Marxism functionalism and feminism theories on crime

Marxism functionalism and feminism theories on crime For this sociology essay I shall be researching and comparing three social perspective theories on crime, Marxism, Functionalism, and Feminism. I will be attempting to write how the three theories compare and conflict with each other. Marxist perspective on crime Karl Heinrich Marx was born the 5th of May 1818 Trier Germany to a comfortable middle class family. A historian, social scientist, revolutionary and philosopher, Karl Marx, was and still is considered the most important socialist thinker that emerged from the 19th century. Karl Marx during his lifetime was for the most part ignored by scholars. But since his death in 1883, Marxs political, social and economic ideas quickly gained acceptance in the socialist movement. Although Karl Marx never wrote at length about crime, he did argue the laws made by the ruling class were mostly put in place to keep the working class under control. Karl Marx had the idea that most people were not even aware they were being exploited. Marxism recognises for a society to function properly, social order is necessary. They state that in all societies apart from communist societies the ruling class always gains far more than any other class. Haralambos Holborn (2004) in discussing Marxist perspectives on deviance states that: the ruling class passes laws that benefits ruling-class interests. Therefore making sure the power stays in ruling class hands so they have a constant control over lower classes. (P353). Marxists have the idea that Capitalist societies emphasise individual gain and the need to win at all costs. They feel greed explains crimes for financial gain. Marxists think the frustrations felt by dehumanising the lower classes can explain the crimes against the individual persons. They think crime in part is the creation of unequal power and inequality, and that it is a natural response to living in poverty. They feel crime is often the result of the ruling class offering the lower classes of society, demeaning work that gives little or no sense of creativity. Although Marxists agree that crime is widespread within all social classes they argue deprived criminals are given harsher sentences than wealthy criminals. Marxists are more likely to emphasise corporate and white collar crime, they note that crimes by the upper classes cost more, and have a greater economic toll on society than lower class crimes. Marxists believe laws are approved to benefit the desires of the ruling class, they say people have unequal access to the law. Powerful people with money can hire a good lawyer this can change the odds of being found guilty or not guilty. Therefore for a Marxist, punishment for a crime could depend and vary with the social status of the criminal. A man named William Chambliss was concerned in the fact of why certain things are made illegal and others are not, he also wondered who decided what issues are made law, and why the unequal distribution of wealth wasnt illegal, William Chambliss also thought the ruling class controlled this power, and it was the ruling class who prevented certain issues from ever being discussed. Dutchman Willem Adriaan Bonger 1876-1940: The 1st Marxist Criminologist wrote that all individuals in capitalist societies are infected by egoism because they are alienated from authentic social relationships with their fellow human beings, and all are thus prone to crime. He thought the root cause of crime was the capitalist mode of production and poverty was the major cause of crime, but the effects of poverty can be traced to the family structure and on parental inability to properly supervise their children. Willem Bonger supported the view that the roots of crime lay in the exploitative and alienating conditions of capitalism. The social sentiments that concerned him were altruism (an active concern for the well being of others) and egoism (a concern only for ones own selfish interests). Willem Adriaan Bonger took his own life in 1940 rather than summiting to the Nazis. Willem Bonger (1969) Criminality and Economic Conditions. In general Marxists believe the law is created by the ruling class, and only acts that grow out of working class life are defined as criminal. They state everyone breaks the law, but biased law enforcement means it is mainly the working class who get caught. Marxism is the only theory that examines the crimes of the powerful. Haralambos Holborn (2004): Marxists have been criticized in the past for thinking that a Communist system maybe the answer to eradicating crime, when in fact Switzerland, a capitalist society has a very low rate of crime. Feminists argue Marxists ignore the role of patriarchy whilst putting far too much emphasis on class inequality. (p355). Functionalism perspective on crime Haralambos Holborn (2004): Functionalists believe that deviance and crime starts with society as a whole. Functionalism looks into society for the source of crime and deviance rather than looking to the individual itself. Functionalism is frequently thought of as the exact opposite to Marxism. Functionalists give emphasis to the positive way crime can affect a social system. Functionalism stems from Emile Durkheim. He believed that crime was to be expected in all societies. (p253). Emile Durkheim was born on April the 15th, 1858 at Epinal, Vosges, in Lorraine, France. Durkheim is considered by most the father of sociology. He is credited for making sociology a science. During Durkheims lifetime he published a number of sociological studies on subjects like suicide, religion and other aspects of society as well as giving a number of lectures. Emile Durkheim (2002). Haralambos Holborn (2004): All Functionalists have the opinion that control mechanisms like courts and police are a necessity to keep crime and deviance in control and protect social order. However many functionalists argue a certain amount of deviance can have positive functions in society, they feel crime can even provide maintenance and the well being of a society. In Emile Durkheims book The Rules of Sociological Method (1938) crime is argued to be inevitable, and a normal part of social life. Emile Durkheim had the notion that crime was present throughout all types of society. He also felt the crime rate would be higher in more highly developed industrialized countries. Durkheim believed that if there was a perfect society of saints, occupied by perfect individuals, a society where no murder or robbery occurred, deviance would still be present because behaviour standards would be set that high the smallest slip would be considered a serious offence. Durkheim felt society would stagnate without deviance. (253). A man named Robert Merton produced a detailed functionalist theory to explain criminal behaviour. Merton stated that all societies set goals to attain, Merton believed that if there was a sensible chance you could reach these goals then society would function, but he felt that if these goals were unobtainable then a situation of anomie occurs (anything goes). Robert Merton stated that there are five anomic responses where individuals cannot achieve Societies goals. 1, Conformity: where individuals struggle for success through accepted channels. 2, Innovation: people will accept society has goals but will reject the socially accepted means, for example organized crime. 3, Ritualism: where people accept the socially approved way, but no longer believe they can achieve success, for example people who stick to the rules no matter what. 4, Retreatism: people who have lost sight of societies goals for example drug users. 5, Rebellion: people who have adopted new goals, and different ways to achieve them, for example revolutionaries, cults. Sociology in Focus: Paul Taylor (1997) In general Functionalists believe crime can play a positive role in society, they feel societies need to produce crime to set the limits of behaviour to show society what will, and wont be tolerated. Functionalists state the working class are more criminal because they have fewer bonds with social institutions and therefore have less to lose. They think of society as a living organism with each function like institutions, organizations, and other mechanisms working together. J.Tattersall: (2010). Functionalist theory has been criticized for ignoring the crimes of the higher social classes, for seeing crime and deviance as a product of society and social background (deterministic), and for ignoring the fact that many young people often choose to be deviant and they often grow out of this behaviour. Functionalism is the only theory that sees crime as having a positive function. Feminist perspective on crime Feminist criminology thinks that crime must be viewed from all perspectives in order to understand and obtain the most complete picture of crime. Feminists see society as male-dominated (patriarchal). Feminists see men benefiting at the womens expense. Feminists also argue that most social institutions, including the state and its policies, help to maintain womens subordinate position and the unequal gender division of labour in the family. According to the Feminist school of criminology, major theories in crime have been developed by male subjects, and they focus on male victimization. They feel that facts about crime tend to be focused on the gender of the criminal and not the crime itself. Feminism is the only theory that examines gender differences when explaining crime. Professor Frances Heidenson (1989) criticises the male dominance of sociology she feels that most academics are male, and therefore criminology reflects male views and interests, she also stated that that most traditional theorists are gender blind, and therefore fail to explain how their theories can be applied to females. J. Tattersall (2010) Haralambos and Holborn (2004): Otto Pollack (1950) claimed to have recognized certain crimes are usually committed by woman, he thought nearly all shoplifting and criminal abortions were carried out by woman, he also argued that many unreported crimes were committed by female servants. He noted many police, magistrates, and other law officials tended to be men. This could therefore make them chivalrous and lenient towards female offenders, he thought because of this woman appear in statistics less. Pollack also stated that females are particularly good at hiding their crimes because of their genetic makeup. He stated that woman learn to mislead men during sex and can use this to fake interest and sexual pleasure. (pp. 382-383). Haralambos and Holborn (2004): Pollack has been brutally criticized for some of these statements, Steven Jones (2001) points out that Pollack gives no real support that servants commit many crimes against employers, or that woman are better at hiding crimes then men. Heidensohn points out that Pollack has an unsubstantiated stereo typical image of woman and he is unwilling to point male crime to a biological predisposition to aggression and violence. (p384). Heidensohn believed that there was double standards in the justice system and that the justice system was loaded against women and not for them, she thought that the justice system is more likely to punish women when they deviate from the norms of female sexuality. It has been suggested that women are being sentenced in terms of being mothers, wives, and daughters rather than examining the seriousness of their crime. It seems that lighter sentences are given to females who meet the traditional roles, whilst women who dont fit these roles are given stronger punishments. J Tattersall (2010): (p5). Feminists can be criticised for being ideological and prejudiced, by focussing on patriarchy they ignore the fact that men are also used for domestic labour. They fail to notice women are becoming increasingly independent, and focus on gender ignoring other important social factors such as class and race. Conclusion- All three theories are structural theories they look at groups in societies rather than the individual. Marxism and Feminism are both conflict theories they see some groups as being less equal than others, functionalist theory is the only theory that sees crime in a positive nature.

Analysis of Pink’s Stupid Girls Essay

1. Pink’s Stupid Girls created 2006 2. Narrative or storyline; Young girl is sitting on couch, watching TV which shows a range of depictions of women. The ‘good’ and ‘bad’ angels hover over her shoulders. The images include women as ditzy, carrying little dogs, car-washing in minimal clothing, as the president, playing football. 3. The central discourses are stereotypes regarding women and the choices that women make. The entire video clip presents the range of ways women can be in our society. For example, they can be insecure about their appearance, with scenes showing them getting spray-tans, having cosmetic surgery and the bulimic girl in the toilets. Almost in contrast, the women are shown as being defined by their sexuality and using their appearance to gain approval, such as in the dancing, bedroom and the car-washing scenes. This idea is also evident in the gym and bowling alley skits. There are also images of women being strong and independent, especially in the president scenario and the final scene. The central discourse challenges many of the existing stereotypes which define women by their appearance, rather than by the quality of their contributions to society. For example, in the opening scene, a young girl is depicted sitting on a couch watching television. As she changes channels, different representations of women are shown. The girl is holding a Barbie doll and handbag, representing the discourse of women as judged by their appearance and fashion-conscious. However, she is wearing a football jersey which represents a different discourse of women as sportswomen and perhaps being able to match the boys. In another example, in the car-washing scene, the girl is wearing very minimal clothing, sliding all over the car in the suds, projecting her breasts in a bikini top, and appearing to be particularly clumsy. Her movements are quite suggestively sexual, and in fact many of her ‘poses’ replicate those in the bedroom scene, so the message is about a woman being an object of sexual gratification. This depiction of women is quite downgrading. Overall the representation of young women is negative, with the positive versions presented as the preferred, but not common, discourse. A positive representation of women is in the president scene. The lyrics ask ‘what happened to the dream of a girl president’, and the images suggest a woman who is intelligent, strong and powerful. This is achieved through a range of visual techniques: the use of costume – a jacket and glasses, camera angle – from below to emphasise status, props – the USA flag, portrait in background, and the lectern. The action of striking a fist on the lectern also emphasises the confidence of the character, in direct contrast to other scenes which show the woman as insecure, comparing herself to other girls and trying to attract the attention of men. . The video clip uses a range of technical aspects to help convey the overall message. For example, very conventional codes are used in the opening scene, where the angel is depicted in white and the devil in black and red. The connotation of white is of purity and innocence, whereas the connotations often associated with black and red are negative. Fire is suggestive of hell and the smoke or cloud around the white angel suggests heaven. The message is thus a very heavy laden one, making one view of women good and the other bad.

A Report Evaluating ICT and its Implementation for Distance Learners Essay

a) Evaluate how to maintain effective communication with your tutor. As this is a self-study course, the answer to this question is a little complex. Although there is an actual physical tutor to mark assignments and give feedback, a vital part of gaining a good grade on my assignments is to demonstrate my independent work ability with minimal guidance from my tutor1. Lessons are delivered via the online website, so in a sense the most important skill set necessary is to read, re-read, search the internet to understand any terms which aren’t clear, and then re-read again. There are two tutors on my course. I sent a note of introduction, stating who I am and giving a brief synopsis of why I am studying this course. Although I am sure that I will have study related questions to ask later, and possibly requests for more information regarding assignment feedback, I think that at the moment our communication falls within the bounds of regular courtesy. As the course progresses I think checking my messages regularly, respecting and listening to my t utors feedback, sending a note of acknowledgement on receipt of any messages, and perhaps if appropriate sending a note if I think there will be an unusual amount of delay in finishing the modules, are about as far as the bounds of the course allows for communication. b) Evaluate how technological tools will help you study. The first thing to establish here is what technological tools are both available and relevant to me as a distance learner. Essentially the only tools I will be using are my computer and the internet. My computer will be for collating information in my ePortfolio, writing essays, and accessing the internet. I have divided my ePorfolio into four sections: coursework, reflective notes, research, and self-assessment activities. The necessary ICT skills here are: word processing, scanning and printing, drawing charts and diagrams. I completed a course in word processing and data analysis so I am relatively competent at this. However I have also been refreshing my knowledge via the Microsoft Office ‘Help, Training and Tutorials’ page2, particularly for drawing diagrams, an area I haven’t had much use for recently. Remembering to organise and file relevant information and tasks into the appropriate folders, and ensuring that at the end of each unit I  have created a co mprehensive review of my study methods and what I have learnt are the most essential components here. In completing this course the internet is my greatest tool, and can be broken down into many sub-categories. Below is a basic system diagram of how I am accessing the internet to complete my course assignments: To help me research and study, I can go online and use: electronic books, journals, articles, videos, podcasts, and publications from governments and respected counselling organisations. I will go into greater detail later, on exactly which websites I am utilising. However as a brief example: Exploring counselling skills with an emphasis on ICT. I did a basic search for â€Å"counselling resources† online. I discovered a website run by a qualified, practicing, experienced, counsellor in the UK.3 This website provided me with general information, a PDF ebook on training to be a counsellor,4 and links videos providing online lessons on counselling skills and concepts.5 I returned to my original search and followed a link to resources offered by a UK university for its students doing a comparable course.6 This gave me a list of books and journals that undergraduates would be using to explore counselling skills.7 I looked at the recommended books on amazon and ordered sample content of those available as ebooks . I then did web searches on the various authors, and contributors to chapters, to both check their credentials and see if they offered any resources on their practice / university / personal website. I went back to the recommended reading list and looked at the recommended journals and found links to them, eg. British Journal of Psychology.8 I returned to my original search and started investigating counselling organisations and their publications including: UKCP,9 BPS,10 the BACP,11 and the CPCAB12 I went to the UN,13 and EU,14 websites to check their publications regarding counselling. Finally I checked the PubMed15 website to find more links to relevant journals. I noted all of these links for use when researching other more specific aspects of counselling. c) Evaluate how performing a SWOT analysis can help you study. I was unfamiliar with the idea of SWOT analysis before beginning this unit so initially I did some background research on the concept16 and looked at a summary of Authur  Humphrey’s, the inventor of SWOT, main principles and conclusions.17 I then searched the internet for ideas on exactly how to identify my own particular strengths and weaknesses. I found mindtools18 particularly helpful because it gave me ideas to consider as I looked at each section. I also performed a personality test19, to see the strengths and weaknesses of my particular personality type. This was less useful, because it was more to do with me personally than with my ability to study, although it gave me several things to consider. I created this chart: At first glance I actually found it quite demoralising – the weaknesses and threats seemed to be considerably more extensive than the strengths and opportunities. However as I analysed it more closely, I quickly realised this was unfounded. I think although I certainly need to consider the threats and weaknesses, they have a lot less weight in comparison to the strengths and opportunities section. So far as I can see my weaknesses are things I can compensate for and take into account as I study. These are my thoughts and solutions for each of them: 1) Limited prior experience of the subject being studied: This is only a temporary problem. I am doing a great deal of background research for this assignment’s part two, and looking into books which might supplement my knowledge. I think I will feel caught up in the near future. 2) Sometimes overly perfectionist (i.e. I can struggle to remember that â€Å"done† is better than â€Å"perfect†): I am setting myself time limits on how long I can edit and re-edit my work. I am consciously writing things that I know may well be deleted or completely revised later, simply to make sure I have a base to work from. 3) Can become over-involved in studying to the point that other areas of my life suffer: I have compiled a detailed schedule for myself, to ensure that I can maintain a balance in my life. I have made sure to keep time free, in particular the weekends when my children are not in school, and to allow time to keep up with my domestic responsibilities. 4) Not having a classroom of other students to bounce idea around with may limit potential: I have been investigating groups of other trainee counsellors and mature students. I have also made sure to check-in on the Oxford College forum20 so I have the potential of meeting other  people. I also found the process of self-assessment useful in countering this weakness, I give more detailed thoughts on that later in this report. 5) Sudden loss of enthusiasm – if I overload myself with unrealistic goals I tend to want to quit: In part this is covered by my solution for weakness 6), however I have also been carefully breaking down each unit and each assignment so it is in bite size, manageable chunks. If I can focus on simply completing each section within each unit, without getting overwhelmed by the whole, and in particular with the word count, I can complete everything without any panic. The threats I identified are largely out of my control. I am estimating that it will take me four to six weeks to complete each unit to the best of my ability. This leaves me with a minimum of six weeks free at the end of the two year time limit. I think that this should be enough to compensate for any slowing down in my pace due to unforeseen circumstances. Listing my strengths and investigating my opportunities was a very positive experience for me. Knowing that I am good at research, experienced in distance study, and that I also have access to a university library has made me feel a lot more confident of my abilities. However acknowledging my weaknesses and proactively coming up with plans to counter them has been the most helpful part of the exercise. d) Evaluate the practice of Reflective Writing. Reflective Writing is the process used to: Consider what you originally thought and what you have learnt. Analyse its implications and outcomes.  Consider what you could do differently, what more you could learn, how what you have learnt will affect you. It is a vital skill for learners at any level, and considered a necessary practise for health professionals at all levels. When you write reflectively you use a unique mixture of both academic analytical skills and apply them to your own personal situation. It was a concept I was previously unfamiliar with. I looked at the general theory behind it on several university websites, I found the Exeter University guide particularly helpful21, and then more specifically at the  Faculty of Public Health website and how it is used by health professionals.22 Throughout this course it is a good way to look at the learning outcomes of each unit. To assess what you originally believed, what you have learnt, and how you can put things into practice. It is also a useful way to keep track of things you think deserve further consideration. So for instance when I was researching SWOT, I came across an interesting theory by Athur Humphrey saying that that the level of people’s work and the effort they put into it is strongly related to reward23. Later on as I was researching what makes effective learners, I came across a scientific study by behaviour economist Dan Ariely that proved this same theory24. Although this information seems interesting, I decided it was not actually directly relevant to what I was being asked to evaluate. It was however something to note and consider in my reflective writing as something that might possibly be relevant later on and something I could learn from. e) Evaluate the practice of Self-Assessment Self assessment, is one of the most important and vital skills in this course. One aspect of it is reflective writing, (detailed previously) but there are several other components. When I do the self-assessment activities in the units I am provided with a baseline of my current knowledge. When I look up the answers at the end of the text this gives me feedback on how much I know, and also helps me to identify what I should be researching to improve my current knowledge level. This is a basic diagram of how I am using the self assessment activities: Essentially, once I know the level of my own knowledge, I can see what I need to work on. A large part of self-assessment seems to be organisation and understanding. The Black Box Report25 on self assessment in British schools noted that the main barrier to student self assessment, is being unsure of exactly what you should be achieving. If you can establish that you have a platform from which to work. Through my SWOT assessment, I established my own personal areas I need to work on. Through the subject specific learning objectives, and self-assessment activities I can establish what I know and what I need to learn. As knowledge is cumulative, organisation is key here – writing up my reflections, with particular reference to the learning  objectives of each unit, and collating them in my ePortfolio to provide a body of reference specific to my needs and learning preferences. f) Consider the Principles of an ePortfolio. ePortfolios are widely used, and an integral component of many online courses. The promotion of ePortfolios is also an EU policy26 as a way of â€Å"valuing and celebrating the achievements of the individual.27† From under graduate to doctoral study28 in counselling ePortfolios are now prevalent. The Inter/National Coalition for Electronic Portfolio Research29 says they are a way for students to both generate and document learning. â€Å"It’s important†¦ to think of an ePortfolio as both a product -a digital collection of artefacts- and as a process – of reflecting on those artefacts and what they represent.30† There are three main goals when creating an ePortfolio. Firstly, mapping my progress as a student, to clearly set out my research, plans, essays, and self reflection. Doing this allows me to not only clearly see my progress, but to critically assess and reflect on what I have learnt. Secondly, my ePortfolio allows me to document my own personal growth, goals, and achievements; to be able to look at what I have done, how I have viewed challenges and worked through them, and perhaps use those methods again in the future. One of the most important pre-requisites to being a counsellor is empathy; having a clear view of myself, the challenges I have gone through, and my reactions as I went through them is a relevant way of helping me remember and being able to relate. Thirdly my ePortfolio provides a body of information that I can use to help me format a CV – both by showing what learning goals I have achieved and how I have achieved then, and by providing evidence of continuous learning. At a later date it can also provide me with the basis for constructing a professional website. Task 2. Collate Web Resources Relevant to Counselling Studies, and Reflect on What Has Been Learnt. As detailed in section b) I have evaluated counselling resources based on their credibility, i.e whether they are peer reviewed, produced by a national or worldwide organisation, and the qualifications of the author. I have only included resources that meet these guidelines fully or in part. I concentrated my web searches on these websites (in alphabetical order): Bielefeld Academic Search Engine – BASE.31 BASE is a  search engine for academic related articles, and journals. A lot of resources related to counselling studies can be found there. British Association for Counselling and Psychotherapy – BACP.32 The BACP is a professional organisation for counsellors and psychotherapists in the UK. It sets guidelines for good practice and has various resources and information booklets for counsellors and psychotherapists. It has recently become the first government accredited register for counsellors and psychotherapists in the UK. CogPrints33 – is an online archive of journals and articles with a large psychology section. It is run by Southampton University UK. Columbia University Academic Commons34 gives access to a large number of articles and research papers including many related to counselling psychology. Counselling and Psychotherapy Central Awarding Body – CPCAB.35 The CPCAB provides standards for counsellors and psychotherapists. It also has a large amount of reference information, including videos on counselling practice. European Union – EU.36 The EU sets standards and makes laws for the whole of Europe. They have a database with a large number of reports, many concerning counselling and it’s implementation. Falmouth University Library*3738 – has a large selection of articles and journals related to counselling and psychology. FreeMedicalJournals39 – a website providing access to journals and their articles that have passed their embargo period. Google Scholar40 – a search engine for scholarly articles and journals. PubMed41 – is a website run by The United States National Library of Medicine. It gives access to journals, articles, and reports concerning health. RELATE42 – is the UK based organisation specifically set up to provide counselling for couples. It has a wide range of publications relating to this. This website will be particularly useful when studying the ‘Relationship Counselling’ unit. Science Direct (the replacement for the now retired SCIRUS)43 Science Direct is a website that allows you to search for science related articles and journals. The Directory of Open Access Journals – DOAJ.44 The DOAJ is a search engine for journals and articles, many related to counselling and psychology and it’s worldwide implementation. UK Council for Psychotherapy – UKCP45 The UKCP brings together counselling psychotherapists with a broad range of specialisations throughout the UK. It is nationally recognised and accredited. It has a range of free publications for counsellors. UN university46 – has a large collection of research, articles and publications  including many regarding mental health. United Nations Children’s Fund – UNICEF.47 UNICEF deals with the rights of children and mothers throughout the world. They have a large databa se of reports concerning the physical and mental wellbeing of children and young people. This website will be particularly useful when studying the ‘Child Counselling’ unit. United Nations –UN.48 The UN sets world standards for human rights and health care. They have a large database of articles and reports making recommendations for international well being, including a significant number regarding psychological health. This is a fairly extensive list of resources, and many of the websites listed gives access to reports and articles which number in the tens of thousands. I have listed only those website which have a very good search procedure – this means that when I look for information I can cut down on as many generalisations as possible and find articles that specifically deal with the topics in each unit. My preference is to first search for articles in well regarded journals, and then to move onto lesser known or new reports and findings. So for example to find information on Counselling Studies I went to the Falmouth Library Database and checked for the three main journals related to counselling in Europe: The European Journal of Counselling Psychology, Counselling Psychology Review, and Counselling Psychology Quarterly. I then searched within these publications for articles on Counselling Studies and Therapeutic Person Centred Counselling in particular. I read the BACP and UKCP guidelines and policy for counsellors and for their training. I made notes and considered what I had learnt. Before I began my research I made some brief notes on what I thought Counselling Studies consists of: A practical study of people and their needs in times of crisis, and how a counsellor can best help them; combined with a minimal but still significant grasp of counselling theory and philosophy. Having conducted independent research on this I think my ideas were accurate though necessarily very basic. Counselling Studies is such a huge subject it is difficult to sum up briefly all the necessary qualities a counsellor needs – the prerequisite role of empathy and the difference between empathy and sympathy, the need for acceptance rather than advice, could fill up several pages alone. However I think that I have a basic idea of who a counsellor should be and very much look forward to learning in greater detail how to be that person. Bibliography. BACP (2014) British Association for Counselling Psychotherapy,Available at: http://www.bacp.co.uk/ (Accessed: 25th February 2014). 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Global Warming And Its Effects On The Environment

One of the most magnificent experiences on the planet is to go scuba diving off the coast of Australia among the Great Barrier Reefs. Yet, many scientists believe that changes in ocean density due to higher levels of atmospheric carbon dioxide, the most common greenhouse gas, will cause coral bleaching and increased disease and death of the coral reefs. The threat to coral reefs is directly tied to human impact, and is not just the fault of commercial industry. According to the United States Environmental Protection Agency (EPA), in 2011, passenger cars and light-duty trucks (pick-up trucks, sport utility vehicles, minivans, and the like), accounted for 61% of the transportation emissions of greenhouse gases (GHG) in this country.†¦show more content†¦According to a 2012 Gallup poll, the â€Å"majority of Americans -- 77% of the adult population -- identify with a Christian religion.† This high percentage represents a sufficient number of people to effect changes th roughout the country. Even if non-Christians are not convinced that it is in their best interest to conserve the environmental resources, Christians should still work to achieve this goal. The scriptures directly forbid Christians from bringing harm upon the land. In the book of Numbers, God commands His people as follows, â€Å"You shall not defile the land in which you live†¦Ã¢â‚¬  (Numbers 35:34 NASB) Moreover, humans are additionally charged with protecting the environment in the book of Genesis, â€Å"Then the LORD God took the man and put him into the Garden of Eden to cultivate it and keep it.† (Genesis 2:15) It is important to note that the Hebrew word for â€Å"keep it† is â€Å"shaÌ‚mar†, which is better translated to â€Å"guard† or â€Å"protect†. Therefore, not only have Christians have been specifically charged with not harming the land, Christians have the added duty to cultivating and maintaining it as well. One way to protect the Earth is to decrease the total amount of harmful greenhouse gas emissions by shifting the reliance on private transportation to public transportation. Increasing usage of public transportation would decrease the total number of vehicles on the road. Reducing the number of