The Key Developments in Social Policy Essay Example | Topics and Well Written Essays - 3500 words

The Key Developments in Social Policy - Essay Example The present paper aims to analyze and evaluate the important developments the New Labour administration had introduced and observed in the social policy with regards to addressing the challenges of child poverty and child abuse since 1997 onward in the light of the implication of the social policy on the overall welfare of the children. Hence, the paper will concentrate on the progress witnessed by the UK authorities in respect of improving the condition of the children. (Full stop) in order to protect them from becoming the victim of poverty and abuse for the future days to come. The main objective behind exploring the social policy with regards to the children includes the significant increase the British society has witnessed in the poverty level as well as child abuse in the country during the last few years. Since the new social policy had been devised’to combat’’ to combat with child abuse and child poverty, failure in overcoming both these problems, serves as a great challenge on the part of the British government. The paper will elaborate on social policy, and different strategies adopted by the UK administration in respect of the improvements being made in it in the wake of revising these policies in the best interest of the public at large. Finally, the evaluation of the social policy on children will be made in the light of the United Nations Convention on the Rights of the Child (UNCRC). Their purpose was to investigate rather than into the validity of the social policy on the one side, and the functioning of the same on the other. Introduction: Social policy simply refers to all the strategies and schemes articulated and implemented by the authorities with the aim of bringing in improvements in one or all areas related to the individual and collective well-being of the members of society in general. â€Å"Social policies† according to Prof. Macbeth, â€Å"are connected with the right ordering of the network of relations hips between men and women who live together in societies, or with the principles which should govern the activities of individuals or groups, so far they affect the lives and interests of other people† (1957:1). Vargas-Hernandez et al. define social policy to be the â€Å"guidelines and interventions for the changing, maintenance or creation of living conditions that are conducive to human welfare† (2011:287). It includes the upbringing of the people in the areas like food, clothing, shelter, health, education, housing, employment and protection for all without discrimination. Consequently, social policies are devised by keeping in view the welfare and socio-economic uplift of the masses in various areas of life; and without observing any prejudice with regards to to the class, caste, creed, ethnicity, race, region, religion, gender, sexual orientation and socio-economic status of the members of society. The authorities make plans y focusing on the social issues challe nging the members of society on the one side, and for combating with the social evils prevailing in the culture on the other.  

Dress code Term Paper Example | Topics and Well Written Essays - 750 words

Dress code - Term Paper Example In order to achieve this, we do require you to gain full understanding of the management’s expectations from you so that you may act accordingly. Although most of you are aware of the standards maintained by ABC Institute, yet a lot of new employees have been recruited recently and the management wants to once and for all, make clear the dress code that they are obliged to follow as a requirement of their contract with the ABC Institute. Old employees should review the memo to find slight additions that have been made to the last dress code policy. Being Muslim, our standards for dress are derived from the teachings of Islam. Modesty is the principle determinant of the eligibility of dress for both men and women in the institute. Dress code for men: Dress pants (jeans are not allowed), collared shirts with full sleeves, tie, and boots (sandals are not allowed). Jersey can be worn as per the need. Dress code for women: Trousers (jeans are not allowed), knee long skirts (can be longer but not any shorter), full sleeved blouses till waist (can be longer but not any shorter), boots (sandals are not allowed), and scarf (compulsory). Half sleeved blouses can be worn by the female staff members provided that the sleeve covers the elbow. T-shirts are disallowed! Knee length skirts should cover the knees in all positions i.e. sitting and standing. It is advisable to wear a knee length skirt with full sleeved or three-quarters sleeved blouse, and a full length skirt with a half sleeved blouse. Full length trousers are to be worn in either case! ABC Institute Code of Behavior: All staff members are expected to completely comply with the ABC Institute Code of Behavior. Staff members are obliged to: Display professionalism always while representing the ABC Institute Serve as a role model for others by always showing perfect mannerism Respect the religious as well as traditional beliefs of all communities in UAE Follow the ABC Institute Dress Code at all times All mem bers of the staff should be aware of the fact that ABC Institute provides the public with full time customer service. The service continues 24 / 7 uninterruptedly. That essentially tells that many of the staff members have to work in the night shift. They are advised to adjust their schedule accordingly so that they are able to deliver their best in the night. ABC Institute requires its staff members to present themselves to the public in a getup that is expected of them in context of the Islamic teachings and the indigenous culture of UAE which accords with them. UAE maintains a multicultural society, and people from all over the world dwell here. The staff members, should never, in any way, comment on the getup of any customer. ABC Institute’s workforce is expected to always display excellent mannerism, which essentially constitutes all three areas of language, behavior and dress. Upon recruitment, all staff members are made aware of what the management expects them to disp lay with respect to each of the three areas of mannerism. While we talk of language, it essentially includes body language in addition to the verbal language. ABC Institute expects every staff member to be very formal in both kinds of languages, and make excellent use of emotional intelligence in the workplace. Smoking is strictly prohibited both within the workplace. No staff member is allowed to use cigarettes or any other kind of drugs

Pressure Pulse Production of Train Passing to Adjacent Line

Pressure Pulse Production of Train Passing to Adjacent Line This topic concerns the pressure pulse produced by one train on another being passed on an adjacent line. Although studies of this phenomenon had been undertaken for research and development purposes during the 1970s, a need to quantify the magnitude of the effect for existing and future high speed service routes arose in the late 1980s due to adverse comments from train users. The comments were relatively rare, but mainly centred around passengers being startled by the banging of doors (particularly of external sliding doors used on some types of Multiple Unit) and windows (particularly hopper windows) when passed by other trains at high speeds. In addition, coffee and other drinks resting on tables on the side adjacent to the Fast line, mainly in other HSTs, were regularly spilt by passing HSTs. This was caused by a rapid displacement of the coach wall against which the tables rested. Although the events could not be called serious, it was evident that a criterion was needed for the design of new trains for the: i) Door and window mounts and for the structural side-wall stiffness of vehicles likely to be operating on high speed routes ii) Future high speed train nose shapes, (as it was known that it was the aerodynamic shaping, as well as speed, of the source train that sized the pulse magnitude). Subsequently, tests were undertaken by the Research Division of BRB in 1988 to assess the magnitude of the largest pressure pulses produced by service trains at that time. Tests were undertaken on ECML with a test vehicle being passed, during both static and moving tests, by a number of service trains. Of particular interest was HST, as it was often the offending train and was operating at speeds up to 125 mi/h on tracks at a nominal spacing of 3.4m. In some places, track spacing was known to be less than this and, of course, considerably more than this in other places. In addition, the Class 91 loco was being produced and it was necessary to choose a criterion bearing in mind future operation of the IC225 train (also on ECML). In that event, it was decided during discussions between the senior managements of the Research Division and the IC225 Project Team that IC225 operation at 225 km/h should form the limiting condition for defining the pulse limit. At that time, prior to tests being undertaken with Class 91, it had been assumed that the pulse characteristics generated by the nose shape of the Class 91 would be similar to HST, and therefore that a criterion based on an HST result scaled up from 125 mi/h to 225 km/h (140mi/h) should be adopted. Results from the tests produced a mean value, (taken over several passes at different track spacings and speeds of both trains), for the HST normalised to 3.4 m nominal track interval, which was given by the non-dimensional parameter, à ¯Ã‚ Ã¢â‚¬Å¾CP = 0.6. At 225 km/h, this equated to 1.44 kPa peak-to-peak amplitude. Subsequent tests with IC225 showed the Class 91 to have slightly better characteristics than HST, but the 1.44 kPa value was adopted for future project design purposes. An indication of this is given in the attached letter involving a proposed lC250 development for WCML operation written by the Technical Director (Research) of British Rail Research to the Project Director IC225. It is important to note that, in this letter and elsewhere, the 1.44 kPa criterion was defined in association with 3.4 m track spacing. Similarly, acceptance tests undertaken during development work on new train designs were checked against a limit of 1.44 kPa at 3.4 m track spacing. Further, BR Research advised that, for practical purposes during track tests, compliance with the criterion was to be checked against a measurement taken at mid-window height on a stationary observing train on straight track on a calm (no wind) day. The result then was to be corrected to nominal 3.4m track spacing. Observations In the same way as for the original tests and for the nominal service condition chosen by Research and DMEE management, there will be circumstances now when 1.44 kPa is exceeded. For example, movement of the observing train, the presence of cross-winds, reduced track spacing and track curvature can all increase the pulse amplitude. Thus, it is important to adopt this specification of the reference set of conditions under which the criterion is to be met. Note that the above implies that rolling stock operating on high speed routes should be structurally designed to a criterion in excess of l.44kPa for the train passing pressure pulse case. For the proof load case of unsealed trains, this will usually be covered by the Q.5kPa specification for vehicle body structures (see Railtrack Gp. Stds. GM/TT0l22, GM/TTOl23, GM/RC2504). Sealed trains will be covered by their own more stringent limits. However, fatigue load cases particularly for unsealed trains may need to incorporate higher values associated with regular exceedances of the 1.44 kPa value. It would appear, therefore, that the original Railtrack Spec. for WCML mistakenly omitted reference to 3.4 m track spacing in its definition of the conditions under which the 1.44 kPa criterion   should be met. Incidentally, the corresponding Railtrack Spec. for ECML does define 3.4 m as the reference condition.

Natalia Ginzburgs The Son of Man Essay -- War World Philosophical pap

Natalia Ginzburg's The Son of Man In â€Å"The Son of Man,† Natalia Ginzburg asserts that while the war did irreparable psychological damage to its survivors, it also gave the young generation enough strength to confront the stark reality of the precarious nature of human existence. Passionately but concisely, through the use of repetitive imagery, fatalistic tone and lack of classic organization, Ginzburg shows how the war changed the world around Man and how Man changed his perception of the world. People cannot choose the time to live and die. Ginzburg had to live through the horrors of war: destroyed houses, air raids, arrests, and death. She shows how the war not only deprives people of their belongings, but also distorts the primary meaning of things and concepts. The world â€Å"police† no longer bears the meaning of protection and help but rather that of fear and suspicion. All pretty things that decorate a house, as well as the house itself, come to be viewed simply as raw material that will eventually turn to dust. Children of the war had seen too much terror and suffering in real life; therefore, Ginzburg asserts that this makes it impossible to raise children telling them fairy tales as the previous generations did. The only advantage the Ginzburg’s generation got from the war is the ability to see and speak the truth. As the generation of men they have no illusion they will find some peace or certainty in life, but they have found â€Å"strength† and â€Å"toughness† to â€Å"face whatever reality may confront† them and they are â€Å"glad of their destiny†. Ginzburg speaks on behalf of her generation appealing to everyone who is willing to listen. Her voice is full of passion and conviction. Appealing to a reader, she neither tells a ... ...part is reserved for Ginzburg’s generation: she calls it the â€Å"generation of men† as opposed to the previous generation of â€Å"foxes and wolves.† She uses this image comparison to show that the gap between two generations is insurmountable (lifestyle of men is very different from that of animals) and even though the war deprives her generation of any certainty, safety and rest it forces it â€Å"to seek out new strength.† Thus, her generation gets a higher status, the status of men, and a new world, the world of the unadorned truth. Ginzburg insists that time cannot heal the wounds of war and that her generation, tied to war by its suffering and by its destiny, uncompromisingly carries the truth. She effectively uses all her rhetorical tools: repetitive imagery, fatalistic tone, and purposeful lack of organization, to show how war makes people lose their world forever. Natalia Ginzburg's The Son of Man Essay -- War World Philosophical pap Natalia Ginzburg's The Son of Man In â€Å"The Son of Man,† Natalia Ginzburg asserts that while the war did irreparable psychological damage to its survivors, it also gave the young generation enough strength to confront the stark reality of the precarious nature of human existence. Passionately but concisely, through the use of repetitive imagery, fatalistic tone and lack of classic organization, Ginzburg shows how the war changed the world around Man and how Man changed his perception of the world. People cannot choose the time to live and die. Ginzburg had to live through the horrors of war: destroyed houses, air raids, arrests, and death. She shows how the war not only deprives people of their belongings, but also distorts the primary meaning of things and concepts. The world â€Å"police† no longer bears the meaning of protection and help but rather that of fear and suspicion. All pretty things that decorate a house, as well as the house itself, come to be viewed simply as raw material that will eventually turn to dust. Children of the war had seen too much terror and suffering in real life; therefore, Ginzburg asserts that this makes it impossible to raise children telling them fairy tales as the previous generations did. The only advantage the Ginzburg’s generation got from the war is the ability to see and speak the truth. As the generation of men they have no illusion they will find some peace or certainty in life, but they have found â€Å"strength† and â€Å"toughness† to â€Å"face whatever reality may confront† them and they are â€Å"glad of their destiny†. Ginzburg speaks on behalf of her generation appealing to everyone who is willing to listen. Her voice is full of passion and conviction. Appealing to a reader, she neither tells a ... ...part is reserved for Ginzburg’s generation: she calls it the â€Å"generation of men† as opposed to the previous generation of â€Å"foxes and wolves.† She uses this image comparison to show that the gap between two generations is insurmountable (lifestyle of men is very different from that of animals) and even though the war deprives her generation of any certainty, safety and rest it forces it â€Å"to seek out new strength.† Thus, her generation gets a higher status, the status of men, and a new world, the world of the unadorned truth. Ginzburg insists that time cannot heal the wounds of war and that her generation, tied to war by its suffering and by its destiny, uncompromisingly carries the truth. She effectively uses all her rhetorical tools: repetitive imagery, fatalistic tone, and purposeful lack of organization, to show how war makes people lose their world forever.

India Problems Essay

India should stop obsessing about how to become one of the world’s great powers and focus on solving its biggest problems to become a great nation, Sundeep Wasleka, the president of Strategic Foresight Group, writes in this month’s Forbes India. At present, regardless of the hype, India is failing, Wasleka suggests. Politicians and business leaders are always thumping their chests over India’s rising importance in the G20 and lobby for a new G10 (the G8 plus India and China). But 200 out of the country’s 600 districts are infested with Maoist revolutionaries who know full well their strategy for changing the country is tantamount to suicide. And while China has (belatedly) made its great leap forward, India is still limping two steps ahead and then stumbling back one. Here’s Waslekar: * Twenty years ago, the average productivity of a cow or a buffalo in both India and China was in the region of 1,000-2,000 litres of milk each year. An Indian buffalo continues to deliver the same yields, while an animal bred in China delivers five times as much. Why? What is it about the Indian dairy farmer that holds him back? * India is a rain-dependent nation. But on average, only 38 percent of arable land is irrigated. Solutions like drip irrigation are available to redress the problem. But only a meagre 5 percent of available land has seen this solution. Why don’t Indian farmers demand drip irrigation? * There are roughly 450 million people in India that make up our work force. Of these, 90 percent haven’t completed school education. Why? Because, of the 630,000 villages in India, over 500,000 don’t have schools that can provide education above Class VII. Without a doubt, labour productivity is linked to education. Why does the Indian labourer not demand education? Good questions, which the writer doesn’t exactly answer. But he does offer some solutions. Or what I’ll call: 5 Ways to Fix India: 1. Make politicians live like the voters. When Turkey’s Recep Tayyip Erdogan of the AK Party came to power, the country was ruled by military elites, and regular people had to lump it. But Erdogan decided to change the country’s political and economic future by changing the mindset of its leaders. On assuming power, Erdogan moved into a two-storey house in downtown Ankara and ruled that all ministers and members of Parliament ought to live in their own homes. In a speech delivered at the Turkish Parliament he argued, â€Å"If you want to be representatives of people, you must live and work with your people.† He then proceeded to take away other privileges they enjoyed. He followed it up by calling in people from the construction business and asking them to reduce invoices he reckoned were inflated or face being blacklisted for all government projects. He also made it clear that any compromise on quality, durability or deadlines in building roads, dams or other projects with public money would attract severe penalties. He then moved to provide special grants to the poorest and incentives to small businesses in an attempt to provide a fillip to the rural economy. He issued orders that his government focus on education in the most backward provinces of Turkey. Five years was all it took to effect a transformation. The party came back to power in 2007 and again last year. It was the kind of change that took Southeast Asian countries almost two decades. Can it happen in India? It looks as though it could, if you compare two Himalayan states–Sikkim and Jammu & Kashmir. Both lie in the l ap of the Himalayas. Sikkim has the Chinese to contend with and J&K the Pakistanis. Sikkim has Christians and Buddhists and J&K has Muslims, all national minorities, as the majority population and both have had controversial histories of accession to India. Both remain poor. But Jammu & Kashmir has been plagued by insurgency and violence while Sikkim is one of the most peaceful states in the country. This, in spite of the fact that Kashmir gets more Central funding than Sikkim! Probe deeper and you realise this is a function of the relationship between the rulers and the common people. Sikkim’s economy is balanced towards development. The society there has worked out an informal contract and the emphasis is on a balanced relationship between the leadership and the people. In J&K, inequality has existed since the 1950s, with one family calling the shots. 2. Eliminate inequality  Two-thirds of Indians work as farmers, yet they account for only a fifth of GDP — and they live in dismal conditions, with little chance of upward mobility, for the most part. Why so? One of the reasons why this discrepancy exists is because farmers experience trade barriers, like the Agricultural Produce Market Committee (APMC), which puts serious restrictions on whom they can sell to. And solutions that exist in the form of co-operatives often operate as monopolies in the hands of political families who do everything they can to prevent the competing co-operatives. What to do about it? If growth is the mandate, the agricultural economy has to be liberalised and producers set free. Because when farmers and rural industries have access to a steady income, they will invest in improving productivity. That, in turn, will push everybody into building a country where the ruling class and citizens are equals. To start the process, though, one question needs to be answered. Do you expend energies into getting into the Top 10 in terms of GDP? Or do you focus on getting the Human Development Index (HDI), where India has consistently ranked below 120, to higher levels? What a low HDI means is that for all the GDP growth and the consequent prosperity, development is superficial at best. 3. Unleash innovation  The reason India doesn’t have its own Apple or Samsung isn’t because the country’s leading minds are focused on stripping products down to their essentials to hit the market at the bottom of the pyramid, Waslekar argues. It’s because industry isn’t paying enough attention to research that doesn’t have immediate impact on their company’s bottom line. â€Å"In India, I can only think of the Tatas who founded the Tata Institute of Fundamental Research (TIFR) and Tata Institute of Social Sciences (TISS),† Waslekar writes. But meanwhile: In the next two to three decades, the fourth industrial revolution will be underway. The first industrial revolution took place in late 18th Century, the second in the late 19th Century, and computerisation is the third. The fourth includes genomics, nanotechnology and robotics (GNR). These apart, expect breakthroughs in space technology, renewable energy and water technologies. All of these will transform the world. India has to decide whether it wants to be a great power by servicing multinationals and providing software engineers who work at the low end of the cost curve, or be a lead player in the new revolution. 4. Deploy technology to democratize education  India’s government-run schools are terrible, and education faces a drastic shortage of teachers across the board. But the government isn’t doing enough to utilize community radio stations and its satellite network to enable distance education for anybody who’s interested, Waslekar argues. If this technology were deployed into education, a few crore of rupees and the 700,000 villages with no access to schools suddenly become accessible. India has a satellite in orbit as well, which is meant to be used exclusively for education. Any institution can use it to impart remote education to children in Naxalite-affected areas in central and northern India; or to the schools located in difficult-to-access regions such as the North East. (Okay, this one has a few holes). 5. Improve relations with key neighbors Never mind the contradictions, in this one. Turkey made itself a key feature in its neighborhood by inking a free trade pact with Syria, which meant that when Syria chalked out a peace plan with Israel, Damascus insisted that Turkey would be the interlocutor. On the other hand, terrorists never think of attacking Norway or Sweden because â€Å"their objective was not to build a security infrastructure because there is only so long and so often it can counter attacks; but to build nations nobody thinks of attacking.† Huh? So India should shoehorn its way into international disputes, like Turkey. But at the same time remain on the isolated fringe, like Sweden? All while sitting sandwiched between Pakistan and China, while the US makes a play to take back the Pacific? He lost me there. But the article still merits a close reading.

Human development the three domains Essay

They begin to form their own views such as which sports to play, which groups of friends to be included in, and what personal appearances are attractive. The development in thinking that happens during adolescence needs nurturing in order for it to develop. If an adolescent is not exposed to abstract concepts and ideas at home and in school, then this ability atrophies, and the teenager may grow up to be an adult who is a concrete thinker in most aspects of life (Huitt, W., & Hummel, J. 2003). The adolescent would not be able to make intelligent decisions about life in a modern society. Emotional and social domain states the changes in emotional communication, self -understanding, knowledge about other people, interpersonal skills, friendships, intimate relationships, and moral reasoning and behaviour. During adolescence, the changes of friendship occur, moving in the direction of intimacy and loyalty. Girl’s friendships place greater emphasis on emotional closeness, boys on status and mastery (Berk, 2003). Throughout adolescence the amount of time spent with friends increases. Teenagers enjoy spending time with their friends. They feel more understood and accepted by their friends. Less time is spent with parents. Female adolescent tend to place importance on attractiveness. Often causes of poor self-esteem are when teens do not perceive themselves as attractive. Typically, self-esteem increases during late adolescence as teens develop a better sense of who they are (University of Michigan Health System) (UMHS). A general example that clearly identifies all three domains including social/emotional, cognitive and physical is an adolescent who is playing a soccer tournament. Physically he is kicking the ball and running also he feels the pain on his leg when he kicks the ball. Cognitively he is thinking what if he misses the goal. In other words his full concentration is just on the ball. In terms of his emotional feeling he is feeling pressured and nervous. Socially he is communicating with the other players in his team. Therefore these examples clearly identifies the three domains are interrelated. The environment influences such as peers, family and education have shaped my life and have shaped my unique development. Peers have had a greater influence on shaping my life. The peer group is important because it helps a child learn social, friendship, loyalty, and values with other peers. Peers do have greater influence over matters of immediate lifestyle, such as musical tastes or leisure activities (Troll and Bengston, 1982 and Davies and Kandel, as cited in Robertson, 1989, p.84). Through out my life peers have always been important to me. As I grew older I spent more and more time in the company of my peers. Spending time with my peers I felt more connected. I chose peers who accept me and whom I share my attitudes and interests. I can trust my friends and we help each other out when we have problems. Friendship provides adolescents with a warm, close and trusting relationship (Santrock 2002). My peers have helped me to be more independent and confident. I was shy, quite, but by making friends I felt more comfortable and independent around them and around others. The family has the greatest impact on people’s life. From the moment of birth, children have and ascribed status in a subculture of race, class, ethnicity, religion, and region-all of which may strongly influence the nature of later social interaction and socialization. For example, the values and expectations that children learn depend very much on the social class of their parents (Robertson, 1989). I believe my family has had a lot of influence on shaping my development. In my relationships with my family we show respect for each other and we have values in our house. Most values that I hold have been my beliefs in religion. It was my parents who taught me the beliefs that god exists and today I am a strong believer of god. We have Hindu traditions that we celebrate together including Diwali (festival of lights). Through out high school I didn’t smoke, drink or get into drugs this is because of my close relationship with my family, healthy open communication and parental support. Research shows teens who have positive relationships with their parents are less likely to engage in various risk behaviours, including smoking, fighting and drinking (Santrock 2002). My family has also had a lot of influence on my dietary behaviour within my home environment. My parents are vegetarian and this has had a huge impact on my diet today. They have strongly emphasized no killing of animals. Education is another environmental influence that has shaped my development. Education is the systematic, formalized transmission of knowledge, skill, and values (Robertson, 1989). Through education I have learnt how to speak English which is my second language. Language has helped me to communicate with others and has helped me to introduce my self to a wider community of people. By going to school I have learnt a variety of facts and skills such as interacting with others. Through involvement in academic programs and campus life, students engaged in exploration that produces gains in knowledge and reasoning ability, revised attitudes and values, enhanced self-esteem and self knowledge, and preparation for a high-status career (Berk, 2007). Schools have also taught me habits of punctuality and obedience to authority, this has helped me through out my life. Through my education I have started to eat healthy food and exercise regularly as before I would eat a lot of processed and unhealthy food. (REF). Education has been an important opportunity to occupational and financial success. It has given me the ability to attend university and finish my certificate programme which will lead me to bachelor of nursing degree. To conclude its contextual influences that drives these three domains which are physical, cognitive and emotional/social domains, for example responsibility, environment, food, education, family, relationships and culture. These are used in everyday life. Berk, L.E. (2007). Development through the lifespan (4th ed.). Boston: Allyn & Bacon. Robertson, I. (1989). Soialization. In society: A brief introduction. (pp. 69-93). New York: Worth. Santrock, J., (2002). Life-span development. (8th ed.). Boston: McGraw Hill.

20 Expository Essay Topics Meet Great Ideas on Evolution of Human Behavior

20 Expository Essay Topics Meet Great Ideas on Evolution of Human Behavior If you are in need of a good topic to use for your expository essay on the evolution of human behavior, then consider the list of twenty topics below. Remember that each of these topics is quite wide which means that in most cases you will need to revise the content, narrowing it down until you have a topic on which you can adequately write for the number of pages required from you. This means that almost any of the twenty topics listed below can be refined using a specific theory, researcher, time period, location, gender, age, study, book, or any other demographic. You can also use the same demographics to expand any topic listed below so as to fit a larger expository essay assignment, such as an assignment which spans more than ten to twenty pages in length: The Role Reason Plays in Human Behavior Evolution of Priming in Human Behavior First Impressions Recorded in Human Behavior Thucydides Views on Human Behavior Human Behavior and Genetics Human Behavior and Psychology Medical Care for Victims of Human Trafficking Human Behavior in Various Situations Zodiac Signs and their Relation to Human Behavior Human Behavior and Emulation Human Behavior in Fires: Historically to Now Human Behavior and Determinism Psychoanalysis to Explain Human Behavior Human Nature versus Nurture: The Real Impact Misconceptions about Human Nature Cognitive-Behavioral Theory and Human Nature Human Behavior and Literature: How it is Perceived Motivation and Human Behavior How the Color Red Impacts Human Behavior The Impact of Society on Human Behavior Aren’t those interesting topics? Feel free to also check our 10 facts on evolution of human behavior along with our guide on writing an expository essay on this topic. And there is more where that came from. Check an essay example written on one of the topics from the list above: Sample Expository Essay on the Evolution of Priming in Human Behavior In modern behavioral psychology, evolutionary questions can be asked about subconscious factors that may influence a person’s decisions and what precisely priming influences; is it personal experience, memories, emotions, stereotypes, social constructs, cultural background, group affiliations, or religious affiliations. Priming is a valuable tool for psychologists as it allows researchers to determine what influences a person’s decisions, thoughts, and perceptions using pictures, words, games, movies, and real life scenarios. These studies have found that exposure to certain priming materials can influence what a person thinks, such as stereotyping and decision-making processes. Priming was initially defined by Jacoby as sensitivity to certain stimuli based on a prior experience. Prior experience has been expounded upon to include prior photographic memories, written words, personal experiences, group thought, social constructs, and cultural upbringing. Thus, it is gene rally conceded that priming does not rely on explicit memory, but rather implicit memory. Understanding how names and faces affect a person’s cognitive processing for decision making is imperative to the study of priming. Banse (2001) used names and faces of people liked and disliked by the subjects as primes. Research focused on three hypotheses; stimuli which are related to the liked and disliked people would extract congruency priming effects; both the masked and the unmasked procedures would have similar effects; and individual difference would be related to relationship quality. The first hypothesis measured those primes which were clearly visible. The second trial removed priming with significant others or familiar friends and family by only showing unfamiliar faces. This allowed for a reserve priming effects to be demonstrated under the conditions of familiar and unfamiliar faces. As a group, priming effects consisting of names and faces provided strong evidence that these effects were caused by the activation of each person’s â€Å"schemata† o r their mental structure which represents pre-conceived ideas, their representation of the self, and a framework for organizing social information and aspects of the world. However, Banse’s study lacked consistent, explicit measures to support the correlational findings. Warren (2009) conducted further priming research using photos. He presented different pictures of people but kept the name the same for each. He found that the presentation of a word, which the researcher read aloud, had no effect on subsequent recognition of the picture. Ultimately, the study provided a categorization model which enables a more consistent analysis of data for the verbal system, much different than that categorization stage for pictures. It gave researchers the ability to interpret data which might otherwise have appeared contradictory. Rudman and Eugene (2002) are credited with research attributing to the theory that either temporary or chronic effects hold the ability to influence cognitive and behavioral reactions. Using a lexical decision task, they randomly assigned male subjects who were blocked on Pryor’s â€Å"Likelihood to Sexually Harass (LSH) scale† to a priming condition. Nonsexist and sexist words were incorporated as they pertained to women during their initial interview as well as the research setting, where the male participants interviewed female job applicants under high or low power conditions. Their study measured the priming manipulation as well as the stereotyped information acquiesced during the participants initial interview and their sexual behavior during the interview. Support was shown for the theory that the means of priming were sufficient enough to produce sex discriminatory behavior. Their work supported the conclusion that more than mere pictures could be used as primes . Specifically, words, and how those words are incorporated subconsciously within specifically altered settings has a significant effect on decision making. Embedded in their results is the theory that priming as a principal concept leads to subconscious activation of other concepts associated with the memory of the first. Their results allowed further opportunity to study whether or not the effects associated with one society can occur in another society if primed. Examining differences in the respective society’s judgments and behaviors would be a first step. More room for further study is necessary as in this literature the influences of cultural aspects such as honor, power, status and other variables greatly affected the consistency of the results. To date only supportive, not conclusive data exists regarding casual reasoning, another field with room for investigation. References: Arnold, John, and Joanne Silvester.  Work psychology: Understanding Human Behaviour in the Workplace. Pearson Education, 2005. Cool, V., Yarbrough, D. B., Patton, J. E., Runde, R. 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