Relationship Between Consumption And The Self Essay

Relationship Between Consumption And The Self Essay Consumption has always been an important aspect of human society, in different ways at different times and in different places (Clarke 2003). The consumer revolution, the birth of which is a subject of debates (McKendrick claims to have discovered it in the eighteenth century England, Williams- in nineteenth century France, and Mukerji- in fifteenth and sixteenth century England), represents not just a change in tastes, preferences, and purchasing habits but a fundamental shift in the culture of the early modern and modern world. (McCracken 1988) The consumer revolution is seen to have changed Western concept of time, space, society, the individual, and the state. Western culture gradually became increasingly dependent on and integrated with the new consumer goods and practices, which appeared from the sixteenth century onwards; culture and consumption began to fashion their present relationship of deeply complicated mutuality.(McCracken 1988) In such a consumer culture, consumption has an important significance to the meaningful practices of peoples everyday life. That is, they not only make their consumption choices from the products utilities but also from their symbolic meanings. Basically, consumption is employed not only to create and sustain self but to locate people in society as well. However, from a critical point of view, seeking to create the self through symbolic consumption can also contribute to the enslavement of individuals in the deceptive world of consumption. The following paper seeks to explore the theoretical approaches regarding the relationship between consumption and the self. {In the postmodern world} Our Identity is moulded as consumers. (Sarup 1996, p.120) Living life to the full became increasingly synonymous with consumption. (Gabriel and Lang 1995, p.7) The construction of self in modern society is considered to be invariably linked to consumption. The modern society undoubtedly represents a consumer culture, where peoples life functions in the scope of consumption. (Firat and Venkatesh 1995) It is, peoples social arrangement in which the relation between lived culture and social resources, between meaningful ways of life and the symbolic and material resources on which they depend, is mediated trough markets .(Slater 1997, p.8) Hence consumption is of great importance to the allusive practice of individuals everyday life. Along with the creation and maintenance of the self, consumption is also employed in order to locate different individuals in society (Elliott 1994a). The various material goods that people buy, the ideals and beliefs they held show who they actually are and whom they identify with. Indeed, people consume various things not only for satisfaction of personal needs but also for creation of their self-creation projec ts (i.e. for sense of significance in their pursuit of being ), which may be achieved symbolically through mundane consumption. The validity of this is confirmed by a considerable amount of literature. Lang and Gabriel argue that whether one is looking for happiness, identity, beauty, love , et cetera, there is a commodity somewhere which guarantees to prove it. In McCracken point of view, different products embody qualities that reach beyond their attributes or commercial value, which means, they are capable of carrying and accommodating cultural meanings. Symbolically, people use these meanings in order to create cultural idea of the self, to obtain and maintain lifestyles, to represent social connections and to promote changes in society and the self. (McCracken 1988) In other words, people consume these cultural ideas in order to exist in this culturally composing world. McCracken (1988a, p. Xi) confirms the latter point: without consumer goods, certain acts of self-definition a nd collective definition in this culture would be impossible. Shopping is not merely the acquisition of things: it is the buying of identity. (Clammer 1992, p. 223) Sartre (1998) argues that The bond of possessions is an internal bond of being. (p. 588) He emphasizes on the idea that people come to know who they are trough what they possess. By actually observing their material possessions they structure and sustain a notion of existential self. The idea of seeing is of vital importance, because as Sartre states to see it is already to possess it. In itself it is already apprehended by sight as a symbol of being . Thus, when see a superb landscape, people are capable of obtaining a notion of possessing the given landscape, and then associating it with their sense of being . This idea illustrates how people acquire a feeling of existing trough window shopping alone. To have is to be concept is also asserted by Belk (1988) and Dittmar (1992). Dittmar (1992, p. 204-06) argues: Material possessions have socially constructed meanings this symbolic dimension of material objects plays an important role for the owner s identity. This suggests that material social reality in an integral, pervasive aspect of everyday social life, of constructing ourselves and others. Belk (1988) in his examination of the connection between having and being , states that it is a two-fold process working in both directions respectively. Not only do people place their self-identities into their possession but they also integrate the latter into their identities; that is mirrored in the so called self-extensions process (i.e. the extended self). As extension of the self, peoples possessions not only enable them to find their actual characters but to achieve or adjust their sense of continuity from the past. Thus, material possessions act as a capacity to manage individual s life in its current course. As stated above to have is to be but to have also means to belong . Richins (1994, p. 523) states, Possessions are part of the social communication system and are sometimes actively used to communicate aspects of the self. Undoubtedly, when obtain personal possession that expresses peoples individual sense of identity and their sense of belonging to a group and collective identity. Material things encompass symbolic meanings, trough which a bridging of the self to others in society is possible. Dittmar (1992, p. 11) states: The notion that we express our identity trough our material possessions, and make inferences about the identity of others, on the basis of what they possess, means that there must be socially material objects as symbolic manifestation of identity. Nowadays, people are able to use consumption symbolically in order to gain a considerable sense of belonging to various imagined communities (Anderson 1983) or different neo-tribes (Maffesoli 1988). Thus, people consume different products that add to the symbolic means of identification of the self, trough which they associate themselves emotionally with those sharing their lifestyles. (Gabriel and Lang 1995) Consumption, as it has been stated in the above paragraphs, provides people with symbolic meanings to construct their self and identity, but it also can imprison them to the superficial sense of self and the enduring consumption. Therefore, from a critical perspective, to have means to be enslaved. If I am what I have and if what I have is lost, who then am I? (Fromm 1976, p. 76) According to Fromm, seeking to obtain a sense of being trough having hides a risk of losing it since having may not stay permanently. Contrary, he raises the idea that people realize the self by giving and sharing practices, et cetera. To have contributes to peoples enslavement of their own possessions. (Fromm 1976) People become slaves (i.e. commodities) in the realm of goods (Giddens 1991). Faurschou (1987, p. 82) argues: {Postmodernity is} no longer an age in which bodies produce commodities, but where commodities produce bodies: bodies for aerobic, bodies for sport cars, bodies for vacations, bodies for Pepsi, for Coke, and of course bodies for fashion total bodies-a total look. The colonization of the body as its own production/consumption machine in late capitalism is a fundamental theme of contemporary civilization. The belief that people are capable of exercising their freedom through certain choices seems unrealistic. Actually, we all not only follow lifestyles, but in an important sense are forced to do so-we have no choice but to choose (Gidddens 1991, p. 8). Also, Elliot (1994b) states that the pleasure, more specifically the immediate one derived from numerous consumption practices may imprison people in the scope of addictive consumption. Gergen (1991, p. 74-5) shows some apprehension over freedom of consumption: Yet this same freedom ironically leads to a form of enslavement. Each new desire places its demands and reduces one s liberties. Liberation becomes a swirling vertigo of demands. Daily life has become a sea of drowning demands, and there is no shore in sigh. The will and eagerness to be more, to grow more, to accumulate more and more, and more results in suffering and self-destruction of the individual. The only possible way of letting go this degenerated cycle is to accept the idea that to be is merely an illusion. Consequently, people should let go of their will to be , leave alone the desire to have . Considering all that has been stated above in the current paper about relationship between self and consumption strongly confirms their cooperative coexisting within and in developed societies of the contemporary world. The consumer is seen as caught in a cultural project (McCracken 1988), which main purpose is to achieve a full completion of the self. The consumer machine provides individuals with the necessary cultural materials in order to rationalise their varying ideas about themselves and their social roles in society. All of their cultural notions are embodied in the symbolic nature of goods, and it is through their possession and practices that individual understands the meaning in his own life. As Kavanaugh states, individuals in a society create themselves or define themselves culturally through the objectification of {a culture s} conceptual models in centrally prescribed phenomenal forms (McCracken 1988). It is through the systematic endowing of the meaningful properties of objects/goods that individual satisfied the opportunity and responsibility of self-definition. The logic and directions of this process of self and world construction through the nature of goods has been increasingly understudied and since recently it has been drawn accurate exploration. But which still needs further examination.

Fahrenheit 451 by Ray Bradbury :: Ray Bradburys Fahrenheit 451

Shortage of Books †I’ve always said poetry and tears, poetry and suicide and crying and awful feelings, poetry and sickness; all that mush!† exclaimed Mrs. Bowles to Montag in Ray Bradbury’s book Fahrenheit 451 (103). Mrs. Bowles thinks written words can make an individual really gloomy and disconsolate. Because the goal of this society is to always be satisfied, and to stay satisfied people watch TV, made up stories, which never makes them think or wonder, that is why Mrs. Bowles is convinced that poems are nasty. How does banning of books affect a whole community? Does the human civilization really differ without them? According to Fahrenheit 451, Bradbury assembles a civilization that is affected in three ways from having a lack of books: more brutality is among people, preternatural relationships cultivate, and intelligent capabilities decrease. First, cognitive ability degenerated because of the banning of books. Visiting Faber, he said to Montag â€Å"That was the year I came to class at the start of the new semester and found only one student to sign up for Drama from Aeschylus to O’Neill† (91). Faber told Montag a memory of how books were like a beautiful statue of ice, melting in the sun. He later realized that books had no meaning to people because people stopped thinking. If the lack of books has caused people to stop thinking, then people act on impulse, rather than taking the time to consider the effect of what they are doing. Therefore, the decrease of knowledge obviously caused ignorance which in turn leads to the unawareness of ones self being taken advantage of or enslaved. In greater meaning if an individual deprives a society of individual rights or slowly outlaws educational sources (such as books in this case) and do not let people make their own choices for themselves, then they begin to lose interest in things they enjoy and "fall into the crowd" becoming (though unaware) toys of the leaders of that society, who lead that crowd of people like a flock of lambs, and thus controlling everyone. In addition to unawareness, abnormal relationships develop in the society because without books one couple may struggle in communication. After Beatty’s visit Mildred concluded Montag’s question â€Å"My ‘family’ is people. They tell me things: I laugh, they laugh! And the colors!†(75). Mildred feels her family is just people as if she thought people were just objects roaming around the earth.

Violent Video Games and Kids

Keep the Violent Vids away from Kids Violent video games and their effects on children is a growing debate in today’s society. The controversial problem is: are violent video games a negative effect on children or not? It is my personal opinion that violent video games are a bad influence on children. These young children learn from what they see. It is not a good thing when what they see is violence. It is also not a good thing when they are in control of the character that is doing the violence.Some children may be too young to know right from wrong yet and should not be exposed to these games. They may see something and get the wrong idea. Stricter laws should be made and enforced on violent video games. Children should not be allowed to have these games unless they are at least 15 years of age for the following reasons: Most research illustrates violent video games as a negative effect on children, video games content teaches children the wrong lessons, and violent video g ame use has been linked to delinquent crime.The debate originally began with violence on television and in movies. With the new advancements in technology, it eventually escalated into the debate of violent video games. Craig A. Anderson, a well renowned psychologist and professor at Iowa State, explains it like this: After 40+ years of research, one might think that debate about media violence effects would be over. An historical examination of the research reveals that debate concerning whether such exposure is a significant risk factor for aggressive and violent behavior should have been over years ago (Bushman & Anderson, 2001).Four types of media violence studies provide converging evidence of such effects: laboratory experiments, field experiments, cross-sectional correlation studies, and longitudinal studies (Anderson & Bushman, 2002a; Bushman & Huesmann, 2000). But the development of a new genre-electronic video games-reinvigorated the debate. Two sides of this issue exist. Many parents, researchers, and public policy makers believe violent video games are a bad influence on children.On the other hand, many public policy makers and video game developers believe violent video games can be educational to children and not a bad influence. In order to gain new knowledge and answer some of the questions of this growing debate, scientists all over the world have been doing research on this issue. Most of this research illustrates that violent video games have a negative effect on children. Many studies have found that violent video games cause an increased level of aggression in children.One such study was explained in an MSNBC popular news article written by Kristin Kalning called: â€Å"Does game violence make teens aggressive? † The article was written about an experiment done at the Indiana University Medical School. The experiment consisted of children having brain scans done while playing a violent video game and while playing a non-violent vide o game. The following results were gathered: â€Å"the brain scans of kids who played a violent video game showed an increase in emotional arousal – and a corresponding decrease in brain areas involved in self-control, inhibition and attention.The kids who played the non-violent games did not have the same effect. † Another study done by three scientists named Hanneke Polman, Bram Orobio de Castro, and Marcel A. G. van Aken called â€Å"Experimental Study of the Different Effects of Playing Versus Watching Violent Video Games on Children’s Aggressive Behavior† yielded similar results. It was a study that was done by examining fifty-seven children ages 10-13 who either played violent video games or watched violent video games. The scientists examined their behaviors in free play session at school.The results were as follows: â€Å"After the active participation of actually playing the violent video game, boys behaved more aggressively than did the boys in the passive game condition. For girls, game condition was not related to aggression. These ? ndings indicate that, speci? cally for boys, playing a violent video game should lead to more aggression than watching television violence. † Although it may not be known how much violent video games effect children, these studies illustrate that they do indeed affect children in a negative way.They illustrate that psychologically something is going on in the brain that is not normal while playing. Providing evidence that children of a young age should not have access to these violent video games. Not only does research done on violent video games demonstrate that better age restrictions should be enforced on violent video games, but also the fact that the content of violent video games teaches children the wrong lessons. The graphics in video games these days are so real that they make players feel as if they are in the game. Violent video games often present unethical ideas and less ons to children.Craig A. Anderson explains these lessons very well: â€Å"Recent video games reward players for killing innocent bystanders, police, and prostitutes, using a wide range of weapons including guns, knives, flame throwers, swords, baseball bats, cars, hands, and feet. Some include cut scenes (i. e. , brief movie clips supposedly designed to move the story forward) of strippers. In some, the player assumes the role of hero, whereas in others the player is a criminal. † These ideas and lessons should not first be presented to children in video games.They instead should be discussed before hand with children’s parents. Children should not be able to play these games. Only teens that know their right from wrong and understand that the ideas perceived in these games are completely unethical should be allowed to play them. Another reason violent video games should be kept away from children is violent video game use has been linked to bad behavior among children and even delinquent crime. Children who play violent video games are more likely to bully or start a fight at school. Patrick McCormick, a writer for the U.S. Catholic, in an article titled â€Å"Moral Kombat† references Craig A. Anderson and says this: â€Å"Surveying a gigabyte of studies done over the past 50 years, Anderson found â€Å"unequivocal evidence that media violence increases the likelihood of aggressive behavior in both immediate and long-term contexts. † Children who played video games were more likely to bully and fight with others and less likely to exhibit self-control or empathy. † Violent video games should not be available to children if these are the effects that they invoke in children.What’s worse is there is worse behavior that is linked to violent video games. Violent video games have been linked to delinquent crime, most specifically school shootings. â€Å"In the last decade numerous headlines have made the connection betwee n gaming and violent crimes. Stories have identified the perpetrators in school shootings and other multiple homicides as adolescents who spent a good deal of time playing violent video games, and FBI reports have suggested that fascination with this sort of media violence could be a arning sign identifying possible shooters†(McCormick). The Columbine shooting in Colorado is historical evidence providing proof that violent video games are bad influences on children. The shooters played a violent video game and make a reference to it in a video. Guy Porter and Vladan Starcevic wrote an article called â€Å"Are violent video games harmful? † and say this: â€Å"The 1993 game ‘Doom’†¦was played by Eric Harris and Dylan Klebold before they went on a shooting Rampage at Columbine High School in 1999, killing 12 fellow students and one teacher, before committing suicide.The two killers had mentioned the game in a video they made before the massacre, stating it would be â€Å"just like Doom†. † This type of behavior should not be accepted in today’s society. Violent video games should not be responsible for fueling children like this to do heinous crimes. Stricter laws should be enforced and parents should be more educated about the violent video games that are available to their teens. Many critics say violent video games are not a bad influence on children and instead are educational and helpful to children.Peter McCormick writes: â€Å"complex and challenging video games engage our children, helping them to learn useful information and master necessary skills. † Kristin Kalning illustrates the same idea in her article on MSNBC when she speaks of the ESA website. She says: the ESA has done â€Å"several studies pointing to games’ potential benefits for developing decision-making skills or bettering reaction time. † Any video game can be made to be complex and challenging without being violent. Violent video games may teach you better reaction time and how to make decisions quickly, however; they also usually teach children the wrong lesson. Video games in general take away extra time children can be spending outside doing physical activities and studying. Violent Video games should not be sold to children who are under the age of sixteen. Children who are too young do not have a mind developed enough to understand the violence.

The Basics of an Experiment

The Basics of an Experiment Science is concerned with experiments and experimentation, but do you know what exactly an experiment is? Heres a look at what an experiment is... and isnt! Key Takeaways: Experiments An experiment is a procedure designed to test a hypothesis as part of the scientific method.The two key variables in any experiment are the independent and dependent variables. The independent variable is controlled or changed to test its effects on the dependent variable.Three key types of experiments are controlled experiments, field experiments, and natural experiments. What Is an Experiment?  The Short Answer In its simplest form, an experiment is simply the test of a hypothesis. Experiment Basics The experiment is the foundation of the scientific method, which is a systematic means of exploring the world around you. Although some experiments take place in laboratories, you could perform an experiment anywhere, at any time. Take a look at the steps of the scientific method: Make observations.Formulate a hypothesis.Design and conduct an experiment to test the hypothesis.Evaluate the results of the experiment.Accept or reject the hypothesis.If necessary, make and test a new hypothesis. Types of Experiments Natural Experiments: A natural experiment also is called a quasi-experiment. A natural experiment involves making a prediction or forming a hypothesis and then gathering data by observing a system. The variables are not controlled in a natural experiment.Controlled Experiments: Lab experiments are controlled experiments, although you can perform a controlled experiment outside of a lab setting! In a controlled experiment, you compare an experimental group with a control group. Ideally, these two groups are identical except for one variable, the independent variable.Field Experiments: A field experiment may be either a natural experiment or a controlled experiment. It takes place in a real-world setting, rather than under lab conditions. For example, an experiment involving an animal in its natural habitat would be a field experiment. Variables in an Experiment Simply put, a variable is anything you can change or control in an experiment. Common examples of variables include temperature, duration of the experiment, composition of a material, amount of light, etc. There are three kinds of variables in an experiment: controlled variables, independent variables and dependent variables. Controlled variables, sometimes called constant variables are variables that are kept constant or unchanging. For example, if you are doing an experiment measuring the fizz released from different types of soda, you might control the size of the container so that all brands of soda would be in 12-oz cans. If you are performing an experiment on the effect of spraying plants with different chemicals, you would try to maintain the same pressure and maybe the same volume when spraying your plants. The independent variable is the one factor that you are changing. It is one factor because usually in an experiment you try to change one thing at a time. This makes measurements and interpretation of the data much easier. If you are trying to determine whether heating water allows you to dissolve more sugar in the water then your independent variable is the temperature of the water. This is the variable you are purposely controlling. The dependent variable is the variable you observe, to see whether it is affected by your independent variable. In the example where you are heating water to see if this affects the amount of sugar you can dissolve, the mass or volume of sugar (whichever you choose to measure) would be your dependent variable. Examples of Things That Are Not Experiments Making a model volcano.Making a poster.Trying something, just to see what happens. On the other hand, making observations or trying something, after making a prediction about what you expect will happen, is a type of experiment. Sources Bailey, R.A. (2008). Design of Comparative Experiments. Cambridge: Cambridge University Press. ISBN 9780521683579.Beveridge, William I. B., The Art of Scientific Investigation. Heinemann, Melbourne, Australia, 1950.di Francia, G. Toraldo (1981). The Investigation of the Physical World. Cambridge University Press. ISBN 0-521-29925-X.Hinkelmann, Klaus and Kempthorne, Oscar (2008). Design and Analysis of Experiments, Volume I: Introduction to Experimental Design (Second ed.). Wiley. ISBN 978-0-471-72756-9.Shadish, William R.; Cook, Thomas D.; Campbell, Donald T. (2002). Experimental and quasi-experimental designs for generalized causal inference (Nachdr. ed.). Boston: Houghton Mifflin. ISBN 0-395-61556-9.

Free Essays on Greening Of Management

1.0 Introduction Advancements in technology over the last 100 years have provided mankind with an unappalled material wealth. According to the WorldWatch Institute Report, the world economy has expanded from $4 trillion in 1950 to more than $20 trillion in 1995, and in this same time period world population has more than doubled (WorldWatch Institute, as cited in Valasquez, 1998). But this technological and material prosperity does not come without its costs; there have been terrible consequences on our natural environment. Much of the burden can be placed onto the shoulders of unscrupulous business’s operating in the latter half of the 20th century under the ‘Classical view’ of social responsibility (Shaw, 1998). That is, that their only social responsibility is to maximise profits. Luckily, in the late 1980’s and throughout the 1990’s the attitudes of businesses towards looking after the environment began to change for the better. The widely used term for this is n ow know as, ‘The Greening of Management†. 2.0 Define and Discuss ‘The Greening of Management’ In the rapidly changing business world of the 21st century it is now widely accepted that â€Å"A primary concern of many businesses now is how to manage their environmental impacts effectively and efficiently† (Berry & Rondinelli, p38). The name for this fairly new style of management is called â€Å"Green Management†. The Greening of Management is concerned with companies embracing environmental protection as part of their competitive strategies, as well as â€Å"the recognition of the close link between an organisation’s decisions and activities and its impact on the natural environment† (Robbins, Bergman, Stagg, Coulter, p145). Greening of management has helped business’s understand that proper environmental protection requires the prevention or pollution rather than just the control of wastes at the end of the pipeline. (Berry & Rondinelli, 1998). ... Free Essays on Greening Of Management Free Essays on Greening Of Management 1.0 Introduction Advancements in technology over the last 100 years have provided mankind with an unappalled material wealth. According to the WorldWatch Institute Report, the world economy has expanded from $4 trillion in 1950 to more than $20 trillion in 1995, and in this same time period world population has more than doubled (WorldWatch Institute, as cited in Valasquez, 1998). But this technological and material prosperity does not come without its costs; there have been terrible consequences on our natural environment. Much of the burden can be placed onto the shoulders of unscrupulous business’s operating in the latter half of the 20th century under the ‘Classical view’ of social responsibility (Shaw, 1998). That is, that their only social responsibility is to maximise profits. Luckily, in the late 1980’s and throughout the 1990’s the attitudes of businesses towards looking after the environment began to change for the better. The widely used term for this is n ow know as, ‘The Greening of Management†. 2.0 Define and Discuss ‘The Greening of Management’ In the rapidly changing business world of the 21st century it is now widely accepted that â€Å"A primary concern of many businesses now is how to manage their environmental impacts effectively and efficiently† (Berry & Rondinelli, p38). The name for this fairly new style of management is called â€Å"Green Management†. The Greening of Management is concerned with companies embracing environmental protection as part of their competitive strategies, as well as â€Å"the recognition of the close link between an organisation’s decisions and activities and its impact on the natural environment† (Robbins, Bergman, Stagg, Coulter, p145). Greening of management has helped business’s understand that proper environmental protection requires the prevention or pollution rather than just the control of wastes at the end of the pipeline. (Berry & Rondinelli, 1998). ...

Doctors without borders Essay Example | Topics and Well Written Essays - 1000 words

Doctors without borders - Essay Example Having gone through the worst of what could happen to human lives during war and crisis, a select number of doctors from France destined themselves to serve the humanity all over the world, providing people in trouble with help and care. And thus, began the inception of â€Å"Doctors without Borders†. Having sown the seeds for this organization in 1971, the organization otherwise called as, â€Å"Me’decins sans Frontiers â€Å", spread its roots across several countries and eventually turned to be huge organization, operating in nearly 60 countries over the world. What has made this organization to be a special one is that the voluntary members of the organization act as a team, called as the multi-purpose team, helping out people who are affected by war, natural disasters and other atrocities of the world. Their privatised method of working has allowed them to perform hassle free operations, without the interruption of the government and politics. In addition, they h ave emancipated themselves under the international humanitarian laws and, because of their service to humanity their voice in public has grown louder every day. As a result, their global presence has vehemently forced the public to become aware of any atrocities happening across the world and protest against them. (Bortolotti 2004) Currently, with the growing innovations across several fields and the never ending race of nations to achieve supremacy, an organization like â€Å"Doctors without Borders† is the need of the hour. Their eccentric leadership has promoted people to join the organization and act selflessly in providing help to communities, even before they could plead for it. They are continuing to be an inspiration to many in this economic centric world of ours. As a result of their continuous contribution to the society, the organization was awarded the Nobel peace prize, during the year 1999, in the category â€Å"pioneering humanitarian

Current Issues in Parent-Child Relationships Research Paper

Current Issues in Parent-Child Relationships - Research Paper Example Children may not recognize the love and affection of the parents which may result in developing negative attitudes towards the parents. Parents on the other hand may think that they are working hard in order to make the future of their children safe; but in return they are getting only negligence and embarrassments. Both, the parents and the child travel in extremely opposite directions which may be resulted in strained parent-child relationship. Neither of them will be satisfied with their living conditions even though money may not be a problem for them. Psychological problems may affect both the parent and the child which may ultimately resulted in unhealthy incidents in the family. Latch –key-kids are more in Canada and it became a social problem now. In fact social service agencies are trying to find out a solution for it in various manners. The Latchkey Kids calling program is a system developed by Database Systems Corp. (DSC) in order to help such kids. â€Å"This program is an integral part of the CARE (Call Reassurance) phone system that checks on the well being of home alone children as well as senior citizens who need regular contact† (Care). I want to learn about the emotional problems of latch-key-kids. This is because of the fact that a psychologically disordered child can create lot of family and social