Evolving The Gangster Genre Essay Example

Evolving The Gangster Genre Paper The word Genre is used in film to describe and categorize the different types of films that have certain elements that make them the same as the other films that would fit into that genre. The audience of the films should be able to recognise what the genre is through the way the characters act during the film, the certain places that its set in, and the actors chosen. These are the code and conventions that make a genre film. There are different types of genre like Horror, Comedy, Sci-fi, etc, but a popular one is the gangster genre. This genre includes many classic films of the genre such as Public Enemy (W. Wellman, US, 1931), Ones that you think might be a bit of a parody on the genre such as Goodfellas (M. Scorsese, US, 1991) and the films that completely question whether it should even be part of the genre like Pulp Fiction (Q. Tarantino, US, 1994). However, all 3 of these films, use the same codes and conventions, which put them all together in the gangster genre, even though these three films are completely different When I think of a film within the gangster genre movie I think of things like lots of bloody and gory violence, machine guns, the expensive cars, and the mafia family. I also think of two main characters that take themselves from the bottom of the society food chain, and work their way up to be one of the top gangster in the family. The gang or gangs in every different film will always have a don who runs the gang overall. As part of one of the main codes and conventions for gangster films, revenge always plays a big part. There is never a happy ending in any gangster film. We will write a custom essay sample on Evolving The Gangster Genre specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Evolving The Gangster Genre specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Evolving The Gangster Genre specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At least one of the anti-heroes ends ups dieing at the end or during the course of the film. Most films in the gangster genre are set in cities like Chicago, New York, etc and normally have the characters exposing the myth of the American dream by showing that you dont have to stick to the rules to get rich, and lead a good life quickly. In gangster films we see the actors that we look as gangster actors today such as Robert DeNiro. The narrative structure in a gangster film would be the same structure that every other film made would have. It would have equilibrium to start off with, followed by a dis-equilibrium which is the middle of the film and then end it with the new equilibrium. The first gangster film that we watched was Public Enemy. When you watch the film, you immediately know you are watching a gangster film because all of the basic codes and conventions that are used within the genre. It is set in the city of Chicago, and through most of the film you see the illegal dealings that you associate with the gangster films. In the public enemys case it the dealing of alcohol due to the fact that the film is set in the time where the prohibition in America was around. The Public Enemy boasts one of the biggest gangster stars to ever appear in a gangster film called James Cagney who plays the role of one of the main characters, Tom Powers. What makes Public Enemy different to the two other films (Goodfellas, and Pulp Fiction) that is that the main character Tom Powers is a very violent man and cannot stay settled down to one women at a time, as you see throughout the film when he jumps between two women. Public Enemy is not an Italian gangster film like most of the audience would expect before they sit to watch it. The gang members are mostly Irish, which shows they used to timing correctly when they made this film because at the time the film is set, the Irish were at the bottom of society in America, because they were the immigrants and had to do the things we see in the film, to give themselves power. The director also shows the Irish descent of the gangsters because Powers and Doyle are typical Irish names and their Irish descent is mentioned near the beginning of the film. The Public Enemy also exposes the myth of the American dream in great detail. They do this when they show Mike (Tommys brother) getting married working hard in the army and earning very little money whereas we have Tommy who purposely breaks the law and does no hard work whatsoever, yet hes earning a lot of money. Because of Tom doing this all through the film, it is giving the impression that he is telling the audience that you can get a job but you will have to work hard and never earn anything as much as you would being in a gangster movement through lying to people, robbing people, and performing heists. But what it doesnt say is that theres always a massive consequence if you choose the life that Tom and Matt chose. You see this at the end of the film when first off all Matt is killed by the rival gang, and as Tom goes to seek out revenge, he is beaten up, then kidnapped from the hospital and killed. This also shows the death of the anti-hero code that goes together with the gangster genre. The second film that we watched was Goodfellas which (in a lot of ways) is very similar to Public Enemy. Like Public Enemy, we have a character called Tom (played By Joe Pesci). He is very similar to the Tom from Public Enemy because they are both very violent and unhinged figures in both films and both of them are murdered at the end of each film. Tommy in Goodfellas is not one of the two main characters that you get in gangster films. However, he does play one of the most important parts in the film because he is so unpredictable. The film is set around two Irish Americans, Henry Hill (Ray Liotta) and Jimmy Conway (Robert DeNiro). Both Henry (Goodfellas) and Tommy (Public Enemy) show no remorse when it comes to women. You see this when they both cheat on their partners and show violence towards them as well, and both have very similar childhoods where both films show them in their past getting beatings from their fathers. This gives out the message that they were bound to live for committing crimes. The main focus in both films (Public Enemy and Goodfellas) is that the main characters are part of the surrogate or the gang family that Tommy and Henry are both adopted into at a young age and that their lives subsequently belong to those families. As you would expect in the gangster film, there are illegal substances being shipped around in Goodfellas as there was in Public Enemy, the only difference is that in Goodfellas it is cocaine and in Public Enemy it was alcohol. Both of the main characters when the join their gangs are introduced to the group of gangsters and are told and shown how you have to work your way up the gang hierarchy. The don or the gangs leader acts as the second father to both Henry in Goodfellas and Tommy in Public Enemy. A massive similarity between Goodfellas and Public Enemy is that both main characters have brothers called Mike. It is things like this that we can use to back ourselves up when the point of Scorsese basing some of Goodfellas on Public Enemy comes into play. However, Goodfellas does have its differences. For example the film starts at a point thats also shown half way through in Goodfellas. But with Goodfellas, its a good way to start as it is a big part in the film where everything starts to go wrong and the fortunes change for Jimmy and Henry. However, after they do that, it does go back to the beginning to show the audience how they got into that situation and how they get out of it. Scorsese plays with the order of the film, by putting the dis-equilibrium at the start to keep the audience interested and make them want to watch to see how they got into that situation, and to make them think and get involved with the film. Goodfellas is set around the typical mafia family that you would expect to see in gangster films. As you see near the start, Henry messes his women about and cheats on them but eventually he settles down and marries Karen which you dont see with Tom in Public Enemy. In Goodfellas, our main character does not die but because he tells on his fellow gang members, he is forced to live in secrecy which because of this, it is as if he is dead, because he cant contact anybody from his previous life as a gangster. In Goodfellas, Henry is shown to be the nice guy gangster as he is really not into killing people and we see this in the scene with one of the other gangsters in the boot of the car. Henry steps back as the other two gangsters stab and finish the body off. At one point in the film, we get Karens point of view which shows a shift in representation and treatment of women from the 1930s in Public Enemy to the 1990s in Goodfellas. Also, in Goodfellas there are a lot more bent law enforcement people ranging from policemen through to lawyers, judges and also prison officers. You can still say that Goodfellas as a gangster film even though there are a lot of differences between the Public Enemy and Goodfellas. You can see that things used in a documentary are used throughout for example the voice over, and the freeze frames. There is also a sense with Goodfellas that Scorsese makes fun of the gangster genre with mockery and the fact that they are so well off they buy things even though they are tacky and horrible for example the T. V. area that turns around that Harry and Karen buy during the film, and with the name Jimmy two times because he ends sentences by saying the same word twice. Scorsese also puts a lot of upbeat music some shocking violence; this gives the impression that it is not such a big deal to kill someone in that kind of lifestyle. Also with the character Tommy we can see that the character is happy to kill anyone he can, so Scorsese is tries to make us happy and feel easier that the mafia is killing people in his film. The final film that we sat, watched and studied was Pulp Fiction. Pulp fiction is not like any of the other gangster films and some, may even say that you cant really class it as a gangster film. I personally think you can class it as part of the gangster genre; I think this because you can see that is doesnt have many things in common with classic gangster films like Public Enemy and Goodfellas which is what is good about the film, because it makes it completely different from the other gangster films, which would make fans of the genre want to sit down and watch it. Like Public Enemy and Goodfellas it has the basic elements of violence and guns, and has the main characters in men in suits, but hat makes them different are the fact that you can tell they are not expensive suits, because they look so tacky. And also another basic element with gangster films, are illegal substances, but this time they are getting used for personal use instead of being sold of to others by the gangsters. The gang has another don style character who is called Marsellus Wallace. There is also a revenge factor with Butch getting back at Marsellus. And just like Public Enemy our anti-hero, Vince, is killed. But for every similarity Pulp Fiction has with Goodfellas and Public Enemy there are also the differences that make it a completely different film. Tarantino plays mainly with the narrative structure of Pulp Fiction. By doing this he leaves the audience confused but thinking about what is going on and what is going to happen. He also has put multiple narrative structures into the film which focuses on the different characters. The reason Tarantino does this is because he knows that his own gangster film can be so much different from the likes of Goodfellas, and Public Enemy. Tarantino also plays with the basic codes and conventions that you would expect to be in a gangster film. A prime example of him doing this is when he puts in a happy ending which is not common in the gangster genre, because with gangsters you never expect a happy ending. There is no money making schemes at all in the film and we dont see any illegal substances being sold to other dealers. In another uncommon scene we see a different way as to how women in gangster films are shown with Mia Wallace (Uma Thurmann) being powerful and the subject of a rumour that is going around that makes Vince fear for her when he takes her out as a favour for Marcellus and also when she overdoses on the drugs she finds in his jacket pocket. I dont think that any of the 3 films I have descried are the same because I have shown so many differences between each of them, that in my opinion, can swing anyones views on these 3 films if they thought differently to me. I know that they are very different from eachother, because if every film of its genre was the same, then I wouldnt want to watch them because I would know what is going to happen and it would become boring. Also because of the changes in society that happen every single day, it would become very hard to make the same film because we see the changes that are representing the social groups such as women so if we were to make a film like Public Enemy, It would come under a lot of criticism because of what happens in public enemy when it comes to women, and it wouldnt happen nowadays to women. However, the similarities between the 3 films are needed so we can categorize them into the gangster genre but we also need differences to tell the genres apart and also to tell the films apart, so the films end up making us feel familiar with the genre that its part of, but at the same time, gives us some original ideas that could also help us define it as a gangster film, and the audience also like to be able to know what is going to happen in the film but at the same time they want to have the element of surprise that most of the time actually ends up making the film as good as its meant to be.

Watch for Visually Distracting Phrases

Watch for Visually Distracting Phrases Watch for Visually Distracting Phrases Watch for Visually Distracting Phrases By Mark Nichol Writers (and readers) face many perils faulty grammar, mangled syntax, and misplaced, missing, or extraneous punctuation among them but there’s one form of distraction writers might more easily overlook: Visually (and/or acoustically) distracting groups of words that, for one of three reasons, create obstacles to clear reading. One type of obstruction is repetition of sounds, either alliterative or assonant. Alliteration, the use of several words in sequence or within a sentence that start with the same sound, can be an effective technique, especially in poetry or just for fun (I use it often), but when it’s inadvertent (and sometimes when it’s deliberate), it just gets in the way. In the following sentence, for example, three of the first five words start with the letter r: â€Å"In regard to residents’ reviews, those who lived in the city where a restaurant is located tended to give the restaurant lower ratings than tourists did.† â€Å"In regard to† is clunky, and the sentence could begin simply with however instead of the alliterative introductory phrase. Another solution is to scatter the alliterative words, as in the revision from â€Å"These individuals often present complex clinical-care needs† to â€Å"These individuals often present complex needs for clinical care.† A similar potential obstruction is assonance, the repetition of vowel sounds within or at the end of a word. For example, three of the first four words in the introductory phrase in â€Å"Due to their redo being late, I didn’t get a chance to evaluate it† end in the -oo sound. (Read the phrase quickly three times without a pause and tell me it doesn’t sound like the first notes of a classic circus and carnival tune.) â€Å"Due to† is awkward under any circumstances (except in usage such as â€Å"The ceremony is due to begin soon†); use because instead. Another distraction is the proximal use of two or more words with the same or similar letter sequences but different pronunciations, as in â€Å"There were some elements that weren’t thought through enough.† This unfortunate pileup requires more extensive revision one possibility is â€Å"They didn’t sufficiently think some elements through.† Yet another problematic construction is one that inadvertently places two antonyms together, as in â€Å"Check your manuscript’s structure to make sure it doesn’t topple over under reader scrutiny,† where the words over and under are uncomfortably close. In this case, over can be deleted, or replace â€Å"topple over† with a synonym like collapse. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Each vs. Both

An Analysis Of Shaffer’s Equus

An Analysis Of Shaffers Equus The play is in two acts, the first consisting of twenty-one; the second of thirty-five scenes. It is not realistic in that it includes flashbacks performed onstage (like a movie). However, it is an explanatory one with Shaffer’s notes while read. It is a play consisting of individuals rather than types. Each character has his/her individuality along with his/her own perspective of life. We learn about the characters from what other characters tell about them; from what they tell about themselves; as well as from Shaffer’s explanation about them within parentheses. Although it is an open ended play it goes far from the lineer plot structure with its amazing climax. The forward and backward action of the play makes it a different one. Moreover while the play has speech when the time is present, it contains action when it is backward. It is a symbolic play and can be called â€Å"a journey into the mind† of Alan Strang, a seventeen year old boy. It analyzes Alanâ⠂¬â„¢s religious obsession with horses which is based on his complicated feelings due to his religious background and his increasing sexual side as a teenager. This confusion of religion, in fact, is a consequence of some signals from his religious, middle-class mother and his atheist, working-class father. Alan’s perception of religion and sexuality is conflicted and his way of praying becomes a fear of a horse spirit named Equus. He ends up with blinding six horses in the stable because of the fact that they have watched him with a girl. Rosefeldt states that Equus is â€Å"†¦inspired by a real-life event of which the author had very little details. Someone told Shaffer about a boy who blinded horses† (Rosefeldt 89). Equus, the horse gradually becomes a source of freedom and worship for Alan. As he worships Equus passionately, Alan goes away from being ‘normal.’ There are two main characters in the play, Martin Dysart and Alan Strang, the protagonis t. While the play is Alan’s story, it soon becomes Dysart’s story, too. Dysart is a psychiatrist and is asked to treat Alan Strang. Dysart admits to treat Alan as a patient, believing his lawyer friend Hesther Salomon that the boy has something special. In Act I, the audiences learn that Alan comes from a Christian mother – Dora Strang – and an atheist father – Frank Strang who have argument in agreeing how to raise Alan. Alan’s mother tries to impose religion on Alan and does not avoid talking about sex as well. As he grows up and becomes a teenager, his mother’s words become confusing for him. Alan’s obssesion with the horses is actually a typical result of his mother’s words: Dora. †¦ I used to tell him a funny thing about falling off horses. Did you know that when Christian cavalry first appeared in the New World, the pagans thought horse and rider was one person? Dysart. Really? Alan. (sitting up, amazed) One p erson? Dora. Actually, they thought it must be a god.

Military Force and Terrorism Essay Example | Topics and Well Written Essays - 2500 words

Military Force and Terrorism - Essay Example However, in order to reduce such type of illegal activities, varied types of laws and acts are introduced by different governments but still the pace of terrorist activities are expanding rapidly. After undergoing extensive research, it can be summarized that in order to reduce the negative impacts of terrorist activities on society by major terrorist group of the world such as Al-Qaeda, Taliban, Irish Republican Army, Lashkar-E-Taiba, Al-Umma Organization, Liberation of Tamil Tigers Eelam (LTTE) etc, governments of all countries need to focus on improvement of the living standards of the terrorists by fulfilling their basic needs and demands. Implementation of strategic actions might prove effective for the government to reduce the impacts of terrorism over the citizens of a specific nation. If it is possible that any government can come up with strategic political negotiations with the leaders of terrorist groups, then many common people’s lives might be saved and the social, political and economic condition of the nation may also be improved considerably. Therefore, it is essential for any nation to reduce the negative effects of terrorism in order to amplify the gr owth and prosperity of the nation. Terrorism is described as a sort of violence, against the general civilians in order to impose influence and power. Terrorist attacks are caused by a specific group of individual over the citizens of a nation in order to fulfill their own interests and motives. This is done mainly by a specific group of individual of different culture and religion whose prime aim is to improve their life style and living standard as compared to native citizens of the nation. Moreover, terrorist attacks also try to create fear and terror within the minds of the native individual in order to increase the rate of ‘out migration’. This might prove effective for the terrorist individual to get job

- Art and Music Appreciation Essay Example | Topics and Well Written Essays - 250 words

- Art and Music Appreciation - Essay Example It is incisively instructive, showing how the entire art movement can be looked at cynically, but one needs to know a lot about it first. This quote best expresses Holland’s take on the development of art. He is biting in his sarcasm, which shows disdain of how art is shown to the public, how commercial art is denigrated, and how common perception needs to be improved by education. Yes, I agree with Holland’s ‘inherited and exploded’ quote: today’s artists can take everything that went before and ‘blow it to bits’ in the sense of debunking art myths, taking and expanding forms, and adding or subtracting what would have been unthinkable when those forms and myths were created. The collage of styles in Strawberry Fields Forever is a precursor (or permission) for other bands to incorporate classic themes in their music. It took a while, but bands like Electric Light Orchestra and Orchestral Maneuvers in the Dark came along much later and used string and brass sections, together with symphonic strains. It was all due to John Lennon and Paul McCartney and their innovative, prophetic, visionary borrowing of classic motifs. The lyrics are intentionally jumbled to express laconic abandonment of all that was rule-bound: the Beatles allowed youngsters to break out with impunity, and to ignore disapproval. It allowed musicians to create collages of their own in a destructurist way, and there is the link with post-modernism. Such a band as the Beatles will, as Levitin (2007) proposes, always occupy a place in music, but their name might not live on with the tunes. People will hum Yesterday, sing Yellow Submarine to their children or serenade a lover with Michelle forever, but these will be like O Sole Mio, You are My Sunshine and Dancing in the Rain. Everyone knows them but like... who wrote

john grisham :: essays research papers

John Grisham a graduate of Mississippi State University and Ole Miss Law School, he finished his law degree in 1981 and afterwards practiced law for about 10 years, specializing in criminal defense and personal injury litigation. He was elected to the House of Representatives in 1983 and served until 1990. He began writing in 1984 and 3 years later finished hid first novel, A Time to Kill, published by Wynnewood Press in June 1988. John, Renee and their children now live in Charlottesville, Va.. Grisham, John. A Time to Kill. New York: Wynnewood Press, 1989.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"A Time to Kill† wrote by John Grisham was a riveting story of retribution and justice. In this searing courtroom drama, best-selling author John Grisham probes the savage depths of racial violence as he delivers a compelling tale of in certain justice in a small southern town in Clanton, Mississippi. In the end, Jake comes up with an outstanding closing argument, turning the story towards a different perspective for the white people of the jury and then turning it back to how it actually happen. Grisham, John. The Summons. New York: Doubleday, 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ray Atlee is a professor of law at the University of Virginia. Ray is forty-three, newly single and still enduring the aftershocks of a surprise divorce. He has a younger brother, Forrest, who redefines the notion of a family’s black sheep and he has a father, know as Judge Atlee, a very sick old man who lives alone in the ancestral home in Clanton, Mississippi. With the end in sight, Judge Atlee issues a summons for both sons to return home to Clanton, to discuss the details of his estate. But the family meeting does not take place. The Judge dies too soon and in doing so leaves behind a shocking secret known only to Ray and perhaps someone else. Grisham, John. The Firm. New York: Doubleday, 1991.   Ã‚  Ã‚  Ã‚  Ã‚  When Mitch McDeere signed on with Bendini, Lambert & Locke of Memphis, he thought him and his beautiful wife were on their way. The firm leased him a BMW, paid of his school loans, arranged him a mortgage and hired him a decorator. Mitch McDeere should have remembered what his brother Ray- doing fifteen years in a Tennessee jail- already knew. You never get anything for nothing. Now, the FBI has the lowdown on Mitch’s firm and needs his help. Mitch is caught between a rock and a hard place, with no choice, if he wants to live.

Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory

Abstract This essay evaluates case study 3B through the perspective of behaviourism as identified by Skinner et al (1948). The subject in 3B is named Jethro, who is exhibiting signs of disruptive behaviour in school. His actions are analysed from the view of the Behaviourists, using such theories as classical and operant conditioning. Methods for guidance and improvement based on this analysis are then offered. Introduction Behaviourism is a theory which analyses human behaviour in terms of observable cause and effect, rather than mental processes. It advocates that humans react to positive and negative reinforcement of such behaviour throughout their lives – most notably during childhood and adolescence (Mah, 2007). A behaviourist psychologist named Pavlov (1902) developed the theory of ‘classical conditioning’ through an experiment with using his dogs. The theory then went on to become one of the most vital mechanisms of Behaviourism. This is where un-conditioned responses such as salivation at the sight of food can be associated with the ringing of a bell that accompanies the smell of food; thereby giving the dog a learned conditioned response. Skinner (1948) added to this by developing ‘operant conditioning’; which suggests that positive reinforcement and negative punishment are able to create similar conditioned responses too. It has also been argued by Behaviourist s that humans share this same basic psychology as animals on a fundamental level, and can learn associations between reward and consequence (operant conditioning) and learn conditioned responses to stimuli (classical conditioning) (Costello & Angold, 2000). Because of this how concrete and empirically-based the approach is, it is the most commonly applied theory to basic classroom dynamics; as good behaviours are rewarded with positive reinforcement (i.e. good grades, a ‘gold sticker’) and bad, maladaptive behaviours are rewarded with negative reinforcement (i.e. bad grades, detention or ‘naughty step’). It is the simplest way to discipline a class. Shirley (2009) has argued that no lesson plan can work if there is no behaviourism present. In light of this, the analysis will look at how Jethro’s ‘good’ and ‘bad’ behaviours have been reinforced by both his teachers and his parents, and then how his current actions have developed because of this. Any possible suggestions for intervention will then be given in order to re-balance his previous conditioning. Jethro’s Behaviourist Assessment At first glance, Jethro’s behaviour seems to be a product of a lack of reinforcement from his parents and teachers in both a positive and negative respect (Wheldall & Glynn, 1989). He lacks the balance that operant conditioning offers and classical conditioning can be used to explain the way he has associated subjects he does not enjoy with frustration and even aggression. It seems that neither parent nor teacher has attempted to positively associate a subject Jethro doesn’t enjoy with a reward or method that he does enjoy (Porter, 2006). This can be seen from the â€Å"challenge† that is posed by adults that spark â€Å"angry outbursts† from Jethro. From a behaviourist view, this â€Å"challenge† would be seen as another negative reinforcement for his actions, as opposed to engagement on another level that may interest the boy. For example, he enjoys music and is evidently a creative person – perhaps more creative lesson plans would put an e nd to his aggressive behaviour, as he would then learn a positive conditioned response to that lesson. A large-scale survey of teachers and pupils entitled ‘The Elton Report’ (1989) suggested that schools’ biggest concern was that of low-level but high-frequency disruptions such as talking during lessons, not waiting, running in corridors and fidgeting. These are called â€Å"TooTs† (talking out of turn) by the DFE, and seem to be a very common occurrence in adolescents. Jethro’s behaviours are mostly TooTs such as rudeness, only doing the minimum required and lateness, and could easily be seen as avoidance of activities that he does not gain any sort of positive reinforcement from i.e. truanting classes when he does not like the teacher. Jethro does not gain any reward from these classes, and therefore does not seek to even attempt to participate because he has been conditioned to act out of turn in them and not pay due attention. It is also evident that musical stimulus gives Jethro pleasure. Akin to how the smell of food gave Pavlov’s dogs a ‘hard-wired’ un-conditioned response (McLeod, 2007), it seems that Jethro did not need to learn his response to music; that it was always present. We can infer that his parents did not aid this response, as they are â€Å"too busy† to have even kept any appointments with his head-teacher. This neglect seems to have created these maladaptive behaviours, as children thrive on a token economy with a reward/punishment scheme (Cooper & Upton, 1991). It could be argued that Jethro’s parents’ neglect of his interests and behaviours acts as its own positive reinforcement of his maladaptive behaviours such as truancy, lateness and being confrontational. This would make Jethro believe that these bad behaviours are in fact good or merely neutral. Without punishment from the primary caregiver, the subject will learn to persist in these behaviours as they go without consequence or even reason (Chung & Nolan, 1998). Jethro fits into the first group of unruly children as stated by the DFE – the â€Å"naughty and disruptive, but responsive† group (DFE, 1994). This can be seen in his sometimes aggressive behaviour, but also in his enjoyment of music. His participation in his town’s Community Action Week makes a good example of how Jethro does indeed respond to positive rewards and stimuli i.e. the act of playing guitar at the old people’s home made him feel elated, or ‘good’; whereas other subjects make him unruly (Premack, 1959). Strategies for Intervention The â€Å"chill-outs† that Jethro receives from teachers shed light on his previous conditioning. Although they could be seen as punishments, they are not the correct punishment to give, as they fail to make a negative association with acting ‘out-of-turn’. Especially given the fact that Jethro is sixteen years old, in the midst of adolescence. It should be noted that adolescents require extra stimulation in their field of interest, as they are beginning to progress up the ‘pyramid of learning’ of Bloom’s taxonomy (1956) and start to create more complex associations and responses as well as being more autonomous (White & Renk, 2011). In light of this, perhaps a harsher punishment is necessary to re-balance the boy’s conditioning, for example – a detention. Arguably this could take place during music class, so as to heighten the negative reinforcement of his behaviour. However, a strategy such as this may serve to severely harm the boy if carried out repeatedly, as it is clear that he is passionate about music, and music is one lesson that he has â€Å"no reported problems† in. Care should be taken so as not to permanently damage Jethro’s positive talents and create an even more negative association with every other aspect of school life. Although, if this punishment is reserved for instances of intense aggression, the strategy may prove fruitful. Another intervention strategy may be to actively encourage Jethro with more rewards for trying harder in lessons he currently does not enjoy. Presently, there are no signs of any attempt to condition the student into doing more than the very minimum required. Although he is working at his National Curriculum age appropriate levels, the teachers are seen to only â€Å"complain†; thereby further reinforcing his response of ‘not trying’. If teachers offered some sort of reward as compensation i.e. being able to complete ‘homework’ in class rather than having to take it home, then maybe Jethro would comply more as he would then have more time to pursue his music, for instance. After a while, Jethro would begin to associate going to class with positive responses and rewards through a teaching style based upon classical and operant conditioning. Similar to the DFE’s circular 8/94 entitled â€Å"Pupil Behaviour and Discipline† (1994); strategies should be implemented that promote respect between students and staff. There should be a token economy with formal rewards that focusses mainly on positive reinforcement for successes, rather than purely negative reinforcements and punishments for acting ‘out of turn’. Clear boundaries of acceptable behaviour are required in order to successfully intervene with Jethro and condition him to be a more respectful, academically-minded student. A liaison between home and school should also be encouraged to ensure Jethro adapts thoroughly as a person, not just a pupil (Ayers et al, 2000). Conclusion In conclusion, it is clear that Jethro’s conditioning needs to be re-balanced through a succession of positive and negative reinforcements, coupled with a reward scheme that congratulates ‘good’ behaviour to encourage the student to try harder. At present, his behaviour is un-disciplined because he has not learnt the correct responses to stimuli such as adults’ challenges, work that he does not like and arriving to lessons promptly. With the suggestions offered here, these behaviours will change and make Jethro a more ‘co-operative’ student; to the point of altering his responses to neutral stimuli into positive ones – allowing him to associate the aspects of school life that currently trouble him, with happiness and rewards. References Ayers, H., Clarke, D. & Murray, A. (2000). Perspectives on Behaviour: A Practical Guide to Effective Interventions for Teachers. David Fulton Publishers. ISBN-10: 1853466727. Chung, C. M. & Nolan, P. (1998). 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