Psychology Essay Example | Topics and Well Written Essays - 500 words - 16

Psychology - Essay Example In a similar vein, studies have shown that social influence through friends influence the use of alcohol in young adults and friends. This is the rationale behind the attempt of the study to evaluate the strength of influence of parents, siblings and friends in the frequency of alcohol use over time in adolescents and young adults. The research question pertains to finding out whether there is any difference in the influence between, parents, siblings, and friends’ use of alcohol on frequency of alcohol use over time in adolescents and young adults, and whether the influences of parents, siblings, and friends were moderated by factors of age and sex. The study provides additional input on the influence of familial and friends on the use of alcohol in adolescent and young adults in three ways consisting of simultaneous examination of this influence, differences in cross-sectional and longitudinal analyses, and the use of twin data. The frequency of drinking of the participants was ascertained through the use of a single question with eight response categories. The Netherlands Twin Register Survey provided the data on the frequency of drinking among the parents, twins, and friends of the participant twins. Multivariate logistic regression analyses were conducted on the data collected in 1993 to evaluate the cross sectional influence of family members and friends on regular drinking in adolescents and young adults. Multivariate logistic regression analyses for the short term (1993 to 1995) longitudinal data, and for the long term (1993 to 2000) longitudinal data was used to determine whether drinking habits in family and friends predicted consumption of alcohol in adolescents and young adults. Influence of drinking of twin was assessed in data from 1995 and 2000. Cross-sectional multivariate logistic regression analyses

Subculture Personal Statement Example | Topics and Well Written Essays - 500 words

Subculture - Personal Statement Example I suppose that shocking way of dressing typical for those people who go against the system trying to prove independence and personal freedom. I do not life to waste time and efforts on shopping. Attitude to learning and friendship reflects my subculture: I am a hardworking, persistent and diligent student. I like parties which is a part of my subculture. Regardless of the style and social backgrounds, parties' culture represents freedom from rules, structures, controls and lifestyles. I can define this subculture in terms of inner self and 'people like me'. I like pop music including Latino singers and jazz. These music trends reflect youth priorities on a day-to-day basis. They become an example for background and ethics, morals and way of behavior for millions of people. This subculture affects all aspects of culture in a positive and negative way: how people dress, what music they listen to, and what they choose for entertainment. Another interesting part of my subculture is eating. I am a fast food eater. Eating is one of the most essential processes in our life which supplies our body with energy and mineral elements. Food determines different ways of living and personal culture of every person. I suppose that eating habits are more important than a trendy style or music you listen to. For most Americans, the good life means good food.

Child Language Development Case Study

Child Language Development Case Study Introduction This paper explores a case study with one family with a child displaying slower language development, examining the case in the light of well-known theories around child development. These theories, which include scientific approaches, social approaches, and applied approaches to understanding and supporting child development, are evaluated in the light of the existing literature and in relation to health visiting practice. The Case Child A is a 2 year old male, the only child of a same sex lesbian couple, living in an ex-council house within a village environment. The area of the village in which they live is predominantly local authority housing, but they bought their house as a private sale from its previous owner. The biological mother, who for the purpose of this essay will be called Mother A, was brought up in this village, and left to attend university and have a career, returning when the child was 3 months old. Mother A works 21 hours a week as a nurse, and also works ad hoc shifts as an agency nurse. Mother B is a university graduate who left full time employment to move in with Mother A, and now works for a local women’s charity part time, as a child support worker. Child A displays normal development in most areas, and demonstrates clear cognition and understanding of language and interactions, potentially beyond the standard for his stage of development. However, Child A does not use verbal language himself very much, and at times displays behaviour which suggests he is withdrawn and not interested in socialising. Mother A states that Child A socialises well in the Creche he attends 3 days per week. However, Mother A also states that as a family they are very socially isolated. Mother A’s extended family lives within 3-5 miles of them, but has very limited contact, because of discomfort with their lifestyle. The family attempted to join a mother and toddler group, but were made to feel unwelcome, and both parents state that they are ostracised by their local community, and cannot access social support from a wider lesbian community because they have no childcare other than the crà ¨che. They have been unable to secure a childminder or babysitter because of their alternative family arrangement. Observations of interactions between parents and child demonstrate good, positive attention from both parents. Mother A is very ‘attuned’ to the child and ‘interprets’ behaviours and expressions, anticipating the child’s needs. Interaction between health visitor and child suggests the child is capable of proper linguistic expression. On one occasion, the child corrected the health visitor, to inform her that a shell in his ‘collection’ was grey, not white. The child also shows some ability to recognise alphanumeric characters. Despite this, verbal communication seems very limited. Discussion This case provides an interesting dilemma in exploring the theories which would explain the apparent linguistic retardation this child displays. Bowlby’s attachment theory, for example, might suggest that the child’s linguistic restriction is due to some element of attachment, and that the primary attachment figure for this child is Mother A. In the absence of what others might describe as a normal social sphere for the child, the attachment between Mother A and Child A may never have been challenged, and this close attachment means that the child feels no motivation to speak, because his needs are being anticipated by his primary caregiver. Discussion with both parents does not indicate that the child undergoes separation distress (Bowlby and Bowlby, 2005)), but this could be anticipated from what might be an overly strong and exclusive attachment to Mother A. However, this author feels that attachment theory does not provide a model to explain what effect this kind of relationship might have on linguistic development. Behavioural theories of child development might also provide some insight, particularly if the child views that his current behaviours are being rewarded and reinforced by one or both of his parents (see, for example, the theories of Skinner, Pavlov and Watson). Scientific and biological theories of linguistic development may shed some light on the situation. Chomsky (2007), for example argues that the development of language in the individual child depends on a combination of genetic factors, which precipitate language learning in terms of a biological imperative, experience, which relates to the placement of the child as interacting with its social world, and principles of development which are not specific to the faculty of language. What this demonstrates is a move away from Cartesian dualism, and the reintegration of the processes of the mind into the functional and developmental processes of the body (Chomsky, 2007). In this case, therefore, Child A is likely to have biological imperatives precipitating linguistic development, but may not be achieving his potential due to a possible deficit in his interactions with the social world. It may be that this theoretical perspective highlights the single most important feature in this case, t he lack of social integration into the wider social world, or into normal society. This is not to say that if a same sex lesbian family were socialising in peer groups or social networks, that this would not be normal – far from it. What is notable about this case is that the family are isolated from both general, â€Å"heterosexual† society and from peer-related social groups. If there are, then, elements of linguistic development which are founded on social interactions, a deficit in these areas would likely indicate a potential reason for Child A’s linguistic retardation. The family have attempted to ensure the child is with his own peer group by placing him in a crà ¨che, a group childcare environment, rather than a single carer environment, which is a positive move. However, it could be that even this is not sufficient to precipitate the linguistic development that would be expected of Child A at this point. Classic theories such as Piaget’s constructivist theory, which posits certain developmental stages, might be useful here. In Piaget’s theory, constructivism is an alternative to simple biological understandings of child development, and the development of children’s thinking and cognition is segemented into four stages, which are viewed as progressive (Dawson-Tunkin et al, 2004). Piaget’s stages suggest that children must all move through these stages, sequentially, in order to develop ‘normally’. It is unsurprising that many theorists argue against the centrality of these sorts of stages, as being too restrictive and rigid and not necessarily universally applicable (Dawson-Tunkin et al, 2004). Piaget posits that equilibration, the process of learning wherein the individual reflects on previous experiences to assimilate new concepts and knowledge into current knowledge, is perhaps the most significant of the features of children’s devel opment (Dawson-Tunkin et al, 2004). So, although Piaget understood that biological maturation may set the timetable and limits of some aspects of child development, but stresses that the environment in which children are placed, and their interactions with that environment, is essential to them developing as they should. â€Å"Children who have severely limited interactions with their environments simply will not have the opportunities to develop and organize their cognitive structures so as to achieve mature ways of thinking† (Cook and Cook, 2005). There appears to be an almost inbuilt dissatisfaction with equilibrium, requiring individuals to extend their cognitive structures by seeking out, assimilating and processes new information (Cook and Cook, 2005). This is complemented by reflective abstraction, in which individuals take note of something in their environment, then reflect on it (Cook and Cook, 2005). However, Piaget also argues that â€Å"children do not passively absorb structures from the adults and other people around them†¦[but] actively create their own accommodations and so construct their own understandings† (Cook and Cook, 2005). Feldman (2004) criticises Piaget’s theories because they do not properly allow for the individuality of children, and for differences in development which might be quite marked between children in different circumstances (Feldman, 2004). This author also questions whether there is any need for such rigorous demarcation of stages of development, because if they are still only theories, then labelling children as failing or falling behind might be detrimental to the child and his/her family. However, many theories of development, general and linguistic, do suggest that social environment and/or interactions affects cognitive and linguistic development. Therefore, it could be that in this case, Child A, through his experiences to date, which have been somewhat limited in wider social interaction, has developed his own understandings of the role and function of language in his life, and has perhaps come to the conclusion that the verbalisation of language, at least for him, is rarely necessary. Cognition is not absent, this is evident from interactions with him. He can speak, or at least, it is evident that he understands language, symbols and complex sentence structures, but he does not have any motivation to speak. If asked to carry out a relatively complex task, such as ‘put the shells back in the truck, and put the truck away†, he can do this, readily, and willingly. But if asked to describe what he is doing or to describe his truck, he uses one word answers, gestures and facial expressions to communicate. Cole et al (2004) discuss how positive emotions are important in child development, suggesting that â€Å"emotions organise attention and activity and facilitate strategic, persistent or powerful actions to overcome obstacles, solve problems and maintain wellbeing (Cole et al (2004). This might suggest that perhaps Child A is not being placed in situations where he is emotionally tested enough, in order to motivate him to utilise language in ways that other children might do. Bell and Wolfe (2004) also suggest that there is a need to better understand and explore the role of emotions in organizing and regulating a child’s thinking and learning, and also in understanding the role and of thinking, learning and action in the regulation of children’s emotions. Certainly both Piaget and Vygotsky both argue that children working together learn more than children attempting to, for example, solve problems alone (Cole et al, 2004). It would be no great stretch to see the connection between these collaborative or interactive experiences, the emotional responses of children, and their development, and this must include linguistic development, because these interactions would require the use of language, and perhaps, the development of new linguistic capabilities. Callanan (2006) states that children’s cognitive processes are connected to the language they hear around them. In this case, therefore, it could be argued that Child A may be limited linguistically because the language he hears around him is only that of his two main carers, and of course, the language he hears on television. His social isolation may be affecting the ways in which he is thinking about the world, because he is exposed to limited verbiage. A Freudian analysis of this situation would be both problematic and challenging. If Child A is passing through Freud’s stages of psychosexual development, it could be said that he is perhaps arrested in his oral stage of development, and has not moved out of this stage because of his relationship either with Mother A alone or with both of his female parents. Freudian analysis here is fraught with difficulties, however, because this is not a typical heterosexual relationship, and so the parameters within which Freud’s psychoanalytical theories are framed simply to do not apply. The whole issue of gender here could be a difficult one, because there may be those who believe that a male child needs a gender-similar role model, and his current parenting situation does not provide this. However, contemporary theories on child care and child rearing have veered away from gender-specific behaviours and advocated for gender-neutral child rearing, a reorientation which has follow ed in the wake of radical and second wave feminist theories (Martin, 2005). These feminist theories have at times rejected concepts such as socialisation in the development of children’s social and personal awareness and in developing gender identity (Martin, 2005). However, this author believes, as does Martin (2005), that socialisation is an important feature in child development, and that while Freudian theories posit primary socialisation as occurring within the home, socialisation also occurs once the child is exposed to new environments. If the child is only exposed to limited social environments, this might also mean the child does not become socialised to as many environments and behavioural codes as it should do. Certainly, this author has met colleagues who have argued that the lack of a male role model, or male role models in the home situation, would constitute a problem. However, it would seem that many would argue that gender neutral parenting would not affect d evelopment, particularly if gender and chld development is fixed by biology (Martin, 2005). Vetegodt and Merrick (2003) suggest that there are five important needs that children have, in relation to formation of their identity and in relation to their cognitive development. These needs are: â€Å"the need for acknowledgement, acceptance, awareness, or attentions, respect and care† (Vetegodt and Merrick, 2003). There is a suggestion that if children do not have these needs met, they may then modify their own identities to adjust to their parents and the situation (Vetegodt and Merrick, 2003). While this may not necessarily be true, in the case of Child A and his family, it might be that his needs are met in the home situation, but his needs may be being met in other situations. Certainly, conversations with the parents suggest that they fear his needs, of the nature described above, would not be met outside the family environment because of the nature of his family. There is an ongoing belief that childhood is of primary importance in children forming ‘healthy i dentities’ (Taylor, 2004). The Role of the Health Visitor These theories are mere explorations of potential reasons for an apparent deficit in linguistic development in Child A. Addressing this developmental issue with the parents, in this context, is likely to be somewhat challenging, particularly as the relationship between the health visitor and the parents is of primary importance (Jack et al, 2005). Certainly the child’s home situation is a positive one, and there are no issues in relation to economic or other deprivation. Both parents are intelligent and open to discussion about development and the child’s social needs, but both are also, understandably, sensitive about their continued social exclusion. However, the role of the health visitor is to promote the child’s health and wellbeing (Condon, 2008), and so part of the role in this situation is to assess this wellbeing and ensure the child is offered full participation in all the aspects of health promotion and disease prevention available (Condon, 2008). In t his case, as Mother A is a nurse, and Child A has been subject to all necessary health checks, immunisations, and the like. Engaging with the family has allowed the health visitor to identify elements of the home situation which could affect maternal wellbeing, and so affect child development and wellbeing, but there are no signs of postnatal depression or anything else to raise any warning signs (Peckover, 2003) Here, the role of the health visitor may be to assist the family in identifying ways of extending their social sphere and social life, and integrating their child into social groups and networks which might be more accepting of their alternative family construct. However, there are limits to what a health visitor can advise, and it might be necessary to look at other disciplines, other professionals, and other agencies to support this family. Certainly with changes in the law and social life in recent years, it is becoming less challenging for alternative families to find support and inclusion, but in this case, it would seem that social inclusion may be negatively impacting upon their child’s development. The public health dimension of the health visitor role is very much vaunted in the literature and in governmental policy, but is less easy to realise in practice (Cameron and Christie, 2007). Yet activities such as those discussed in this essay contribute to the public health dimension of the health visitor’s role, in concrete ways. Perhaps it is most important to view the macrocosm of public health policy in relation to the microcosm of the daily work of the health visitor, although it is not always easy to evaluate the day to day function of this role in relation to wider public health improvements. Conclusion It would appear that, whatever the theoretical standpoint, there seem to be a range of ways of defining child development, and many of these relate to the way that children relate to their environment. While there may be a biological imperative to develop cognitively, developing cognitive and, in the case of Child A, linguistic processes, there can be factors which can negatively affect these processes. If these factors are socially mediated, then the social environment that the child finds itself in may be as important as providing good nutrition and health protection. The author deliberately chose a family which was not characterised by typical socio-economic deprivation, or domestic violence, or drug abuse, to demonstrate that child development is fundamentally about the child learning to interact with others, peers and adults alike, in a range of social contexts, and it would seem, from this case, that linguistic development may be more psychologically mediated by such contexts. It may be more than a simple biological/cognitive process, and may require exposure to a range of social settings to fully develop properly, to motivate the child to use language effectively. References Bee, H Boyd, D (2006). The developing child. 11th Ed. USA: Allyn Bacon Longman. Bell, M.A. and Wolfe, C.d. (2004) Emotion and cognition: an intricately bound developmental process. Child Development 75 (2) 366-370. Bowlby, J Bowlby, R (2005). Making and breaking affectional bonds. London: Routledge. Callanan, M.A. (2006) Cognitive development, culture, and conversation: comments on Harris and Koenig’s ‘Truth in Testimony: how children learn about science and religion. Child Development 77 (3) 525-530. Cameron, S and Christie, C. (2007). Exploring health visitors perceptions of the public health nursing role. Primary Health Care Research Development, 8 80-90 Chomsky, N. (2007) Biolinguistic explorations: design, development, evolution. International Journal of Philosophical Studies 5 (1) 1-21. Cole, P.M., Martin, S.E. and Dennis, T.A. (2004) Emotion regulation as a scientific construct: methodological challenges and directions for child development research. Child Development 75 (2) 317-333. Condon, L. (2008) Child health promotion in the United KingdomL does health visitors’ practice follow policy? Journal of Advanced Nursing 62 (5) 551-561. Cook, J.L. and Cook, G. (2005) Child Development: Principles and Perspectives Boston: Allyn and Bacon. Dawson-Tunkin, T.L., Fisher, K.W. and Stein, Z. (2004) Do stages belong at the center of developmental theory? A commentary on Piaget’s Stages. New Ideas in Psychology 22 255-263. Department of Health (2004). The Children Act. London: HMSO. Department of health (2008) Child Health Promotion program. Feldman, D.H. (2004) Piaget’s stages: the unfinished symphony of cognitive development. New Ideas in Psychology 22 175-231. Hall, D Elliman, D. (2006). Health for all children. 4th Revised Ed. Oxford University Press. Jack, S.M., Dicenso, A. and Lohfeld, L. (2005) A theory of maternal engagement with public health nurses and family visitors. Journal of Advanced Nursing 49 (2) 182-190. Martin, K.A. (2005) William wants a doll, can he have one? Feminists, Child Care Advisors and Gender-Neutral Child Rearing Gender and Society 19 456 – 478. Peckover, S. (2003) I could have just done with a little more help. An analysis of women’s help-seeking from health visitors in the context of domestic violence. Health and Social Care in the Community 11 (3) 276-282. Santrock, J.W. (2006). Child development.11th Ed. USA: McGraw-Hill. Sheriden, M (Revised and updated by Frost, M. Sharma, A. (1997). From birth to five Years. London: Routledge. Taylor, C. (2004) Underpinning knowledge for child care practice: reconsidering child development theory. Child and Family Social Work 9 225-235. Ventegodt, S. and Merrick, J. (2003) The life mission theory IV. Theory on Child Development. The Scientific World Journal 3 1294-1301.

Essay --

Throughout history, industrialism by the west (i.e. England, France, and Spain) has led to many conflicts between them and the indigenous, native, people whom lived there. One indigenous group of people affected by western imperialism is the Native Americans in North America. The Europeans that settled onto the â€Å"New World† were confronted by Native Americans, and were faced with violent conflicts. These conflicts led to a belief that all Native Americans are savages as well as heathens (Democracy, 2012). This led to the Europeans to start to kill Native Americans, or kick them off of their land and place them onto reservations. Reservations were usually small and unusable land. But, other times, the chief was forced to sign treaties with the Europeans. These treaties usually stated that the Europeans had a right to be on the land, and if they were allowed to have some land as well as do colonize there, no conflict would occur. Yet, after the treaties were signed, the Europeans and Native Americans still had violent conflicts (Democracy, 2012). Today, there are very little Native Americans left in North America. Some of them are very poor, but some of them are rich due to the casinos they own within the reservations upon which they live. The treatment of these people original was harsh as well as cruel, and there is evidence of that today due to the low population of Native Americans within North America. Another group of indigenous people that have been wrongly treated is the native people of Africa. The indigenous people of Africa were taken over by Western European nations without them knowing. This was because, these western nations had all divided Africa into nations based on their natural resources at a meetin... ...a is also, in association with other organizations that are attempting to assist the aboriginal people of Australia (Australia, 2013). The Oxfam Australia organization has done much in the way of educating the continent of Australia, and the aboriginal youth within Australia, in order to make the aboriginal culture as a whole strong and to have a more satisfying life as well. Australia had been imperialized by the British for their natural resources, and had used the aboriginal people there as well. They took their land, their people’s lives and their way of life, for Britain’s own gain. The aboriginal population has gone down due to these events, but with the help of organizations like NACCHO, and Oxfam Australia, the aborigines are able to make an attempt to regrow their population. They will also, try to keep hold as well as reteach their cultural beliefs.

Police Abuse Essay

An officer who uses more force than policy allows is said to have used excessive force and may be guilty of police brutality, the excessive and lawless use of police force. Police officers are often seen as a thin blue line of protection between criminals and law-abiding citizens, but when they use excessive force, they cross the line and become criminals. Police brutality damages the image of law enforcement as well as the justice system. It leads to loss of trust in the policemen, which then creates a gap between them and people in the community. According to the early policing principles imported from 19th century England, it is the lack of centralized control which forms a corruption in America when opportunities of bribery were widespread. Police reforms from the 1930s to the 1950s sought to establish professionalism among police forces by introducing military-like command and higher performance standards. Not everyone agrees with this type of procedure when critics see the March 1991 beating of Rodney King by officers of Los Angeles Police Department which used professional policing. From Rodney King beating in 1991 through the O.J. Simpson trial, the rift has widened the threatening racial discrimination. The reasons for the gap are complex and deep. According to the experts, it is based on the nation’s painful racial history. The current practice of racial profiling, where skin color is a criterion to pull over a driver is ongoing today. For instance, when Reggie Miller, who is Black, had been ordered to pull over by a Nashville police officer for driving with expired tags, had suffered chronic back problems as a result of the beating. It was about 8:40 p.m. when he was shot on his chest and ordered him to lie face down on the ground. Within couple of minutes the officer, who didn’t have a chance to identify himself, called for backup. Suddenly Miller found himself as a cushion using his body from five police officers that had surrounded him. Miller also recalls that the officers gouge his eyes and choke him. This 1992 incident of Miller made him suffer a permanent back problem due to the beating and the shot he encountered. Police officers have no right by any  means to harass a person. Otherwise, they are more considered as criminal because of such inhumane acts. In general, brutality is a form of punishment. Police officers are not supposed to punish but are expected to protect and serve. However, they seemed to expose brutality as punishment when they beat up Adolph Archie in March of 1992. Archie was shot by a police officer and the police officer did not even bother to rush him to the hospital. Instead, they waited in the parking lot until they found out that their injured colleague had died. Then the officers took Archie in the hospital while beating him dead. Unfortunately, Archie only breathe for 12 hours and was diagnosed with two skull fractures, a broken larynx, fractures of the cheekbones, bleeding testicles, teeth had been kicked in, and his entire body was exposed to blunt trauma. Brutality is an inhuman or savage form of cruelty. Police officers need not use too much force to stop a sus pect. Police brutality is an important topic to discuss because it deals with the life of a person, the misconduct of some police officers, the burden it caused and the lesson that everyone should get from it. Police officers must realize they were not given their badge to show that they are one’s to be afraid of but to keep the peace and order of the community. They have the right to discipline a suspect which will depend on the physical condition of the latter. Police need not use the force if the suspect is already injured because it may only lead to a more tragic situation. In several cases, people died after being restrained by police officers. Police brutality does not cause anything positive. It only leads to racism, disrespect among people, loss of respect and confidence for the police and it makes citizens feel less safe. Not a single act did brutality explicit an advantage to the people. The possible solution to police brutality is to include in their training new techniques in handling suspects and criminals geared towards the demand for public policies that promote social and racial justice. Furthermore, police officers should receive antiracism and diversity training as a part of their education in police academies. Police officers must learn to conduct themselves in multiethnic and multicultural communities. To fund this  solution, everyone must cooperate by respecting the police officers in our community and the law of United States of America. Without the cooperation of everyone, the prevailing widespread of police brutality will continue to grow. The people should give a serious thought of what they are doing in order to avoid violence. Let’s just think about the victims of violence and how thousands of people die every year because of brutality. Let’s not make one of our families and our next generations become a victim of these humiliating, devastating and inhumane acts of the police. We, as a nation, need concerted effort in protest for all the victims whose lives have been stolen and sacrifice. The goal must be nothing short of creating a just, humane, peaceful and less violent society. If there is no justice, there will be no peace in the United States. The widespread of police brutality has widened all over the world. The nation must join together to eliminate repression, unjust and abusive treatment by the police in order to have a more peaceful and harmonious nation. To terminate police brutality means calling for justice for our brothers and sisters whose lives have been stolen. In addition, this will give time for the government to open their eyes for the families of those who are unjustly locked down behind prison walls. It will allow balance of justice between the government officials and the people regardless of racial status. Our world would be a better place to live in because it lessens violence, death rate, and increases the confidence and harmony between the police and the community. Moreover, the absence of such brutality will terminate arrest and harassment based on racial origin. Bibliography: â€Å"Activists Protest Against Police Brutality in LA,† MAS magazine, (August 16, 2000), 2 pages. â€Å"Call for a National Day of Protest to Stop Police Brutality, Repression, and the Criminalization of a Generation, http://www.mojo.calyx.net/~refuse/ndp/071400oct22.html, October 22, 2000. â€Å"DNC Activists Protest Cop Brutality,† MAS magazine, (August 16, 2000), 2 pages. â€Å"NYPD’s Bloody Month of August 1999, http://www.mojo.calyx.net/~refuse/ndp/090699ndpnyc.html, September 6, 1999. Anderson, Kelly, Police Brutality, San Diego California, Kelly Anderson, 1995. Bender, David, Policing the Police, San Diego California, David Bender, 1995. Charles, Nick, â€Å"Criminally Suspect,† SIRS, (September 1995), 4 pages. Conroy, John, Unspeakable Act, Ordinary People, New York, Alfred A. Knopf, 2000. Fitzgerald, Terence, Police in Society, New York, Terence Fitzgerald, 2000. Meeks, Kenneth, Driving While Black, New York, Kenneth Meek, 2000. Nelson, Jill, Police Brutality, New York, Jill Nelson, 2000. Roleff, Tamara, Police Brutality, San Diego California, David Bender, 1999. Steinhorn, Leonard, By the Color of our Skin, New York, Leonard Steinhorn, 1999.

A Movie, from the Sociological Perspective

Sarah Chesno Sociology 101 November 1, 2012 Extra Credit The movie â€Å"Saw:† focuses on a madman who sees himself as a vigilante and takes justice into his own hands by torturing his victims on both a mental and psychological level. The movie opens up to the scene of two men on the outsides of a bloody victim in a dirty bathroom floor. Jigsaw’s plot was to have one man decide who shall live and who shall be the first to see death. The Jigsaw Killer showed acts of deviance by using entrapments, manipulation, and psychological and physical infliction of pain upon his victims.To elaborate on why the Jigsaw is deviant is because he likes to manipulate almost every detail in his games. He manipulates the environment so the only means to escape are through torturous games testing far beyond the limit a human being can endure. The victims are almost always drugged in some way only to wake up within an environment where Jigsaw pulls all of the strings like a puppet master. As one officer describe Jigsaw in the movie, he â€Å"liked to book himself front row seats to his own sick little games. There is one type of social class that constantly shows up in the movie and that is the middle class folks. One of the people, which is a doctor named Dr. Lawrence Gordon. During the movie the audience learned that he had a wife and small child, possibly 5 year. They resided in a house that was mansion side, making him a middle class maybe an upper class family. Another main character that was in the movie was a person named Adam, he lower-mid class.There was a scene in the movie that showed his apartment. Adam’s apartment was a little run down as from what the camera was showing. There was a mix of different races and ethnicity's in the movie. Often these victims would wake up trapped in the â€Å"games† of a genius engineer. Amanda which is white female who was shown towards the beginning of the movie who woke up contraptions attached to her head w hich the killer called â€Å"the reverse bear trap† or the â€Å"the death mask†.Another victim that went through something similar is when the Asian, who was named Detective Steven Sing had this head blown to little pieces when he was trying to go after the Jigsaw killer to bring him to justice. A little time before that happened the African American named Detective David Tapp who was trying to do the same thing by bringing the killer to justice had his neck sliced, but lived, however later on we see him again losing his life. All races such as Asian, white and African American did lose their life only because they had to play the game and decide who will be the one to go.