Social Policy: Descriptive and Analytical

Social Policy: Descriptive and Analytical Social policy as an academic subject is both descriptive and analytical. Discuss drawing on at least three academic references. In this essay the author will define social policy as an academic subject and show that despite the fact that social policy draws on other academic social science subjects it is different because it is based upon a distinct empirical focus support for the well-being of citizens provided through social action (Alcock 2008:3). The author will show how as an academic subject social policy is both descriptive and analytical and will give examples. Social policy as an academic subject is difficult to describe as it is both the search of theoretical norms on how society should behave and the practical application and implementation of policies, which are considered to be social (Alcock et al 2004:1). The purpose of these policies is to improve welfare and to meet human needs (Blakemore, K. 2003:1). Spicker (2008:1) defines social policy as the study of social services and the welfare state. The study of social policy, originally known as social administration mainly pertains to social services and includes social security, housing, health, social work and education, these being described by Spicker (2008:1) as the big five. Social policy as an academic subject draws on other subjects such as economics, politics, history, psychology and sociology and has been described as a magpie subject by Blakemore (2003:3). These other subjects offer background information about the many aspects required to understand and develop social polic ies such as the effects of industrialisation and changes in social conditions, population changes, concepts of class, status and mobility. Understanding sociology gives a better understanding of industrial relations, minority groups and social control (Titmuss 1974:15). However, social policy as an academic discipline differs from these other subjects because it is based on a distinct empirical focus support for the well-being of citizens provided through social action (Alcock, P. 2008:3). Social policy as an academic subject has been described as the study of policy practice in order to contribute to policy reform. It combines both descriptive and prescriptive elements Becker (2008:11). Carlson (2004:89) contends that the descriptive element of social policy is normally involved in the production of classifications to make comparison easier, or to show the inter-relationships between cases. According to Spicker (2008:2) Titmuss suggested that social policy describes how policies are formulated and the consequences of policies. Social policys main focus is welfare and it describes peoples needs or problems such as poverty, housing, mental illness or disability (Spicker 2008:4). Social policy describes the origin and aims of a policy, how a policy is implemented and the results, either good or bad (Spicker 2008:5). Fitzpatrick (2001:4) wrote that social administration was concerned with the how and the what of social policy . An example of this descriptive element of so cial policy in practice can be found in a background paper on drugs and drug dependence written by Richard Hartnoll (2004). Hartnoll discusses how many people, what type of people use drugs, the type drugs they use, prevention, treatments and reduction in supply. This descriptive data contributes to addressing policy questions in relation to the impact of drug use on individuals and society. Descriptions also help to assess needs and deal with whether or not there are adequate resources to deal with the problem. Hartnoll concluded that although descriptions of the drug situation and policies had improved in Europe, that gaps remained and much more needed to be done in analysing policies. The study of social policy requires the rigorous linking of theoretical analysis with empirical enquiry. Social policy needs to analyse policies, their goals and impacts and consider if these policies achieve their goals, or if not, why not (Bochel 2005:7-8). According to Carlson (2004:88-89) Best and Kellner make a comparison between social theories and road maps, saying that in order to analyse, discuss and intervene in social processes we need to use maps to see how society is structured. Theoretical perspectives or belief systems, referred to as ideologies of welfare (George and Wilding, 1994:1) play an important role in the analytical aspect of social policy. Ideologies have three main components as described by Baldock et al (2007:69-70). The first is a view, which stresses or explains argument without giving weight to other viewpoints. The second is the view of groups or individuals who have something to gain from an argument. The third and final component of an ideology is ho w it deals with more than one issue and refers to a wider set of coherent ideas. Analysing social policies in relation to lesbians, gay men and bisexuals in Ireland show how the ideologies of the Catholic Church have in the past influenced social policy. Sex between men was criminalized in Ireland in 1634 and was punishable by death. Amendments were made to this act broadening the scope from buggery to gross indecency in 1885. With the foundation of the Irish Gay Rights Movement in 1974 came the push to decriminalise homosexuality. David Norris took a case to the High Court in 1977 in which he challenged his constitutional rights of privacy and equality. This case was unsuccessful and the judgement of the High Court included reference to homosexuality been condemned in Christian teaching as being morally wrong. The High Court also judged that homosexuality posed damage to the institution of marriage. The Catholic Churchs ideologies are evident in this judgement. Norris was successfu l in 1988 when he took his case to the European Court of Human Rights. Homosexuality was eventually decriminalized in the Criminal Law (Sexual Offences) Act of 1993 (Considine, Dukelow 2009:438-443). In conclusion the author has defined social policy as an academic subject and explained the differences between social policy and other social science subjects. The author has explained how social policy is descriptive and illustrated this with the example from Hartnoll. The author has also shown how social policy is analytical and why when analysing policies consideration must be given to the influence of ideologies as demonstrated with the example given from Considine and Dukelow. List of References Alcock, Cliff., Payne, Sarah., Sullivan, Michael. (2004) Introducing Social Policy, England: Pearson Education Limited Alcock. Pete. (2008) The Subject of Social Policy, p. 3 in Alcock, Pete., May, Margaret and Rowlingson, Karen (eds), The Students Companion to Social Policy, 3rd ed. Oxford: Blackwell Publishing. Baldock, John., (2007) Welfare, Ideology, and Social Theory in Baldock, John., Manning, Nick., Vickerstaff, Sarah., (eds) Social Policy 3rd ed, Oxford: Oxford University Press. Becker Saul.(2008) Methods and Approaches in Social Policy Research in Alcock, Peter, May. Margaret and Rowlingson, Karen., (eds) The Students Companion to Social Policy 3rd ed. Oxford: Blackwell Publishing Blakemore, Kenneth (2003) Social Policy an Introduction 2nd ed, Berkshire: Open University Press Bochel, Hugh (2005) Introducing Social Policy in Bochel, Hugh., Bochel, Catherine., Page, Robert and Sykes, Rob., Social Policy: Issues and Developments, Essex: Pearson Education Limited. Carlson, Judith (2004) Theoretical Principles and Concepts in Alcock, Cliff., Payne, Sarah., Sullivan, Michael., Introducing Social Policy, Essex: Pearson Education Limited Considine, Mairà ©ad., Dukelow, Fiona., (2009) Irish Social Policy, A Critical Introduction Dublin: Gill Macmillan Ltd Fitzpatrick, Tony (2001) Welfare Theory: An Introduction, Campling, Jo (consultant editor) London: Palgrave George, Vic., Wilding, Paul., (1994) Welfare and Ideology Essex: Prentice Hall Europe Hartnoll, Richard (2004) Drugs and drug dependence: linking research, policy and practice, background paper for Pompidou Groups Strategic Conference on connecting research, policy and practice, Strasbourg. Germany: Koelblin-Fortuna-Druck Lavalette, Michael., Pratt, Alan.,(eds) (1998) Social Policy A Conceptual and Theoretical Introduction , London: Sage Publications Inc Spicker, Paul (2008) Social Policy Themes and Approaches 2nd ed, Bristol: The Policy Press Titmuss, Richard. (1974) The International Perspective, in Abel-Smith, Brian and Titmuss, Kay (eds), Social Policy an Introduction, London: Unwin Hyman Ltd

tragoed The Changing Tragedy of Oedipus Rex, Hamlet, and Desire under

The Changing Tragedy of Oedipus Rex, Hamlet, and Desire under the Elms Tragedy can easily be considered the greatest of all genres due to the fact that it has withstood the test of time. Formally, tragedy employs something more complex than other genres. It is not part of a life full of happy endings. It is part of a bigger system of things. It is part of who we are. Perhaps tragedy is simply the art that truly imitates life.> Historically speaking, the great rises of tragedy have occurred during times of exceptional affluence. The Greeks, the Renaissance, and the early twentieth century are periods that enjoyed this type of security. Extreme cultural and technological advances marked each of these periods. The Greeks had practically conquered what was known of the world. The Renaissance period was marked by the reign of arguably the greatest monarch in English history, and the early twentieth century saw the rise of some of the greatest technological advances on record. Even though some would argue that we now live in one of the periods of great prosperity, there is not much room for a true tragedy in our society. We have tragedy in the form of the news every day. [more like spectacle] In addition to the historical and formal facets of tragedy, the use of plot is key. Oedipus Rex is considered to be the most true to the form laid out by Aristotle. <Tragedy is marked by a problem of great proportions that must have a resolution. While the problem may seem wholly due to external forces, such as the death of King Hamlet or Eban's mother, spiritual and psychological factors come into play. This is especially evident in Desire of the Elms. The reader knows that there are extreme inte... ...ating the play. In Desire under the Elms, comic relief is noticed in each scene in which the oafish brothers are characters. It should be noted that while there is a general descent towards comedy, the comedy is quite dark in nature. The underlying theme of "fate versus free will" constantly pops up and in each play a mixture of both is exhibited. Finally, the use of spectacle is seen only in Hamlet, especially in the end of the play. Spectacle is even used in the play within a play. Alternately, Oedipus Rex and Desire under the Elms suppress spectacle. O'Neill possibly felt that to show the lovemaking and murder would diminish the message of the play. It would certainly diminish the use of imagination. Overall, the deeper elements of this genre will continue to fascinate the human mind for the centuries to come, just as it has for centuries past.

Cosmic Race Essay

The term â€Å"Cosmic Race† is also known as â€Å"La raza cosmica† which was based on the opinions of some Mexican Scholars in the 1920’s who held that since the Latin Americans held the blood of all the races, the transcended the races of the â€Å"Old World†. This term basically embodies the idea that traditional, exclusive concepts of race and nationality can be transcended in the name of humanity’s common destiny (MacLachlan, 1980). While the idea of the origins or creation of the â€Å"Cosmic Race† has been attributed to other races, there is no denying that it was the Spaniards who played a major role in this. The open-mindedness, in this case the open philosophy and attitude of Spain regarding culture and society, was influential in creating this cosmic race. Spain realized that the key to being able to build a vital and flourishing economy in the colony was to build a common denominator for acculturation by both Indian and European races (MacLachlan, 1980). Spain was able to accomplish this by establishing and expanding the colonial political and ecclesiastical institutions, the economy, society, and the role of women in the Mexica Society. Further proof of this was the policies of Spain regarding women as they encouraged the women to participate in economics and politics by providing the women during that time with extensive legal rights (MacLachlan, 1980). These factors and the methods by which Spain cultivated the Mexica Empire are brought on by the characteristic of Spain as being â€Å"open-minded†, which in turn led to the creation of the â€Å"Cosmic Race. † References: MacLachlan, C. and Rodriguez, J. (1980) The Forging of the Cosmic Race: A Reinterpretation of Colonial Mexico. University of California Press,

2 Forms of the Imperfect Subjunctive in Spanish

Why are there two forms of the imperfect subjunctive, such as hablara and hablase? Do they mean the same thing? The -se form might be considered the traditional form of the imperfect (or past) subjunctive, while the -ra comes from an old Latin indicative form. Over time, the two verb forms came to be used identically. Today, with a few regional exceptions, the -ra form has basically replaced the -se form, and so it is the -ra form you should learn. When used as the imperfect subjunctive, the two forms are interchangeable. The -se form is sometimes known as a literary form because it is used much less, but there is no difference in meaning. Examples of the Imperfect Subjunctive in Use, Showing the -ra  Form Si fuera fà ¡cil yo tocarà ­a el piano. (If it were easy I would play the piano.)Espero que à ©l estudiara con cuidado. (I hope he studied carefully.)Le prohibieron que utilizara las redes sociales. (They prohibited her from using social networks.) There are ​very few cases where the use of the -ra form as an indicative verb form has survived in modern Spanish, although you will seldom hear them. In some parts of Latin America as well as some areas near Portugal, you may hear the -ra form substitute for the pluperfect (e.g., fuera instead of habà ­a sido to say had been). There are some speakers who use the -ra form of haber as a substitute for the conditional, that is hubiera conocido instead of habrà ­a conocido for would have known; that usage can also be found occasionally in literature. In these rare cases where the -ra form is used instead of the conditional, the -se form cant be used as a substitute for the conditional. It isnt important to learn these variations, but it can be helpful to remember they exist in case you come across them. The -ra  Conjugation Pattern for Regular Verbs -ar verbs: que yo hablara, que tà º hablaras, que usted/à ©l/ella hablara, que nosotros hablà ¡ramos, que vosotros hablarais, que ustedes/ellos/ellas hablaran.-er verbs: que yo aprendiera, que tà º aprendieras, que usted/à ©l/ella aprendiera, que nosotros aprendià ©ramos, que aprendierais, que ustedes/ellos/ellas aprendieran.-ir verbs: que yo viviera, que tà º vivieras, que usted/à ©l/ella viviera, que nosotros vivià ©ramos, que vosotros vivierais, que ustedes/ellos/ellas vivieran.