tries to reason with Krogstad that her actions were all justifiable. Nora truly believes that she did the right thing and the idea that she broke any law never crosses her mind. She saved her husbands life with that money and that is the end of that problem. Her secure world built over years of blind ignorance comes crashing down when she finally realizes that she must wake up and face the truth. A Dolls House uses its tools to show his obvious resentment of a society that is unequal and divided. Nora is ignorant because men have always made her that way. It is their means of suppression. By being ignorant of their situation, women of Ibsens time are ignorant to the problem. The play uses the example of taking a loan to show the major flaws in the society and culture of this time period. A Dolls House has a problem with the fact that a woman cannot be taken seriously or even think for herself. .u42c2dce77a099f95b58e1e34dbc29c6b , .u42c2dce77a099f95b58e1e34dbc29c6b .postImageUrl , .u42c2dce77a099f95b58e1e34dbc29c6b .centered-text-area { min-height: 80px; position: relative; } .u42c2dce77a099f95b58e1e34dbc29c6b , .u42c2dce77a099f95b58e1e34dbc29c6b:hover , .u42c2dce77a099f95b58e1e34dbc29c6b:visited , .u42c2dce77a099f95b58e1e34dbc29c6b:active { border:0!important; } .u42c2dce77a099f95b58e1e34dbc29c6b .clearfix:after { content: ""; display: table; clear: both; } .u42c2dce77a099f95b58e1e34dbc29c6b { 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; } .u42c2dce77a099f95b58e1e34dbc29c6b:active , .u42c2dce77a099f95b58e1e34dbc29c6b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u42c2dce77a099f95b58e1e34dbc29c6b .centered-text-area { width: 100%; position: relative ; } .u42c2dce77a099f95b58e1e34dbc29c6b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u42c2dce77a099f95b58e1e34dbc29c6b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u42c2dce77a099f95b58e1e34dbc29c6b .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; } .u42c2dce77a099f95b58e1e34dbc29c6b:hover .ctaButton { background-color: #34495E!important; } .u42c2dce77a099f95b58e1e34dbc29c6b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u42c2dce77a099f95b58e1e34dbc29c6b .u42c2dce77a099f95b58e1e34dbc29c6b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u42c2dce77a099f95b58e1e34dbc29c6b:after { content: ""; display: block; clear: both; } READ: Creative Writing EssayThis piece wants people to realize the problems with a society structured like this and it uses simple, everyday examples to get his point across. These realizations of her own ignorance being used against her allows Noras character to explore underlying issues of power. Noras husband has always controlled her life. Before him, it was her father. Nora has always been a mans doll. Towards the end of the play, Nora asks Helmer why they have never sat down and talked about anything seriously and he responds, But dearest, what good would that ever do you (Ibsen 608) He awes at her beauty and takes pride in the fact that she is his possession. Her value is in her consent and her beauty not her mind. Noras ignorance leads her to believe that she is in control of something. In reality she is a puppet. Moreover, this major theme of power and control are also apparent in the relationship between Krogstad and Nora. He is blackmailing her in order to try and save his job. Krogstad knows Noras secret and is using it to control her. Just like the norms of society during Ibsens time, women have virtually no power. Men who were in superior positions constantly controlled the women of that time period. They have no alternative because society dictates that it must be this way. In the same way, Helmer has influence over Krogstad. In a sense, Krogstads life is in Helmers hands. He can fire Krogstad at his whim and send him tumbling down the social ladder again. Only in a few situations is this unspoken law true. For example in the relationship between Krogstad and Mrs. Linde, she has power over him because he is in love with her. She has the ability to control his actions and possibly save Nora by using his love for her against him. This theme of power and control is a major issue throughout the play. The end of the play concludes with Nora deciding to start a new life alone. She has come to terms with her ignorance and realized that up to this point, she has been the object of a mans control. Her rebirth, whether a good decision or not, occurs after she decides to leave Helmer and live a life of her own. Up to this point in the play, Nora is not a person because she has always been an object. Society and her own ignorance have always controlled her. After she walks out on her husband, children and everything she has ever known, Nora becomes her own person. For the first time in her life she is on her own and can think for her. Nora tells Helmer at the end of the play that, I have to try to educate myself. You cant help me with that. Ive got to do it alone. And thats why Im leaving you now (Ibsen 608). Another man will never again control her. Her rebirth has led to her own independence. She is free of Krogstad and her husband. A Dolls House is trying to get it’s point across that for most women living during this time period, running away was virtually impossible and unthinkable. This production wants it to be very clear that this is a problem that has to be dealt with because it affects everyone. The play’s style is to identify a major problem within society and bring it to light but not to claim to have any of the answers. A Dolls House criticizes the social structure of this time period through the story. This piece tries to show how ignorant men are to the fact that they control their wives thoughts and actions. They do not even take women seriously. Nora emphasizes this point by saying, you never understood me. Ive been wronged greatly. .uf0f358bda53faf0041e872c6533e9540 , .uf0f358bda53faf0041e872c6533e9540 .postImageUrl , .uf0f358bda53faf0041e872c6533e9540 .centered-text-area { min-height: 80px; position: relative; } .uf0f358bda53faf0041e872c6533e9540 , .uf0f358bda53faf0041e872c6533e9540:hover , .uf0f358bda53faf0041e872c6533e9540:visited , .uf0f358bda53faf0041e872c6533e9540:active { border:0!important; } .uf0f358bda53faf0041e872c6533e9540 .clearfix:after { content: ""; display: table; clear: both; } .uf0f358bda53faf0041e872c6533e9540 { 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; } .uf0f358bda53faf0041e872c6533e9540:active , .uf0f358bda53faf0041e872c6533e9540:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf0f358bda53faf0041e872c6533e9540 .centered-text-area { width: 100%; position: relative ; } .uf0f358bda53faf0041e872c6533e9540 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf0f358bda53faf0041e872c6533e9540 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf0f358bda53faf0041e872c6533e9540 .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; } .uf0f358bda53faf0041e872c6533e9540:hover .ctaButton { background-color: #34495E!important; } .uf0f358bda53faf0041e872c6533e9540 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf0f358bda53faf0041e872c6533e9540 .uf0f358bda53faf0041e872c6533e9540-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf0f358bda53faf0041e872c6533e9540:after { content: ""; display: block; clear: both; } READ: Mary Shelly's Novel Frankenstein EssayTorvald-first by papa, and then by you (Ibsen 608). Again, the point is made that she is not a person but an object. Nora reminisces about how her father, used to call me his doll-child, and he played with me the way I played with my dolls (Ibsen 608). Nora and Helmer do not even know one another. Their marriage is fake and mutually beneficial because of their social status. They are not really in love and that is one of the reasons why Nora feels she must leave. Nora tells Helmer, Im a human being, no less than you-or anyway, I ought to try to become one. I know the majority thinks youre right (Ibsen 609). The majority is of course men in society that controlled everything during that time period. A Dolls House’s social and cultural commentaries of nineteenth century Scandinavia are far-reaching and powerful. The play strongly disapproves of the unequal structure and hierarchy between males and females. Its message is grim but powerful and his solutions are non-existent. The play wants people to realize that the truth hurts and must be faced if any progress is to be made.