Diffusion of Responsibility Definition and Examples in Psychology

What causes people to intervene and help others? Psychologists have found that people are sometimes less likely to help out when there are others present, a phenomenon known as the bystander effect. One reason the bystander effect occurs is due to diffusion of responsibility: when others are around who could also help, people may feel less responsible for helping. Key Takeaways: Diffusion of Responsibility Diffusion of responsibility occurs when people feel less responsibility for taking action in a given situation, because there are other people who could also be responsible for taking action.In a famous study on diffusion of responsibility, people were less likely to help someone having a seizure when they believed there were others present who also could have helped.Diffusion of responsibility is especially likely to happen in relatively ambiguous situations. Famous Research on Diffusion of Responsibility In 1968, researchers John Darley and Bibb Latanà © published a famous study on diffusion of responsibility in emergency situations. In part, their study was conducted to better understand the 1964 murder of Kitty Genovese, which had captured the public’s attention. When Kitty was attacked while walking home from work, The New York Times reported that dozens of people witnessed the attack, but didn’t take action to help Kitty. While people were shocked that so many people could have witnessed the event without doing something, Darley and Latanà © suspected that people might actually be less likely to take action when there are others present. According to the researchers, people may feel less of a sense of individual responsibility when other people who could also help are present. They may also assume that someone else has already taken action, especially if they can’t see how others have responded. In fact, one of the people who heard Kitty Genovese being attacked said that she assumed others had already reported what was happening. In their famous 1968 study, Darley and Latanà © had research participants engage in a group discussion over an intercom (in actuality, there was only one real participant, and the other speakers in the discussion were actually pre-recorded tapes). Each participant was seated in a separate room, so they couldn’t see the others in the study. One speaker mentioned having a history of seizures and seemed to begin having a seizure during the study session. Crucially, the researchers were interested in seeing whether participants would leave their study room and let the experimenter know that another participant was having a seizure. In some versions of the study, participants believed that there were only two people in the discussion—themselves and the person having the seizure. In this case, they were very likely to go find help for the other person (85% of them went to go get help while the participant was still having the seizure, and everyone reported it before the experimental session ended). However, when the participants believed that they were in groups of six—that is, when they thought there were four other people who could also report the seizure—they were less likely to get help: only 31% of participants reported the emergency while the seizure was happening, and only 62% reported it by the end of the experiment. In another condition, in which participants were in groups of three, the rate of helping was in between the rates of helping in the two- and six-person groups. In other words, participants were less likely to go get help for someone having a medical emergency when they be lieved that there were others present who could also go get help for the person. Diffusion of Responsibility in Everyday Life We often think about diffusion of responsibility in the context of emergency situations. However, it can occur in everyday situations as well. For example, diffusion of responsibility could explain why you might not put in as much effort on a group project as you would on an individual project (because your classmates are also responsible for doing the work). It can also explain why sharing chores with roommates can be difficult: you might be tempted to just leave those dishes in the sink, especially if you can’t remember whether you were the person who last used them. In other words, diffusion of responsibility isn’t just something that occurs in emergencies: it occurs in our daily lives as well. Why We Don’t Help In emergencies, why would we be less likely to help if there are others present? One reason is that emergency situations are sometimes ambiguous. If we aren’t sure whether there’s actually an emergency (especially if the other people present seem unconcerned about what is happening), we might be concerned about the potential embarrassment from causing a â€Å"false alarm† if it turns out that there was no actual emergency. We may also fail to intervene if it’s not clear how we can help. For example, Kevin Cook, who has written about some of the misconceptions surrounding Kitty Genovese’s murder, points out that there wasn’t a centralized 911 system that people could call to report emergencies in 1964. In other words, people may want to help—but they may not be sure whether they should or how their help can be most effective. In fact, in the famous study by Darley and Latanà ©, the researchers reported that the participants who didn’t help appeared nervous, suggesting that they felt conflicted about how to respond to the situation. In situations like these, being unsure of how to react—combined with the lower sense of personal responsibility—can lead to inaction. Does the Bystander Effect Always Occur? In a 2011 meta-analysis (a study that combines the results of previous research projects), Peter Fischer and colleagues sought to determine how strong the bystander effect is, and under which conditions it occurs. When they combined the results of previous research studies (totaling over 7,000 participants), they found evidence for the bystander effect. On average, the presence of bystanders reduced the likelihood that the participant would intervene to help, and the bystander effect was even greater when there are more people present to witness a particular event. However, importantly, they found that there may actually be some context where the presence of others doesn’t make us less likely to help. In particular, when intervening in a situation was especially likely to be dangerous for the helper, the bystander effect was reduced (and in some cases, even reversed). The researchers suggest that, in particularly dangerous situations, people may see other bystanders as a potential source of support. For example, if helping in an emergency situation could threaten your physical safety (e.g. helping someone who is being attacked), you’re probably likely to consider whether the other bystanders can help you in your efforts. In other words, while the presence of others usually leads to less helping, this isn’t necessarily always the case. How We Can Increase Helping In the years since initial research on the bystander effect and diffusion of responsibility, people have looked for ways to increase helping. Rosemary Sword and Philip Zimbardo wrote that one way of doing this is to give people individual responsibilities in an emergency situation: if you need help or see someone else who does, assign specific tasks to each bystander (e.g. single out one person and have them call 911, and single out another person and ask them to provide first aid). Because the bystander effect occurs when people feel a diffusion of responsibility and are unsure of how to react, one way to increase helping is to make it clear how people can help. Sources and Additional Reading: Darley, John M., and Bibb Latanà ©. Bystander Intervention in Emergencies: Diffusion of Responsibility.  Journal of Personality and Social Psychology  8.4 (1968): 377-383. https://psycnet.apa.org/record/1968-08862-001Fischer, Peter, et al. The bystander-effect: A meta-analytic review on bystander intervention in dangerous and non-dangerous emergencies.  Psychological Bulletin  137.4 (2011): 517-537. https://psycnet.apa.org/record/2011-08829-001Gilovich, Thomas, Dacher Keltner, and Richard E. Nisbett. Social Psychology. 1st edition, W.W. Norton Company, 2006.Latanà ©, Bibb, and John M. Darley. Group inhibition of bystander intervention in emergencies.  Journal of Personality and Social Psychology  10.3 (1968): 215-221. https://psycnet.apa.org/record/1969-03938-001â€Å"What Really Happened The Night Kitty Genovese Was Murdered?† NPR: All Things Considered (2014, Mar. 3). https://www.npr.org/2014/03/03/284002294/what-really-happened-the-night-kitty-genovese-was-mu rderedSword, Rosemary K.M. and Philip Zimbardo. â€Å"The Bystander Effect.† Psychology Today (2015, Feb. 27). https://www.psychologytoday.com/us/blog/the-time-cure/201502/the-bystander-effect

A Resemblance Of Harmonious Discord - 919 Words

A Resemblance of Harmonious Discord In eighteenth-century England, the proper use of wit in literary writing was highly regarded. While there are numerous view points on that which truly constitutes wit, the conceptions offered by Joseph Addison and Samuel Johnson are among the most recognized and accepted. On page 2653 of The Norton Anthology of English Literature, Addison’s notions on that which he calls â€Å"true wit† are eloquently reasoned: â€Å"In order therefore that the resemblances in the ideas be wit, it is necessary that the ideas should not lie too near one another in the nature of things; for where the likeness is obvious, it gives no surprise† (Addison 2653). Where â€Å"false wit† deals in the mere association or comparison of one thing to another, â€Å"true wit† offers the reader something unusual—a unique and unexpected â€Å"resemblance of ideas† (Addison 2654). In similar regard, Johnson’s views on wit†”relayed in the aforementioned anthology on page 2948—express a need for more than the mundane, a contradiction to that which is commonly observed: â€Å"But wit, abstracted from its effects upon he hearer, may be more rigorously and philosophically considered as a kind of discordia concors [harmonious discord]; a combination of dissimilar images, or discovery of occult resemblances in things apparently unlike† (Johnson 2948). Though Joseph Addison’s and Samuel Johnson’s notions of true and intellectual wit are discernable within a number of eighteenth-century works, these ideals areShow MoreRelatedTheories of Organizational Behavior10512 Words   |  43 Pagesâ€Å" The Relevance of Adam Smith† by Robert L. Hetzel, he says- â€Å"Both Smith and American statesmen were trying to devise social systems in accord with the spirit of natural law. They believed that the principles of social organization conducive to harmonious relations among men and between men and their government are inherent in and may be deduced from the natural forces that motivate men s behavior.† A constant theme in The Wealth of Nations is the importance of maintaining a strong relationshipRead MoreTheology of the Body32011 Words   |  129 Pagesact [doubtless connected with nuptial meaning of body and call to communion in love]. In 1 Cor 12:18-25, Paul says about the Mystical Body of Christ, â€Å"God has so composed the body, giving the greater honor to the inferior part, that there may be no discord in the body, but that the members may have the same care for one another.† For Paul, the human body is worthy of honor, because man prescientifically â€Å"is† that body, [which is the sign or sacrament of the person]. The body deserves honor because of

The Return Shadow Souls Chapter 29 Free Essays

Someone was trying to make her drink out of a glass. Elena’s sense of smell was so acute that she could taste what was in the glass already – Black Magic wine. And she didn’t want that! No! She spat it out. We will write a custom essay sample on The Return: Shadow Souls Chapter 29 or any similar topic only for you Order Now They couldn’t make her drink. â€Å"Mon enfant, it is for your own good. Now, drink it.† Elena turned her head away. She felt the darkness and the hurricane rushing up to take her. Yes. That was better. Why wouldn’t they leave her alone? In the very deepest trenches of communication, a little boy was with her in the dark. She remembered him, but not his name. She held out her arms and he came into them and it seemed that his chains were lighter than they had been†¦when? Before. That was all she could remember. Are you all right? she whispered to the child. Down here, deep in the heart of communion, a whisper was a shout. Don’t cry. No tears, he begged her, but the words reminded her of something she couldn’t bear to think of, and she put her fingers to his lips, gently silencing him. Too loud, a voice from Outside came rumbling in. â€Å"So, mon enfant, you have decided to become un vampire encore une fois.† Is that what is happening? she whispered to the child. Am I dying again? To become a vampire? I don’t know! the child cried. I don’t know anything. He’s angry. I’m afraid. Sage won’t hurt you, she promised. He’s already a vampire, and your friend. Not Sage†¦ Then who are you afraid of? If you die again, I’ll be wrapped in chains all over. The child showed her a pitiable picture of himself covered by coil after coil of heavy chains. In his mouth, gagging him. Pinning his arms to his sides and his legs to the ball. Moreover, the chains were spiked so that everywhere they dug into the child’s soft flesh, blood flowed. Who would do such a thing? Elena cried. I’ll make him wish he’d never been born. Tell me who’s going to do this! The child’s face was sad and perplexed. I will, he said sadly. He will. He/I. Damon. Because we’ll have killed you. But if it’s not his fault†¦ We have to. We have to. But maybe I’ll die, the doctor says†¦ There was a definite lilt of hope in the last sentence. It decided Elena. If Damon was not thinking clearly, then maybe she wasn’t thinking clearly, she reasoned out slowly. Maybe†¦maybe she should do what Sage wanted. And Dr. Meggar. She could discern his voice as if through a thick fog. † – sake, you’ve been working all night. Give someone else a chance.† Yes†¦all night. Elena had not wanted to wake up again, and she had a powerful will. â€Å"Maybe switch sides?† someone – a girl – a young girl – was suggesting. Little in voice, but strong-willed, too. Bonnie. â€Å"Elena†¦It’s Meredith. Can you feel me holding your hand?† A pause, then very much louder, excitedly, â€Å"Hey, she squeezed my hand! Did you see? Sage, tell Damon to get in here quick.† Drifting†¦ â€Å"†¦drink a little more, Elena? I know, I know, you’re sick of it. But drink un peu for my sake, will you?† Drifting†¦ â€Å"Trs bon, mon enfant! Maintenant, what about a little milk? Damon believes you can stay human if you drink some milk.† Elena had two thoughts about this. One was that if she drank any more of anything, she might explode. Another was that she wasn’t going to make any foolish promises. She tried to speak but it came out in a thread of a whisper. â€Å"Tell Damon – I won’t come up unless he lets the little boy free.† â€Å"Who? What little boy?† â€Å"Elena, sweetie, all the little boys on this estate are free.† Meredith: â€Å"Why not let her tell him?† Dr. Meggar: â€Å"Elena, Damon is right here on the couch. You’ve both been very sick, but you’re going to be fine. Here, Elena, we can move the examination table so you can talk to him. There, it’s done.† Elena tried to open her eyes, but everything was ferociously bright. She took a breath and tried again. Still much too bright. And she didn’t know how to dim her vision anymore. She spoke with her eyes shut to the presence she felt in front of her: I can’t leave him alone again. Especially if you’re going to load him with chains and gag him. Elena, Damon said shakily, I haven’t led a good life. But I haven’t kept slaves before, I swear. Ask anyone. And I wouldn’t do that to a child. You have, and I know his name. And I know that all he’s made of is gentleness, and kindness, and good nature†¦and fear. The low rumble of Sage’s voice, â€Å"†¦agitating her†¦Ã¢â‚¬  the slightly louder murmur of Damon’s: â€Å"I know she’s off her head, but I’d still like to know the name of this little boy I’m supposed to have done this to. How does that agitate her?† More rumbling, then: â€Å"But can’t I just ask her? At least I can clear my name of these charges.† Then, out loud: â€Å"Elena? Can you tell me what child I’m supposed to have tortured like this?† She was so tired. But she answered aloud, whispering, â€Å"His name is Damon, of course.† And Meredith’s own exhausted whisper, â€Å"Oh, my God. She was willing to die for a metaphor.† How to cite The Return: Shadow Souls Chapter 29, Essay examples

Romeo Love Is Fickle free essay sample

Romeo’s love is expressed as fickle. It is in fact true that his love is fickle because of his romantic feelings for both Rosaline and Juliet. Before Romeo had met Juliet, he had loved Rosaline. In the play, it is described that Romeo is unconditionally in love with Rosaline. Rosaline, however, chooses to turn him down; Romeo says: â€Å"She hath forsworn to love, and in that vow/Do I live dead that live to tell it now. † This is the source of his depression. Benvolio  urges Romeo to sneak into the Capulet ball where, he claims, Rosaline will look like a crow alongside the other beautiful women. Romeo agrees to go, but doubts Benvolios judgement. Romeo explains that he only wants to go to the ball because his only love, Rosaline will be there. â€Å"I’ll go along, no such sight to be shown, But to rejoice in splendor of mine own. We will write a custom essay sample on Romeo Love Is Fickle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †After Romeo sees Juliet his feelings suddenly change. He claims that he has never loved or saw anyone as beautiful before he had seen Juliet: Did my heart love til now? Forswear it, sight / for I neer saw true beauty til this night†   Romeo love is fickle because even after having his heart broken by Rosaline, he can still fall in love with Juliet so quickly. His love changes in an instant from Rosaline to Juliet. Before Romeo had thought that Rosaline was the most beautiful woman in the world, but after seeing Juliet he had thought that Rosaline was no longer beautiful. Most often people forget that Romeo had another love interest before Juliet. Because Romeo keeps changing his mind on who he loves, he love is considered fickle.

15 Easy Part-Time Jobs for College Students That Pay Well

15 Easy Part-Time Jobs for College Students That Pay Well College students are often in need of extra money. Part-time jobs are great in this situation, as having a lot of classes each day cant allow students to work full time. To make your choice of a part-time job a little easier, we have created a list of 15 easy part-time jobs that will perfectly suit a busy student life and bring you extra cash. 1. Barista Mmm, a coffee scent in the air and tasty drinks for every coffee lover out there! Baristas at Starbucks, Stumptown, Tullys Coffee, etc., have pretty beneficial packages, opportunities for further career growth and competitive salaries. Coffee chains gladly hire students and provide a flexible schedule. You can also choose the working place that will be suitable for you. 2. Dog Walker/Pet Sitter Students who love animals will definitely enjoy trying themselves as pet sitters. You can give an advert at local bulletin boards or freelance platforms and take as much working hours as you need. Moreover, you can take care of a few dogs at the same time, walking them, bringing to a vet, playing and feeding them. This way, you will increase your hour payment. 3. Merchandiser A lot of shop items are stocked by merchandisers – brand representatives who restock shelves and set up promotions. College students often work as merchandisers because they can choose the location of work and working hours according to the classes. The only thing you need to consider before searching for this type of job is that you have to lift and move heavy boxes when working as a merchandiser. 4. Call Center Worker Many companies have call centers, hotlines or customer service teams and regularly hire people for full-time or part-time jobs. Call center employees might do cold sales calls, survey calls or provide service support. Anyway, you dont need to be a professional speaker to work there as you will be given a script to follow. So, you just need to be polite and have a distinct utterance. 5. Brand Ambassador Have you ever been approached by the representative of some brand (Avon, Monster Energy, Red Bull, etc.) and given free samples or asked to take participation in a survey? Thats what a brand ambassador does. Basically, your job would be to collect people opinions about the company or distribute products of the brand. 6. Cashier Cashiers are one of the most common positions among the working students. Its a more demanding job than others as it implies excellent attentiveness. But this position is easy to find as you can turn to the nearest local supermarket, mall or grocery store. Moreover, this is an example of a part-time job that pays well. 7. Retail Worker A retail worker is also a common job position. A lot of girls prefer to work in clothes or make-up stores as consultants or assistants as it is a pleasant and easy job for all fashionistas. This job will suit any college student who is polite, friendly, communicative and patient. Retail shops usually provide a convenient schedule of the shifts, proper payment, discounts for their products or even free products for employees to try out (for example, Sephora has monthly free products for each employee). To keep up with the industry, check out our list of fashion blogs. 8. Photographer If you have a particular talent, for example, you are an eager photography amateur, you can try different freelance jobs which you can find on platforms like Freelancer or Upwork. You can choose which order you want to take or when you want to work. You can also sell your photographs to photo stocks or magazines, websites, designers, etc. You can arrange photoshoots in a studio or provide your services at weddings, graduation ceremonies, birthday parties or conferences. 9. Writer If you have a writing talent, you can try yourself as a freelance writer. As well as a photographer, you can find clients online and take their orders to work from home. This is a great job as you dont even need to leave your home as you can send finished pieces through email and get paid. A writer can be helpful to online stores, publishing companies, online magazines and small businesses who need freelance writing help. 10. Social Media Assistant A lot of bloggers and brands require assistance in the social media posting process. If you are an addict to social media scrolling through – this is a job for you. You will be asked to create engaging content, answer to comments, and follow the posting plan. Such a job doesnt require specific skills and is one of those higher paying vacancies that many students want to get because they can work for this part-time job from home. The competition is intense and finding a part-time job in this area might be challenging, so be sure to check the job posting frequently. You can also write to your favorite brand or influencer (for example, YouTube blogger) and offer your help. Who knows, you might become an assistant of the future millionaire or a specialist in this sphere, which, actually, doesn’t require an academic degree. 11. Library Worker You can also search for a job at your college. There are usually job positions for students inside your learning institution such as a library worker, technical assistant, a cafeteria worker, etc. Its a good chance for those who dont want to leave the campus. You will also love a job in a library if you are an eager reader as you will have free access to the books, scientific works, and other sources. By the way, do you know which books are in the â€Å"must-read† list for college students? 12. Data Entry Clerk Data entry clerk positions dont require any specific skills except attentiveness and fast speed of typing. Data entry clerks usually work with statistics, medical or financial information. However, there are a lot of scams in this sphere. So, be sure to check out testimonials or find a person with experience of working for the company. 13. Babysitter What is more common than a student working as a babysitter? This job is without any doubts one of the most popular positions among high school and college students. It requires you to be attentive, caring, and patient towards kids. Students who work as babysitters or tutors make good money and also have an opportunity to get a permanent position for a long time. 14. Delivery Driver Check out companies that sell any products or offer food delivery in your location – they might be hiring. Delivery is usually beneficial as you can be provided with a car or a bicycle to drive and also get tips from satisfied customers. You will also be able to get a discount on the products that this company sells. 15. Waiter Many students work in restaurants as waiters or hosts. A part-time job in a restaurant has certain benefits: Decent tips Flexible schedule Friendly atmosphere An opportunity for career growth And the main advantage is that finding jobs in this sphere is as easy as pie. In a restaurant, you also can choose the most convenient time and days of the week when you want to work. Wrapping Up A lot of successful businessmen started as baristas, waiters or dog walkers. Dont be ashamed of the place you work for and choose the option that would be the best for you. Let us know what other easy part time job ideas for college students you can suggest and read our guide on how to choose a part-time job for more ideas.

Summary of Chapters on Music

Summary of Chapters on Music 1. Roberts. The importance of music in the life of a parish is hard to overestimate. The outcome of integrating a good music program into religious ceremony is obvious to those who have taken part in such ceremony or at least observed a congregation involved in music practice. Advertising We will write a custom essay sample on Summary of Chapters on Music specifically for you for only $16.05 $11/page Learn More Even for those who do not have immediate first-hand experience of participating in a music-involving service, it is instructive and inspiring to observe one. For this purpose, contacts could be established with the clergy and church musicians who work nearby. The experience of observing the work of other church musicians is useful not only to novices but also to experienced professionals. Exchanging ideas, working out new solutions, learning new methods, and exploring the process of church music making is important at any stage of professional develo pment (Roberts: 2009, 119). One should only find place and time for engaging into new experience, and this may substantively change one’s own attitude to and involvement in ministry. Great music ministry in church does not appear at once: rather, it is gradually built up by efforts of many. One of the examples illustrating the process of gradual development and expansion of a music church society can be seen in a parish which at present can boast many choirs and ensembles. But at the very beginning the situation was very different. An enthusiastic clergyperson was appointed part-time musical director of the parish which had a professional choir of only eight people. His suggestion to hire more singers was refused, and he was dismissed. A new person was hired for the positions of organist and choirmaster, and he also worked as a part-time music teacher at a local school. Gradually, the church music repertoire expanded, and the position of music director became full-time. The eight professional singers performed together with sixty-five people of amateur choir, and child choirs appeared as well. The performance of those choirs had such a powerful impact on the whole parish that eventually more than two hundred people, young and old alike, participated in various musical activities (Roberts: 2009, 220). In contrast to the large parish discussed, stories of musical success are also found in small parishes. An example of how music became a vital part in the parish life can be seen in a humble parish that once hired a part-time graduate student as organist and choirmaster. Working much more enthusiastically than it had been initially required, the young musician attracted more and more parishioners to involve in music activities. The congregation enjoyed their new music program so much that as the moment of the student’s graduation drew closer, they were desperate to leave him at their parish at any cost. Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was unbearable to put up with the sense of approaching loss, and the church priest and parishioners united to convince the student accept a full-time job offer at their church. The situation was complicated not only by overall lack of money in the parish but also by absence of a good organ for professional music making. However, once the young man agreed to take the job - although with his talents he could have opted for much more attractive offers - the parish members raised money enough to afford a new organ. Their spiritual rewards were numerous, since music ministry is the central part of this congregation’s activities (Roberts: 2009, 221). In this story of struggle for having music in their parish, the role of the church leader cannot be overestimated. The clergyperson’s wise approach to choosing priorities and her strong vision helped the parish preserve t he unique blessing of music they had in their beautiful and powerful worship of God (Roberts: 2009, 222). 2. Wilson-Dickson. In the era of Romanticism, the attention to historical past of church music was by large a merit of scholars. Dedicated to exploration of Lutheran music heritage, the works of the nineteenth-century musical theorist J.A.  Philipp Spitta inspired such German composers as Johannes Brahms and Max Reger to turn to the 16th-17th century genre of unaccompanied motet (Wilson-Dickson: 1992, 228). In addition to motets, Brahms also created Requiem based on self-chosen Biblical texts and meant for a wide religious application beyond the Catholic liturgy only. Reger’s works are characterized by a peculiar combination of old structures and unprecedented emotionality, which makes this music quite inapplicable for liturgical services. The beginning of 20th century witnessed a growing interest to restoring traditions of Lutheran music. Schools were established for training professional church musicians, and first-class organs were provided for their needs. In such favorable circumstances many composers engaged in writing for the church: Ernst Pepping, Hugo Distler, Siegfried Reda are only some of them (Wilson-Dickson: 1992, 231). Working in traditional genres of 17th and 18th centuries, they employed the technique of setting words to music so that it would emphasize their significance. In Britain, 20th century started with setting new standards in congregational hymnody by creating English Hymnal that included music of the highest standards (Wilson-Dickson: 1992, 234). At the same time, Charles Villiers Stanford wrote communion services and anthems of unprecedented beauty. The peculiarity of the situation was that Stanford did not belong to the religious community and neither did his pupils, Vaughan Williams, John Ireland, and Herbert Howells. But this did not prevent them from composing liturgical music that found response among the congre gations. Advertising We will write a custom essay sample on Summary of Chapters on Music specifically for you for only $16.05 $11/page Learn More In general, the musical practice of Anglican liturgy included a vast variety of genres, and with the increasing amount of compositions the pieces for liturgy were selected according to their compliance with the norms accepted within a certain community. One of the centers promoting Anglican music since 1927 is the Royal School of Church Music that not only publishes music but also conducts specialized courses and festivals (Wilson-Dickson: 1992, 236). Experimental music for worship is presented in the festival of Contemporary Church Music and by Winchester Cathedral. Exploring a wide specter of Christianity and of performing arts requires certain open-mindedness from the performers of experimental music. Modern Christianity as â€Å"defense against the unknown† favors music that is predictable and represen ts familiar grounds (Wilson-Dickson: 1992, 240). In 1950s, the Twentieth Century Light Music Group emphasized the significance of the transient popular contemporary music for church liturgy. Two decades later, music of the charismatic movement demonstrated a tendency to reflect the popular art rather than to copy it blindly. In 1980s, instrumental bands and orchestras made their way back to worship, and hymns of Graham Kendrick adapted a light rock and ballad style. With the introduction of musicals into Christian music, the presentation of faith is carried out in a rather exciting way that engages vast fellowships. The diversity of 20th century Christian music raises the issue of musical standards, and it becomes vital to define which music is suitable or unsuitable for worship. On the one hand, professional music may be too complicated for average parishioners and turn the service into a concert. On the other hand, standards of church music should not be lowered to null. In such heterogeneity, the main criteria for defining the quality of music becomes the role of music in worship and the intention behind musical performance. The enthusiasm of the congregation involved in music performance and the positive spiritual commitment characterizing this performance are the key indicators of church music successfulness. Roberts, William B. (2009). Music and Vital Congregations: A Practical Guide for Clergy. New York: Church Publishing.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Wilson-Dickson, Andrew. (1992). The Story of Christian Music. Minneapolis, MN: Fortress Press.

How the events of the 1660s changed London Essay

How the events of the 1660s changed London - Essay Example By the end of 1660 things were subtly different within the city of London. London housed about 350, 000 people and it were dwarfing all the other major cities in England. The requirement to extend the city was at its peak. The reign of Charles II witnessed the extension of the city westwards with the inception of parks, squares and personal masterpiece with the title St. James’ which meticulously intrigue with the architecture of Wren inspired designs evolved with a major conflict between tradition and innovation. Contextually, the street plan of London was in a chaotic form still (Robinson, 2011; Monash University, 1997). The role of Monarchy in restoration of 1660 was crucial and it affected London to a great extent as well. Various laws passed by the Charles II manifested in smooth running of trade and commerce along with civil governance in London followed by its prosperity. The 1660 act of Indemnity and Oblivion enabled the restoration of the lands of Crown and Churches automatically thereby the confiscated land was made available for negotiation and litigation publicly (The Royal Household, 2009). Art, architecture and theatre of London saw a huge transition in its form, shape and execution in 1660 along with the huge leap of events in the field of science, technology, research and education. The establishment of Bank of England and the dissolve of open air theatre to restoration of comedy made more popular in England holding the hands of theatre practices in London. The coffee house trend was at its peak during the restoration period in London which helped to instigate seminal art and culture rapidly (Tiscali, 2013). In the field of scientific research, London witnessed a huge event in the month of November 1660, when ‘The Royal Society of London for Improving Natural Science’ was established. The establishment of Dissenting Academy and its collaborative activity with

Liberalism - Why do liberalists place so much emphasis on democracy Essay

Liberalism - Why do liberalists place so much emphasis on democracy Does that make sense How important is democracy in international relations. Use examples - Essay Example Decision making in a democracy is based on majority rule and the rights of the minorities are protected. A democratic government guarantees equality of all citizens, freedom of speech, assembly and religion, among others. Liberal states are not necessarily democratic (Bobbio 2006: 1). Liberalists strongly emphasize on democracy. The concentration of power and wealth among few people in the society is not good as it brings about many social evils. Democracy has various benefits. It ensures that all citizens are treated equally before the law. It also gives every citizen the right to power. Therefore, anyone can seek an elective post in government. Democracy helps in distributing power to the people. It allows disgruntled voters to vote to change the leadership. A few years ago, democracy used to exist in Western Europe and Northern America only while the other states were not democratic or liberal. However, today many states are democratic. Democracy is the basis for economic and social development. It enhances the development of a nation by making leaders accountable, and therefore helps in fighting vices like corruption. Inefficient leaders are voted out by the electorate and if the leaders who replace them wish to stay in power, they have to meet the expectatio ns of the public. Failure to perform will lead to ouster from office in the next election. Democracy also helps in the even distribution of wealth (Bobbio 2006: 38). The wealthy conservatives in power dislike democracy because they see it as a way to help the poor to rob the rich. However, liberalists maintain that without democracy, the poor are exploited by the rich. Liberalism is concerned with limiting the powers of the government. Democracy considers the opinion of the majority as the only criteria to ensure that the government powers are legitimate. Liberalists strongly advocate the strengthening of democratic institutions. They advocate national referendums, compulsory voting, comprehensive

Children's Case Analysis Study Example | Topics and Well Written Essays - 2500 words

Children's Analysis - Case Study Example That is, systems that rely on perfect performance by individuals to prevent errors are doomed to fail. Healthcare persons typically react to a specific accident by focusing on the error rather than attempting to understand the systematic cause and designing interventions that minimize if not altogether eliminate the occurrence of such errors. Medication errors are the most common preventable cause of adverse events. Early detection and constant reporting of such errors is crucial, particularly in hospitals, where systems for detecting adverse drug reactions and medication errors can save lives, money, and legal problems. A well kept log for such errors enables the experts to design strategies for their prevention, which is usually the better option, rather than a post scenario cure. Administrative, organizational, educative reforms as well as software controlled electronic systems can be designed after the evaluation of logs of such errors, which can prevent their occurrence in futur e. The medical literature today is rich enough and easily accessible for a medical professional in any capacity, to update their knowledge and look for preventive solutions in case of any doubt while administering their art. A proper coordination of medical staff and availability of ready consultation at the time of need can go a long way in preventing medical errors and accidents. The incident of an overdose of morphine in case of a ten-year old boy named Matthew at Children’s Hospital in Minneapolis illustrates a system error, which could have resulted in fatal consequences if it had not been addressed and handled in a practical manner reflecting evidence-based practice. The case described a pediatric patient of stable condition who has been transferred from the intensive care unit to the medical/surgical unit with an order for a continuous morphine drip. Upon set-up of the

The effects of inequality on young people

The effects of inequality on young people In what ways is inequality detrimental to the life chances of children and young people? How can practitioners address inequalities in their work with children and young people? Being discriminated against and suffering inequality (lack of equal treatment) can be detrimental to children and young people’s life chances, such as their education, qualification attainment and future employment. People can be discriminated against because of their age, religion, ethnicity, background, lifestyle and sexuality which can have a huge impact on their life depending on how these issues are addressed and how they are supported by their family, friends and practitioners. In this essay I am going to discuss how inequality can be detrimental to the life chances of children and young people, and how practitioners can help address these inequalities in their work. I will explore diversity, discrimination and the barriers which stop society being more inclusive. I will also explore the important role of practitioners and the support they are able to offer to those subject to discrimination. As a practitioner working in Scotland you must abide by the Scottish Social Services Council’s (SSSCs) Codes of Practice. â€Å"TheCodes of Practice for Social Service Workers describe the standards of professional conduct and practice required of social service workers as they go about their daily work.† (The Open University, 2013a). There are also four key capabilities in child care and protection that practitioners must follow: values and ethical practice, knowledge and understanding, effective communication and professional competence and confidence. By following these four key capabilities and abiding to the SSSC’s Codes of Practice, this allows practitioners to make the right decisions and work and communicate appropriately with children and young people. By doing this they are addressing inequalities by using their professional values, and not allowing their personal views and beliefs to overshadow what is right. Diversity is a distinctive feature of contemporary life in Scotland. â€Å"The term ‘diversity’ explains the ways in which people as individuals and as members of groups differ from each other; and that there is a variety of differences. It is evident that today a range of differences exist in the UK† (The Open University, 2013b). These differences range from people’s social class, family dynamics and values and beliefs. These differences can cause discrimination however diversity should be celebrated rather than being seen as negative. Children, young people and families whose lives are affected by discrimination and inequality need to be supported. Practitioners must have a social ecological perspective which is â€Å"a way of working with individual children, young people and families that keeps them at the centre but applies knowledge and understanding of the bigger picture when trying to understand their lives.† (The Open University, 2013c). Hav ing this perspective helps practitioners address inequalities in their work with children and young people and offer the appropriate supports. There are barriers stopping society from being more inclusive, such as the attitudes of people towards others who are seen as ‘not normal’, however â€Å"Social attitudes and legislation have successfully tackled discrimination and have, arguably, created a more inclusive society in the UK.† (The Open University, 2013d). Although there are barriers which stop society being more inclusive it has been argued that over the past 50 years in the UK diversity has developed, alongside increasing liberal ideas about how individuals and families arrange their lives, therefore factors such as age, social class, gender, disability, and religion should not be barriers to people’s life chances. Although diversity has developed it is still affecting people’s lives. As seen on the module website (The Open University, 2013e), a young person discusses her own personal experience of suffering racism and how this affected her life, which could possibly be detrimental t o her life chances. Although the perpetrator was charged by the Police, the young person’s self-esteem has suffered and she is in constant fear of being at risk of harm while out in the community. The young person also speaks about not receiving appropriate support from her family nor a practitioner, however if the young person had received the appropriate supports after the incident this could have had a positive impact on her and helped alleviate the young person’s fears. This highlights how important the role of a practitioner is in order to address inequalities in their work with children and young people. â€Å"Sociological theories suggest that socialisation is the process by which we learn from the society into which we are born† (The Open University, 2013f). Initially for most people socialisation takes place within the family as children and young people will adopt the views and beliefs of their parents. There are other social structures which provide socialisation and may interfere or change a person’s opinions such as school, the media and peer groups. Thomson’s PCS Model analyses socialisation and the inequalities that are raised within it. Thomson’s model suggests that people have their own Personal views or beliefs which are interlinked with theCulturalvalues that exist in a person’s community or belief system. This is also interlinked on a Structural level which includes society as a whole such as tabloids, institutions and governments. Children and young people who are looked after and accommodated can suffer inequality as their education may be influenced by their socio-economic background. Although the Guidance to the Children (Scotland) Act 1995 states that â€Å"Children who are looked after should have the same educational opportunities as all other children for education, including further and higher education, and access to other opportunities for development.† (The Open University, 2013g), this is not the reality of it. Children and young people who are accommodated tend to be under a great deal of stress due to their circumstances. They might be missing their family, they may have to move school, they may not live as close to their friends and they may have uncertainties about their future. Using Thomson’s PCS model, society has their own personal views and cultural values of children and young people who are in care such as assuming they are badly behaved or that they deserve to be in care. As well as the children/young people trying to deal with the views/beliefs of these people and the community as a whole, they can also be judged on a structural level and are trying to cope with how the media view them. This negative perception of children and young people in care is a form of discrimination and could be detrimental to their life chances due to the effect it can have on their mood, social life and learning ability. â€Å"‘Biological citizenship’ refers to the attempts by parents of children with disabilities to engage in activism and community participation to increase the citizenship rights of their children through links with groups such as Scope, Mencap and ENABLE Scotland.† (The Open University, 2013h). As discussed in Goodley and Runswick-Cole, 2010, p. 73-75, Gayle and Shelley are both mothers of children who are affected by a disability and although they have had very different experiences, they both resorted to using groups as a form of support. Gayle’s son Simon is eleven years old and has been diagnosed with asbergers, and Shelley’s daughter Chloe who is sixteen years old has been diagnosed with a rare genetic syndrome. Gayle found that Simon’s label allowed her to access support whereas Shelley found Chloe’s label as ‘useless’ because there were no supports that could be offered to her. Eventually both parents turned to â⠂¬Ëœreal’ parent support groups where biological citizenship is acted out. They found these groups positive overall and were able to relate to other parents who had similar experiences, however Shelley felt that â€Å"tensions could arise within the parents group, particularly when it came to making choices about mainstream or special provision† (Goodley and Runswick-Cole, 2010, p. 78). When discrimination affects a child or young person’s life chances it ultimately affects their parents/family, as it did Gayle and Shelley who felt the need to join a group to gain support and understanding. If Gayle and Shelley had received the appropriate support from a practitioner they may have felt that a group was unnecessary. In conclusion, inequality can be detrimental to the life chances of children and young people, affecting their social lives and their education. They could be discriminated against because of their age, religion, sexuality, gender or background and this could have an impact on their life as a whole. When children and young people are discriminated against this can also have an effect on their families, for example Gayle and Shelley who required the support of parent support groups. Practitioners can help address these inequalities through their work by abiding by the SSSC’s Codes of Practice and following the four key capabilities. By doing this it helps them to make the right decisions and work and communicate appropriately with children and young people to support them through discrimination. References The Open University (2013a) ‘Section 1.4: The module areas of study’ K229 Learning Guide 1 [Online]. Available at www.learn2.open.ac.uk/mod/oucontent/view.php?id=350865section=5 (Accessed 12 November 2013). The Open University (2013b) ‘Section 2.1: Families, diversity and social change’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=2 (Accessed 12 November 2013). The Open University (2013c) ‘Glossary’ K229 Resources and Forums [Online]. Available at https://learn2.open.ac.uk/mod/glossary/showentry.php?concept=courseid=202246eid=116725displayformat=dictionary (Accessed 12 November 2013). The Open University (2013d) ‘Section 2.2: Barriers to a more inclusive society’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=3 (Accessed 12 November 2013). The Open University (2013e) ‘Section 2.3: The impact of discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=4 (Accessed 12 November 2013). The Open University (2013f) ‘Glossary’ K229 Resources and Forums [Online]. Available at https://learn2.open.ac.uk/mod/glossary/showentry.php?courseid=202246eid=116715displayformat=dictionary (Accessed 12 November 2013). The Open University (2013g) ‘Section 2.5: Addressing discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=6 (Accessed 12 November 2013). The Open University (2013h) ‘Section 2.5: Addressing discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=6 (Accessed 12 November 2013). Goodley, D. and Runswick-Cole, K., (2010) Working with Children and Young People: Co-constructing Practice, ‘Disabled children, their parents and their experiences with practitioners’. Page 1 of 4

Establishment of the Silk Route Essays -- Chinese History

Currently living in the twenty first century we can take modern travel methods from airplanes, vehicles, trains, and ships for granted, altering our perception of the distance we travel significantly. These advanced distribution systems we now employ allow us to exchange culture, products, technology, and ideas by breaking down barriers, truly globalizing the world. Similar to the modern travel marvels we make the most of today, years ago before human’s relationship to machine, the silk route provided that ability to connect multiple countries. This important trade route developed over time transferring numerous products like silk from China to several countries in the Middle East, Mediterranean, Europe and Ancient India. In addition, the silk route was more than just a trade route that brought products to and from because it developed into a transcontinental network carrying goods, information, religion, language, and technology. The Silk Route is indisputably one of the oldest international trade routes consisting of a series of roadways laid over land primarily, until the introduction of sea travel. What initiated the overwhelming interest in trade was one of the oldest fibers known to man, silk, that originated in China. Silk is a luxury fabric that can be woven into textiles, producing a rich texture and luster like no other material. Dating back to 2500BC this exotic material was used exclusively for Chinese royalty, but gradually expanded to become a bigger part of the Chinese culture. Since this unique material was considered more valuable than gold at the time, as soon as word got out to neighboring countries the overwhelming interest was inevitable. The demand for this appealing material brought silk westwar... ...esearch. Web. 14 May 2012. . "Silk History: History of Silk Fabric; History of Chinese Silk; Silk Road History Silks History." Silk History: History of Silk Fabric; History of Chinese Silk; Silk Road History Silks History. TexereSilk, 2011. Web. 14 May 2012. . "Silk Road - Its History, Development, Operation and Significance to the East and West." Silk Road - Its History, Development, Operation and Significance to the East and West. Web. 14 May 2012. . "Silk Road Culture Exchange, Religion and Technology Introduced into China via Silk Road." TravelChinaGuide. Web. 14 May 2012. .