Assignment 7 Essay Example | Topics and Well Written Essays - 750 words - 2

Assignment 7 - Essay Example Studies show that the number of protests has increased at higher rate in the past three years. The State of Washington alone reported approximately 20 protests of this kind in the year 2006 (Zeigler 1). Organizations can avoid protests in various ways including maximization of competition by an agency. Agencies can maximize competition by making the process to be open while avoiding biases. Keeping the process open involves informing the public clearly about what an agency intends to do during the bidding process. All the bidding processes should be clearly documented. An organization should also ensure that all the processes listed in the document are followed. Transparency is vital in any bidding process. It can be enhanced by publishing the written procedures and policies. This can also serve as evidence against future protests. While keeping the process open it is important for an agency to ensure that specifications or requirements are not costly and restraining. The other recommendation for preventing the protest includes offering supplier training. Most protests occur due to failure to offer supplier training. Supplier training enables suppliers to gain knowledge and skills on how to offer procurement services in ethical ways. The other strategy of avoiding the protest includes being in charge. It involves accountability of the agency in the award decision making and writing procedures. Many agencies fail because they heavily depend on experts in technical assistance and evaluation processes. Experts are helpful, but agencies should only seek advice instead of making them in charge of the entire process because the purchasing lead usually makes the final decisions since they are the ones who sign the award and accept accountability even if decisions were made based on the experts’ recommendations. Protests can also be avoided by specifying the roles of both parties. This helps in preventing the public from protesting

Attachment - Psychology Essay Example for Free

Attachment Psychology Essay Developmental Psychology Early Social Development: Attachment Attachment ï  ®Ã¢â‚¬ ¯ An emotional bond between two people. It is a two-way  process that endures over time. It leads to certain  behaviours such as clinging and proximity-seeking and  serves the function of protecting the infant. ï  ®Ã¢â‚¬ ¯ Primary attachment figure ï  ® The person who has formed the closest bond with a child,demonstrated by the intensity of the relationship. Usually  the biological mother, but other people can fulfil the role. ï  ®Ã¢â‚¬ ¯ Learning theory ï  ® A group of explanations which explain behaviour in terms  of learning rather than any innate or higher order  tendencies. Mainly used by behaviourists who rather focus  their explanations purely on what behaviour they observe. Learning Theory ï  ®Ã¢â‚¬ ¯Classical Conditioning (Pavlov) Unconditioned Stimulus (US) food ↓ Unconditioned Response (UR) pleasure ↓ Neutral Stimulus (NS) – the feeder ↓ Conditioned Stimulus (CS) – food from a feeder ↓ Conditioned Response (CR) – pleasure/attachment Learning Theory ï  ®Ã¢â‚¬ ¯ Operant Conditioning ï  ®Ã¢â‚¬ ¯ Reinforcement ï  ®Ã¢â‚¬ ¯ When doing something results in a pleasant  consequence, the behaviour is more likely to be produced. ï  ®Ã¢â‚¬ ¯ Punishment ï  ®Ã¢â‚¬ ¯ When doing something results in an unpleasant  consequence, the behaviour is unlikely to be produced. ï  ®Ã¢â‚¬ ¯ Dollard and Miller (1950) explain attachment using operant conditioning: ï  ®Ã¢â‚¬ ¯ When an infant is fed it reduces discomfort and increases pleasure, this serves as a reward and is the primary reinforcer. The person supplying the food is associated  with avoiding discomfort and is the source of reward which  becomes the secondary reinforcer. Attachment occurs  because the child seeks the person who supplies the  reward. Evaluating the Learning Theory ï  ®Ã¢â‚¬ ¯ Strengths It can provide adequate explanations of how attachments form. ï  ®Ã¢â‚¬ ¯ Behaviourists argue that since we are made up of the same building blocks of stimulus/response environments experiments done on animals are safe to generalize to human behaviour. ï  ®Ã¢â‚¬ ¯ Weakness ï  ®Ã¢â‚¬ ¯ It may be attention and responsiveness from the caregiver that is the primary reinforcer, not food. ï  ®Ã¢â‚¬ ¯ Learning theory is largely based on studies with non-human animals. Human behaviour may be similar in many ways but learning theory does not consider higher order thinking and emotions that can influence behaviour. ï  ®Ã¢â‚¬ ¯ Harlow (1959) demonstrated that it is not food but the level of contact and comfort the infant receives that increases attachment levels. The use of young rhesus monkeys were used to demonstrate this. ï  ®Ã¢â‚¬ ¯ 60 babies were studied in Glasgow and found that attachment was higher to the person who was most responsive and who interacted with them more (Schaffer and Emerson,1964). ï  ® ï  ® Cant explain the importance of sensitivity in attachment. Bowlby’s Attachment Theory (1969) ï  ®Ã¢â‚¬ ¯ ELEMENTS OF BOWLBY’S ATTACHMENT THEORY: ï  ®Ã¢â‚¬ ¯ Attachment is adaptive and innate ï  ®Ã¢â‚¬ ¯ Bowlby’s theory is an evolutionary theory because it sees attachment as a behaviour that adds to its survival and  ultimately its reproductive value. Having attachment  capabilities is an innate drive, similar to imprinting, that has long term benefits ensuring it stays close to its caregiver. ï  ®Ã¢â‚¬ ¯ Background on the Theory of Evolution ï  ®Ã¢â‚¬ ¯ Adaptive behaviours are behaviours that increase the  likelihood of survival and reproduction. ï  ®Ã¢â‚¬ ¯ Natural selection is the continuation of these adaptive traits within the animal to increase chances of survival. ï  ®Ã¢â‚¬ ¯ Sexual selection is the ability to reproduce, not just survive. Adaptive genes that lead to possessing traits to assist in  reproduction increases sexual selection. Bowlby’s Attachment Theory ï  ®Ã¢â‚¬ ¯ Sensitive Period ï  ®Ã¢â‚¬ ¯ A biologically determined period of time during the second quarter of the first year is the most crucial period in which attachments can be made. Once missed then it is more difficult for a child to make attachments and demonstrate social difficulties. ï  ®Ã¢â‚¬ ¯ Caregiving is adaptive ï  ®Ã¢â‚¬ ¯ Not only attachment but also caregiving is adaptively innate. Social releasers from the infant give signals to the caregiver (smiling, crying, etc) to take care of it. Attachment is the innate system in babies and caregiving is the innate system in adults. ï  ®Ã¢â‚¬ ¯ Secure base ï  ®Ã¢â‚¬ ¯ Having a secure attachment provides a child with a secure base in which to explore the world from. It fosters independence, not dependence. ï  ®Ã¢â‚¬ ¯ Monotropy and hierarchy ï  ®Ã¢â‚¬ ¯ Infants form a number of different attachments but has one particular bias towards a very special one called the primary attachment, this is called monotropy. Even with secondary attachments, this hierarchy of attachments recognizes the importance of a primary attachment figure (PAF). The PAF is one that responds most sensitively to the childs social releasers. Secondary attachments are important, without them, children tend to lack social skills. Bowlby’s Attachment Theory ï  ®Ã¢â‚¬ ¯ Internal working model ï  ®Ã¢â‚¬ ¯ A mental model of the world that enables individuals to predict and control their environment. The internal  working model based on attachment has several  consequences: ï  ®Ã¢â‚¬ ¯ In the short-term it gives the child insight into the caregivers behaviour and enables the child to influence  the caregivers behaviour so that a true partnership can be formed. ï  ®Ã¢â‚¬ ¯ In the long-term it acts as a template for all future relationships because it generates expectations about  how people behave. ï  ®Ã¢â‚¬ ¯ The continuity hypothesis ï  ®Ã¢â‚¬ ¯ The idea that emotionally secure infants go on to be  emotionally secure, trusting and socially confident adults. Evaluating Attachment Theory ï  ®Ã¢â‚¬ ¯ Strengths ï  ® ï  ® ï  ® ï  ® ï  ® Lorenz (1952) supports that imprinting is innate as the goslings imprinted on the first thing they saw moving, which was Lorenz. Research shows that once the sensitive period has passed and no attachments are formed, children display social difficulties with peers. If attachment and caregiving are an important biological function as Bowlby suggests then they would be found universally. Tronick et al (1992) studied an African tribe in Zaire and found despite tribal responsibility for raising kids a PAF is present. This is also evidence of monotropy. Schaffer and Emerson found that the more quickly a caregiver responded to a childs needs and the more interaction they had led to a stronger level of attachment. This interaction is important as it is not enough to have something to cuddle but to actually be cuddled back builds a stronger attachment. The Minnesota longitudinal study (2005) found that continuity between early attachment and later emotional/social behaviour. Infants classified as secure were later rated highest for social competence, less isolated, more empathetic and more popular. Evaluating Attachment Theory ï  ®Ã¢â‚¬ ¯ Weaknesses ï  ®Ã¢â‚¬ ¯ Multiple attachments, according to psychologists, are as equally important. There are no primary or secondary  attachments, all attachments are integrated into one single  working model. However, a review the research points to the  hierarchical model as being predominant (Prior and Glaser, ï  ® 2006). An alternative explanation to the continuity hypothesis exists, known as the temperament hypothesis. This is the belief that children form secure attachments simply because they have a more ‘easy’ temperament from birth, whereas more innately difficult children a more likely to form insecure attachments. The infants temperamental characteristics shapes a mothers level of responsiveness. Thomas and Chess (1977) identified infant personality types as easy, difficult and slow-to-warm-up. Belsky and Rovine (1987) found a link between physiological behaviours and later attachments types. The more calm and less anxious (aspects of temperament) an infant was the more likely they were to develop secure attachments. Types of Attachment ï  ®Ã¢â‚¬ ¯ The Strange Situation (Ainsworth and Wittig, 1969) http://www.youtube.com/watch?v=QTsewNrHUHU Aim: to see how infants behave under situations of stress  with the introduction of a stranger and the separation of  the parent. This tests stranger anxiety and separation  anxiety and also the infants willingness to explore with its secure base. Procedure: a 99 research room marked off into 16 squares  was used. The procedure consists of 8 episodes†¦ MEMORISE THEM!!! Data is collected by a group of observers that recorded  what the infant was doing every 15 seconds. Observer  noted the type of behaviour and level of intensity on a  scale of 1-7. Types of Attachment ï  ®Ã¢â‚¬ ¯ The Strange Situation Findings: ï  ®Ã¢â‚¬ ¯ Ainsworth  combined data from several studies to  make 106 middle-class infants observed. Similarities and differences were found in the way  the infants behaved. In terms of similarities, it was  noted that episode 2 onwards exploratory  behaviour decreased while crying increased. Proximity-seeking and contact-maintaining  increased during separation and when stranger  appeared. Finally, contact-resisting and proximityavoiding behaviours rarely occurred towards the caregiver prior to separation. Types of Attachment ï  ®Ã¢â‚¬ ¯ The Strange Situation Findings: ï  ® Ainsworth found differences in three main types of children. ï  ® ï  ® Insecure-avoidant: this is a style of attachment characterising those children that tend to avoid social interaction and intimacy with others. ï  ® ï  ® Secure attachment: this is a strong and contented attachment of an infant to his or her caregiver which develops as a result of sensitive responding by the caregiver to the infants needs. Insecure-resistant: this is a style of ambivalent attachment characterising  children who both seek and reject intimacy and social interaction. Main and Solomon (1986) re-analysed the strange situation video tapes and created a fourth attachment type: ï  ® Insecure-disorganised: these infants lack a coherent and consistent strategy for dealing with the stress of separation. Secure % of infants (Ainsworth, 1978) % of infants (Van Ijzendoorn et , 1999) Insecure avoidant Insecure resistant Insecure disorganised 66% 22% 12% XXX 62% 15% 9% 15% Evaluating Types of Attachment ï  ®Ã¢â‚¬ ¯ Strengths ï  ® Ainsworth’s Strange Situation technique has given psychologists a means to understand and study attachment which can lead to new future findings. ï  ® Intervention strategies have been developed to strengthen caregiving behaviour and attachments types. The Circle of Security Project (Cooper et al, 2005) which teaches caregivers to recognise signs of distress showed a decrease in disordered caregiving and an increase in secure attachment types. It has proven to be experimentally valid as its construct validity has been demonstrated by other studies supporting the four types of attachments and its predictive validity has been demonstrated in correlations between early attachment types and later behaviours. ï  ®Ã¢â‚¬ ¯ Its findings are also consistent which makes them reliable. Using interobserver reliablity methods, Ainsworth found almost perfect agreement at . 94 between the raters (1.0 is perfect). ï  ®Ã¢â‚¬ ¯ Weakness ï  ®Ã¢â‚¬ ¯ Or does it lack validity, because it is intended to measure the attachment type of an infant, BUT does it really simply measure the quality of a particular relationship? Main and Weston (1981) claim it is measuring one relationship instead of something innate within an individual. ï  ® Evaluating Types of Attachment ï  ®Ã¢â‚¬ ¯ Effects of attachment types ï  ®Ã¢â‚¬ ¯ Bowlby’s continuity hypothesis would predict that a child’s behaviour later in life would be effected by specific attachment types they develop. ï  ®Ã¢â‚¬ ¯ Prior and Glaser (2006) found that in later childhood, if as infants they developed a secure attachment type, they would  be less emotionally dependent and possess more  interpersonal harmony. Infants with the other three types  would be more aggressive, negative withdrawn in later  childhood. ï  ®Ã¢â‚¬ ¯ It would also effect you in your adult romantic lives as well. Hazen and Shaver (1987) conducted the ‘Love Quiz’ which  asked questions about early experiences and current love  experiences and found that there were characteristic  patterns of later romantic behaviour associated with each  early attachment type. Evaluating Types of Attachment ï  ®Ã¢â‚¬ ¯ Factors that influence attachment type ï  ® Sensitivity ï  ®Ã¢â‚¬ ¯ Ainsworth developed the Maternal Sensitivity Scale to rate mothers’ behaviour such as sensitivity and insensitivity to infants signals. The scale found: Securely  attached infant Observed  Mothers bx ï  ® ï  ® Insecurely attached infant Avoidant infant Resistant infant  more sensitive,  cooperating Unresponsive to  crying less  affectionate More rejecting and  less attention  giving Preoccupied with  routine activities when  holding infant Maternal reflective functioning ï  ®Ã¢â‚¬ ¯ Some studies have shown low correlations between measures of sensitivity and strength of attachment. Slade et al (2005) found the ability to understand what someone else is thinking or feeling may be more important. Temperament ï  ®Ã¢â‚¬ ¯ May play a role as previous research indicates, but it is unclear. Cultural Variations in Attachment ï  ®Ã¢â‚¬ ¯ KNOW the definitions of culture, cultural variations and the difference between individualistic and collectivistic cultures (pg.45) ï  ®Ã¢â‚¬ ¯ Cross-cultural Similarities ï  ®Ã¢â‚¬ ¯ Ainsworth’s Uganda study (1967) ï  ®Ã¢â‚¬ ¯ Tronick et al (1992) study on the African tribe in Zaire ï  ®Ã¢â‚¬ ¯ Fox (1977) infants in Isreali kibbutz raised by  nurses when tested in the Strange Situation  appeared equally attached to both caregivers,  except in the reunion behaviour where they  showed greater attachment to their mothers. Cultural Variations in Attachment ï  ®Ã¢â‚¬ ¯ Cross-cultural Differences ï  ®Ã¢â‚¬ ¯ Grossman and Grossman (1991) found that German infants appear more insecurely attached rather than secure. This may be due to the different childrearing practices as German culture involves keeping some interpersonal distance from the parent and infant. ï  ®Ã¢â‚¬ ¯ Takahashi (1990) used the Strange Situation on a group of 60 middle-class infants in Japan and found similar rates of secure attachment. However, the infants showed no evidence of insecure-avoidant and high rates of insecureresistance (32%). Different childrearing practices can explain the difference for in Japan the infants are rarely ever separated from their parents which is why they would be more distressed than their American counterparts. ï  ®Ã¢â‚¬ ¯ Conclusions ï  ®Ã¢â‚¬ ¯ These studies suggest that the strongest attachments are still formed with their mothers and that there are differences in attachment that can be related to differences in cultural attitudes. ï  ®Ã¢â‚¬ ¯ Meta-analysis study by Van IJzendoorn and Kroonenberg (1988) examined over 2000 Strange Situation classification studies in 8 countries. They found the variation between countries and culture were small with secure attachment being the most common in all countries followed by insecure-avoidant except in Japan and Israel. Variations within cultures however were greater. In conclusion the findings appear to be similar to that found in the US and this supports the view that attachment is an innate and biological process. Also data collected on different subcultures should not be generalised to be representative of a particular culture. Criticisms of Research on Cultural Variations ï  ®Ã¢â‚¬ ¯ Culture bias ï  ® ï  ® ï  ® Rothbaum et al (2000) argued that attachment theory and  research is not relevant to other countries because it is rooted in American culture. For example, the sensitivity hypothesis reflects western ideas of autonomy whereas in Japan sensitivity is about promoting dependence. The continuity hypothesis states that  secure infant attachments create more competent adults, however, this ‘competence’ is defined in terms of individuation. The secure base hypothesis in the west explains secure attached infants as independent and confident exploring whereas in Japan they  promote dependence and the concept of amae and so this can  explain why insecure-resistant behaviours are more typical. Rothbaum concludes that psychologists should produce a set of indigenous theories that are explanations of attachment that are rooted in individual cultures with a small group of universal principles (infant need for protection) but mostly with childcare practices relating to cultural values. Rothbaum was challenged by Posada and Jacobs (2001) which shows that attachment theory does apply to most cultures. Criticisms of Research on Cultural Variations ï  ®Ã¢â‚¬ ¯ Criticisms of cross-cultural research ï  ®Ã¢â‚¬ ¯ Tests  of procedures used may not be equally valid  in the country and may make the culture appear  Ã¢â‚¬Ëœinferior’ or ‘abnormal’. This is an example of  imposed etic. This is when a research method is  used in one culture even thought it was designed to  be used in another (intelligence tests or observations). ï  ®Ã¢â‚¬ ¯ The group that was tested may not be  representative of the culture and yet researchers  might make generalisations about the whole culture  or even the whole country. Disruption of Attachment ï  ®Ã¢â‚¬ ¯ Effects of Separation ï  ® ï  ® ï  ® ï  ® Spitz and Wolf (1946) observed 100 children in an institution became severely depressed after a few months. Skeels and Dye (1939) found similar children scored lower on intelligence tests. Bifulo et al (1992) found that negative effects of deprivation may occur later in life. When 249 women who had lost their mothers before they were 17 were studied, it was found that they were twice as likely to develop depressive/anxiety disorders later in life. Robertsons (1967-73) made films observing the effects of separation in children: ï  ® ï  ® When given a high level of emotional care and similar structures to that of their home life, the children exhibited some signs of distress, however, slept well and did not reject their PAF when they were reunited. Some were even reluctant to part with the foster mother which is a sign of a good emotional bond. John, however, was in a nursery and not given such attention. He became withdrawn and gave up on proximity seeking bx. When he was reunited with his mother he rejected her for months and demonstrated outbursts of anger towards her. Disruption of Attachment ï  ®Ã¢â‚¬ ¯ Physical and Emotional Disruption ï  ®Ã¢â‚¬ ¯ As the research evidence shows differences in the way physical and emotional attention is given can produce  negative effects in children. However, there are studies  that show these ill effects can be reversed. ï  ®Ã¢â‚¬ ¯ Sigvardsson (1979) studied over 600 adopted children in Sweden and at the age of eleven, 26% of them were  classified as ‘problem children’. However in a follow up study, ten years later they were no worse off than the  average population. ï  ®Ã¢â‚¬ ¯ So when alternative emotional care is provided, ill effects of separation can be reversed. However, for some  children disruption of attachment leads to permanent  difficulties. ï  ®Ã¢â‚¬ ¯ To criticise the validity of the research consider that they are based on case studies. Weakness of case studies are  that they are based on generalisations and they depend on  objectivity of the observers and are prone to observer bias. Failure to Form Attachment ï  ®Ã¢â‚¬ ¯ Isolated children ï  ®Ã¢â‚¬ ¯ Privation is the lack of having any attachments due to the failure to develop such attachments early in life. ï  ®Ã¢â‚¬ ¯ Genie ï  ® ï  ® The Czech twins ï  ® ï  ® Locked in a room by her father until she was 13. When discovered she could not stand erect or speak. She was disinterested in people and never recovered socially. Locked away by their step-mother until the age of 7. Were looked after by their sisters and by 14 had normal social and intellectual capabilities. By 20 they had above average intelligence and excellent social skills. Evaluation ï  ® Was unclear whether or not Genie was retarded at birth or if she ever formed an attachment with her mother. The Czech twins may have formed attachments to each other to compensate for complete lack of care. It is difficult to reach firm conclusions based on only these cases. Failure to Form Attachment ï  ®Ã¢â‚¬ ¯ Institutional Care ï  ® ï  ® Multiple studies show that the effects of institutionalisation within children is acute distress. Longitudinal studies have been conducted to see what long term effects are caused by institutionalisation. ï  ® ï  ® Hodges and Tizard (1989) followed a group of 65 British children from early life to adolescence. Children have been place in an institution from before they were 4 months old. Children have not yet formed attachments at this age. An early study found that 70% of the children were not able to care deeply for anyone. The children were assessed regularly up to the age of 16. Some children remained while most were adopted or restored with their original families. The restored children were less likely to develop an attachment with their mothers but the adopted ones were as closely attached to their adopted parents as the control group. However, both groups had problems with peers and showed signs of disinhibited attachment. These findings suggest that early privation had negative effects on the ability to form relationships even when given good subsequent emotional care. If failure to develop attachments after the sensitive period occur it can have an irreversible effect on emotional development. Failure to Form Attachment ï  ®Ã¢â‚¬ ¯ Effects of Privation and Institutionalisation ï  ®Ã¢â‚¬ ¯ Attachment disorder ï  ®Ã¢â‚¬ ¯ This has been recognised as a psychiatric condition and has been included in the DSMIV. There are two kinds of attachment disorder, inhibited and disinhibited. Children with an attachment disorder have no PAF, cant interact or relate to others before the age of 5 and have experienced severe neglect or frequent changes in caregivers. ï  ®Ã¢â‚¬ ¯ Poor parenting skills ï  ®Ã¢â‚¬ ¯ Harlow’s monkeys that were raised with surrogate mothers went on to become poor parents. Also, Quinton et al (1984) found similar findings when he compared 50 women who had been raised in institutions. When the women were in their 20’s the ex-institutionalised mothers were experiencing extreme difficulties acting as parents. ï  ®Ã¢â‚¬ ¯ Deprivation dwarfism ï  ®Ã¢â‚¬ ¯ Physical evidence by Gardner (1972) that institutionalised children are physically underdeveloped, potentially caused by stress hormones. ï  ®Ã¢â‚¬ ¯ Evaluation ï  ®Ã¢â‚¬ ¯ In the study of Romanian children, one-third recovered well despite not establishing a PAF prior to the sensitive period. Therefore, privation alone cannot explain negative outcomes. This suggests that damage occurs when there are multiple risk factors (Turner and Lloyd, 1995). ï  ®Ã¢â‚¬ ¯ Not sure if the children failed to form attachments early in life. Maybe they did and the problems they experienced later were more related to rejection. Impact of Day Care ï  ® ï  ® Day Care – the form of temporary care not given by the family or someone well known to the child and usually outside of the home. Social development – the aspect of a child’s growth concerned with the development of sociability, where the child learns to relate to others and with the process of socialisation, the child learns social skills appropriate to the society. ï  ®Ã¢â‚¬ ¯ Negative effects on social development ï  ®Ã¢â‚¬ ¯ Meta-analysis from findings of 88 studies supports Bowlby’s research that prolonged separation from the PAF leads to maladjustment. Violata and Russell (1994) concluded that regular day care for more than 20 hrs a week had an unmistakable negative effect on socio-emotional development, behaviour and attachment of young children. ï  ®Ã¢â‚¬ ¯ NICHD in USA conducted a longitudinal study of over 1000 children. Parents were interviewed regarding the effects of regular day care. The study showed  that the more time a child spent in day care, regardless of quality, the adults rated them as more disobedient and aggressive (NICHD, 2003). The children in day care were 3 times more likely to demonstrate behavioural problems than children that were cared by their mothers. Melhuish (2004) found evidence that children with high levels of day care in the first two years of development had elevated risks of developing anti-social behaviours. ï  ®Ã¢â‚¬ ¯ The Minnesota longitudinal study demonstrated the more securely attached infants are the more popular with peers they become. So therefore, the more insecure an infant, more peer related problems could be expected. Belsky and Rovine (1988) assessed attachment in children in day care and found that were more likely to be insecurely attached compared to children at home. Impact of Day Care ï  ®Ã¢â‚¬ ¯ Positive effects on social development ï  ® ï  ® ï  ® ï  ® ï  ® Good day care provides plenty of social stimulation, whereas, children living at home may lack social interactions. Brown and Harris (1978) found depressed mothers contributed  their low moods to being isolated at home with children. Depressed mothers are likely to form insecure attachments with their children which would have a negative effect on their children. Therefore, the independence gained with having a child in day care is a way to prevent this. Clarke-Stewart et al (1994) studied 150 children and found they were consistently more compliant and independent. The EPPE followed 3000 children in pre-schools and found increased sociability (Sylvia et al, 2003). Day care exposes children to their peers thus enabling them to develop social strategies (negotiate and make friends). Field (1991) found a positive correlation between the amount of time in day care and the number of friends children have once they enter school. Also, those that started day care before 6 months were more sociable than those that started later. Evaluating Research on Day Care ï  ®Ã¢â‚¬ ¯ Weaknesses of research on day care ï  ® When evaluating the research, one must consider the circumstances under which one can find positive or negative outcomes. ï  ® ï  ® ï  ® ï  ® Prodromidis (1995) found no correlation between Swedish children in day care and aggression. Freidman from NICHD explains the aggression study actually shows that day care children may be more aggressive than non-day care, but still 83% of children in day care between 10 -30 hours a week show no signs of aggression. Second important finding from the NICHD research is that the mothers sensitivity to the child, higher maternal education and income all play a more important role in decreased behavioural problems than the amount of time in day care. Finally, the findings are not causal. The data cannot show that day care caused aggression only that there is a link between the two. Therefore, the data suggests that childrens development is more strongly affected by factors at home than those in day care (Belsky et al, 2007). Evaluating Research on Day Care ï  ®Ã¢â‚¬ ¯ Weaknesses of Research on Day Care ï  ®Ã¢â‚¬ ¯ Cannot apply a cause relating to peer relations as  well, only a link. For example, shy and unsociable children have mothers that are shy and  unsociable, therefore, its possible that more  outgoing parents/children that go to day care. ï  ®Ã¢â‚¬ ¯ A lot of research supports the idea that day care  alone has no direct effect on development and  that there are other factors involved. Gregg et al  (2005) analysed findings from the Children of the  90’s study and concluded that for the majority of  children, maternal employment in their first 3  years of life had no adverse effects on behaviour. Evaluating Research on Day Care ï  ®Ã¢â‚¬ ¯ Mediating Factors ï  ® Quality of Care ï  ® ï  ® Individual Differences ï  ® ï  ® As the quality of care decreases it is expected that the attachment type will become poorer. NICHD study (1997) found that low-quality care was associated with poor social development. As parents have different interests in their child, day care staff are less invested and therefore provide a different kind of attention. This is reflected in Howes and Hamilton (1992) findings  that secure attachments  occurred in only 50% of day care staff but 70% in mothers. The NICHD study found the more secure a child’s attachment level is the better they cope with time spent in day care. However, another study showed that insecure children coped better than secure children (showed more aggressive bx) in day care. Child’s age and number of hours ï  ® ï  ® Gregg et al (2005) found that negative effects were more likely to be found in children starting day care before 18 months of age. However, the magnitude of these effects was small. Clarke-Stewart et al (1994) found no difference in attachment between spending a lot of time in day care (more than 30 hours) with those that spend a little time (less than 10 hours). Implications of Research into Attachment and Day care ï  ®Ã¢â‚¬ ¯ Attachment Research ï  ®Ã¢â‚¬ ¯ Attachment research has shown that when separation occurs, negative effects of this separation can be avoided if substitute emotional care can be provided and links to the PAF are made available. This research has changed the way hospitals handle visiting arrangements and the way institutional care is provided. ï  ®Ã¢â‚¬ ¯ A second implication is the way the adoptions process is managed allowing babies to be adopted earlier strengthening child/parent attachments (Singer, 1985). ï  ®Ã¢â‚¬ ¯ Another implication is the improvement of parenting skills, ie, Circle of Security, which improves infant/mother relationships. ï  ®Ã¢â‚¬ ¯ Finally, attachment research has been used to improve day care quality focusing on the importance of secondary attachment figures. ï  ®Ã¢â‚¬ ¯ Day Care Research ï  ®Ã¢â‚¬ ¯ As research shows, high quality care leads to positive outcomes. What is highquality care? ï  ®Ã¢â‚¬ ¯ Low child-staff ratios – 3:1 is ideal for sensitive care to be given ï  ®Ã¢â‚¬ ¯ Minimal staff turnover – allows for consistent care and decreases anxiety ï  ®Ã¢â‚¬ ¯ Sensitive emotional care – only 23% of carers demonstrated highly sensitive care, 50% was moderate care and 20% were emotionally detached. ï  ®Ã¢â‚¬ ¯ Qualified staff – qualified managers lead to better social development ï  ®Ã¢â‚¬ ¯ To ensure high-quality care, legal standards are implemented relating to staff ratio to age of the child, minimum qualifications of staff, Ofsted inspections and finally the sure Start programme.

Singapore Differ From Other Countries In Asia Geography Essay

Singapore Differ From Other Countries In Asia Geography Essay As one of the Four Tigers of Asia, Singapore has been widely acclaimed for its rare economic phenomenon that caused its rapid growth and promotion to the status of a developed country. However, what truly sets Singapore apart from the rest is that amid the fast paced industrial development and rapid urbanization, Singapore was able to at achieve a high level of environmental standards that allowed it to be renowned in the region as a â€Å"Garden City†. Therefore, it is of great interest that we discuss the key factors to Singapores success in achieving a clean and green physical environment and the extent of its achievement. Through comparison with other Asian countries, we will also aim to identify the difference between these attempts. â€Å"Brown† Policy Upon independence in 1965, Singapore was faced with a number of critical environmental issues such as removal of waste, lack of clean water supply, land pollution etc. While at the same time, the nation also had to tackle economic and social issues, which further complicates the efforts in environmental planning. In other Asian countries that experienced similar rapid economic growth, most of these countries adopted the â€Å"Grow First, Clean Up Later† policy and thus have the tendency to neglect the environmental issues and concentrate more on economic and development growth. (T.Rock, 2002) For instance, the larger cities in South East Asia such as Bangkok contributes to half of Thailands economic growth, however it still faces numerous environmental problems such as air and water pollution that are still not given due attention. (Refer to Excerpt 1.1) Therefore, we can see that the importance attached by the government to environmental issue is a key factor to the success of its environmental management programme. (Chia, 1987) (Source: Extracted from Tapvong, C., and Kruavan, J., Water quality improvements: A contingent valuation study of the Chao Phraya River, EEPSEA Research Report, 1999.) Unlike its counterparts, the Singapore government adopted the â€Å"Brown† Policy which gives priority to developmental goals such as urban expansion and economic growth while at the same time ensuring that pollution issues that arise be addressed appropriately. (Teo, Yeoh, Lai, Ooi, 2004) Through this policy, economic growth and environmental management becomes partners in national development rather than nemesis. For example, while Singapore government greatly promoted industrialization in the 1970s, legislations such as the Clean Air Standard Regulations (CASR) and Trade Effluent Regulations (TER) were introduced that requires industries to follow stringent standards in effluents and air pollution control. Relocation efforts of the population to public housing estates were also packaged with environmental management plans such as the establishment of sewage and sanitation system and solid waste collection and disposal facilities. (Teo, Yeoh, Lai, Ooi, 2004) Government Support Noting the importance of governmental support, Singapore became among the earliest countries in the world to introduce a Ministry solely focused on environmental issues. The seriousness of environmental management efforts differentiated Singapore from the rest of the NIEs in the region in the 1970s. (Teo, Yeoh, Lai, Ooi, 2004)The creation of Anti Pollution Unit in 1970 under the Prime Minister Office and Ministry of Environment in 1972 signaled to polluters the governments commitment to environmental issues. (T.Rock, 2002) (Source: Adapted from Chia, L.S. (Ed) (1987), Fig 2, pg 117, Environmental Management in Southeast Asia.) The Ministry of Environment formed in 1972 changed its name to become Ministry of Environment and Water Resources in 2004. Under the Ministry are 2 statutory boards, namely the National Environmental Agency and Public Utilities Board. The trio forms the main institution group in charge of environmental issues and sustainability. (Ministry of Environment and Water Resources, 2008) With the establishment of Ministry of Environment, environmental policies were translated into legal framework with cooperation from other governmental agencies. Adequate legal support thus provided the support necessary for enforcement. The extensive organization structure of the Ministry of Environment also allowed for an encompassing approach towards environmental issues. (Source: Adapted from Chia, L.S. (Ed) (1987) Fig 3, pg 119, Environmental Management in Southeast Asia.) To keep up with the complexity and changing nature of environmental issues, legislation passed by the Ministry were also amended frequently. One such example will be on the control of air quality and traffic congestion. To aid in solving the air pollution problem, the Singapore government passed legislation in 1st May 1990, which instituted a system of limiting the growth of motor vehicles by requiring all citizens to bid for a Certificate of Entitlement before gaining the right to own a car. (Didier Millet and the National Heritage Board, 2010) After observing that this does not effectively decrease the traffic congestion problem in CBD areas, the government was quick to implement the Electronic Road Pricing system with rates that will be adjusted where necessary to minimize congestion on the roads. Implementation and Enforcement To ensure effective implementation and enforcement, the Ministry of Environment was also vested with the direct authority to enforce the environmental legislation it introduced. This distinguishes Singapore from other countries that have well-defined environmental legal framework but lack the effective enforcement. A unified environmental authority responsible for policy formulation, implementation of environmental programme and coordination of other agencies backed with substantial monitoring, enforcement and inspection capabilities no doubt contributed to the success of environmental management in Singapore. (Chia, 1987) The National Environmental Agency (NEA), formed in 1st July 2002, becomes the main institution empowered by National Environment Agency Act to effectively check on industries and to enforced and implement the environments standards as per required by the respective environmental legislations passed by Ministry of Environment and Water Resources. (Ministry of Environment and Water Resources, 2008) (Source: Adapted from Chia, L.S. (Ed) (1987), Appendix 1, pg 161, Environmental Management in Southeast Asia) In contrast, countries in the region such as Malaysia, Thailand and Indonesia without an unified umbrella environmental institution faces the fragmentation of environmental responsibility among their governmental agencies, which often impedes progress in environmental planning. (Chia, 1987) For instance, Indonesias environmental impact management agency, the BAPEDAL under the State Ministry of Population and Environment (SMPE) lacks legal authority to inspect and enforce the standards they have implemented. For example, only the Ministry of Industries (MOI) and the local police had the authority to enter factories to take emissions samples and they rarely did so, thus it becomes extremely difficult for BAEPAL to monitor and enforce industrial emission. Moreover, the court refused to grant legal standing to the emission standards or to the result of monitoring by BAEPAL, which effectively made it virtually impossible for prosecution of polluters. (T.Rock, 2002) Extent of Singapores Success As a result of the above factors, Singapore can be said as the most successful country in ASEAN to meet the environmental standards set by the World Health Organization and US Environmental Protection Agency (USEPA). In Figure 4.1, 4.2 and 4.3, we can observe that Singapore has achieved the most remarkable result in Ambient Air and Water Quality as compared to other East Asian Newly Industrializing Economies. (Source: Extracted from T.Rock, M. (2002). Table 1-2, pg 4, Pollution Control in East Asia, Lessons from the Newly Industrializing Economy. ) (Source: Extracted from T.Rock, M. (2002). Figure 7-1, pg 144, Pollution Control in East Asia, Lessons from the Newly Industrializing Economy.) (Source: Extracted from T.Rock, M. (2002). Figure 7-2, pg 145, Pollution Control in East Asia, Lessons from the Newly Industrializing Economy.) As compared to 1980s, Singapores has also improved greatly in its air pollution control, with its air quality performing way below the standards set by USEPA in 2008. For example, the Sulphur Dioxide level in 1978-1989 fluctuates around the range of 30-40 ÃŽ ¼g/m3 , while between 2006-2008, the Sulphur Dioxide level is controlled around the range of 11-12 ÃŽ ¼g/m3 . (Source: Extracted from Sani, S. (1993). Overall Pollution in Singapore, Pg 90, Urban Environment in ASEAN: Changing Regional Concerns and Approaches. In M. Seda, Environmental Management in ASEAN.) Pollutant Averaging Time Unit 2006 2007 2008 USEPA NAAQS1 Sulphur Dioxide (SO2) Annual ÃŽ ¼g/m3 11 12 11 80 Nitrogen Dioxide (NO2) Annual ÃŽ ¼g/m3 24 22 22 100 Carbon Monoxide (CO) 1-hour3 mg/m3 3.7 2.3 2.3 40 8-hour3 mg/m3 2.6 1.7 1.5 10 Ozone 8-hour4 ÃŽ ¼g/m3 127 140 103 1476 Particulate Matter PM10 24-hour3 ÃŽ ¼g/m3 2282 69 57 150 Particulate Matter PM2.5 24-hour5 ÃŽ ¼g/m3 802 35 30 35 Annual ÃŽ ¼g/m3 23 19 16 15 Lead Quarterly average ÃŽ ¼g/m3 0.02 0.02 0.02 0.157 [Fig 4.5: Environment Clean Air Statistic from 2006-2008] (Source: Adapted from Ministry of Environment and Water Resources. (2009, August 31). Key Environmental Statistic: Clean Air.) In a short span of 30-40 years, with a sound environmental management program coupled with strong government commitment on environmental issues, Singapore has successfully developed itself from what may described as a slum in 1965 to a world recognized â€Å"Green† city in the 1990s onwards. Differences in Situation Even as Singapore can be proud of its achievement in environmental planning and management, we have to keep in mind that it is also due to a difference in situation as compared to our neighboring states that these can be accomplished. Firstly, ever since independence in 1965; Singapore has been ruled by the main political party, People Action Party, without any significant contest from oppositions. This has simplified and resulted in easier coordination of law enforcement with strict administrative measures of environmental legislation. In addition, a one party rule in Singapore has allowed for high degree of commitment across all governmental agencies and resulted in a more effective set up of administrative structure, provision of funding and manpower for the building of pollution control and waste disposal facilities. (Chia, 1987) As there is little change in political powers in Singapore, the PAP government were also able to adopt the Long-Term, Integrated Planning principles which is to align all our policies from energy to transport to industry and urban planning and take a long term and complete view of our needs and circumstances (Inter-Ministerial Committee on Sustainable Development, 2009). The mandate given to the PAP government assured them that there will be not be any unforeseen change in their political power in the near future and thus allowed them to have the decisiveness and flexibility to enact long term policies, a strong advantage that countries like Thailand with a dynamic unstable political system may not enjoy. (Sani, 1993) Furthermore, geographical advantage has prevented the Singapore government to face natural adverse conditions that often complicates the implementation of environmental policies such as earthquakes, flooding, drought, volcanic eruptions that our neighboring countries have to deal with constantly. Conclusion In conclusion, Singapores success in environmental management is largely due to the commitment and emphasis placed by the government in this area. With adequate legal, financial and manpower support, coupled with close cooperation between governmental agencies has allowed establishment of environmental facilities, institution and implementation of environmental legislation to proceed in a coordinated, well-planned manner. However, it is also due to the small area size of the city state, the political monopoly of PAP and the absence of natural disaster that has also made it easier for the government to manage. Bibliography Chia, L. S. (Ed) (1987). Environmental Management in Southeast Asia. Singapore: National University of Singapore, Faculty of Science. Didier Millet and the National Heritage Board. (n.d.). Certificate of Entitlement. Retrieved February 25, 2010, from Singapore: The Encyclopedia: http://www.singapedia.com.sg/entries/c/certificate_of_entitlement.html Inter-Ministerial Committee on Sustainable Development. (2009). A Lively and Liveable Singapore: Strategies for Sustainable Growth. Singapore: Ministry of Environment and Water Resources and Ministry of National Development. Ministry of Environment and Water Resources. (2008, June 02). About MEWR: Our History. Retrieved February 16, 2010, from MEWR Official Website: http://app.mewr.gov.sg/web/Contents/Contents.aspx?ContId=2 Ministry of Environment and Water Resources. (2009, August 31). Key Environmental Statistic: Clean Air. Retrieved February 24, 2010, from MEWR Official Website: http://app.mewr.gov.sg/web/Contents/Contents.aspx?ContId=52 Sani, S. (1993). Urban Environment in ASEAN: Changing Regional Concerns and Approaches. In M. Seda, Environmental Management in ASEAN (pp. 83-110). Singapore: Institute of Southeast Asian Studies. T.Rock, M. (2002). Pollution Control in East Asia, Lessons from the Newly Industralizing Economy. United State of America: Resources for the Future and the Institute of Southeast Asian Studies. Tapvong, C. a. (1999). Water quality improvements: A contingent valuation study of the Chao Phraya River. Thailand: EEPSEA Research Report. Teo, P., Yeoh, B. S., Lai, K. P., Ooi, G. L. (2004). Environmental Planning and Management. In Changing Landscapes of Singapore (pp. 19-33). Singapore: McGraw-Hill Education(Asia).

The Color Purple by Alice Walker Essay -- essays papers

The Color Purple by Alice Walker The Color Purple by Alice Walker is the story of a poor black woman living in the south between World War 1 and World War 2. This was at a time when, although slavery had ended,many women were still virtually in bondage, and had to put up with many conditions that was reminiscent of the days of slavery. The problem was that they had to endure being treated like an inferior being by their own families sometimes, as well as from the white people that lived there. It was a life that was filled with misery for many black women, and they felt helpless to do anything about their situations. The book focuses mainly on a woman named Celie, who has lived a hard life already when, at the age of 14 she begins writing letters to God to have someone to confide in,and tell her thoughts and secrets to. In her first letter, she says â€Å"I have always been a good girl. Maybe you can give me a sign letting me know what is happening to me.† (1) Already at that age she has been taking care of her brothers and sister, and has been working very hard at trying to get something of an education. On top of this, she has been raped by her father repeatedly because, as he says, â€Å"You gonna do what your mammy wouldn’t.† (1) She has had two babies by him already, and he’s taken both of them away right after they were born. She thinks at first he might have killed one of them, but later finds out that he sold them to a couple in town. Celie doesn’t do anything about her situation, because she’s used to being treated like that. She’s scared, and she fears for her sister Nettie too, when her Pa starts looking at her the same way. Eventually, a man referred to as Mr. ______ comes along and wants to marry Nettie, but he’s too old for her, and ends up marrying Celie. He takes a couple of months to think it over, but goes ahead and marries her because he needs someone to watch over his kids, and besides, she will bring the cow she was raising along. It’s not so much he wants a relationship, he just wants someone to take care of things for him so he doesn’t have to do much, and he wants something else when he wants it. Her father even tells Mr. ____ that â₠¬Å"She ugly... But she ain’t no stranger to hard work. And she clean. And God fixed her. You can do everything just like you want to and she ain’t gonna make you feed it or clothe it.† (9) As soon ... ...inds that she can be happy and content having her own life, without being treated like a doormat by others. She is finally truly happy with her life and the way it is going, except for one thing. Her life is complete when, after years of wondering about her sister, and then years of waiting, Nettie finally comes home, bringing â€Å"their† children, and Adam’s wife from Africa. As Celie puts it, â€Å"I feel a little peculiar around the children. For one thing, they grown. And I see they think me and Nettie and Shug and Albert and Samuel and Harpo and Sophia and Jack and Odessa real old and don’t know much what going on. But I don’t think us feel old at all. And us so happy. Matter of fact, I think this the youngest us ever felt.†(295) With her long lost sister, and her kids reunited with her after so much time, there really wouldn’t be any other way to feel besides young again, except for maybe an urge to make up for lost time. Now that she’s being treated like she should be, it should be easier to make up the time to her family, because she can be herself, and be happy about it. That’s saying a lot after all she’s been through, and Celie will surely make the best of her from this point on.

Public, Private and Mixed Goods

Goods are tangiable items which satisfy human wants and needs. Humans find them important and desirable so they make efforts to acquire them. In modern economies goods are classified into three main categories namely,1. pure private goods 2. pure public goods 3. mixed(quasi/public) goods and they are outlined in the passage below. Pure private goods These are all the goods produced by private companies whose aim is to make a profit and they are used exclusively for the satisfaction of private needs for example food,clothing and property.They are not free goods,they come with a price and cannot be substituted with other goods. One of the features of pure private goods is that they are produced by private firms whose main aim is to make a profit. These private firms identify individuals’ private needs for example clothing and then they undertake intreprenuerial activities to satisfy them while at the same time earning profit. Private firms compete against each other in order to get a higher market share and consequently this results in high quality goods being produced. The second feature is that these goods are distributed in the market against a price.Access to these goods is not free but implies a cost called a price which the firms charge on consumers. The price is established by the free interplay of market forces,demand and supply. The market brings together producers and consumers who are both willing and able to buy the goods. Pure private goods are also financed out of private revenues. For the costs which the firms incur,they pay out of their private funds which are usually the proprietor’s capital and retained profits. When these are not sufficient,they can get some bank loans. These goods are also excludable.Only those indviduals who pay for them get to consume them. Those without income,with different tastes and preferences as well as those incompatible with some technical features of the products are denied the chance to consume them. Someone who cannot afford a car may opt for public transport or bicycles,and thus,he is excluded from using the good (car). They are also rivalrous. An increase in the units of goods consumed results in an increase in cost. An example is an increase in demand for bread,for a bakery to produce the additional loaves to meet demand,the costs of electricity,rent and labour will also increase.Pure public goods These are goods produced and distributed by state owned companies or public institutions whose scope is to provide goods and services in a way that is both accessible and affordable to all. They can be consumed by individuals or companies but do not lead to a reduction in the consumption volume of others for example street lighting. Pure public goods are produced directly by the government or private firms under lease. The state sees these as very important and should be provided to all so it remains the sole provider to ensure these are available to everyone at low and affordable prices.An example is justice which is soley provided by the government. At times it leases some private firms to provide some strategic services for example garbage collection. Unlike pure private goods,their provision is financed out of compulsory tax revenues. These come in different forms for example income tax and coperate tax which individuals and companies pay respectively. This income is then channelled towards the provision of pure public goods for example construction of public roads. However,the income collected this way may not be enough so the difference is paid out of the state budget.These goods are distributed through the public budget. The government identifies the public needs and makes priorities as to which ones can be satisfied first according to the ammount of resources at hand and the importance of certain goods to the public. For example,a leaking sewer pipe in a city maybe repaired first before constructing a new road since public health is more important. Pu re public goods are also non-excludable meaning that not any single member of the society can be denied the consumption of these goods for example police services. Because of this,they remain entirely in the hands of the government.Everyone benefits whether or not they make contributions through compulsory taxes and cannot deny these utilities. The degree of exclusion for these goods depends on the technical features and resources available to the producer. An example is the government failing to construct a road in a certain location due to inadequate construction resources. The consumption of these goods is non-rival,meaning that their costs do not increase due to an increase in the number of the consumers. This comes about since by nature,the products cannot be divided for example national defence.It is not possible to provide defence for a certain group of people and isolate the rest but instead,it is collectively enjoyed and the cost of providing defence does not increase due t o an increase in national population. Mixed (quasi public) goods Mixed goods are the halfway house between public and private goods. They are like private goods in that they are rivalrous and excludable but they provide significant non-rivalrous non-excludable external benefits for which preferences are not revealed by the market mechanism for example health,education and fire service.Individual ownership claims to these goods are minimal. A feature of mixed goods is that they are collectively enjoyed for example education. When a person is educated he receives a benefit from this, which is expressed in terms of higher earnings and improved job prospects. However, the community as a whole also benefits from the individual's education, in that his productivity is enhanced, which is good for everyone. Mixed goods are also produced by the government and or by private firms for example education.The government owns some educational institutions at low or zero costs while others are priv ate and profit making. The government provides the basic education to individuals and those who want to advance or to get superior services have to enrole into private institutions and they pay a higher price for the srevices. These goods are also distributed through the budget or market. For the part which the government is responsible for producing,it distributes them through the state budget by means of prioritising public needs and moderating the resources available.It also seeks to ensure that they are provided at affordable prices. Private companies also distribute goods according to their own private resources and they do this through the market. Mixed goods are also financed from sales’ revenues and other revenue generating activities. Private firms get their income from sales turnover and they use it to produce more goods and services. However,government parastatals may have lower revenues since their prices should be low and affordable to all unless if they privatis e or lease to private companies.

The Psychodynamics of Depression

Depression – Psychodynamic Theory I have been interested in the mechanics of depression since childhood, when my mother ‘suffered with her nerves’ – her explanation of what I now recognise as a very severe melancholia defined by Burton in 1621 as â€Å"a kind of dotage without a fever, having for his ordinary companions fear and sadness, without any apparent occasion† (p739). My interest was further compounded by my clients, Valerie and Jo, when it become apparent to me that depression is one of the most common and debilitating phenomenon that I will probably have to encounter in my role as a Counsellor. Before beginning, it may be useful to briefly consider Freud’s warning that depression is not a homogenous group of conditions and that it probably involves more than one aetiology (Freud 1917). It can reflect underlying cultural and environmental trends in addition to physiological factors. (Desjerlais et al. 1995) A review of the literature reveals that research relating to the nature and origins of the psychodynamic theory of depression is rich in contributions to the theme, thus this essay of necessity represents a high-altitude skim over a massive topic. I will concentrate on authors who have made some of the most seminal contributions to the development of the theory, namely Abraham, Freud, Jacobson, Klein and Mahler. (There are, in actuality, numerous other pioneers in the cultivation of this theory, such as Malan, Sandler, Spiz, Bibring, Rado, Blatt, Benedek, Lindemann, Kohut, some of which, due to word limit, I have not included). Bowlby‘s theory of attachment, although not psychodynamic per se, is also considered, because the way in which people relate to loss of attachment appears relevant to our understanding of depression. Schore, who describes the neuroscience of attachment and how the brain of the parent and infant interact, has also been included The first thing we need to do is to be clear about four quite different ways that we may talk about depression. Jacobson referred to them as normal, neurotic, psychotic and grief reactions (1971 p19). What Jacobson (1971) referred to as normal depression, appears to be akin to what Klein referred to as the depressive position (Segal 1973). She, who it appears from my literature search (Klein 1940, Meltzer 1989, Spillius 1983, Money Kyle 1964), more than any other psychoanalytic pioneer viewed the infant as a miniature adult, found evidence of a â€Å"depressive position† from birth (Klein 1932 in Meltzer 1989 p37). This is essentially a state of health, a capacity to bear guilt, stay in touch with mental pain and emotional problems and bring thinking to bear on situations (Meltzer 1998). According to Klein we oscillate between our ability to stay with painful situations or seek temporary relief through splitting and projection (defence mechanisms), returning to the paranoid-schizoid position – the state of mind existing in babies ; one that is constantly returned to throughout life to greater or lesser degrees (Klein 1932 in Money Kyle 1964). Defence mechanisms are defined as tactics which the Ego develops to help deal with the ID and the Super Ego (Freud 1923). Freud introduced the term ‘ego' in â€Å"The Ego and The Id† (1923). He holds that only a portion of the mind is conscious and the rest lies hidden deep within the subconscious, ruled by conflicting forces of a super-strong libido (id) and super-controlling morality (superego) all translated through the ego, which attempts to balance the two through rationality (1923). Libido is described as the ‘energy of the sexual instincts‘ (Frued 1925). Neurotic depression or reactive depression can be understood as an exaggerated response to stress due to a weak state of ego strength combined with a failure of the external support system. Neurotic depression consists of a fall in self esteem after the ego has been abandoned by its ideal (Sandler 1965)). In modern day terminology, Jacobson's psychotic depression could be termed a severe depressive episode with psychotic symptoms (WHO 1992). Brown and Harris’ studies state that early loss appears tied to the emergence of psychotic versus neurotic symptom patterns (1986). Bowlby thought a mother-child attachment could not be broken in the first years of life without permanent and serious damage to the child’s future development (Bowlby 1973). Jacobson said there is fusion of the self and the object[1] epresentation within the ego and superego, â€Å"calling forth attack from an extremely pathological sadistic and idealised superego on a fused and highly devalued selfâ€Å" (Lund 1991, p533). The capacity for sadness is absent because the object and its representation are â€Å"devalued and united with the devalued representation of selfâ€Å" (p534). Th is appears to be evidenced by Jo who was referred for treatment of â€Å"severe anxiety and panic attacks,† and whose symptoms include extreme suspiciousness and intolerance of her peers, and delusional ideas relative to her mother. These psychotic-like symptoms could be related to the treatment she received from her mother who maltreated her and ultimately abandoned her when she was a toddler. Freud contrasted the mental processes involved in mourning with those of depression which he termed melancholia (1917); the latter could now be referred to as a severe depressive episode (WHO 1992). He regarded both mourning and depression as grief reactions to the loss of someone or something loved (1917). The distinction between the two conditions he described with the statement that in contrast to the mourner, the melancholic suffers â€Å"an extraordinary diminution in his self regard, and impoverishment of his ego on a grand scale† (1917 p 153). The explanation of this key difference appears to rest on the psychological concept of identification. Freud argued that part of the self had undergone a change in depression through its becoming identified with the lost object (1917). Object loss refers to traumatic separation from significant objects of attachment, usually mother (Bowlby 1973). In relation to the regressive identification Freud said â€Å"Thus the shadow of the object fell upon the ego†¦. † implying that the low self esteem of the melancholic is directly related to the condition of the introjected[2] object (Freud 1917 p243 ). Abraham also stressed the importance of introjection in melancholia (1911). Whereas mourning recognises the loss of an object that was â€Å"good† and â€Å"loved,† the melancholic’s relationship to the lost object is necessarily more ambivalent, i. e. a dense complex of love and hate (Klein 1940 in Money-Kyle 1998 p 142). Freud stressed the importance of heightened ambivalence in melancholia. He suggests that melancholia involves a regression to the oral narcissism phase of the libido, when an identification with the lost object occurs (1917). At the very early oral stage, described by Freud as primary narcissism ( 1914) and by Fairbairn as â€Å"mouth ego with a breast,† (1952 p87 ), the mouth feeds on the breast and is temporarily content. However, disturbances in feeding and other related irritations generate the agony of want and pains of anxiety. Consequently, fixation at the early oral phase results in the registration of a painful (bad) internal wanting and a nourishing (good) something somewhere in the vague uncharted outside of the child. Narcissism is described as an orientation towards internal objects, characterised by self-preoccupation, lack of empathy, and unconscious deficits in self-esteem (Kernburg 1969). Jo’s refusal to eat when in a severely depressed state could be viewed as her regression to oral narcissism. Freud also believed too many positive experiences during the first year of life could set an individual up for developing depression later on in life (Comer, 1992). He posited that if an individual is nurtured too much as an infant, she will not develop beyond the oral stage of development because there was never a need to. Although his theories emphasised the importance of early experience on later development, I understand from the literature it was Abraham (1911) who first made this distinction. He defined melancholia as an ambivalent feeling of love and hate toward the self that arises from an early infantile disappointment in love (1911). He too connected loss at the oral stage to maladaptive coping during subsequent losses later in life (1924). Abraham tells us that melancholic clients are inaccessible to any criticism of their mode of thinking (1924). In them can be seen the narcissistic character of thought and disregard for people who confront them with reality as in the case of Jo who missed a session following my interpretation about her eating habits. Expanding on this theme, Abraham summarised the dynamic factors underlying depression, as follows (1924): 1. A constitutional factor of an over accentuation of oral eroticism. 2. A special fixation of the libido at the oral stage. 3. A severe injury to infantile narcissism. 4. Occurrence of the primary disappointment pre-oedipal. [3] 5. Repetition of the primary disappointment in later life. These points appear to be evidenced by Valerie, my client in her late forties. Her husband died four years ago and she was referred by her GP because of â€Å"troublesome feelings of depression, isolation and lack of identityâ€Å". Her developmental history revealed that her mother had always been a source of tension, and had been severely depressed while Valerie was growing up. Valerie felt neglected and abandoned by her. She had been left with a negligent nanny after she was born and was ill with jaundice and gastro-enteritis. It took three months for the neglect to be discovered and for her to be returned home. Throughout her childhood, her mother remained predominantly in a withdrawn state in bed. However, she remained very dominating and ridiculing in manner of her daughter. In response to Valerie’s traumatic bereavement, her mother again seemed preoccupied and self-absorbed. Valerie’s opening remark to me was striking, â€Å"I want to be a calm sensible person with no feelingsâ€Å". Since her mother spent her time criticising Valerie and ridiculing her separate thinking (her mother resented Valerie’s creativity having thrown the contents of the rubbish bin on one of her prize paintings), this comment appears to represent her wish to conform to her mother's requirements. However, this statement appears to underline the central dynamic to understanding depression, for with the desire for identification with an ideal object, there appears no room for separate thinking or expression of needy feelings (Jacobson 1964). All tensions related to one’s own needs and how the idealised object is ignoring them gets projected and then experienced somatically (Abraham 1924). The lack of availability of a containing mother[4] was graphically illustrated in a dream, where Valerie went to get food from a supermarket. There was no basket and she came out, arms full of tin cans. Suddenly, her mother's sister shouted from a house window: â€Å"Where is your mother? † Valerie dropped the cans and opened her mouth to speak. It was full of blood and bits of glass. Valerie also reported to me another dream where she swallowed two â€Å"tablets of stones† that lay heavy on her stomach. This could be symbolic of the unresponsive stone breasts of her mother. Also it reminds me of the Ten Commandments, two tablets of stone not to be disobeyed (her mother). The oral origins seem apparent, with the brittleness of the breast and the aggressiveness to it. This history seems to confirm all Abraham's points. The constitutionally inherited family history of depression, her mother having a breakdown when Valerie was born; The fixation of the libido at the oral level, with the sensation of having swallowed the tablets of stone breasts when depressed and also the oral aggressiveness, with the cut glass in the mouth. The severe injury to infantile narcissism was evidenced by her mother's unresponsiveness. The first disappointment pre-oedipally, starting at birth with being left with the neglectful nanny; with the repetition of the primary disappointment in later life and with her mother's lack of support at the time of her husband’s bereavement. Valerie told me she felt ‘guilt and shame’ about ‘being depressed‘. To explain the peculiar intensity of the sense of guilt in melancholia, Freud suggested that the destructive component of the instincts had entered the superego and turned against it (1917). He also noted in some depressed people a high proneness to guilt; ‘that tendency toward self-reproach which death invariably leaves among the survivors. ’ (Freud 1925 in Stengel 1969 p 237). He pointed out the increased severity of moral judgement that occurs in depression, and described the setting up of a ‘critical agency’ as part of child development, which ‘henceforth will judge the ego’ (Freud 1923 in O'Shaughnessy 1999 p861). This is the superego and Freud suggested that â€Å"the relationship between the ego and the superego (see definition page 1) becomes completely intelligible if they are carried back to the child’s attitude towards his parentsâ€Å" (p861). The superego is coloured by the child’s own hostile and rivalrous feelings, so that ‘the more a child controls his aggression towards another, the more tyrannical does his superego subsequently become’ (p862). The self-recriminations seen clinically are recriminations made of a loved object that has been displaced (Freud 1923) as the following exchange between Valerie and myself appears to illustrate: V. Life sucks T. It sucks? V. Yeah, but then why should it be any different? I’m so ghastly and useless – I don’t deserve to be happy. When Valerie announces ‘I’m so ghastly and useless – I don’t deserve to be happy,’ she is perhaps not really criticising herself, but a purported ideal that has let her down. The self-tormenting is then a tormenting of the ideal object (mother) that had abandoned her at a time of need. The sadomasochistic process of self-criticism, that so dominates depression, goes on in a relentless fashion. No true mourning, with relinquishment of the object, can occur because of the unresolved ambivalent dependence on an ideal object (Freud 1923). Valerie’s grief at her husband’s death could be seen as an extension of her more hidden yearning for her mother’s love. Her unrealistic hopes based on compensatory exaggerations of unsatisfied wishes and needs, may have laid down a vulnerability to depressive illness because these are unsustainable in adulthood. Klein described an early ore-oedipal stage to the formation of the superego, with a very harsh superego in evidence at the oral stage, which becomes modified over time, with experiences, to becoming more benign, less demanding and more tolerant towards human frailities (Money-Kyle 1964). She comments on clinging to the pathological early severe superego as: â€Å"the idea of perfection is so compelling as it disproves the idea of disintegration† (Klein 1932 in Meltzer 1989 p270). In healthy development the superego may take on, over time, a benign guiding role, but in those with a predisposition to depression, the superego can be â€Å"a pure culture of the death instinct which often succeeds in driving the ego into death† (Freud 1917, p332). This may have been the case with Valerie’s deceased husband who was also diagnosed as depressed; she feels his death may have been suicide. It is interesting that he told her his body was â€Å"tired of livingâ€Å", perhaps suggesting that the ego was located in the body awaiting to be attacked by the superego. The ego can only kill itself if, as a result of a return to the object-cathexis, it can treat itself as an object (1917). Object cathexis occurs in the Id and is the investment of energy in the image of an object. Suicide also harbours murderous feelings towards others (Campbell & Hale 1991). Kohut viewed depression as coming from a lack of good experiences with what he termed the mirroring self-object[5], such as having interested and involved parents (1971); this results in problems with self-esteem regulation. Parkin considers that a fall in self esteem is the hallmark of ‘all simple depression’ (by this, I imagine, he means what Jacobson referred to as neurotic depression), and a heightening of self criticism to be the hallmark of melancholia (I imagine, he is referring to Freud’s theory. ) (Parkin 1976). It is the loss of self-esteem, many psychodynamic theorists claim, that starts a person down the path of depression (Comer, 1992). Jacobson stresses the crucial importance in depression of the loss of self esteem and the feelings of impoverishment, helplessness, weakness and inferiority (1971). Freud believed feelings of anger and self-hatred develop from thoughts about unresolved conflicts. As a result of feelings of self-hatred, the individual feels shameful and worthless and loses her self-esteem (Comer, 1992). Jo suffers shameful feelings about herself including taking anxiolytic medication to ‘dampen down my distress‘. She commented that her self esteem is ‘as low as my socks. ’ She lost her job as a result of her panic attacks. Gaylin (1968) reasons, if a person is depressed over the loss of a job it is not because the job symbolizes a loved object but, like a loved object, â€Å"it can symbolize one's self-esteem† (p. 7). Klein said that whether an individual loses her self-esteem depends on the quality of her relationship as an infant with her caregiver during the first year of life (Wetzel 1984). She claimed the Oedipus Complex to be a part of the depressive position, occurring at the oral stage of development (Segal, 1984). Her work was criticized, especially by Anna Freud, but the significance of her theory appears to be that, if individuals have not had the early experiences that enable them to internalise a good object, then mourning as adults will be complicated by significant depression (Wetzel 1984). Klein's interpretation to the origin of depression closely resembles that of Abraham and Freud's theories that an individual can develop a predisposition for the illness, but her contributions appear to have been criticised on the grounds of seeking to establish an exact parallel between the child’s developmental stages and adult depressive illness (Spillius 1983). I understand from the literature that most psychoanalysts accept infantile precursors to depressive illness but stop short of Klein’s view. Mahler acknowledged that the mother-child relationship is crucial in the development of basic moods, including depression (1966). However, in contrast to Klein, she believed the depressive position does not occur at the oral stage, but later in toddler-hood, during the separation-individuation period[6] (1966). More recently other authors have been trying to differentiate two types of depression basing themselves in part on the writings of Freud on the processes of oral incorporation and superego formation, and considering that it would not be fruitful to integrate these two mechanisms from such distinct phases of psychic development (Spitz 1947 p 723). Blatt subsequently conceptualised depression in accordance with the child’s level of object representations and made the distinction between anaclitic depression and introjective depression. Anaclitic is oral where there is relatively low evidence of guilt. Introjective depression is more oedipal based where the sufferer may harbour intense feelings of guilt because the superego is overly harsh (Blatt 1974). Bowlby thought depression resulted from a failure of secure attachment early in life (1973). He described a series of attachment and protest behaviours which, if not responded to, would proceed to a state of despair in infants and finally to states of detachment. This work has burgeoned into the field now known as attachment research. To summarize this extensive body of research very briefly, we now know the attachment that the child establishes with the caregiver during development may be the prototype for all subsequent bonds with other objects (1973). The capacity to develop close and loving relationships in adulthood protects against depression and this is influenced by the attachment patterns developed in childhood. Anxiously attached individuals seek interpersonal contact and are excessively dependant on others. Compulsively self-reliant individuals are excessively autonomous and avoid close intimate interpersonal relationships (1973). Both of these preoccupations can create a vulnerability to depression. In agreement with Klein, Bowlby suggests that anger and guilt are part of mourning reactions. It is not the presence of anger or guilt that is pathological in mourning but their appropriateness that is the crucial issue (1969). Schore describes the neuroscience of attachment and how the brain of the parent and infant interact (2003 ). He speaks in depth about the neurobiology of the developing mind during the first three years of life and how the right brain processes are integrally involved in attachments and the development of the self. He spells out very clearly how insensitive parenting leads to emotion dysregulation patterns in childhood and later in adulthood. He understands insecure attachment as emotion dysregulation and that psychotherapy is the process of changing neural patterns in the brain, the right brain in particular. There are clear points of contact between the attachment perspective and some psychodynamic ideas. As mentioned, one of Klein’s hypotheses was that the reaction to loss occurring later in the life cycle will be influenced by revived aspects of losses experienced at the earliest stages in development (Segal 1973). The early loss of the maternal object may result in depression later in life if the infant has not yet been able to establish a representation of a loved object securely within herself (Segal 1973). There appear to be clear parallels between this formulation and the idea of maladaptive internal working models of attachment in Bowlby’s thinking about early loss and depression. Evaluation Each of the theories probably has a contribution to make to the overall picture especially when we recollect that depression is a complex rather than a unitary phenomenon (Freud 1917). Common to all these theories is their invoking of the crucial role of the infantile phase of development. Each of them asserts that problems in the trajectory to eventual adulthood commence in early childhood and can constitute a vulnerability to depression. Following my research, I am hopefully better placed to help my clients. For instance during our sessions Valerie is able to reflect how her deceased husband had provided her with an experience of being loved and cared for that she had longed for from her mother. Working through unresolved feelings of loss arising from initial losses and disentangling them from feelings related to present losses may be invaluable in the resolution of her depression As for Jo, we have spent considerable time exploring her panic attacks and her fear of expressing her depressive feelings. She fears that ‘If I start crying, I may never stop’ and that nobody will be able to bear her pain. This links with Bion’s concept of containment (Bion 1962) as defined on page 5. If I can contain her pain and grief then this may help Jo internalise a sense that her pain can be borne and thought about. Finally, I am reminded that my own experiences of depression can either interfere with or enhance my capacity to help. Self reflection and supervision are crucial if I am to make the best use of my humanity. REFERENCES ICD-10. Classification of Mental and Behavioural Disorders: Clinical Descriptions and Diagnostic Guidelines: World Health Organization, 1992. Abraham K. 1911-1968)Selected papers of Karl Abraham. New York: Basic Books Inc. Bion WR. (1962)Learning from Experience. London: Karnac. 97. Blatt S. (1974). Levels of object representation in anaclitic and introjective depression. The Psychoanalytic Study of the Child, 29, 107-157. Bowlby, J. (1969). Attachment and loss, Vol. 1: Attachment. New York: Basic Books. Bowlby, J. (1973). Attachment and loss, Vol. 2: Separation -anxiety and anger. New York: Basic Books Brown & Harris (1986). Life events and illness. New York: The Guilford Press. Burton R. (1920)Anatomy of Melancholy. New York: Tudor Campbell & Hale (1991). Suicidal acts. In J. Holmes (Ed. ), Textbook of psychotherapy in psychiatric practice (pp. 287-306). Comer R. (1992). Abnormal psychology. New York: W. H. Freeman & Company Desjerlais et al (1995) World Mental Health: Problems and Priorities in Low-Income Countries. London: Oxford University Press. Fairbairn W. (1952)Psychoanalytic Studies of the Personality. London: Routledge Freud S. (1917). Mourning and melancholia. In J. Strachey (Ed. ), The standard edition of the complete psychological works of Sigmund Freud London: Hogarth Press Freud S. (1914). On Narcisism. The standard edition of the complete psychological works of Sigmund Freud V. 14. London: Hogarth Press Freud S. (1923/1960). The ego and the id. J. Riviere (Trans. ), J. Strachey (Ed. ). New York: W. W. Norton. Freud S. (1914). Beyond the Pleasure Principle. The standard edition of the complete psychological works of Sigmund Freud V. 14. London: Hogarth Press Freud S. (1925)(trans. J. Riviere) Collected Papers. Vol. I. , London: Hogarth. Jacobson, E. (1964) The Self and the Object World. New York, International Universities Press Jacobson E. 1971)Depression: Comparative Studies of Normal, Neurotic & Psychotic Conditions. New York: International Universities Press Kernberg O, (1969)A contribution to the Ego-psychological critique of the Kleinian school. Int J Psychoanal 50: 317 – 33 Klein M. (1940). Writings of Melanie Klein. London: Hogarth. Vol. 1. p344-369. Klein M. (1932). The psycho-analysis of children. London: Hogarth Press. Roger Money-Kyl e The Writings of Melanie Klein. (Ed. ). 4 Vols. New York, Free (1964-75)Press. Kohut H. (1971)The Analysis of the Self. New York, International Universities Press Lund C (1991)Psychotic depression: psychoanalytic psychopathology in relation to treatment and management, B J Psychiatry 158: 523 – 8 Mahler M. (1966). Some preliminary notes on the development of basic moods, including depression. Canadian Psychiatric Association Journal, 250-258. Meltzer, D. (1998)The Kleinian Development (New Edition). London: Karnac Books O'Shaughnessy E. (1999)Relating to the Superego. Int. J. Psychoanal; 80, p861-870. Parkin A (1976)Melancholia: A reconsideration, J Am Psychoanalytical Assoc. 24: 123 – 39 Parkes C. 1972) Bereavement: Studies of grief in adult life. New York: International Universities Press. Rubin R 1989Neuroendocrine aspects of primary endogenous depressiion VIII. Psychoneuroendocrinology; 14(3):217–29. Sandler J (1965)Notes on childhood depression. Int J Psychoanal 46: 88 – 96 Schore A (2003)Affect Regulation and The Repair of the Self New York: WW Norton & Co, Inc. Segal H. (1973)Introduction to the work of Melan ie Klein. London: Hogarth Press. Spitz R. (1946) Anaclitic depression: An inquiry into the genesis of psychiatric conditions in early childhood II. Psychoanalytical Study of the Child, 2, 53. Spillius, E. (1983). Some developments from the work of Melanie Klein. , Int. J. Psychoanal. , 64:321-332. Stengel E (1969). Suicide and Attempted Suicide. Harmondsworth: Pelican Books. Wetzel, J. W. (1984). Clinical handbook of depression. New York: Gardner Press. ———————– [1]Objects are primarily formed from early interactions with (usually) parents. (Klein 1940) [2] introjection means to incorporate (characteristics of a person or object) into one’s own psychic unconsciously (Klein 1940). 3] Oedipal can be described as unconscious sexual desire in a child, especially a male child, for the parent of the opposite sex, usually occurring around the age of 3 – 5 years and accompanied by hostility to the parent of the same sex. Pre-oedipal means prior to the oedipal phase in development (Freud 1923). [4] containing mother refers to the process whereby the infant’s emo tions can be held in mind and ‘digested’ by the mother, who can then return them in a more manageable form. Infants need repeated experiences of containment (Bion 1962), in order to develop ways of dealing with their own distress, i. . before they can introject the containing ‘good enough mother’ (Winnicott 1960a) and feel the mother as a definite internalized presence (Bion 1962). [5] â€Å"mirroring self object† is loosely translated as â€Å"mother,† for in the external world it is most often the mother who performs the function. The gleam in her eye mirrors the infant’s self. (Bion 1962). [6] Mahler described separation-individuation as the steps through which the infant passes in developing a more stable awareness of separateness from the mother (1966).

Chief Justice Earl Warren

In the Brown vs Board of Education, the United States Supreme Court ruled against segregation in public schools. According to a unanimous decision which was delivered by Chief Justice Earl Warren himself, the â€Å"separate but equal† principle which had been adopted in connection with Plessy v. Fergusson could not be applied to public education (Brown v. Board of Education). Immediately after the decision was handed down, people for and against the ruling reacted accordingly. Newspapers not only published articles which either hailed or supported the court decision but resorted to cartoons as well.The message of the first cartoon is very clear: the United States Supreme Court, the highest court of the land, declares to all and sundry that according to its interpretation of the constitution of the country, specifically the Fourteenth Amendment, there should be no segregation in education. This was reminiscent of the reaction published in the Times of New York on May 18, 1954 e ntitled â€Å"All God’s Chillun† which said that Jefferson and company, in declaring the independence proclaimed â€Å"that all men were, and ought to be, equal before the law.If men are equal, children are equal, too. There is an even greater necessity in the case of children, whose opportunities to advance themselves and to be useful to the community may be lost if they do not have the right to be educated† (Brown v. Board of Education). In the second cartoon, the slow reaction towards racial integration in the southern states is depicted. It was meant to show that after the decision on Brown v.Board of Education, desegregation in education was not being implemented in the south fast enough, the reason why a man garbed in a graduation gown and cap is offering the use of a race horse so that the plow could be pulled much faster, thereby desegregating public schools more rapidly. It should be remembered that the people in the south did not openly welcome the des egregation ruling of the Supreme Court. As pointed out by a May 18, 1954 article in the University of Virginia’s Cavalier Daily, â€Å"To many people this decision is contrary to a way of life and violates the way in which they have thought since 1619† (Brown v.Board of Education). The third cartoon shows the use of an anvil, hammer and chisel to cut the chain that had manacled public education to racial segregation. It was a sort of a euphoric celebration resulting from the Supreme Court decision. In a way, it showed the power of the Supreme Court in dealing with basic human rights issues such as the education segregation. â€Å"Equality Redefined,† a May 18, 1954 report published in the Boston Herald, hailed the ruling and stated that it was a healthy sign that the country’s Constitution was alive and serving its intended purpose, saying that desegregation was an expediency of the time (Brown v. Board of Education).Finally, the fourth and last cartoon p roclaimed that the Supreme Court decision desegregating the public schools proved to be a very potent weapon for democracy that dealt a crushing blow to racial segregation. The cartoon was a fitting illustration of a reaction printed in the May 18, 1954 issue of the Chicago Defender which said that â€Å"Neither the atom bomb nor the hydrogen bomb will ever be as meaningful to our democracy as the unanimous decision of the Supreme Court of the United States that racial segregation violates the spirit and letter of our Constitution† (Brown v. Board of Education).Cartoons are a powerful form of political commentary even today. While it is undeniably true that printed words, in the hands of a wordsmith, acquire an overpowering effect toppling even feared dictators, cartoons have proven even more effective than any printed matter. Cliches and poetry have been used to compare the two. While it has been said that the â€Å"pen is mightier than the sword,† was it not also wri tten that â€Å"a picture paints a thousand words? †The four cartoons described above were no doubt effective relative to the period after the Supreme Court decision re Brown v. Board of Education because of the powerful message that they conveyed. For instance, the cartoon showing an exploding bomb accurately brings home the message that the desegregation of public schools was an overwhelming event, more powerful in its effect than the atomic bomb that was dropped on Hiroshima several years earlier. Work Cited â€Å"Brown v. Board of Education. † Landmark Supreme Court Cases. 2002. 11 September 2007. http://www. landmarkcases. org/brown/opinion1. html