Buddha And The Founder Of Buddhism - 1118 Words

â€Å"We are shaped by our thoughts; we become what we think. When the mind is pure, joy follows like a shadow that never leaves† This quote from Siddhartha Gautama, known as Buddha and the founder of Buddhism, is a perfect representation of Buddhist beliefs. Buddhism is a strict religion with various guidelines one must follow. The Buddhists believe that they are each born-again many times and their main goal is to end this cycle of rebirth. One can do so by living each life better than the last, in hopes of releasing____________ Siddhartha Gautama, Buddha, was born in Nepal, where he had a wealthy family with many luxuries, as well as being heir to the throne. Despite having it all, Buddha felt trapped between all the pleasures. When going†¦show more content†¦What exactly is rebirth? Rebirth is when the physical body can no longer function but the spirit of whom inhabits that body lives on and takes some other shape or form, whether it be a human being or an animal. If one does not have a chance to acquire positive karmic forces in that lifetime, they will be forced into the cycle of rebirth until they do so. When learning about Buddhism one question that comes up is, â€Å"What is the cause of rebirth?† According to Buddha, lack of knowledge creates desires. Having those unfulfilled desires is the reason for rebirth. It is when all unsatisfied desires are removed that rebirth with come to an end. To abolish all desires people must destroy their ignorance, they must devote everything to a practice focused on altruistic conduct. Buddha had also taught that unawareness could be demolished by realization of the four noble truths. To realize the four noble truths is to understand the true meaning of existence. Failure to do so is the main cause that makes us continue in the cycle. (need something else here) The four noble truths are: â€Å"The first noble truth of sorrow†¦ The second noble truth of arising sorrow†¦ The third noble truth of stopping the sorrow†¦ The fourth noble truth of the way which leads to stopping of sorrow.† (Spodek) These truths are a strategy that focuses on the drawbacks of life and offers a solution to them. They show that life is inseparable to

Conjugating Croître in French

In French, there are a few options for saying to grow. One of those is  croà ®tre  and is the subject of this verb conjugation lesson. Yet, you may also wish to learn or use the verbs  grandir  (to grow)  and viellier (to grow old)  as well. Conjugating the French Verb  Croà ®tre Verb conjugations are required to express the verb in the present, future, or past tense. For instance, growing and grew are English conjugations, though in French things are a little more complex. Thats because we must be concerned about the subject pronoun as well as when the verb is happening. Croà ®tre  is an  irregular verb, meaning that it does not follow a standard conjugation pattern. You will need to memorize these conjugations without the help of any similar verbs you may already know. Yet, once you identify the endings for  croà ®tre, they can also be applied to accroà ®tre (to increase)  and dà ©croà ®tre (to decrease). When studying these conjugations, watch out for the changes to the verb stem. Some replace the circumflex à ® with an I and in others forms, you will find a circumflex à » in its place. This is a rather tricky conjugation, so take your time. Using the table, pair the appropriate subject pronoun with the verbs tense. For instance, I grow is je croà ®s while we will grow is nous croà ®trons. Subject Present Future Imperfect je croà ®s croà ®trai croissais tu croà ®s croà ®tras croissais il croà ®t croà ®tra croissait nous croissons croà ®trons croissions vous croissez croà ®trez croissiez ils croissent croà ®tront croissaient The Present Participle of  Croà ®tre The  present participle  of  croà ®tre is  croissant. This is a verb, though in some circumstances its also an adjective, gerund, or noun. A Past Tense Form of  Croà ®tre The  passà © composà ©Ã‚  is a common way to form the past tense in French. To create it, first conjugate the  auxiliary verb  avoir  to match the subject, then add the  past participle  crà ». As an example I grew becomes jai crà » and we grew is nous avons  crà ». More Simple Croà ®tre  Conjugations to Know The conjugations explained above should be the focus of your French studies at first. As you progress, you may also need or encounter one of the following forms of  croà ®tre. The subjunctive verb form will apply when the action of growing is in some way questionable or uncertain. Likewise, the conditional form is reserved for the times when the action may or may not happen because its dependent on certain conditions. Its likely that you will only see or use the passà © simple and imperfect subjunctive in formal writing. In this case, being able to recognize these forms as croà ®tre  is most important, especially with the change to à ». Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je croisse croà ®trais crà »s crà »sse tu croisses croà ®trais crà »s crà »sses il croisse croà ®trait crà »t crà »t nous croissions croà ®trions crà »mes crà »ssions vous croissiez croà ®triez crà »tes crà »ssiez ils croissent croà ®traient crà »rent crà »ssent There may also be times when you need to use  croà ®tre  in the imperative verb form. When doing so, you do not have to include the subject pronoun: use croà ®s rather than tu croà ®s. Imperative (tu) croà ®s (nous) croissons (vous) croissez

Hashshashin The Assassins of Persia

The Hashshashin, the original assassins, first got their start in  Persia, Syria, and Turkey and eventually spread to the rest of the Middle East, taking down political and financial rivals alike before their organization fell in the mid-1200s.   In the modern world, the word assassin denotes a mysterious figure in the shadows, bent on murder for purely political reasons rather than for love or money. Amazingly enough, that usage hasnt changed too much since the 11th, 12th and 13th centuries, when the Assassins of Persia struck fear and daggers into the hearts of the regions political and religious leaders. Origin of the Word Hashshashin Nobody knows with certainty where the name Hashshashin or Assassin came from. The most commonly-repeated theory holds that the word comes from the Arabic  hashishi, meaning hashish users. Chroniclers including  Marco Polo  claimed that the followers of Sabbah committed their political murders while under the influence of drugs, hence the derogatory nickname. However, this etymology may well have arisen after the name itself, as a creative attempt to explain its origins. In any case, Hasan-i Sabbah strictly interpreted the Korans injunction against intoxicants. A more convincing explanation cites the Egyptian Arabic word  hashasheen, meaning noisy people or troublemakers. Early History of the Assassins The Assassins library was destroyed when their fortress fell in 1256, so we do not have any original sources on their history from their own perspective. Most documentation of their existence that has survived  come from their enemies, or from fanciful second- or third-hand European accounts. However, we know that the Assassins were a branch of the Ismaili sect of Shia Islam. The founder of the Assassins was a Nizari Ismaili missionary called Hasan-i Sabbah, who infiltrated the castle at Alamut with his followers and bloodlessly ousted the resident king of Daylam in 1090. From this mountaintop fortress, Sabbah and his faithful followers established a network of strongholds and challenged the ruling Seljuk Turks, Sunni Muslims who controlled Persia at the time—Sabbahs group became known as the Hashshashin, or Assassins in English. In order to get rid of anti-Nizari rulers, clerics, and officials, the Assassins would carefully study the languages and cultures of their targets. An operative would then infiltrate the court or inner circle of the intended victim, sometimes serving for years as an advisor or servant; at an opportune moment, the Assassin would stab the  sultan, vizier, or mullah with a dagger in a surprise attack. Assassins were promised a place in Paradise following their martyrdom, which generally took place shortly after the attack—so they often did it mercilessly. As a result, officials throughout the Middle East were terrified of these surprise attacks; many took to wearing armor or chain-mail shirts under their clothes, just in case. The Assassins Victims For the most part, the Assassins victims were Seljuk Turks or their allies. The first and one of the best-known was Nizam al-Mulk, a Persian who served as vizier to the Seljuk court. He was killed in October of 1092 by an Assassin disguised as a Sufi mystic, and a Sunni caliph  named Mustarshid fell to Assassin daggers in 1131 during a succession dispute. In 1213, the sharif of the holy city of Mecca lost his cousin to an Assassin. He was particularly upset about the attack because this cousin closely resembled him. Convinced that he was the real target, he took all Persian and Syrian pilgrims hostage until a rich lady from Alamut paid their ransom. As Shiites, many Persians had long felt mistreated by the Arabic Sunni Muslims who controlled the Caliphate for centuries. When the power of the caliphs faltered in the 10th to 11th centuries, and Christian Crusaders began to attack their outposts in the eastern Mediterranean, the Shia thought their moment had come. However, a new menace arose to the east in the form of the newly-converted Turks. Fervent in their beliefs and militarily powerful, the Sunni Seljuks took control of a vast region including Persia. Outnumbered, the Nizari Shia could not defeat them in open battle. From a series of mountaintop fortresses in Persia and Syria, however, they could assassinate Seljuk leaders and strike fear into their allies. The Advance of the Mongols In 1219, the ruler of Khwarezm, in what is now Uzbekistan, made a huge mistake. He had a group of Mongol traders murdered in his city. Genghis Khan was furious at this affront and led his army into Central Asia to punish Khwarezm. Prudently, the leader of the Assassins pledged loyalty to the Mongols at that time—by 1237, the Mongols had conquered most of Central Asia. All of Persia had fallen except for the strongholds of the Assassins—perhaps as many as 100 mountain fortresses.   The Assassins had enjoyed a relatively free hand in the region between the Mongols 1219 conquest of Kwarezm and the 1250s. The Mongols were focusing elsewhere and ruled lightly. However, Genghis Khans grandson Mongke Khan grew determined to conquer the Islamic lands by taking Baghdad, the seat of the caliphate. Fearful of this renewed interest in his region, the Assassin leader sent a team to kill Mongke. They were supposed to pretend to offer submission to the Mongol khan and then stab him. Mongkes guards suspected treachery and turned the Assassins away, but the damage was done. Mongke was determined to end the threat of the Assassins once and for all. The Downfall of the Assassins Mongke Khans brother Hulagu set out to besiege the Assassins in their primary fortress at Alamut where the sect leader who ordered the attack on Mongke had been killed by his own followers for drunkenness, and his rather useless son now held power. The Mongols threw all of their military might against Alamut while also offering clemency if the Assassin leader would surrender. On November 19, 1256, he did so. Hulagu paraded the captured leader in front of all the remaining strongholds and one by one they capitulated. The Mongols tore down the castles at Alamut and other places so that the Assassins could not take refuge and regroup there. The following year, the former Assassin leader asked permission to travel to Karakoram, the Mongol capital, in order to offer his submission to Mongke Khan in person. After the arduous journey, he arrived but was denied an audience. Instead, he and his followers were taken out into the surrounding mountains and killed. It was the end of the Assassins. Further Reading assassin, n. OED Online, Oxford University Press, September 2019.  Shahid, Natasha. 2016. Sectarianist writings in Islam: Prejudice against the Hashshashin in 12th and 13th century Muslim historiography. International Journal of Arts Sciences 9.3 (2016): 437–448.Van Engleland, Anicà ©e. Assassins (Hashshashin). Religion and Violence: An Encyclopedia of Faith and Conflict from Antiquity to the Present. Ed. Ross, Jeffrey Ian. London: Routledge, 2011. 78–82.

Deterrence Theory And Its Effect On The Individual s...

Deterrence theory is influential in understanding shoplifting, but many shortcomings in this perspective should be addressed to encompass the crime. Deterrence theory understands that when there is a low likelihood of getting caught or the punishment is minimal it will not deter the individual from the crime. This theory theorizes the individual as a rational actor who understand the penalties and can logically think and control their actions accordingly. Shoplifters may not be informed of the likelihood of detection, risks, or other punishments of the crime. In this theory: Perceptions of sanction threats are not strongly related to the actual levels of punishment [which] does not speak well of the ability of the criminal justice system to regulate criminal conduct through policies aimed at making punishment more certain, severe, or swift (Paternoster 2010:810) It is difficult to support the degree a deterrent effect can change the individual’s perception of the costs in committing the crime. Policy studies about the policing of â€Å"hot spots† and police â€Å"crackdowns† do generally show that there is at least an initial general deterrent effect in response to the enhanced presence of the police and police actions, and that offenders rationally readjust their perceptions of the risk of sanctions and reduce their offending (Paternoster 2010:819). Overall, for deterrence theory to work well, the shoplifter must be tempted by the immediate gains of committing the crime andShow MoreRelatedPolice Corruption within XYZ Organization E ssay1076 Words   |  5 Pagesasserted that experiences in police corruption undermine public perceptions of police trustworthiness, procedural justice, and effectiveness (Tankebe, 2010, p.297). To address this issue, I have identified two potential strategies aimed at reducing the prevalence of these instances. I will be using a blend of two criminological theories. The two theories that I would like to blend is the deterrence theory and the self-control theory. A blend of the two allows us to apply a direct application acrossRead MoreDeterrence And Rational Choice Theory748 Words   |  3 Pages In the following paragraphs, deterrence and rational choice theory, two important ideas, will be discussed. Deterrence theory argues that people are more likely to be dissuaded from committing crimes due to fear of being caught, rather than using a moral sense of what is right and what is the wrong thing to do. The three elements of the deterrent effect of punish relies on the severity , certainty, and celerity of the punishment (Lab, 2016). General deterrence is designed to impact more thanRead MoreContemporary Utilization Of Classical Perspective1575 Words   |  7 Pagesexplain the contemporary utilization of the classical perspective of criminology. Deterrence theory, rational choice theory, routine activities theory, and lifestyle theory will be explained and defined thoroughly detailing each theory and provide a historical background, theorist(s) involved, prior literature, scientific methods, results, personal opinions, and policy implications for each theory. These theories are still being utilized in law enforcement in present day enforcement of laws andRead MoreRational Choice, Deterrence, Incapacitation and Just Desert Essay1476 Words   |  6 PagesRational Choice, Deterrence, Incapacitation and Just Desert In seeking to answer the question, Why do people engage in deviant and/or criminal acts?, many researchers, as well as the general public, have begun to focus on the element of personal choice. An understanding of personal choice is commonly based in a conception of rationality or rational choice. These conceptions are rooted in the analysis of human behavior developed by the early classical theorists, CesareRead MoreDeterrence And The Death Penalty3425 Words   |  14 PagesRunning head: Deterrence and the Deterrence and the Death Penalty Sherelle Gordon Virginia State University Deterrence and the Death Penalty The idea of capital punishment deterring crime is difficult to determine; some could rationalize that the death penalty should in theory stop potential murders from committing crimes. However, this rationalization has never been concretely proven. The research into capital punishment’s effect on deterrence is immense; however, the majorityRead MoreDoes the Perceived Risk of Punishment Deter Criminally Prone Individuals - Rational Choice, Self-Control and Crime.Pdf14337 Words   |  58 PagesJournal of Research in Crime and Delinquency http://jrc.sagepub.com/ Does the Perceived Risk of Punishment Deter Criminally Prone Individuals? Rational Choice, Self-Control, and Crime Bradley R. E. Wright, Avshalom Caspi, Terrie E. Moffitt and Ray Paternoster Journal of Research in Crime and Delinquency 2004 41: 180 DOI: 10.1177/0022427803260263 The online version of this article can be found at: http://jrc.sagepub.com/content/41/2/180 Published by: http://www.sagepublications.com On behalfRead MoreCapital Punishment And The Death Penalty Essay1740 Words   |  7 Pagesviolent criminal whom are convicted of heinous crimes. It is a government sanction in which criminals are put to death by the state government. There’s an on-going debate regarding the pros and cons of the death penalty. There are some individuals whom support the penalty and also a large number of individuals whom are totally against the death penalty. There is no clear decision whether the death penalty is effective and provides a sense of deterrence or whether it’s simply a costly mistake. But isRead MoreThe Criminal Justice System3724 Words   |  15 Pagesthe criminal justice system, as it is constructed today, is doing enough to punish and to deter crime. It will also look to see if there is deterrent in punishment at all. To do this there are a number of theories that should be examined. This includes the following Deterrence theory, rational choice theory, and lastly t he positivist theory. The deterrence theory is a very basic, but overlapping theory to all of the others. We learn that at a very early age that reward vs cost is a critical thingRead MoreEssay Correctional Theory2516 Words   |  11 Pagesempirical evidence does not support rehabilitation (p. 23). By the mid-1970s, correctional policy shifted from one emphasizing rehabilitation to one emphasizing just desserts/retribution, deterrence and incapacitation (Cullen, Jonson, 2012, p. 22). The result of these â€Å"get-tough† policies, which sought to control crime through strict laws and lengthy sentences, was unprecedented growth in our custodial population, which we can no longer support, either financially or spatially (p. 1). EVIDENCE-BASEDRead MoreEssay about Decision Making by Criminals3039 Words   |  13 Pagesrational process is a heated topic of discussion when one asserts that crime is the role of choice. Before the classical school of criminology, crime was thought to be the product of the paranormal occurrence of demons, witches, ghouls, and other creatures. The time prior to the classical school of criminology, called the preclassical era, is divided in two parts. Before the time of state intervention into private matters, each individual dealt with violations of their rights. This was a problem because

What affects outcomes for students in education Free Essays

To find what might impact results for pupils in footings of instruction, we will look at a sample of larning theories to find which learning methods are most effectual, and the challenges it imposes on the instructors to guarantee the best results for their pupils. Basically in a primary school state of affairs, both the instruction methods and the environment of survey greatly affect the result for pupils. Through differentiated direction instructors can maximize the acquisition of each and every one of their pupils. We will write a custom essay sample on What affects outcomes for students in education or any similar topic only for you Order Now There are a figure of different direction manners and methods that instructors use to teach efficaciously. One method ; ‘Cognitivism ‘ , looks to research brain-based acquisition, and theoretically, human heads in most instances can understand the nexus between a image and text, this ‘understanding procedure ‘ that takes topographic point leads to larning which is unforgettable and more meaningful. Using engineering in instruction is instrumental in helping instructors adhere to the demands of the pupils successfully and force them to their single abilities. This is supported by the multimedia rule which states that â€Å" people learn more deeply from words and images than from words entirely †[ 1 ]( Mayer, 1989 ) .A However, it is non effectual to simply add words to images to carry through multimedia learning.A During an observation at an Australian primary school, the instructors would on a regular basis equilibrate utilizing ocular mentions ( engin eering included ) in coaction with the theory side of information in their lessons. In order to maintain up with the social/economical root towards engineering nowadays it seems that the cardinal end of a instructor is toA instruct including media in add-on to other techniques. Another popular method ‘Constructivism ‘ sees larning as a state of affairs in which the pupil is an actively involved in the building of new thoughts and constructs based on old cognition from their ain experiences. Based on the work of Jean Piaget ‘s theory of cognitive development[ 2 ], Constructivism is considered one of the chief theories of kid development. Developed by psychologist Lev Vygotsky ( 1896-1934 ) in Russia, Vygotsky ‘s Social Development Theory is one of the foundations of constructivism[ 3 ]. This theory concludes that each pupil is non merely a space canvas where the instructor is the exclusive supplier of cognition, but alternatively a pupil able to utilize any pa st experiences or cultural beliefs as a learning tool. Continuous illustrations of constructivism and cognitivism have been observed exercised in the Australian primary school. Inevitably larning manners will differ within each schoolroom nevertheless the three chief types of scholars that have been observed are Ocular, Auditory and Tactile. The best manner for Teachers to near these fluctuations is to learn in a manner that is good to each larning manner. Teachers who accommodate a scope of larning manners in their lessons are more likely to prosecute their pupils into larning. There are legion factors that can act upon a pupils eruditeness in a schoolroom, to state this is to besides reinstate that â€Å" scholars are affected by their: ( 1 ) immediate environment ( sound, light, temperature, and design ) ; ( 2 ) ain emotionalism ( motive, continuity, duty, and need for construction or flexibleness ) ; ( 3 ) sociological demands ( ego, brace, equals, squad, grownup, or varied ) ; and ( 4 ) physical demands ( perceptual strengths, intake, clip, and mobility ) †[ 4 ]This can be seen as rather a challenge for the instructors to maintain in considerati on whilst besides seeking to guarantee the best results for their pupils. Harmonizing to a sample of Australian primary school pupils, things that positively affected their acquisition were the schoolroom environment, the scope of ways that they received information and the ability to work in groups where everyone was at a similar degree. Children will most probably do better educationally if they have positive mentalities about their school ( Kennedy, 1988 ) . Using differentiated direction means utilizing a scope of attacks to heighten larning for all pupils by affecting them in activities in response to specific acquisition demands and dispositions. A important factor for pupil success is to understand that these differences can be addressed and used in a manner that is more good to larning. During the observation at a Primary school the wise man instructor explained how pupils were organised into groups harmonizing to their different ways of larning. An illustration of such was seen when working on reading comprehension ; pupils that had a much more accelerated reading degree were grouped together, whilst another group consisted of pupils that were a spot lower with their reading degrees, and so on. The instructor explained that if the pupils were wholly taught as if they were the same degree it would hold a negative result, but by learning to run into a assortment of degrees this result could be avoided. In general, a schoolroom with d ifferentiated acquisition may look unmanageable and helter-skelter nevertheless in world it is more planned out than it may foremost look. On the impudent side, whilst a instructor can utilize differentiated direction in their schoolroom, it is rather hard without support from the school and its decision makers. Time should be made available in the course of study by decision makers for proper planning to guarantee the best possible consequences in the schoolroom. ( Holloway, 2000 ) In kernel this ‘segregation ‘ is about supplying options and non merely giving the higher degree pupils more work. ( Tomlinson,1996 )[ 5 ].A A A A A This assorted research and observation supports differentiated direction and how it positively affects educational differences and demands of pupils. These instructors had evidently included a assortment of different larning manners of pupils into their lessons, which in this peculiar observation determined that differentiated direction was decidedly the most effectual method to guaranting the best acquisition result for pupils as a whole. All pupils deserve the chance to be booming in their single degrees, particularly when it does supply a positive result for their hereafter. How to cite What affects outcomes for students in education, Essay examples

Discuss the Role of the Concepts of the Seduced and the Repressed for Understanding the Place of Consumption in Contemporary Consumer Society Essay Example For Students

Discuss the Role of the Concepts of the Seduced and the Repressed for Understanding the Place of Consumption in Contemporary Consumer Society Essay ESSAY PLAN Environmental unsustainability / Vivienne Brown p. 115 Discuss the role of the concepts of the seduced and repressed for understanding the place of consumption in contemporary consumer society. This essay will give two sides to Bauman’s concepts and address the implications in order to ascertain whether or not the roles of these concepts do help us to understand the place of consumption, in what is increasingly being referred to by many social scientists as a consumer society. Consumer society is a term used by many social scientists, including Zygmunt Bauman, when referring to contemporary Western society. Hetherington argues that the conceptual shift away from the term ‘industrial society’ to ‘consumer society’ stemmed from the decline in traditional manufacturing industries in the 1980’s. This resulted in an increase in employability in the middle class service sector for the working classes, enabling the masses to afford and enjoy the trappings that were previously only attainable by the well paid and wealthy. As a result of this, class divisions were less obvious and consumption became a major factor in determining how society was characterised. 2009, p. 22). Bauman’s concepts of the seduced and repressed refers to his categorisation of consumers based on their ability to consume effectively in contemporary consumer society. Some of the factors taken in to account by Bauman for categorisation in to either group include: wealth, age, ability, disability, social status, freedom and discrim ination. Bauman argues that the seduced are the consumers that are able to buy into a particular lifestyle and are able to feel included in to certain social groups. Hetherington notes that Bauman argues the seduced are consumers that an display their perceived membership of social status to others by being able to purchase goods for reasons other than that of the function of the good itself. (2009, p 27). For example a ? 5 watch from a petrol station tells one the time, however, an ?80,000 Patek Philippe watch does much more than this. It is a non verbal means of conveying to others, the owner’s status as a wealthy individual. In this respect, Bauman’s concept of the seduced is similar to Veblen’s concept of conspicuous consumption. Hetherington notes that Veblen’s concept involves consuming as not nly a means to display to others one’s wealth but also as a means to join in, to be included in social circles of where the consumer feels that they be long. (2009, p. 33). However, consumers that have disposable income may choose not to fall in to Bauman’s category of the seduced for social, ethical or environmental reasons. For example, a consumer with the financial means of shopping for clothes in designer boutiques may choose not to be manipulated by media and buy clothes from local markets or second hand shops. An ethically minded consumer may choose not to buy items from the ‘big four’ supermarket chains, knowing that certain items may ave been manufactured by children in textile factories in Bangladesh for a pittance of a wage much like Lina (Taylor et al, 2009, p. 88). Therefore, by choosing not to participate; consumers are not necessarily of low status as Bauman would have us believe. As stated earlier, Bauman’s concepts of the seduced and repressed do not hinge singularly on a consumer’s ability to spend money, although this is a major factor in his argument. Bauman argues that consumers that fall in to his category of the repressed include everyone else that is not able to participate in being able to choose a particular lifestyle. According to Bauman’s concepts, a repressed consumer would include a consumer with ethical beliefs that would be forced to put aside those beliefs because of financial reasons. An example of this would be a single mother on a low income who although aware of the exploitation and working conditions that children in Bangladesh and similar countries are forced to work, in order to supply the likes of Primark, still has to clothe her children. Local markets with local products were possibly 15 years ago, the place to shop for inexpensive items. Those days have gone due to the power of the ‘big four’ and shops like Primark. For competitively priced items, there are increasingly less outlets for consumers such as this to shop. Another example of a repressed consumer is a consumer who, for environmental reasons, would prefer to buy locally grown produce from a farmer’s market rather than imported goods from one of the ‘big four’, and is unable to attend because of a disability. I. e. it may be virtually impossible to get around a muddy field in a wheelchair. Similarly, mobility in terms of transport may be the issue i. e if the potential consumer of the farmers’ market couldn’t afford a car or couldn’t physically rive through disability then they wouldn’t be able to access the market. As social networking sites such as Facebook are increasingly becoming part of people’s lives, primarily the younger generation feel it is imperative for them to have internet access to be included in certain social groups. By not having, or affording to have internet acc ess, social exclusions could occur, making the individual, as Bauman would put it, repressed. The same could be argued for older adults who may feel socially excluded, port retirement if internet access was not available to them. If Bauman were to categorise migrant workers in the U. K. , working long hours, in sometimes poor working conditions and for a minimum wage, one would imagine that, based on the concepts of seduced and repressed he would clearly categorise them as repressed due to the fact that they can not consume effectively. In contrast to this, one might argue that it is up to the individual to decide whether or not they categorise themselves in to either group and not for society to do so. A migrant worker on a low wage in this country may believe that he/she is actually seduced as he/she is able to provide for his/her family in their home country; enabling them to live to a much igher standard of living that if they had stayed in their native country and worked for a much lower wage. Being able to consume effectively in this case makes one realise that aspirations of levels of consumption become much more personal to the individual. Data from a study by the ONS, (2009. p. 24), shows that the average weekly household expenditure in the U. K. totals ? 372, (after the mortgage or rent has been paid). A total of ? 157, 42% of the total, is spent on items such as recreation and culture, transport and restaurants and hotels. Based on these figures, Bauman’s concept of the seduced would include the average U. K. family One could argue that Bauman’s concepts of the seduced and repressed are ambiguous in terms of defining categories and may just as well use concepts such as the rich and the poor, as with such concepts it would be assumed that the writer meant in terms of money where as the reader may refer to some sections of society as rich in time, e. g. the unemployed, where as wealthy entrepreneurs may be poor in time due to the long hours that they work. Vivienne Brown argues that as a global nation, we are increasingly consuming at a rate that is environmentally unstable due to the amount of waste that is being created y consumers, thus putting the future of the planet’s ecosystem’s ability to continue into the future at risk. (2009, p. 115). Based on figures compiled by the ONS, (2009,p. 112), real average earnings in the U. K. have increased by 50% between 1990 and 2007. If, based on Bauman’s concepts, the average family is seduced, then increasing expend iture on goods surely demonstrates that the social implications are that the world is becoming increasingly environmentally unstable. In conclusion, Bauman’s concepts of the seduced and repressed, although somewhat stereotypical does show a large cross section of society as a whole. However, as a role or understanding the place of consumption in contemporary consumer society, one may argue that there are far too many examples to contradict these concepts. Bauman has applied his concepts to a majority of particular sections of society and not taken in to account the views of individuals, rather generalising categories subject to their social group, age or ability. WORD COUNT : 1357 References Taylor, S. , Hinchliffe, S. , Clarke, J. and Bromley . S (2009) Making Social Lives, Introducing the social sciences, Milton Keynes, The Open University. Staples, M. , Meegan, J. , Jeffries, E. and Bromley, S (2009) Larning Companion 2, A Spark From Menlo Park EssayIntroducing the social sciences, Milton Keynes, The Open University. SELF REFLECTION I found the course material for this assignment particularly interesting. I felt that I understood the coursework. However I found putting my thoughts down on paper for this TMA much more difficult. I am trying to take on board the comments from my last TMA. Discuss the role of the concepts of the seduced and repressed for understanding the place of consumption in contemporary consumer society Bauman’s ‘repressed’ low income, disabled, loss of social interaction. Not able to afford to be manipulated by the media Bauman’s ‘seduced’ consumers with disposable income able to consume effectively. Identity. Belonging to a particular social group Ethnic minorities, older people on state pensions. Restrictions on involvement due to lack of finance Conceptual shift from Industrial to Consumer. Luxury items now available to the masses. Buying lifestyle Problem with concept. Individuals may choose not be seduced due to ethical issues or see through the media manipulation. Migrant workers seduced or repressed? Individuals choice? Social messages associated with consumption. Veblen Conspicuous consumption. Buying to show status within society