Thursday, September 19, 2019
History Of Rock And Roll Essay example -- Music History Research Paper
History of Rock and Roll                     INTRODUCTION Rock and Roll started after the year 1955 with its roots being in Blues, Gospel, and Jazz. This influenced vocal music, which was popular with the African American population. Hep Harmony which added rhythm and harmony was sung by groups such as The "Mills Brothers" and the "Ink Spots".      Small Swing Bands or Jump Bands featured saxophone soloists and repeated phrases. These city style blues featured singers such as Joe Turner, Dina Washington, T-Bone Walker, and composer-singer Percy Mayfield.      During this era, country blues traditions of the south became influential in the North as well. Blacks moved from the South to the North and Chicago became the center of blues recordings. This emphasized electric guitars, harmonicas, and drummers who emphasized after beats (beats 2 and 4 of the measure). Black gospel music was very popular and given the label of rhythm and blues (R&B). This music was carried on radio and popular with the disc jockeys.      In the mid 50's, Chuck Berry and Little Richard were popular and changed the face of music, which was named rock and roll by the D.J.'s.                          1956-1962      At age 21, in 1956, Elvis Presley was introduced to the public with his rockabilly style of music. His first record, "Heartbreak Hotel" was recorded. It was the first of a consecutive 14 records to sell over one million copies.      He inspired other country singers to sing rock and roll. This started a trend for "cover" recordings. This was when white singers simplified versions of Black recorded songs. White singers were played on more radio stations and became very popular.      Young listeners became their largest audience. Young singers were hired to record songs featuring adolescent issues. "Young Love", "16 Candles", and "Teenage Crush".     Such singers as Little Richard, Chuck Berry, and Jerry Lee Lewis became famous and popular.      Love ballads also became more popular, with the musical audience looking for sentimental and honest expression. This turned some of the more popular music from rock to folk ballads. Joan Baez, Bob Dylan, and Peter, Paul, and Mary were the more popular folk singers.           1963-1969      During this period, the Beatles became the most popular band of the 1960's. In the 1... ...r first album, Led Zeppelin, in 1968. Other popular albums included Led Zeppelin II (1969), III (1970), and IV (1971), Houses of the Holy (1971), The Song Remains the Same (1976), and In Through the Out Door (1976). Their most famous song was `Stairway to Heaven' (1971). With the death of Bonham in 1980, the band was at a great loss, and band members (Plant and Page) went on to solo careers. The reunion of the remaining band members was in 1985, for a Live Aid benefit concert in Philadelphia. Another reunion took place in 1988 for Atlantic Records' 40th anniversary celebration (John Bonham's son, Jason, played the drums).                          SUMMARY      There were many other bands not mentioned in this report that influenced music in the 60's, 70's, and the 80's. Some of these bands include Pink Floyd, The Doors, Eagles, Genesis, CSNY (Crosby, Stills, Nash, and Young), The Monkees, Jimi Hendrix, Janis Joplin, Chicago, Fleetwood Mac, Jackson Browne, Michael Jackson, and many others.      Rock and Roll has been an important part of young peoples lives for decades and decades to come. Music is a way of expression for some and a way of relaxing for others.
Mary Shelleys Frankenstein Essay -- Frankenstein Shelley Essays
Mary Shelley's "Frankenstein" In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown†- supposedly in the service of their fellow-humans†. This assertion is discussed by first describing the Promethean connection. Thereafter, the two forms of the myth, Prometheus the fire-stealer and Prometheus the life-giver are reviewed in the context of Shelly’s use of the myth in her novel and their relationship to the main theme. Finally, the character of Frankenstein as a modern Prometheus of the scientific age is discussed in the context of English Romantic literature. This â€Å"Promethean longing†mentioned by Hundle, is the connection between Victor Frankenstein and Robert Walton. They both seek to gain knowledge of the unknown. Victor Frankenstein’s obsession with occult scientific knowledge results in the destruction of his family and friends, whilst Walton, the narrator of the story, causes many deaths by his obsessive journey to the North Pole. Shelly’s use of the Prometheus myth combines the two versions of the legend, Prometheus the â€Å"fire-stealer†and Prometheus the â€Å"life-giver†. According to the Ancient Greeks, in the first version of the myth, the Titan, Prometheus, in rebellion against Zeus, took fire from the sun and gave it to humankind to warm them and enable them to make tools and weapons, thereby allowing them to rise above other animals. Zeus was incensed by Prometheus’ disobedience, and as punishment, ordered Prometheus chained to a rock, where his liver was eaten by eagles each day and restored each night so that his torment could be prolonged for eternity. The second, Roman version of the myth, comes from Ovid’s Metamorphoses, which, according to Newey (1993), Mary Shelly read in 1815. In this version Prometheus was the Creator who made man from clay and breathed life into him. This relates directly to the quotation on the title page of Shelly’s book. â€Å"Did I request thee Maker, from my clay to mould me man. Did I solicit thee from darkness to promote me? Although a quotation from Milton’s... ...fe-giver. However, it could be argued that Frankenstein is better connected to Prometheus the fire-stealer. Frankenstein’s experiments with the two edged sword of forbidden knowledge had the possibility of bestowing great good upon humanity or perhaps the destruction of humankind. Shelley has utilised both versions of the myth to great effect in the development of the main theme. Her character, Frankenstein, effectively destroyed all he held dear as a consequence of his obsession with the pursuit of forbidden knowledge. Works Cited: Griffith, G. V. 1997 Frankenstein in the Context of the Romantic Era. Retrieved April 2004 from http://www.enotes.com Hindle, M. 1994, Mary Shelley Frankenstein Penguin Books, London Hunter, J. P. (ed.), 1996, Mary Shelley Frankenstein. The 1818 Text, Contexts, Nineteenth-Century Responses, Modern Criticism, W.W. Norton & Company, New York Newey, K. 1993, Mary Shelley’s Frankenstein Sydney University Press, Sydney Schmidt, A. 1999, The Myth of Prometheus, Retrieved April 2004 from http://www.enotes.com Oates, J.C. 1984 Frankenstein’s Fallen Angel, in Critical Inquiry, Vol 10 No.3. Retrieved April 2004 from http://www.enotes.com
Wednesday, September 18, 2019
Phony and Nice Worlds in Uncle Wiggly in Connecticut :: Uncle Wiggly in Connecticut Essays
Phony and Nice Worlds in Uncle Wiggly in Connecticut Salinger expresses his view of the world through his use of "phony" and "nice" worlds. Salinger uses the "phony" and "nice" worlds to express his pessimistic view of the world. Although "phony" and "nice" worlds exist in many of Salinger's stories, "Uncle Wiggly in Connecticut" is perhaps the best story to illustrate the difference between "phony" and "nice" worlds. "Uncle Wiggly in Connecticut" is one of the few stories which offers views of both "phony" and "nice" worlds in relatively few pages. The action of "Uncle Wiggly in Connecticut" takes place in the living room of the protagonist, Eloise. Eloise is reminiscing about her past with her friend Mary Jane. "Uncle Wiggly in Connecticut" is divided into three scenes. In the first scene, we see Eloise as she is; in the second, we learn what she has been in the past; in the third, we witness her sudden recognition of what has happened to her. The contrasting worlds are epitomized in the title of the story. Uncle Wiggly is a reference to children's stories about a whimsical rabbit. Connecticut is the chosen gathering place of the phony Madison Avenue exurbanites (French 22). The protagonist of "Uncle Wiggly in Connecticut", Eloise, has experienced both the "phony" and the "nice" worlds. The "phony" world is the world into which we have the best view because Eloise is essentially living in a "phony" world. Eloise is stranded in a loveless marriage and uses alcohol to drink away her sorrows. Eloise's husband, Lew, is one of the Madison Avenue exurbanites and is a stark contrast to Eloise's first husband. Eloise is very critical of Lew and everything that he does. The phoniness of Connecticut has transformed Eloise from the nice woman she was to the cruel, pessimistic woman she is now. Eloise realizes how far she has fallen near the end of the story. Eloise has scolded her daughter and chastised the maid when she reaches her epiphany. Eloise asks her friend "I was a nice girl, wasn't I" (Nine Stories 38). The "nice" world is now only a distant memory to Eloise. Eloise reflects happily about her time with her first husband, Walt. Walt was a GI, one of the Glass twins, and far from the egotistical Madison Avenue businessman (French 22). Eloise remarks that Walt was the only man who could make her laugh.
Tuesday, September 17, 2019
My Business
My Fitness Academy will be set up at Copiague, in New York 11726 Great Neck Road in the polish center. It will be called Martas Academy aiming at making people fit by integrating dance and exercises The business is based on two simple facts: Healthy people are more productive than those that are chronically ill. It costs less to prevent injuries or illnesses than to treat them after they occur. At this Fitness Academy, we believe that traditional approaches to the current health care crisis are misdirected. These traditional efforts are what we call reactive, that is, they wait until after a person has been stricken with illness or injury, and then pay for the necessary treatments. Our approach, will emphasize on prevention and good health promotion, is much more proactive. 2.0 The Academy Fitness management is based on the belief that healthy people are more productive and efficient. For this reason, it will provide wellness strategies/programs to club members. This will combine dance and exercise-related activities designed to facilitate positive lifestyle changes in members. 2.1 Academy Ownership and Start up Capital The Academy will be a privately held business with one founder and owner. Start-up capital will require approximately $60,000 which will all be provided by the founder. Approximately $30,000 will be allocated to leasehold improvements and $15,000 to equipment. 3.0 Services In my business, classes will be offered in both English and Polish languages. This will mean that those who do not understand English can attend the lessons offered in Polish. I also intend to offer superior customer services in a clean and enjoyable environment. I will also make the lessons affordable to people by charging a membership fee of $50 since my target group will have a house income of $50,000-$60,000 per year. So a membership of $50 will be quite reasonable and affordable. The level of education will not matter as long as one understands either English or polish. The Academy will offer a number of lessons. They include yoga lessons, Pilates, choreographed dances for children between ages 3- 6 and other kind of dances. For instance, I will be having school children interested in the choreographed dance, couples who want to learn how to dance and keep fit as well and yoga will be ideal for a number of people and especially pregnant women. The lessons will also be spread throughout the day in order to have a good timetable for everyone. This will ensure that the lessons are easily accessible and that no one is left out because of time. The Academy will have a flexible timetable whereby one can have a variety of lessons to choose from in terms of time. One can either attend morning, noon, and evening or late night classes. 4.0 Promotion Strategy Initial promotional activity will be through advertisements. This will be in form of printed posters placed at strategic positions like at the neighboring businesses where many people/ customers visit. I will also place advertisements on the church and school bulletins. Promotional activity will also be utilized through other media outlets like the news papers and Radio, but minimally. Word-of-mouth will also attract potential clients. 5.0 Management Summary The Academy will be a small business headed by one individual. He will be aided by a number of experienced trainers but as the business grows, more staff will be employed to cater for the business’s growing needs. References Rhonda, Abrams. (2003). The Successful Business Plan: Secrets & Strategies. London: The planning Shop Â
Monday, September 16, 2019
Different Reasons People Comunicate Essay
There are lots of reasons why people communicate at work. For example, to share ideas and thoughts, to express needs and feelings, to socialise, to gain and share information, to build relationship and to maintain relationship, to understand and to be understood and to receive instructions, to give encouragement and show others that we care. In order to work effectively with children and their families, it is important to have good relationship with a range of people. Those who have good communication skills are likely to have strong relationship with children, parents and other adults. Sometimes we need extra support and services to help people comunicate properly. Translation and interpreting services – I know about few cases at school where teachers had to use translator services to facilitate written communication between parents whose English is an additional language. In addition, they may use interpreting services to facilitate spoken communication. Read more: Identify five different reasons why people communicate essay For sensitive matters should be used a professional interpreter as they have trained to translate the message but not misinterpret it. They have also been trained not to say their opinion or change the nature of what the other person is trying to say. Speech and language services – we may need to use these services to help us find ways of communicating with children and young people. They may provide suggestions and guidance as to how to use resources such as Picture Exchange Communication System (PECS) or training in visual systems such as Makaton. They showed up to be very efective with children with autism and down sindrome as many more. Advocacy services – a child or young person might be assigned an advocate whose task is to reflect their best interest. The use of advocates is needed for children or young people who are in local authority care or for children or young people with communication difficulties. Third sector organisations – for example, Royal National Institute for Deaf People (RNID) – we may use these services if we have children in the setting who are hearing impairment. These services provide training courses and consultancy on deafness and disability. They also offer communication services including sigh language, interpreters and provide services for deaf and hard of hearing people with additional needs. We need to find ways of communicating with children and build relationship with them so they find it easier to settle into a new environment. When parents find that their children are happy with us they will trust us and have total confidence in us. Comunication is a key in my job role as a Nanny so I can fullfill needs of children and than pass all details to parents, so they ll know, their child is happy and safe. I use to do it thru comunication books or during the handower at the end of the day. To work effectively we will need to gain and share information. This might be from basic information about how a child is feeling, what they are interested in or it might be information about their long-term health and welfare. In nurseries and schools for teams to work well together, it is important that relationships within them are strong and professional. The quality of relationships with colleagues can be disturb or threatened by the way they tallk to each other, react to their suggestions and the tone of the voice that they use. When relationships break down in professional teams, children, young people and their families are likely to receive a less effective service as this would afect them all. Friendly comunication in work place helps building loyalty and trust, they are aware of the needs of the children and job is done properly.
Sunday, September 15, 2019
Twin Studies
This essay discusses twin studies with particular emphasis on the role of genetics on intelligence and personality characteristics. There has been an ongoing debate whether intelligence and personality is based on genetic predisposition or not; and basing from existing literature, twin studies show significant evidence that genes do play a significant part. Separated Twins Twin studies have been beneficial and informative regarding the mentioned debate. Identical twins become a good medium to learn from as they are 100% genetically the same. In a situation where the twins are separated and reared apart, what happens?In a work written by Lawrence Wright, he relates the story of female identical twins that grew apart and was reunited. He said that since they are genetically the same, â€Å"one could evaluate the environmental effects on the twins' personalities, their behavior, their health, their intelligence†(1997). In this particular study, the twins, Amy and Beth, were brou ght to two separate homes after birth. Amy was placed in a family where she was seen as a problem and was treated like an outsider. Amy’s mother was physically unfit and suffered from low self esteem.In contrast, Beth was treated well in the family she was adopted in and her mother did everything she can to make Beth a real part of the family. The results showed that during childhood, both child manifested same habits as â€Å"thumb-sucking, nail-biting, blanket-clenching, and bed-wetting. (1997)†Moreover, they were both afraid of being left alone. Both had school problems and problems among friends and schoolmates. Though Amy had a good mother, her psychological tests show she had â€Å"a longing for maternal affection,†which as maintained by Wright â€Å"was eerily the same as her identical sister's†(1997).Apparently, basing from the results of the study, despite growing up in different conditions, Amy and Beth were alike pathologically (Wright 1997) . In addition to this, Wright mentions that â€Å"Matters that instinctively seem to be a reflection of one's personal experience, such as political orientation or the degree of religious commitment, have been shown by various twin studies to be partly under genetic control†(1997). This demonstrates how significant a part genetics play alongside environment.On the basis of this study, Wright believes that despite external factors, genetics still rule and determine a person’s traits. Conclusion Despite the significance of twin studies, especially like in the case of Amy and Beth, it appears that much of what a person becomes may be considerably attributed to genetic factors. However, as Wright himself says, this matter has been debated on for centuries. On regards intelligence, it still cannot be established as there are variations among IQ results of both fraternal and identical twins.According to Medical News Today, there are indeed hereditary factors that affect the size of the brain. However, â€Å"the mechanisms by which interaction between genes and environment occur throughout life as well as dynamics of brain structure and its association with brain functioning still remain unknown†(2007). This suggests that further studies regarding the matter is necessary to arrive at a conclusion. Twin studies will continue to be useful in further discoveries on the study of genetics and its relationship with human intelligence and personality development.
Saturday, September 14, 2019
Life Inside Prisons
In recent years increased attention has been paid to the custodial institution in terms of general sociological theory rather than in terms of social problems, notably with reference to aspects of prison life commonly identified in the relevant literature as the â€Å"inmate culture,†the â€Å"prisoner community,†or the â€Å"inmate social system†(Wortley 26). What is life in prison like? Most of the 250 or so million Americans have little idea what life behind bars is all about. Even though some of us may know someone who is doing time, or who works inside prison walls, a realistic picture of prison life is absent for most people.Much of what we think we know is based on television or motion picture depictions of prisons. This system of social relationships – its underlying norms, attitudes, and beliefs – as found in the American prison, and a general but truer portrayal of prison life will be examined in this paper. After summarizing the salien t features of prisoners as presented in the sociological literature of the last two decades, we comment briefly on the major theoretical approach that has been used in discussing prison life. Then we consider a theory of the structure and functioning of the inmate social system, primarily in terms of inmate values.The â€Å"penitentiary†has existed in America since 1790 and the Walnut Street Jail in Philadelphia, Pennsylvania (Wortley 52). Although our country has witnessed numerous reforms since the early nineteenth century, prison as punishment has remained a mainstay of corrections in the United States. State departments of corrections vary considerably in how many facilities they operate, depending primarily on the size of the inmate population but also on the willingness of taxpayers to subsidize additional prisons. They vary as well as to the size, type, and location of those facilities and in the number of staff assigned to each prison.A typical day in prison, then, i s spent trying to keep oneself in line and as busy as allowable (or as chosen to be) in prison. In addition, activities for the day include moving from place to place and being counted and accounted for. Inmates are moved in systematic, orderly, and predictable ways from their housing areas to mess hall, showers, education programs or work assignments, and back again several times, to be counted. The major activity for prisoners is usually a morning (two hours) and an afternoon (two hours) program, such as attending GED classes.Work assignments are usually also considered â€Å"programs†and can involve work as a porter doing maintenance, a cook or kitchen worker, or a clerk of some type, plumbing or electrical work in the prison, or in prison industry work, making license plates or furniture. Some job assignments are better than others, either in terms of pay (ranging from $.15 to $4.00 an hour), the challenge it affords (law clerk versus porter), the housing that accompanie s it (such as honor block for model inmates), or the particular perks that go along with it (working outside in fresh air) (Wortley 45). Other activities to keep inmates busy and out of trouble may include visitation (on set days/hours), recreation, religious services, tutoring, and so on.The routine of prison is occasionally interrupted by disruptions of various sorts and violence. When we think of prison violence we tend to think of riots, but full-scale riots are relatively rare events. For example, there were five riots throughout the over 1,500 state and federal prisons in 1995. Some are planned and instrumental (a means to an end) and controlled by a small group of inmates (such as Attica, New York), while others have been spontaneous, expressive, and deadly (such as Santa Fe, New Mexico).Evidence indicates that incarceration adversely affects some prisoners while others adapt relatively well. Research shows that most inmates, however, cannot escape feeling some impact of impr isonment. While individuals enter prison with a range of coping abilities, those with the most difficulty in adjustment tend to be individuals who have lived a marginal lifestyle prior to prison and those with the least successful experience coping with life. Those inmates most susceptible to coping problems in prison are those who (a) have unstable family, living, work, and/or education histories, (b) are single, young, and male, and (c) have histories of chronic substance abuse or psychological difficulties or who have otherwise had significant problems with other major aspects of life. Individual factors, prison environmental forces, and a history of low-level coping, both inside and outside prison, interact to determine the degree of adaptive or maladaptive responses to the prison experience.Despite the number and diversity of prison populations, observers of such groups have reported only one strikingly pervasive value system. This value system of prisoners commonly takes the f orm of an explicit code, in which brief normative imperatives are held forth as guides for the behavior of the inmate in his relations with fellow prisoners and custodians. The maxims are usually asserted with great vehemence by the inmate population, and violations call forth a diversity of sanctions ranging from ostracism to physical violence.Examination of many descriptions of prison life suggests that the chief tenets of the inmate code can be classified roughly into five major groups:1. There are those maxims that caution: Don't interfere with inmate interests, which center of course in serving the least possible time and enjoying the greatest possible number of pleasures and privileges while in prison. The most inflexible directive in this category is concerned with betrayal of a fellow captive to the institutional officials. In general, no qualification or mitigating circumstance is recognized; and no grievance against another inmate – even though it is justified in th e eyes of the inmate population – is to be taken to officials for settlement. Other specifics include: Don't be nosey; don't have a loose lip; keep off a man's back; don't put a guy on the spot. In brief and positively put: Be loyal to your class – the cons. Prisoners must present a unified front against their guards no matter how much this may cost in terms of personal sacrifice.2. There are explicit injunctions to refrain from quarrels or arguments with fellow prisoners: Don't lose your head. Emphasis is placed on the curtailment of affect; emotional frictions are to be minimized and the irritants of daily life ignored. Maxims often heard include: Play it cool and do your own time. There are important distinctions in this category, depending on whether the prisoner has been subjected to legitimate provocation; but in general a definite value is placed on curbing feuds and grudges.3. Prisoners assert that inmates should not take advantage of one another by means of fo rce, fraud, or chicanery: Don't exploit inmates. This sums up several directives: Don't break your word; don't steal from the cons; don't sell favors; don't be a racketeer; don't welsh on debts. More positively, it is argued that inmates should share scarce goods in a balanced reciprocity of â€Å"gifts†or â€Å"favors,†rather than sell to the highest bidder or selfishly monopolize any amenities: Be right.4. There are rules that have as their central theme the maintenance of self: Don't weaken. Dignity and the ability to withstand frustration or threatening situations without complaining or resorting to subservience are widely acclaimed. The prisoner should be able to â€Å"take it†and to maintain his integrity in the face of privation. When confronted with wrongfully aggressive behavior, whether of inmates or officials, the prisoner should show courage. Although starting a fight runs counter to the inmate code, retreating from a fight started by someone else is equally reprehensible. Some of these maxims are: Don't whine; don't cop out (cry guilty); don't such around. Prescriptively put: Be tough; be a man.5. Prisoners express a variety of maxims that forbid according prestige or respect to the custodians or the world for which they stand: Don't be a sucker. Guards are hacks or screws and are to be treated with constant suspicion and distrust. In any situation of conflict between officials and prisoners, the former are automatically to be considered in the wrong. Furthermore, inmates should not allow themselves to become committed to the values of hard work and submission to duly constituted authority – values prescribed (if not followed) by screws – for thus an inmate would become a sucker in a world where the law-abiding are usually hypocrites and the true path to success lies in forming a â€Å"connection.†The positive maxim is: Be sharp.In the literature on the mores of imprisoned criminals there is no claim t hat these values are asserted with equal intensity by every member of a prison population; all social systems exhibit disagreements and differing emphases with respect to the values publicly professed by their members (Wortley 37). But observers of the prison are largely agreed that the inmate code is outstanding both for the passion with which it is propounded and the almost universal allegiance verbally accorded it.In the light of this inmate code or system of inmate norms, we can begin to understand the patterns of inmate behavior so frequently reported; for conformity to, or deviation from, the inmate code is the major basis for classifying and describing the social structures of prisoners. Social groups are apt to characterize individuals in terms of crucial â€Å"axes of life†(lines of interests, problems, and concerns faced by the groups) and then to attach distinctive names to the resulting roles or types. This process may be discerned in the society of prisoners and its argot for the patterns of behavior or social roles exhibited by inmates; and in these roles the outlines of the prison community as a system of action may be seen.An inmate who violates the norm proscribing the betrayal of a fellow prisoner is labeled â€Å"a rat†or â€Å"a squealer†in the vocabulary of the inmate world, and his deviance elicits universal scorn and hatred. Prisoners who exhibit highly aggressive behavior, who quarrel easily and fight without cause, are often referred to as â€Å"toughs†. The individual who uses violence deliberately as a means to gain his ends is called â€Å"a gorilla†; a prisoner so designated is one who has established a satrapy based on coercion in clear contravention of the rule against exploitation by force.The term â€Å"merchant†, or â€Å"peddler†, is applied to the inmate who exploits his fellow captives not by force but by manipulation and trickery, and who typically sells or trades goods t hat are in short supply. If a prisoner shows himself unable to withstand the general rigors of existence in the custodial institution, he may be referred to as a weakling or â€Å"a weak sister†. If, more specifically, an inmate is unable to endure prolonged deprivation of heterosexual relationships and consequently enters into a homosexual liaison, he will be labeled â€Å"a wolf†or â€Å"a fag†, depending on whether his role is an active or a passive one.A â€Å"right guy†is always loyal to his fellow prisoners. He never lets you down no matter how rough things get. He keeps his promises; he's dependable and trustworthy. He isn't nosey about your business and doesn't shoot off his mouth about his own. He doesn't act stuck-up, but he doesn't fall all over himself to make friends either – he has a certain dignity. The right guy never interferes with other inmates who are conniving against the officials.From the studies describing the life of men in prison, two major facts emerge: (1) Inmates give strong verbal support to a system of values that has group cohesion or inmate solidarity as its basic theme. Directly or indirectly, prisoners uphold the ideal of a system of social interaction in which individuals are bound together by ties of mutual aid, loyalty, affection, and respect, and are united firmly in their opposition to the enemy out-group.The man who exemplifies this ideal is accorded high prestige. The opposite of a cohesive inmate social system – a state in which each individual seeks his own advantage without reference to the claims of solidarity – is vociferously condemned. (2) The actual behavior of prisoners ranges from full adherence to the norms of the inmate world to deviance of various types. These behavioral patterns, recognized and labeled by prisoners in the pungent argot of the dispossessed, form a collection of social roles which, with their interrelationships, constitute the inmate social system.Works CitedWortley, Richard. Situational Prison Control: Crime Prevention in Correctional Institutions. Cambridge University Press, 2002.
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