About Curleyrs wife In the novel Of Mice and Men - Free Essay Example

Can a victim of loneliness be portrayed as a villain? Why were women in the early 1900rs portrayed as property? In the novel, Of Mice and Men, Curleyrs wife is introduced as a villain for being a girl, although, she is a victim. She is portrayed as a villain because she is too friendly and wants attention from most of the guys on the ranch ,but, is actually a victim of loneliness because she is trapped somewhere she does not want to be. The victim is the one who has to suffer, the one who is harmed and innocent. Curleyrs wife is a victim because she is forced to be on the ranch with no freedom, she is not allowed to talk to anyone, shers treated different because shers a girl. First and foremost, Curleyrs wife is forced to be on the ranch rather than living her dream. She wanted to become an actor. On page 96 of the novel it states, soonrs he got back to Hollywood he was gonna write to me about it never got that letter. Everything Curleys wife wants to do is taken from her. In the quote she was saying she wanted to go to hollywood and become famous before she got married with Curley. This is a big part in the novel because it explains what she wanted to achieve in her life. The point is she is not happy and her dreams cant be accomplished. In the novel Curleyrs wife goes on to say, I tell you I aint used to livin like this. I coulda made somethin of myself. (34) Curleyrs wife is saying that she doesnt like the way she is living and because of how she is forced to stay on the ranch she cant do nothing with her life. With her being forced to stay there, shers bored and never has anything to do but is also not allowed to do what she wants. Curleyrs wife be lieved in herself and was so confident she can become a famous actress, and just having that taken from her must really upset her. Being somewhere you dont want to be isnt obviously going to make you happy, but this can also explain why she acts mean and flirts with guys on the ranch. Many things go through her head, but no one seems to care and instead say criticise her. Having your dreams crushed knowing you CANT even accomplish them or ever get to do anything with your life because youre trapped somewhere you dont want to be especially with very strict rules, kind of like jail. Secondly, Curleyrs wife is not allowed to talk to anyone. She is not able to talk to anyone on the ranch, Curley doesnt let her because he knows shers a flirt and doesnt trust her. While she was talking to Lennie she later goes on to state, I get lonely she said you can talk to people but i cant talk to nobody but Curly. else he gets mad. (87) Shers explaining to Lennie how itrs not fair Curley doesnt let her talk to anyone on the ranch, and she is very lonely. Here is when Curleyrs wife is forgetting who she is, she starts off as a sweet young lady to not being able to stand being alone. Shers a victim of loneliness, she suffers not being able to have any communication with world whatsoever. Curleyrs wife is not happy, and this is why she the victim, being trapped somewhere you dont want to be. Not being able to talk to anyone and being able to do what you want. She may have been a flirt but, shers still very young with no experience. She doesnt see what shers doing wrong but itrs not her fault she doesnt get attention from Curley so he shouldnt of been as strict as he was because she needs a lot for the way she has lived. Maybe curleyrs wife was just seeking attention for companionship perhaps at some level. Finally, in the novel To Kill a Mockingbird, Curleyrs wife is easily criticised and suffers from discrimination because she is girl. Curleyrs wifers introduction in the novel made her seem like shers a bad person. She gets talked about badly by Candy. He states, Well she got the eye Well I think Curleyrs married shers a tart.(49) Not only does this start off her character in a bad way by being called a tart, but just Candy being offensive because of the way she dresses. Shers not even given a name, shers just seen as property on the ranch in the novel. Many people on the ranch also see her as just a sex object. Curleyrs wife is has been called a whore, flirt, bitch and even a rat. In the novel John Steinbeck never explains why shers even called half of those names, but back in early 1900rs women were still mistreated and even seen as property. The main reason she is a victim is because she is the only female in the novel, and mistreated by everyone. In conclusion, Curleyrs wife is a victim because she is forced to be on the ranch with no freedom, she is not allowed to talk to anyone, and is very lonely with nothing to do with her. Curleyrs wife is treated different because shers the only girl in the novel. These are the reasons why I feel Curleyrs wife is the victim and not a villain in the novel To Kill a Mockingbird.

Anger Is A Universal Emotion - 1231 Words

Anger is a universal emotion. It might make you act out and throw something, or it might boil up inside you until you blow up on some innocent person simply asking a question. How every person reacts to anger is different, some people may deal with anger more efficiently than others: like counseling, therapy or by taking medication that mainly focuses on depression or anxiety which fuels anger. People often wonder if they have anger problems and if it’s genetic. Not many know what part of the brain anger comes from, or what triggers it. Red often symbolizes anger, because blood is red and so is fire, both associated with anger. Anger is hard to control, and it may not be your fault for controlling it due to genetics of anger. Thanks to science, studies have given us bits and pieces to the puzzle we have before us concerning anger. Being Raised in an Angry Environment The part of the brain that controls emotions including anger, occur in the amygdala. Science has shown that adolescences use their amygdala’s for decision making more than adults, who use their frontal lobes. The reason people have anger can be from stress, abuse, finances, social or family issues. Factors like substance abuse and being raised by or with people with anger issues can affect ones’ way of dealing with and levels of anger. The Brain and Anger â€Å"Anger naturally triggers the fight/flight response, which mentally and physically prepares the body for survival. During the flight/flight response, theShow MoreRelatedAre Facial Expressions Universal? Essays993 Words   |  4 Pagesupset, or happy? The answer is that from a young age, human beings have learned how to tell someone’s emotional being from his or her facial expressions. Now here is the big question. Are facial expressions universal or cultural? 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Emotions help in fulfilling many important functions, from enhancin g decision making, to motivating actions, to providing people with important information about the surrounding environment .Negotiations usually bring up several emotions which can lead to very severe

The Labeling Theory And Stigmatisation Essay - 1259 Words

The second case study that will be discussed is Dean Eastmond and how this will be relevant to the labelling theory and stigmatisation. Eastmond was 16 years-old at the time, invited his friend to his parent’s home to grab a quick lunch or to chat for an hour or so. However, Eastmond realised the friend he thought was friendly, became too distant. Unfortunately, Eastmond was raped and initially at the time, Eastmond was a closet homosexual. This was his first sexual experience and his virginity was taken. The perpetrator is anonymous and got away with the crime. Eastmond did not report his rape case, because he felt that victims are not taken seriously and he thought that he would ‘be viewed as a criminal’, and feared to be labelled as a homosexual (BBC and Kelsey, 2016). Male rape victims are less likely to report their crime for various reasons. According to Nicholas Groth and Ann Burgess (1980), male rape myths stems from the traditional viewpoint of masculinity that most men are supposed to be strong, dominant and heterosexual. Thus, leading victims to believe that men cannot be raped and the effect of sexual assault should be miniscule for a man than it is for a woman (Carpenter, 2009; Groth and Burgess, 1980: p. 808). In accordance to Gillian Mezey and Michael King (1989), male rape victims that do report their crime are treated differently by the police and they find themselves being completely ignored, questioned as criminals, or being ridiculed. Many males who doShow MoreRelatedLabelling Perspectives Within The 1960 s And 1970 S1626 Words   |  7 Pagesemployment (Visher, Debus-Sherrill, Yahner, 2011). This essay will provide a history into labelling perspectives and discuss key features of the theory through contemporary examples, while outlining main strengths and limitations of the theory. This essay will argue how labelling perspectives can be detrimental to individuals experiencing the stigmatisation of labelling. Labelling perspectives and its theorists focus on individuals who have been deemed as criminals and labeled by society (TannenbaumRead MoreStereotyping986 Words   |  4 Pagesincident of stereotyping, and this incident is applied to theories relating to stereotyping. Finally, comments are given on the effectiveness of the theories of stereotyping. â€Å"Stereotyping is a form of pre judgement that is as prevalent in todays society as it was 2000 years ago. It is a social attitude that has stood the test of time and received much attention by social psychologists and philosophers alike. Many approaches to, or theories of stereotyping have thus been raised. This essay evaluatesRead MoreMental Health Issues: What ´s Stigma? 3355 Words   |  13 PagesPhelan (2001) which informs us that stigma is allowed to unfold when labelling, stereotyping, discrimination, separation and status loss are acted upon a person where a power differential is evident. This intersectional process of stigmatisation driven by the interpretative theory as outlined by Link and Phelan (2001) has yielded negative social consequences for people with disabilities (Green et al 2005, Jones et al 1998). It has been reported that stigmatised groups have limited chances in the areasRead MoreDeterminants of Violence in the Greek Football League a Case Study of Paok Fc Supporters13608 Words   |  55 Pagesin Greece these days, in order to institute measures for confrontation of football hooliganism. The previous minister of sports Mr Lianis tried to implement the British model of hooliganism elimination –expensive tickets, denial of entrance and stigmatisation of fans that in the past showed aggressive behaviour, severe financial penalties for football clubs that directly or indirectly tolerate these groups of supporters- but these measures where ineffective. Violent incidents still continued to occur

Positive Behavior Support Plan

Question: Discuss about the Positive Behavior Support Plan. Answer: Introduction From the case study, we see that Stephen is more of an outdoor person that an indoor one. This is shown by the fact that he enjoys all physical sports activities with examples of dirty biking and the NRL games in general. He also depicts sensitiveness to social and well-being of others. Sociable depicts a scenario in which a person is able and willing to relate to others despite their economic, religion, tribe and social status. The study case shows that Stephen is quick to offer assistance to the teachers and youngers students whenever the need arises. The theme of sociability is also shown by the fact that he works well with peer partners (Luiselli et al. 2005). The case study also depicts that despite the fact that he is sociable, this is only limited to the selected few as he has few friend only of whom share his interest. Intelligence has not been one of Stephens strong points. Intelligence can be described as an act of any person to obtain and exercise the skills and knowledge that they have to learn with no apparent difficulties. We are told that Stephen has difficulty in interpretation, selection of relevant details from given information, problem-solving, a problem with creating a sequence of ideas and abstract thinking. This all point to the fact that his intelligence capacity is below average. Brook also has extensive moral decay behavior. A phrase used to describe a fall in the moral behavior of a person. This is depicted by the fact that he engages in serious problematic behaviors such as kicking, hitting and spitting to fellow students. The fact that he swears and yells at other students shows that he is arrogant and can engage i n any activity and fold a blind eye on the consequences. This is in fact shown when he recruits other students to refuse to do work and leave the classroom after which he usually leaves the classroom abruptly and wanders around the school grounds (Sarafino, 2001). An Operational Definition of the Target Behavior The targeted behavior to be worked in Stephen is moral decay. Stephen has a moral decay by the fact that he fails to uphold virtues in his practices. The fact that he spits, kicks and hits other students shows that he is morally unstable. He also does lack morals when he calls at other students and his teachers and disrupts the normal studying environment. After which he just walks out and wonders about the school grounds. Stephen shows excessive pride and offensive displays of superiority. In cases where he yells and swears to other students, the teaching staff and disrupts learning progress by poking and calling to other students his teachers shows that he doesn't care about the learning process and he is capable of doing worse. Arrogance is also depicted when he prides himself on not doing school work and tries to recruit other students refusing to work with him. After which he leaves the classroom and wanders around the school compound (Carr et al. 2008). Overview of the strategies to support the implementation of the plan within the School Setting To foster the implementation of behavioral change in Stephen, strategies have to be put in place by the teacher to aid in his change. This will help Stephen in behavior modification and also bring peace in harmony and the school and the school setting. The support plan for Stephen's behavior should be carefully selected to suit his particular behavior. There should be the concept of openness in an attempt to make him speak and explain why he does the things he does. Is it peer pressure, lack of interest or just boredom. Several posts of problem-solving technique should be put in place, and the best that suits him should be applied. Then there is the evaluation of the results to see if the solution put in place is bearing any fruits(Abraham, Michie, 2008). These will include steps such as; Seeking of information; in this step the I will focus my attention on listening to Stephen. This indeed will give me a clue as to why Stephen behaves the way he does. It will also provide an opportunity for us to bond. And this bonding is important as it creates trust between the two. And whenever there is trust there is openness. Hence the willingness to share. I should be prepared with a set of questions to ask Stephen. This test the understanding of Stephen to such context as good morals behavior, his take on being nice to others, knowing whether inflicting pain to others makes him happy and whether he has a belief in religion and societal, cultural practices that fuel the practice of good behavior (Sugai, Horner, 2002). Actual problem solving; in this step, I will try and devise a means to change his thinking and help him work towards a positive behavior practice. I will understand what makes him behave the way he does, provide him with the possible shot coming he will encounter if he is to get a bad recommendation for his behavior and provide him with a working plan for his behavior that he can use to help him improve. Trying out a solution; this is by suggesting the various techniques he sees that would fit with his behavior modification. And encouraging him to practice them so that he can attain the best. Evaluation; I would encourage him to continuously evaluate himself by recording daily events in a diary. By so doing he could have a reference to his progress and see where he went wrong and when and try never to do it again in case a similar challenge presents itself to him again (Bambara, Knoster, 2009). Completed Positive Behaviour Support Plan The support plan should include the following steps; Seeking of Information Seeking information is mainly where we create a rapport with Stephen and try to make him open up. This will help us understand why he does the things that he do from his point of view. That will help me understand the source of the problem and a better way to help him. The following guideline will make me achieve the above. Creating Stephens Confidence My first step in problem solving will aim at winning Stephen's trust in me. I will engage him in conversation. Inform him of his strong personality of helping the younger students and the teachers when the need arises. This will act as a pacesetter for Stephen's problem-solving process. I will develop his mind and psychologically people who have trust in their psychologist are more willing to open up to the compared to when there are fear and enmity between them. An incidence of just dropping a bombshell on them of their bad behavior will make them shy away from confidence as opposed to softly speaking and understanding the causal agent. Listening and Recording of Information In this step, I will mainly focus on listening to Stephen's point of view when it comes to the behavior he has been displaying. Helped by a set of questions I had prepared I will determine his take on his behavior and compare the will good quality behavior. I will also compare his behavior to one of his fellow students and determine what he thinks about his/her character and whether it is possible for him to enumerate the same. Actual Problem-Solving In the actual problem-solving step process would be efficient for Stephen to help him solve his problems. These are; Proper Understanding the Problem Here I will encourage Stephen to explain to me why he is doing all that he does. I will try and figure out what is his point of view when it comes to discipline and following of the school rules and regulations. I will want to see what are his interest and because he is so much into outdoor activities how can I incorporate the two to make classroom environment more appealing to his as the field experience. I will also let Stephen describe the problem in his words and since I have experience in problem-solving some factors leads to this kind of behavior like peer pressure, unsettled issues in the family, media influence among others (Sugai et al. 2000). Description of Possible Barriers in Future In this stage, I will inform Stephen that despite the fact that he is so good in outdoors activities his behavior may be a hindrance to his success in future. I could introduce an example of a hindrance such as a bad recommendation letter from the headteacher stating his poor relationship with fellow students and teachers. This could kill his dream as a player and may lead to loss of a potential job in any sporting club. I will encourage Stephen to verbalize these impediments because it acts as a major stepping stone to behavioral change for the best (Metzler et al. 2001). Identification of a Solution Upon initializing the problem itself and the various causes and effect its can have to him in future, I would let him name some solution he can come up with to solve his problem. I could also introduce several problems solving techniques and let him choose what best suits him (Hetzroni, 2003). Trying out a Solution After Stephen has selected a working solution that he thinks will work better for him, I will encourage him to keep a record of his progress. This should be kept up to date with the challenges he faced and the solutions he made either good or bad. He should practice honesty while doing this and keep precise documentation on his progress. I would also encourage him to work through a certain selected strategy until he can see a change in his behavior (McAtee et al. 2004). Evaluation of the Results To measure the progress in his behavioral change, he should look back at the decisions he made over certain stimuli. He should have a close look at the diary he had been keeping for clarity as it contains all events he has been through. He should assess whether he is making any progress with the process or just none. He should also devise a means to scale his outcome based on the decision he made to represent it graphically and see whether he is making progress or not. He should get the data in his diary as below. No: of Days Positive Behavior Score Negative Behavior score 1 2 2 2 3 1 3 2 2 4 3 3 5 3 2 6 3 5 7 4 2 8 4 1 9 5 3 10 6 2 11 6 5 12 8 4 13 7 3 14 9 3 15 10 2 16 9 4 17 8 1 18 9 5 19 8 3 20 9 2 21 8 2 22 8 3 23 9 4 24 10 2 25 10 3 26 9 1 27 10 2 28 9 4 29 10 2 30 10 3 The graphical representation of his progress should be based on whether there is an improvement a deterioration or just nothing is happening. The following graph represents an example of a positive behavioral change (Miltenberger, 2011). In this incidence, he should keep up and continue using the behavioral modification strategy as it is bearing good results. He could also modify it when need arises in case he is faced upon by a stimulus that requires his undivided attention towards making a choice regarding the ethical beliefs (Sanetti et al. 2007). A negative behavioral change represents no change in the original behavior of a subject. In the case of the diary score the graph produced does not show an improvement of his behavior towards the best then he should totally abandon the technique and adopt another that will bear more fruits. A negative behavioral graph shown below shows that there is little or no progress whatsoever and the little high score that Stephen scored is from his initial good behavior of helping younger students and teachers when the need arises (Martin, Pear, 2015). Conclusion Stephen is a good student. The fact that he helps his fellow students and pupils shows that he still has some good in himself. And the fact that he is a good team player and loves outdoor activities proves that he is a social person. With proper implementation of the behavior modification support plan such as the understanding why he does the bad things and the adoption of a practical behavioral change plan will make him have a positive improvement in his behaviors, and this will have a positive impact not only on the outdoor activities nut also in class and in relation to his fellow students who really don't share his interests (Kraemer et al. 2008). Reference Abraham, C., Michie, S. (2008). A taxonomy of behavior change techniques used in interventions. Health Psychology, 27(3), 379. Bambara, L. M., Knoster, T. P. (2009). Designing positive behavior supports plans. American Association on Intellectual and Developmental Disabilities. 444 North Capitol Street NW Suite 846, Washington, DC 20001. Carr, E. G., Ladd, M. V., Schulte, C. F. (2008). Validation of the Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 10(2), 91-104. Hetzroni, O. E. (2003). A positive behavior support: a preliminary evaluation of a schoolà ¢Ã¢â€š ¬Ã‚ wide plan for implementing AAC in a school for students with intellectual disabilities. Journal of Intellectual and Developmental Disability, 28(3), 283-296. Kraemer, B. R., Cook, C. R., Browning-Wright, D., Mayer, G. R., Wallace, M. D. (2008). Effects of training on the use of the behavior support plan quality evaluation guide with autism educators a preliminary investigation examining positive behavior support plans. Journal of Positive Behavior Interventions, 10(3), 179-189. Luiselli, J. K., Putnam, R. F., Handler, M. W., Feinberg, A. B. (2005). Wholeà ¢Ã¢â€š ¬Ã‚ school positive behavior supports effects on student discipline problems and academic performance. Educational Psychology, 25(2-3), 183-198. Martin, G., Pear, J. J. (2015). Behavior modification: What it is and how to do it. Psychology Press. McAtee, M., Carr, E. G., Schulte, C., Dunlap, G. (2004). A Contextual Assessment Inventory for Problem Behavior Initial Development. Journal of Positive Behavior Interventions, 6(3), 148-165. McClean, B., Grey, I. (2012). A component analysis of positive behavior supports plans. Journal of Intellectual and Developmental Disability, 37(3), 221-231. Metzler, C. W., Biglan, A., Rusby, J. C., Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 448-479. Miltenberger, R. G. (2011). Behavior Modification: Principles and Procedures. Cengage Learning. Sanetti, L. M. H., Luiselli, J. K., Handler, M. W. (2007). Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school. Behavior Modification, 31(4), 454-465. Sarafino, E. P. (2001). Behavior modification. John Wiley Sons, Inc. Sugai, G., Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child Family Behavior Therapy, 24(1-2), 23-50. Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., ... Turnbull, H. R. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.