Research in the Field of Family Studies of Marriages and Divorces - Free Essay Example

Sample details Pages: 7 Words: 1981 Downloads: 9 Date added: 2019/06/24 Category Psychology Essay Level High school Tags: Divorce Essay Did you like this example? Decades ago, researchers in the field of family studies predicted that forty to fifty percent of marriages in the United States would result in divorce. Alas, as of this era in time, their results proved true. The most common causes for divorce are economic hardships, lack of communication, infidelity, abuse, premarital pregnancy, and substance addiction. Don’t waste time! Our writers will create an original "Research in the Field of Family Studies of Marriages and Divorces" essay for you Create order Those who tolerate divorce argue that it is the wisest decision in particular circumstances such as domestic abuse and arranged marriages. These people would further assert that not everyone is destined for or capable of maneuvering pressures and responsibilities that a healthy marriage requires. Those who oppose divorce, such as certain religious institutions, argue that it is a threat to the sanctity of marriage and, with respect to the doctrines of the Bible, is considered a sin. Further consequences of the increasing divorce rate include detrimental psychological effects on adolescents of separated parents and the economic downturn of not only the spouses involved, but also the taxpayers of society. Nonetheless, the staggering U.S. divorce rate can be reduced through a three-pronged approach: educating prospective spouses, reparation of a healthy marriage through counseling and self-improvement, and maintaining financial stability. While divorce cannot be completely eradicated, t hese methods are highly efficient in reducing the risk of divorce. This report will also address to what extent these methods work and, if not applicable to an individual, a more desirable alternative to divorce, a tactic recognized as the Good Divorce. Divorce incurs consequences so great that Westerners have become desensitized to the severity of the issue, leading society to normalize it. Authors, playwrights, artists, and song writers are in part to blame for glamorizing the ease of leaving a significant other, rather than staying in the relationship to mend the loose seams. Every so often, however, an intellect or artist successfully manages to illustrate the emotional and financial suffering that is contracted when a couple decides to separate or file for divorce. One instance is American author, Ray Bradburys dystopian novel, Fahrenheit 451. In the novel, the main protagonist Guy Montag is confronted by both internal and external conflicts, one of which is how he chooses to cope with his loveless marriage to his wife, Mildred (Millie). Bradbu ry sets up the story with the fact that Guy and Mildred have been married for years, but not long after, readers discover that neither remember how or when they first met. This comes to bother Guy, who begins to see his dispassionate society for what it actually is, especially when Mildred seems to care less about these curiosities he holds. Mildred is an example of a problematic spouse: she suffers from mental illnesses, including but not limited to depression. As a result of her chronic depression, she is known to often overdose on sleeping pills, a routine that is deemed normal and shared by many other citizens of their town. Not only that, but she suffers from an enslavement to her television screens, which cover the surface of an entire wall in the media room of their home. Guy is appalled by her addiction, yet she shared with him her desire to install television sets on all four walls of the room (Bradbury 50). The issue that Bradbury attempts to exemplify here is not the poor condition of her mental health or her media fixation, but the lack of empathy Mildred has regarding her poor decisions. Like many American marriages that result in demise, at least one spouse refuse to address the interpersonal issues that incite a troubling marriage. For instance, one spouse may be at fault for being irresponsible with their fair share of chores or paying bills. Due to the arrogant nature of humans, that spouse will tend to deny his faults. Therefore, the problem is not so much the inequality in a marriage, but the spouses refusal to acknowledge said inequality. There are many causes as to why marriages often fail, from psychological distress to economic hardships to dissatisfaction. The 1950s were known as the Golden Age for marriages; after decades of economic instability and poverty, the general American population desired fulfillment and pursued the prospects of marriage (Stephanie Coontz 7). Then, it was a legalized standard that men were paid more than women were, given the same work, and men were appointed by court as the head of the family. Therefore, final decisions regarding marriage and familial affairs were exclusively extended to the husband. Women conformed to these marriage laws, claiming their traditional homemaker responsibilities while their husbands claimed the breadwinner title by working white-collar occupations. Alas, the normalcy of divorce was rampant even seventy years ago, as these requirements became societal norms. When one or more spouse were incompetent or insufficient in their efforts to stabilize the marriage, feelings of resentment developed. Stephanie Coontz, author and professor in the field family studies, rationalizes this tre nd, when marriage did not meet their heightened expectations, their discontent grew proportionately. The more people hope to achieve personal fulfillment within marriage, the more critical they became of empty or unsatisfying relationships. (Coontz 7) By and by, as enormous nineteenth century financial, social, and statistic changes cleared the United States, separate was progressively reprimanded for the subsequent social issue. The quantity of separations did in truth increment through the span of the century, as did the discernment that the family was in a condition of emergency. Adding to the anxiety, ladies rights supporters, for example, Elizabeth Cady Stanton started to advance separation as a device for ladies liberation from awful relational unions (DuBois, 1998). A composed antidivorce development emerged by around 1870 (Grossberg, 1985), responding both to the ascent in separation and to the crusade for ladies rights (see Coltrane and Adams, 2003; likewise Faludi, 1991). The pioneers of the development, sorted out as the National League for the Protection of the Family,1 comprised to a great extent of White male ministry, legal advisors, judges, scholastics, and government officials. One of their essential undertakings included spurring an instructive battle to connect separate with family breakdown and social issue (Dike, 1888), a task that we may today see as likened to an antidivorce advertising effort. Thus, separation and marriage came to be viewed as oppositional procedures, and separation was compared for the most part with social issue. Imagining divorce as an ethical fiendishness to be battled in Americas homes and on the administrative front, the antidivorce crusaders concentrated on fixing state limitations on separation and advancing national consistency in grounds and direction. As a rule, the nineteenth century separate from change development is viewed as a disappointment by students of history, who refer to the developments long haul failure to lessen separate (ONeill, 1967). By and by, various states moved to constrain access to separate by lessening the quantity of accessible grounds, and states with omnibus conditions canceled them and reestablished conclusive reason for separation (Grossberg, 1985). In spite of the fact that the nineteenth century antidivorce development was to some degree fruitful at empowering consistency crosswise over states, it was less effective in advancing consistency in separation direction at a national dimension, albeit uniform separation laws were presented in Congress on a few events (Grossberg; Riley, 1991). The present investigation proposes that, despite the fact that that battle was lost in the early piece of the twentieth century, an undifferentiated from battle has reemerged as of late at the national dimension as t he government, in coalition with marriage advancement advocates, has moved to make solid marriage the standard for change action the country over. Be that as it may, theres an extra layer of complexity to the breaking down of the American family. Justifiably, guardians who separate when their youngsters are youthful once in a while stay chaste; they find new accomplices and may even have extra kids in these associations. We are just start to get a handle on the impacts these different complex or mixed family setups have on children. The Census Bureaus report featured an amazing assortment of ways that life ends up harder when one has youngsters with different accomplices. A parent may owe child bolster installments to somebody outside the family in which hes raising his new family, or might rely upon such installments from an untrustworthy previous sweetheart. Moms with youngsters by numerous men get less help from family despite the fact that they by definition have greater more distant families; it gives the idea that the circumstance makes an equivocalness in regards to the limit of the family unit. (Its not difficult to envision, say, a grandma being less anxious to watch her grandkid when that involves likewise watching a second child from her childs exs new sweetheart.) Men who begin a second family invest significantly less energy with their first round of children. Divorce incurs consequences so great that Westerners have become desensitized to the severity of the issue, leading society to normalize it. Authors, playwrights, artists, and song writers are in part to blame for glamorizing the ease of leaving a significant other, rather than staying in the relationship to mend the loose seams. Every so often, however, an intellect or artist successfully manages to illustrate the emotional and financial suffering that is contracted when a couple decides to separate or file for divorce. The issue that Lilins attempts to exemplify here is not the poor condition of her mental health or her media fixation, but the lack of empathy Mildred has regarding her poor decisions. Like many American marriages that result in demise, at least one spouse refuse to address the interpersonal issues that incite a troubling marriage. For instance, one spouse may be at fault for being irresponsible with their fair share of chores or paying bills. Due to the arrogant nature of humans, that spouse will tend to deny his faults. Therefore, the problem is not so much the inequality in a marriage, but the spouses refusal to acknowledge said inequality. There are many causes as to why marriages often fail, from psychological distress to economic hardships to dissatisfaction. After decades of economic i nstability and poverty, the general American population desired fulfillment and pursued the prospects of marriages. Then, it was a legalized standard that men were paid more than women were, given the same work, and men were appointed by court as the head of the family. Therefore, final decisions regarding marriage and familial affairs were exclusively extended to the husband. Women conformed to these marriage laws, claiming their traditional homemaker responsibilities while their husbands claimed the breadwinner title by working white-collar occupations. Alas, the normalcy of divorce was rampant even seventy years ago, as these requirements became societal norms. When one or more spouse were incompetent or insufficient in their efforts to stabilize the marriage, feelings of resentment developed. Stephanie Coontz, author and professor in the field family studies, rationalizes this trend, when marriage did not meet their heightened expectations, their discontent grew proportionately. The more people hope to achieve personal fulfillment within marriage, the more critical they became of empty or unsatisfying relationships. Those who tolerate divorce argue that it is the wisest decision in particular circumstances such as domestic abuse and arranged marriages. These people would further assert that not everyone is destined for or capable of maneuvering pressur es and responsibilities that a healthy marriage requires. Those who oppose divorce, such as certain religious institutions, argue that it is a threat to the sanctity of marriage and, with respect to the doctrines of the Bible, is considered a sin. Further consequences of the increasing divorce rate include detrimental psychological effects on adolescents of separated parents and the economic downturn of not only the spouses involved, but also the taxpayers of society. Nonetheless, the staggering U.S. divorce rate can be reduced through a three-pronged approach: educating prospective spouses, reparation of a healthy marriage through counseling and self-improvement, and maintaining financial stability. While divorce cannot be completely eradicated, these methods are highly efficient in reducing the risk of divorce.

How Basketball Is A Sport Essay - 1505 Words

The word cool is valued differently by each individual as everyone has a different view on objects or thoughts in life. How cool is defined is basically something that one cherishes or has passion for as it could vary from playing sports to having a pet rock. Playing basketball is cool because it is a sport for anyone who has passion for the game as each player holds a different position on the court allowing a team to function well. Not only is basketball a sport for anyone, it also acts as a stress relief. Basketball allows individuals to be put in a relaxed state of mind allowing their minds to clear up from the stress that they may possibly had to endure throughout their day. The definition of cool could change as one progresses in their life because their enjoyment for certain things may change as they age. Unlike other sports, basketball is life and it is a sport meant for any age groups because it does not require a lot of physical strength. Basketball is more of a mental spor t because each individual would have to push themselves to become better each day by doing drills to brush up their fundamentals. A passionate basketball individual will go through hell just to improve a slightest bit because basketball is life for everyone for finds passion in the game. For example, Kobe Bryant, a Los Angeles Lakers Legend, spent most of his life playing professional basketball and Michael Jordan, a living basketball legend, even had his own brand under Nike. Both basketballShow MoreRelatedHow Basketball Is The Respected Sport It Is Today2119 Words   |  9 Pagesthrough a netted hoop fixed above each end of the court. Also referring to the inflated ball used in the game of basketball (dict 1). Basketball is one of the world’s most widely played sports and has been in played for over a hundred years. This sport is played through organizations by schools, and credited clubs, as well as voluntarily in â€Å"pick-up games†. 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In modernity, modern sport has taken the same form of trans-national corporations. In this paper, I will argue how modern sport has been influenced by three pillars that have also shaped modernity. The global financial system, militaries, and nationalism have each helped to develop and spread sport throughout the modern world. Through interactionRead MoreI Am On The Uconn Women s Basketball Team1165 Words   |  5 Pagesare you doing in Connecticut?† My response is always the same, â€Å"I’m on the UConn women’s basketball team.† Sport has played a large role in my life and has definitely impacted me. My parents were key factors that helped me get to where I am now. Both of my parents were college athletes. My father played basketball at Marquette University in Milwaukee, Wisconsin. Before that, he was an all-state basketball player, tennis player and pitched for his high school baseball team. My mother played tennisRead MoreThe Ball Again Initiative : An Overview1222 Words   |  5 Pageswhich England Basketball is trying to increase the number of general public who play basketball. With support from sports coach UK, Sport England and selected county sports partnerships (CSPs), England Basketball has been able to measure the number and availability of possible coaches for the Ball Again initiative Ball Again is a participant-centred package of coaching and games, designed for participants aged 15 and over. The initiative offers a relaxed reintroduction to basketball for players who

Ap Biology Lab Write Up Transpiration in Plants free essay sample

Our group wanted to see how transpiration would happen in plants when they were in different environments. The different environments we used were humidity and room environments. We measured transpiration using the whole plant method. Our results showed that the plants in a humid environment had greater transpiration rates than the plants in the room environment. Introduction: Pants absorb and transport water, nutrients, and ions from the surrounding soil via osmosis, diffusion, and active transport. nce water and dissolved nutrients have entered the root xylem, they are transported upward to the stems and leaves as part of the process of transpiration, with a subsequent loss of water due to evaporation from the leaf surface. Too much water loss can be detrimental to plants; they can wilt and die (AP Bio Big Idea 4). The transport of water upward from roots to shoots in the xylem is governed by differences in water potential, with water molecules moving from an area of high water pot ential to an area of low water potential. We will write a custom essay sample on Ap Biology Lab Write Up: Transpiration in Plants or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The movement of water through a plant is facilitated by osmosis, root pressure, and the physical and chemical properties of water. Transpiration creates a lower osmotic potential in the leaf, and the TACT mechanism describes the forces that move water and dissolved nutrients up the xylem (AP Bio Big Idea 4). Our controlled group was our plant that we left in a room environment. Our experimental group was the plant that we put in humidity. The purpose was to find how transpiration works in plants in different circumstances. We also wanted to see if transpiration caused plants to lose mass. Our experimental hypothesis is: If plants are in a humid environment, they will transpire more than plants in a room environment. Materials and Procedures: Our materials were: Chinese Cabbage, a clear container, graph paper, a pencil, a scale, a calculator, clear cellophane tape, clear nail polish, scissors and a microscope. The procedure was: 1. Calculate leaf surface area. 2. Make a wet mount of nail polish stomata peel to view leaf epidermis. After we did this first procedure, we had to design and conduct an investigation. The procedure for that was: 1. Design an experiment to investigate one of the aforementioned questions or one of your own questions to determine the effect of an environmental variable(s) on the rate of transpiration in plants. 2. Make a hypothesis/prediction about which environmental factors will have the greatest effect on transpiration rates. Be sure to explain your hypothesis. 3. Conduct your experiments and record data and any answers to your questions in your lab notebooks or as instructed by your teacher. Write down any additional questions that arose during this study that might lead to other investigations that you can conduct. Our class did Option 2, which was the Whole Plant Method. The materials for this experiment were: Small potted plant, one-gallon size plastic food storage bag without zipper, and some string. The procedure for that was: 1. Saturate the plant with water the day/night before beginning your investigation. 2. Carefully remove a plant from the soil/pot, making sure to retain as much of the root system and keeping soil particles attached to the roots. Wrap the root ball of plants in a plastic bag and tie the bag around the base so that only the leaves are exposed. Do not water your plant any more until you finish your experiment! You can also keep the plant in the plastic pot and place it in the plastic bag. 3. Determine the mass of each plant and then its mass for several days under your environmental conditions. 4. Record your data in your lab notebook or as instructed by your teacher. We then had to make some calculations when our experiment was complete. The procedure for our calculations was: 1. Determine the total surface area of the leaves in cm? and record the value. 2. Calculate the rate of transpiration/surface area. Record the rate. 3. After the entire class agrees on an appropriate control, subtract the control rate from the experimental value. Record this adjusted rate. 4. Record the adjusted rate for your experimental test on the board to share with other lab groups. Record the class results for each of the environmental variables investigated. 5. Graph the class results to show the effects of different environmental variables on the rate of transpiration. Results/Data Collection/Analysis: The surface area of our plants were 165cm?. Mass of Plants Before and After Transpiration

The Hobbit Summary free essay sample

At the beginning of chapter 11 of the novel â€Å"The Hobbitâ€Å" when the group reaches the foot of the mountain they decide to search out the secret door described on their map. After hours of searching, Bilbo finally locates a narrow passage along a cliff that leads to a patch on the mountain’s side. Though the patch must be the door, the dwarves cannot find a way to open it. One evening the hobbit suddenly the riddle on the map. He quickly gathers the other dwarves by the door, and they watch as the sun slowly sets. With the sun’s last light a keyhole appears. Thorin quickly takes the key that came with the map and places it in the rock and a door opens. Summary: Chapter 12 Bilbo enters, slips on his ring to make himself invisible, and proceeds down the passage into Smaug’s lair. There, he sees the dragon asleep on piles of treasure. We will write a custom essay sample on The Hobbit Summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Bilbo is horribly afraid, but he works up the nerve to take a golden cup. He then rushes back up to the dwarves, who marvel over the cup. When Smaug awakens, he is enraged to discover that the cup is missing. The dwarves and Bilbo huddle inside the secret passage. After a while, Smaug returns and falls asleep. The hobbit goes in again to check if Smaug is asleep but the dragon is awake and is waiting for him. Although he cannot see Bilbo because of the ring, Smaug smells the hobbit. The hobbit tells the dwarves that he has seen a whole in Smaugs skin where he can get injured. They then hear the roar of the dragon once more and shut the door to the passage just before the dragon comes . They are now trapped inside the mountain. Summary: Chapter 13 Smaug guesses that the company is involved with the men of Lake Town, so he flies there to destroy the city. The hobbit and dwarves cower in the dark passage until they can bear it no longer. Bilbo takes only a few things of the dragons treasure. After the excitement has died down, Thorin leads the company through the passages of the mountain and out the main gate. They find a cavin, rest there, eat, and wonder where the dragon has gone. Summary: Chapter 14 The people of Lake Town see the dragon coming and prepare archers and many uckets of water to survive the coming flames. The men’s arrows bounce harmlessly off the dragon’s hide. When most of the men have abandoned the city the captain of the archers aims for his last arrow. Suddenly a bird tells the man to watch for the dragon’s weak spot in the hollow of his left breast. The arrow flies directly in his heart. The news of Smaugs dead spreads and brings the Elvenking and an army of elves. Summary: Chapter 15 A bird informs Bilbo and the dwarves of Smaug’s death, and they rejoice. However, their rejoicing is short-lived, as the raven goes on to describe the huge army of humans and elves marching toward them. Thorin regards the treasure as his inheritance and plans to fight for it. From there, they watch as Bard and the elves arrive. He asks that the dwarves be generous in sharing the wealth of the mountain. Thorin flatly refuses. Bard gives Thorin some time to reconsider, but Thorin will not change his position. The mountain is declared besieged. Bilbo, for his part, would gladly share the treasure. However, no dwarf questions Thorin, and the hobbit has no say in the dwarves’ decision.

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Creative Thinking Lesson Plans for Teachers

Creative Thinking Lesson Plans for Teachers Lesson plans and activities for teaching about inventions by increasing creativity and creative thinking. The lesson plans are adaptable for grades K-12 and were designed to be done in sequence. Teaching Creativity Creative Thinking Skills When a student is asked to invent a solution to a problem, the student must draw upon previous knowledge, skills, creativity, and experience. The student also recognizes areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated. Through critical and creative thinking and problem-solving, ideas become reality as children create inventive solutions, illustrate their ideas, and make models of their inventions. Creative thinking lesson plans provide children with opportunities to develop and practice higher-order thinking skills. Throughout the years, many creative thinking skills models and programs have been generated from educators, seeking to describe the essential elements of thinking and/or to develop a systematic approach to teaching thinking skills as part of the school curricula. Three models are illustrated below in this introduction. Although each uses different terminology, each model describes similar elements of either critical or creative thinking or both. Models of Creative Thinking Skills Benjamin BloomCalvin TaylorIsaksen and Treffinger The models demonstrate how creative thinking lesson plans could provide an opportunity for students to experience most of the elements described in the models. After teachers have reviewed the creative thinking skills models listed above, they will see the critical and creative thinking and problem-solving skills and talents that can be applied to the activity of inventing. The creative thinking lesson plans that follow can be used across all disciplines and grade levels and with all children. It can be integrated with all curricular areas and used as a means of applying the concepts or elements of any thinking skills program that may be in use. Children of all ages are talented and creative. This project will give them an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a real inventor would. Creative Thinking - List of Activities Introducing Creative ThinkingPracticing Creativity with the ClassPracticing Creative Thinking with the ClassDeveloping an Invention IdeaBrainstorming for Creative SolutionsPracticing the Critical Parts of Creative ThinkingCompleting the InventionNaming the InventionOptional Marketing ActivitiesParent InvolvementYoung Inventors Day Imagination is more important than knowledge, for imagination embraces the world. -  Albert Einstein Activity 1: Introducing Inventive Thinking and Brainstorming Read about the Lives of Great InventorsRead the  stories  about great inventors in class or let students read themselves. Ask students, How did these inventors get their ideas? How did they make their ideas a reality? Locate books in your library about inventors, invention, and creativity. Older students can locate these references themselves. Also, visit the  Inventive Thinking and Creativity Gallery Talk to a Real InventorInvite a local inventor to speak to the class. Since local inventors are not usually listed in the phone book under inventors, you can find them by calling a  local patent attorney  or your  local intellectual property law association. Your community may also have a  Patent and Trademark Depository Library  or an  inventors society  that you may contact or post a request. If not, most of your major companies have a research and development department made up of people who think inventively for a living. Examine InventionsNext, ask the students to look at the things in the classroom that are inventions. All the inventions in the classroom that have a U.S. patent will have a  patent number. One such item is probably  the pencil sharpener. Tell them to check out their house for patented items. Let the students brainstorm a list all of the inventions they discover. What would improve these inventions? DiscussionIn order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. What is Brainstorming?Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is the crux of each of the stages of all problem-solving methods. Rules for Brainstorming No CriticismAllowed People tend to automatically evaluate each suggested ideatheir own as well as others. Both internal and external criticism  is  to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.Work for QuantityAlex Osborn stated that Quantity breeds quality. People must experience a brain drain (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.Hitchhiking WelcomeHitchhiking occurs when one members idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.Freewheeling EncouragedOutrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall idea to be the best. Activity  2: Practicing Creativity with the Class Step 1:  Cultivate the following creative thinking processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979): Fluency the production of a great number of ideas.Flexibility the production of ideas or products that show a variety of possibilities or realms of thought.Originality the production of ideas that are unique or unusual.Elaboration the production of ideas that display intensive detail or enrichment. For practice in elaboration, have pairs or small groups of students choose a particular idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully. Allow the students to share their innovative and  inventive ideas. Step 2:  Once your students have become familiar with the rules of brainstorming and the creative thinking processes, Bob Eberles  Scamperr  technique for brainstorming could be introduced. Substitute What else instead? Who else instead? Other ingredients? Other material? Other power? Another place?Combine How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals?Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy?Minify Order, form, shape? What to add? More time?Magnify Greater frequency? Higher? Longer? Thicker?Put to other uses New ways to use as is? Other uses I modified? Other places to use? Other people, to reach?Eliminate What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate?Reverse Interchange components? Another pattern?Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Step 3:  Bring in any object or use objects around the classroom to do the following exercise. Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1. Step 4:  Using literature, ask your students to create a new ending to a story, change a character or situation within a story, or create a new beginning for the story that would result in the same ending. Step 5:  Put a list of objects on the chalkboard. Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group. Finding the Problem Let the class list problems in their own classroom that need solving. Use the brainstorming technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment (a great brainstorming project would be to solve that problem). Select one problem for the class to solve using the following steps: Find several problems.Select one to work on.Analyze the situation.Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on. You may want to divide into groups if the class elects to work on several of the ideas.Improve and refine the idea(s).Share the class or individual solution(s)/invention(s) for solving the class problem. Solving a class problem and creating a class invention will help students learn the process and make it easier for them to work on their own invention projects. Activity 4: Developing an Invention Idea Now that your students have had an introduction to the inventive process, it is time for them to find a problem and create their own invention to solve it. Step One:  Begin by asking your students to conduct a survey. Tell them to interview everyone that they can think of to find out what problems need solutions. What kind of invention, tool, game, device, or idea would be helpful at home, work, or during leisure time? (You can use an Invention Idea Survey) Step Two:  Ask the students to list the problems that need to be solved. Step Three:  comes the decision-making process. Using the list of problems, ask the students to think about which problems would be possible for them to work on. They can do this by listing the pros and cons for each possibility. Predict the outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that provide the best options for an inventive solution. (Duplicate the Planning and Decision-Making Framework) Step Four:  Begin an  Inventors Log  or Journal. A record of your ideas and work will help you develop your invention and protect it when completed. Use Activity Form - Young Inventors Log to help students understand what can be included on every page. General Rules For Authentic Journal Keeping Using a  bound notebook, make notes each day about the things you do and learn while working on your invention.Record your idea and how you got it.Write about problems you have and how you solve them.Write in ink and do not erase.Add sketches and drawings to make things clear.List all parts, sources, and costs of materials.Sign and date all entries at the time they are made and have them witnessed. Step Five:  To illustrate why record-keeping is important, read the following story about Daniel Drawbaugh who said that he invented the telephone, but didnt have one single paper or record to prove it. Long before  Alexander Graham Bell  filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. But since he had no journal or record, the  Supreme Court  rejected his claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent for the telephone. Activity 5: Brainstorming for Creative Solutions Now that the students have one or two problems to work on, they must take the same steps that they did in solving the class problem in Activity Three. These steps could be listed on the chalkboard or a chart. Analyze the problem(s). Select one to work on.Think of many, varied, and unusual ways of solving the problem. List all of the possibilities. Be non-judgmental. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.)Select one or more possible solutions to work on.Improve and refine your ideas. Now that your students have some exciting possibilities for their invention projects, they will need to use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions in the next activity about their inventive idea. Activity 6: Practicing the Critical Parts of Inventive Thinking Is my idea practical?Can it be made easily?Is it as simple as possible?Is it safe?Will it cost too much to make or use?Is my idea really new?Will it withstand use, or will it break easily?Is my idea similar to something else?Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the need or usefulness of your idea - adapt the invention idea survey.) Activity 7: Completing the Invention When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they are going to complete their project. The following planning technique will save them a great deal of time and effort: Identify the problem and a possible solution. Give your invention a name.List the materials needed to illustrate your invention and to make a model of it. You will need paper, pencil, and crayons or markers to draw your invention. You might use cardboard, paper, clay, wood, plastic, yarn, paper clips, and so forth to make a model. You might also want to use an art book or a book on model-making from your school library.List, in order, the steps for completing your invention.Think of the possible problems that might occur. How would you solve them?Complete your invention. Ask your parents and teacher to help with the model. In SummaryWhat - describe the problem. Materials - list the materials needed. Steps - list the steps to complete your invention. Problems - predict the problems that could occur. Activity 8: Naming the Invention An invention can be named in one of the following ways: Using the inventors  name:Levi Strauss   LEVIS ® jeansLouis Braille Alphabet SystemUsing the components or ingredients of the invention:Root BeerPeanut ButterWith initials or acronyms:IBM  ®S.C.U.B.A. ®Using word  combinations (notice repeated  consonant sounds  and rhyming words):KIT KAT  ®HULA HOOP  Ã‚ ®PUDDING POPS  ®CAPN CRUNCH  ®Using the products function:SUPERSEAL  ®DUSTBUSTER  ®vacuum cleanerhairbrushearmuffs   Activity Nine: Optional Marketing Activities Students can be very fluent when it comes to listing ingenious names of products out on the market. Solicit their suggestions and have them explain what makes each name effective. Each student should generate names for his/her own invention. Developing a Slogan or JingleHave the students define the terms slogan and jingle. Discuss the purpose of having a slogan. Sample slogans and jingles: Things go better with Coke.COKE IS IT!  ®TRIX ARE FOR KIDS  ®OH THANK HEAVEN FOR 7-ELEVEN  ®TWOALLBEEFPATTIES...GE: WE BRING GOOD THINGS TO LIFE!  ® Your students will be able to recall many  slogans  and jingles! When a slogan is named, discuss the reasons for its effectiveness. Allow time for thought in which the students can create jingles for their inventions. Creating an AdvertisementFor a crash course in advertising, discuss the visual effect created by a television commercial, magazine, or newspaper advertisement. Collect magazine or newspaper ads that are eye-catchingsome of the ads might be dominated by words and others by pictures that say it all. Students might enjoy exploring newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (For more advanced students, further lessons on advertising techniques would be appropriate at this point.) Recording a Radio PromoA radio promo could be the icing on a students advertising campaign! A promo might include facts about the usefulness of the invention, a clever jingle or song, sound effects, humor... the possibilities are endless. Students may choose to tape record their promos for use during the Invention Convention. Advertising ActivityCollect 5 - 6 objects and give them new uses. For instance, a toy hoop could be a waist-reducer, and some strange looking kitchen gadget might be a new type of mosquito catcher. Use your imagination! Search everywherefrom the tools in the garage to the kitchen drawerfor fun objects. Divide the class into small groups, and give each group one of the objects to work with. The group is to give the object a catchy name, write a slogan, draw an ad, and record a radio promo. Stand back and watch the creative juices flow. Variation: Collect magazine ads and have the students create new advertising campaigns using a different marketing angle. Activity Ten: Parent Involvement Few, if any, projects are successful unless the child is encouraged by the parents and other caring adults. Once the children have developed their own, original ideas, they should discuss them with their parents. Together, they can work to make the childs idea come to life by making a model. Although the making of a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can involve parents by simply sending a letter home to explain the project and let them know how they may participate. One of your parents may have invented something that they can share with the class.   Activity Eleven: Young Inventors Day Plan a Young Inventors Day so that your students can be recognized for their  inventive thinking. This day should provide opportunities for the children to display their inventions and tell the story of how they got their idea and how it works. They can share with other students, their parents, and others. When a child successfully completes a task, it is important that (s)he be recognized for the effort. All children who participate in the Inventive Thinking Lesson Plans are winners. We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

Investment Appraisal Assignment - 2 Example | Topics and Well Written Essays - 2500 words

Investment Appraisal - 2 - Assignment Example The money accumulated is then invested in various investments, so that it generates further income. It is made sure that the income generated is enough to payout the pension benefits provided to the employees. The management of the funds is not necessarily separate from the management of the company. Usually these managers have expertise in investment techniques, in order to maximize the return upon the investments made. The fund portfolio is evaluated as how much percentage is invested in each portfolio. Also, it is taken into consideration how the return from each investment is accounted to the performance, of the fund as a whole. Based on the performance of the funds the investment appraisal is carried out. Fund Investment The pension fund is the accumulated fund, collected from the employers and employees. The earnings that this fund generates is accumulated within itself. The fund is managed by professionals with expertise in the related field of investment. The funds are to be utilized in fulfilling the financial needs of the company, which it has to bear in terms of constructive liability. The constructive liability being, to pay pension and other after retirement benefits to the employees. Pension fund are the accumulation of funds that are invested in various investments, where the returns are generated. ... The current portfolio is invested diversely in four divisions of investments, namely, UK Equities, Overseas Equities, UK Gilts and UK Property. A mere 5% of assets also exist in the form of cash. A) Review of Current Portfolio In the current portfolio of the assets, UK equities have a weightage of 50% of the fund. The assets held by the funds should not lose value and should be able to provide a handsome amount of return. Based on the risks associated with the assets of the fund, the main cause of concern is whether the fund performance is persistent and increasing or not (Christopher, et al., 1998). The portfolio of the funds consists of 25% of UK gilts investment which are the least risky of all the investments and also provide the least return. The appropriation of the funds in the current portfolio elaborates that 5% of cash is held. With the total fund size amounting to ? 1billion, this amounts to ? 50 million. This is an asset that is not invested and is losing value over the t ime. The cash that is retained in the portfolio is not considered to be healthy. Other liquid assets, such as equity stock, can easily be traded in the market. It should be considered as it will benefit the fund. This is because it shall be providing a return, thus minimizing the impact of inflation and reduction in the value of money. The majority of the portfolio consists of UK security and amounts to the ? 500 million. This amount is invested in the equity stock of the companies listed in the stock exchanges in United Kingdom. The performance of the fund is mainly concerned with the amount of return and the rate of return that it provides accounting for the risk associated with it too (Chan, et al., 1995). The performance of

Compare and contrast competition in beer market with competition in Essay

Compare and contrast competition in beer market with competition in tablet devices - Essay Example Steverman from Bloomberg business (2010) reports that the dismal performance of beer market in the recent times could continue because with escalating cost of production, the competitive pricing is taking a heavy toll on the companies’ financial performance. While the import has significantly come down, the adverse impact on market of the premium brands like Coors, Sub-Miller, Anheuser-Busch etc is also significant. Trends show that in the present times, people increasingly prefer cheaper brands at home and institutional sales to hotels, bar etc have come down. Thus, the market conditions for beer have become very tough and beer companies must come up with highly differentiating products and innovative market strategy to meet the challenges of time. The tablet market, on the other and has been most enthusiastic with wide range of differentiating products within tablet digital products. The technological advancements have seen some amazing innovations in the field of communicat ion and data handling. The tablet digital products are the latest craze amongst the technology savvy huge customer base across the globe.

Continuation of 3003 3b Essay Example | Topics and Well Written Essays - 500 words

Continuation of 3003 3b - Essay Example The poem is a dramatic monologue written in 1842. In the poem only of one side of an ongoing conversation is heard. Although the speaker is unnamed, he is an Italian Duke of Ferrara while the listener is a messenger. The messenger comes from a Wealthy Count. He brings a marriage offer to the Duke with the Count’s daughter. From the poem, the crucial aspect is the revelation of the Duke’s character in the way he says what he has to and how he says it. In the monologue, the reader’s focus is on solely on the speaker who unsparingly brags about his wealth. Further, the Duke steadily relates the disposal of his earlier wife with offense to his vanity. In his bragging, the Duke fails to mention his last wife by name and only signifies her as mere possession like any other he had. In addition, the term ‘Last’ could have been used to signify previous or the most recent in a lengthy line of other previous wives. Irony arises from the fact that the Count mess enger’s visit, intends to arrange for marriage dowry for the Count’s daughter. From the portrait, the Duchess is revealed as having a very innocent personality. It is because of her beauty that the Duke develops negative emotions of jealousy and apathy and ends up killing her. He justifies his actions with the madness that he could not love without possessing especially since ‘her looks went everywhere’. Through his motivation to destroy the Duchess identity, the Duke ends up literary killing her, but leaves behind her portrait, which he shows off to his guests. The short story is an almost exclusive dialogue that portrays a serious discussion in a situation involving the decision-making affecting the lifetime of a young female (Paul, 2005). In the story, Hemingway provides the role of an eavesdropper to the audience regarding the conversation between the couple.

Seraglio: An analysis

Seraglio: An analysis ‘Seraglio centers on a fundamental mystery: the complexities of a husband and wifes relationship. The barrier that they experience between them is further emphasized through being from two different cultures, which is portrayed as almost being from two different worlds, ‘close but not touching, like two continents, each with its own customs and history, between which there is no bridge. It is evident that Swift sets this barrier from the start as his interesting choice of title refers to a room where the women are kept secluded from the men. The narration is in first person singular and is enhanced by the main protagonist the husband. The exotic setting which the characters are indulged in, contrasts deeply with the dark events that have the taken place in their lives; the husbands affair, his wifes miscarriage, the misfortune of not being able to have children in the future and the ways in which they try to mentally escape from these woes. Cosmic irony is common in Swifts work as his characters are hardly ever happy, and when they are, the feeling is almost alien to them. ‘Seraglio seems to defy the common story structure as there is no solution to the predicaments the characters face. The husband as a flat character means he has no function other than to provide us with the narrative, which is useful to us as readers when interpreting the essentials of the story. Swifts preservation of names and detail of the characters lives evokes further curiosity in the reader, proposing a desire for us to learn more about the characters. In comparison, if we look at swift himself, the Telegraph states ‘No contemporary author is such a closed book, indicating that his characters may be mirroring himself. In contrast to the lack in detail of the characters, Swift is quite descriptive when illustrating the city, possibly to indulge the readers attention further into the story. When it comes to the husbands personal life such as his current marriage, he makes more use of narrative passages, leaving the reader to dig in further for clues about the couple. It is as if Swift uses these narrative passages as a device for the author to piece certain things together, including the sensitivity of the couples relationship and the feelings associated. In ‘A Family Man, Pritchett narrates in third person whilst introducing to us the main protagonist Berenice, a woman who is involved in a ‘piquant affair with William Cork. We sense that it is on the verge of being discovered when Florence (Mrs. Cork) enters the story, ‘a large ponderous woman who immediately grips the readers attention due to this presentation of her. Initially, the reader is drawn to her size, but later it is who she really is that keeps us drawn to her further. Pritchett also injects curiosity into the story when describing how one character is towards the other, in this case, Berenice with Florence as the reader is stepping into her shoes and experiencing what she feels and how she reacts. The author uses her as a tool to aid us in interpreting this, as we are placed only in her shoes. Pritchett makes this easier for us as we read of Berenices character from a third person limited point of view. The tension is soon created when Florence reveals herself to be Mrs. Cork, the wife of William Cork, and continues to mount throughout the story as we observe how the two characters react with each other. Pritchett presents to us the two women meeting for the first time, at first humble towards each other but eventually confrontational, ‘Is that what he has been stuffing you up with? I know what you and he are up to. Florence is indefinite about the affair, however the reader knows completely well that it occurred, indicating elements of dramatic irony within the story. However, we are also left in the dark as much as Florence is when it comes to knowing the precise details of the affair (for example when it started), creating further suspense and mystery. Berenice is a dynamic character, in that she lies to Florence and changes her story to get around the difficult situation she finds herself in. We see another side to her, especially as Pritchett states in the beginning, ‘She had been brought up by Quakers and thought it wrong to tell or act a lie. This affirmation completely contradicts what she does later, creating a complex in her character. She encounters conflict and transforms as a result of it. On the other hand, Florence serves as a flat character as there are no multidimensional traits in her personality. Also, she is readily recognized as the adulterers wife, making her a stock character. Evidently, Prichett may have placed her there to bring out the multidimensional traits in Benerice. The other flat character in the story is Mrs. Brewster, whos involvement in the novel is minimal, but her importance is great. It is through her words that we view (for the first time) another outlook on Benerice. After thinking Benerice would have learnt her lesson in regard to nearly getting caught by Mrs. Cork, Benerice visits another couple and we see elements of a flirty nature through Mrs. Brewsters view of her, ‘She ought to get married†¦I wish she wouldnt swoosh her hair around like that. Through this ironic ending, Pritchett is almost alluding to a possible recurrence of another affair with a married man (Mrs. Brewsters husband?), which presents the reader with a whole new series of events to look forward to. ‘The Prophets Hair portrays a family from the valley of Kashmir who are broken by a strand of the Muslim prophet Mohammeds hair. This story is full of overtones, regarding the effects of religion on others, and the way in which corruption is associated with money. Ultimately, Rushdie highlights two strong forces within our society: money and religion, and how they conflict with each other. In the end, the hair itself raises this point through the way it affects each character; the materialistic Hashim family and Sheikh Sin the thief who craves jewels, who all perish eventually. The opening of the story is filled with overtones of religion and money, which are emphasized from the start as we learn that Hashim is a ‘money-lender and ‘not a godly man. From the beginning we are informed that Hashim sees value in nothing else but money. Also, on discovering the religious trinket, Hashim immediately thinks of ‘American millionaires who buy stolen paintings and hide them away, which may suggest one of his thought processes of wanting to sell the phial in future. Hashim is a dynamic character and Rushdie demonstrates extreme contrasts and complexities in his character: the protagonist starts off as an atheist then transforms into (what he thinks) a deeply religious individual (even though he continues to beat others and has sinned to his wife), imposing strict religious acts onto his family. His character also becomes dislikeable to the audience after the effects of the Prophets hair. On discovering the find, he does not do the honorable thing of returning it to the shine. The reader expects this as we learnt in the beginning that ‘he set great store by ‘living honorably in the world, however, his actions were not honorable and resemble that of a thief. In contrast to Hashim, Atta is a flat character in that he does not undergo any change throughout the course of the story. Rushdie may have used him as a device to enhance the plot as he is at one point involved in removing the religious trinket from the home, and also represents the familys wealth in the opening scene. He also wakes up Hashim in the end, causing a series of unfortunate events to unfold.Huma is one of the main protagonists alongside her father, who also enhances the plot (perhaps more than Atta) as she introduces Sheikh Sin to the situation. She evokes pathos in the reader, and we can empathize with her more than Atta, as she is victimized by her father for no reason, whereas in the beginning Atta lands himself in trouble when looking for a thief, which the reader may interpret as foolish behavior. Other round characters include Sheikh Sin and his wife. She is a round character as she evokes interest in the reader in regards to how she got her vision back when her husband was killed.Rushdies use of symbolism is extensive throughout the story. I believe the religious trinket may symbolize the two elements of corruption involved in our society, folded into one. The phial has a monetary value whilst the hair contains great spiritual value. To attain the prophets hair is selfish and wrong, but the monetary value of the phial is greatly desired by all, possibly symbolizing that these two elements are not compatible with each other. Fiona Richards from the University of Leeds also states, ‘It illustrates the extent to which the icons meaning is determined by the context in which it is placed, and its ability to subvert and destabilize the limits placed upon its meaning by such a framing. Rushdie also prepares the reader with the series of events that are to occur, ‘the glassy contentment of that house hold, of that life of porcelain delicacy and alabaster sensibilities, was to be shattered beyond all hope of repair, indulging the readers interest further. Rushdie also induces cultural references through his use of words from the Kashmiri language, such as ‘kukri knives and ‘shikara. This gives the reader an insight into the culture by revealing to us different Kashmiri words. He is slightly expanding our knowledge of the Kashmiri culture here. ‘The Prophets Hair ends ironically, as the religious trinket aids poor Sheikh Sins wife and disabled children but destroys the wealthy Hashim and his family. In the end, it only worked for those who truly needed it. Weldons Weekend presents the habitual and normality of a standard middle class family, and the pressures that the main protagonist Martha faces. Weldon, who is a feminist also challenges conventional feminism here. The story is illustrated from an omniscient point of view, as Martha and at times Martins thoughts are revealed to the reader. The author portrays Martha as a perfect, loyal and hard-working wife, but her efforts are unappreciated by her dominating husband Martin, who she tries hard to please but (sometimes) gets stern looks from him. As the story follows, it is evident that Marthas daily struggle of being the perfect mother to her kids, keeping life organized and maintaining Martins satisfaction has had an effect on her mind state, to an extent that her thoughts have been tormented by fear and paranoia, ‘You dont want his secretary providing a passion you neglected to develop. Do you? The presence of Katie (Collins new wife after Janet) may also trigger Marthas paranoia as she represents what Martin could have after Martha. In her desperation to please Martin, Martha also changes her thoughts and ways to match that of Martins, ‘No such thing as an accident. Accidents are Freudian slips: they are wilful, bad tempered things. Although it appears as Martha is speaking, this is actually something Martin may have conditioned her to think. Her own thoughts have transformed to reflect Martins. The story contains heavy themes of gender stereotype and gender inequality. Weldon alludes to this when talking about the cars; Martin has a posh ‘sports car whilst Martha drives ‘an old estate car. Also, the reader can notice that Martin tends to do the ‘manly jobs such as driving and lighting the fire, whereas Martha cooks and cleans. Predominately, Martin is the dominant force in the story and Martha is the secondary force, who is threatened. Martha is also associated with further negative connotations, such as complaining too much, being paranoid and dull, and at times slow. This could represent the modern attitudes of housewives as they dont work but stay at home all day. This idea is further emphasized when we see elements of quoted dialogue from Martin. He mainly speaks in imperatives to her, ‘You shouldnt have bought it so ripe, Martha ‘Be honest now!This creates tension in the reader as one may get tired of hearing demand after demand. This also enables us to experience the restlessness Martha may feel. Martha contrasts to Katie, who is childlike in stature and also in manner, as Martha cannot trust her in the kitchen. She can also be viewed as being more independent than Katie, as Katie is ‘in [her] mid thirties with nothing at all to her name, neither husband, nor children, nor property. However, in the story it is almost as if Martha feels threatened by Katie because Martin states that she is ‘exciting and ‘wonderful and has restored Collins youth. Weldon cleverly reveals to the reader Collin and Janets past relationship to symbolize what could occur if Martin was not satisfied with Martha; he could find someone like Katie who is more extrovert and relaxed, and who could ‘bring out the youth in him. We learn that Janet was also ‘dull and quieter than her husband just as Martha is.The ending can be viewed as either being pessimistic or optimistic. Is it that Jenny has motherhood, marriage and friendship to look forward to? Or are these the things that she will find hard to embrace? In the end, Weldon leaves the reader to assume their own opinions. The story of Philomela is told in first person narrative, and it is Philomelas sister Procne who narrates the story. This contradicts the readers expectations as the title is ‘Philomela, so initially, we expect the story to be from from her point of view. Procne narrates in a cold and firm tone throughout the story, which creates more pathos without any extra detail being needed to create this mood.The reader cannot help but notice comparisons with Ovids tale of Philomela as it is a much more detailed version, providing an elaborate account of Philomelas suffering. On the other hand Tennant has cleverly condensed her version of the story, leaving the reader to conjure up thoughts about what might have happened themselves. On killing her son, the reader can still empathise with Procne when she states, ‘Years and years will pass, and these minutes will still be longer than them all. Every hour will be made up out of them. Although she keeps an unemotional tone during this scene, Tennant still informs the reader that this tragedy will never escape her mind, engaging our sympathies with her. Tennants use of symbolism is reflected through the birds in the story, ‘I moped, like the birds my children bring back when they go out for a walk. Procne associates herself with these birds, and this association may allude to the women of that era who werent allowed to speak out, who didnt have a voice. The absence of Philomela has led the grief-stricken Procne to isolate herself, and it is the sound of birds that is the only thing which keeps her content, ‘It was summer, and birds were singing in the thicket of olives. This could perhaps forshadow the events that are to occur, as the birds are the only thing which give her hope and also represent the voiceless women, particularly Philomela who will give her the power to avenge later. Procne turns from a grief-stricken sister to a murderer and an avenger. These complexities in her character cause her to be a dynamic one. Philomela is also a dynamic character as she encounters conflict and is changed by it. She also introduces and enhances the plot. She evokes the anger and hostility needed towards her husband in order to carry out the revenge, ‘She reached my side and took my hand so I could rise with new strength. On the other hand, Tereus is a flat character because he has no other function other than to serve as a villain in the story, who offers to take Philomela to Thrace but then rapes her.Isyth is a flat character as he has no major involvement in the story apart from being served on a plate to his father and used as part of revenge. Procne constantly describes Philomelas physical features, ‘I watched her all the time- for signs of happiness, or discontent, or simply to see what her eyes would say to me. Her eyes which speak their own language provide the reader with an insight into how she feels, as this is the only way we can understand her. References Books Bradbury, Malcom (1988), The Penguin Book of Modern British Short Stories, Penguin Books Internet Sources Malcom, David (2003), Understanding Graham Swift [Online] University of South Carolina http://books.google.co.uk/books?id=EttQoAGfCcsCpg=RA1-PA72lpg=RA1-PA72dq=criticism+on+seraglio+by+graham+swiftsource=blots=s3rfxl9fbvsig=3LdeVZlPHVfNg2 02fSIWzw2dHchl=enei=lWWJS4P2H4n60wSF0p3UCwsa=Xoi=book_resultct=resultresnum=4ved=0CA4Q6AEwAw#v=onepageq=f=false[Accessed: 25/02/10] KCS,(2007) Analysis: Rushdies The Prophets Hair [Online] http://www.associatedcontent.com/article/226858/analysis_rushdies_the_prophets_hair.html[Accessed: 10/01/10] Richards, Fiona The Desecrated Shrine: Movable Icons and Literary Irreverence in Salman Rushdies ‘The Prophets Hair [Online] University of Leeds http://www.soas.ac.uk/soaslit/issue2/RICHARDS.PDF[Accessed: 25/02/10] Marks, Tracey (2000), Philomela in Ovids Metamorphoses [Online] Ancient Sites Communityonline discussions on Greek and Roman mythologyhttp://www.webwinds.com/thalassa/philomela.htm[Accessed: 25/02/10] Gradua Networks (1995-2009) A Family Man by V.S. Pritchett: How the writer makes the story interesting and entertaining [Online]http://www.cheathouse.com/essay/essay_view.php?p_essay_id=103107#ixzz0gmm2K9D7http://www.cheathouse.com/essay/essay_view.php?p_essay_id=103107[Accessed: 18/12/09]

polar bears :: essays research papers

Polar Bear, common name for a white bear found on the sea ice of the Arctic throughout the North Polar basin. The only marine bear, it is longer than other bears and streamlined for aquatic life. It has the plantigrade feet (heel and sole touching the ground) typical of bears, with five sharp, curved claws on each foot for grasping the ice and holding its prey. Long hair between the pads protects the bear's feet from the cold and provides traction on the ice. Stiff hairs on the forelegs, and very broad front feet, help the bear swim. All polar bears are white, although their fur may yellow in the summer. The largest wild bears ever weighed—more than 800 kg (1760 lb)—have been polar bears. However, most male polar bears weigh an average of about 350 kg (about 880 lb), and most females weigh about 250 kg (550 lb). Polar bears have a strong navigational sense, an extremely good sense of smell, and they are unusually clever at solving problems in order to obtain food. They eat primarily ringed seals, and occasionally bearded seals, walruses, or white whales. They also feed on berries, sedges, mussels, and kelp. As with other true bears, polar-bear mothers and young form strong bonds. The young are very small when born: about 1 kg (about 2 lb). Their eyes remain closed for about 40 days and they must nurse every few hours. The mother holds them close to keep them warm. Except during the breeding season, male polar bears are solitary and roam over vast expanses of sea ice while hunting. During the breeding season (May to June), the males fight furiously over females.

Consequences of China’s One Child Policy

HIST HP 264-002| Consequences of China’s One-Child Policy| | | In the mid 1950’s, China’s population grew rapidly under Mao Zedong. He felt that the only way for China to get back on its feet was to become industrialized and that China would need manpower for this industrialization. â€Å"Even if China's population multiplies many times, she is fully capable of finding a solution; the solution is production,† Mao Zedong proclaimed in 1949. â€Å"Of all things in the world, people are the most precious. † The population grew so dramatically that the country’s resources were becoming scarce. In 1979, just three years after Mao’s death, the â€Å"One-Child Policy† took effect. This law was implemented by Deng Xiaoping to curb the population growth. The original intent for this policy was economically based. There had been a great famine, in which many people lost their lives, and China wanted to prevent this from happening again. There was not enough suitable farmland to provide food for the entire population nor was there enough water. They wanted to reduce the demand for natural resources, maintain a steady labor rate, and reduce unemployment caused by surplus labor. China’s justification for this policy was based on their support of the Marxist theory of population growth. This policy has been called the largest population control effort in history. The policy is very controversial mainly due to the way enforcement has been carried out. While the policy itself has achieved its main goal, by preventing over 400 million births from 1979-2010, the long-term consequences for China will be great. The one-child policy has many regulations. China maintains that this a voluntary policy but the enforcement of the policy has proven otherwise. I will touch briefly on a few of the most important points of the policy. The policy states that both the husband and wife must both practice birth planning. Birth outside of marriage is not allowed. Couples are permitted to have one child. Late marriage and late births are encouraged. Couples who follow the policy and have only one child will be given a certificate to receive rewards and preferential treatment. Those who refuse to follow the policy and give birth to a second child will be fined from the month that the child is born. The wages or annual income of both husband and wife will be decreased by ten to twenty percent for seven years. Regarding pregnancy not adherent to the plan, both husband and wife will be imposed a fine monthly during the period of pregnancy. If the pregnancy is terminated, the fine imposed will be returned. China’s system in caring for the elderly after retirement is simple. The eldest son is generally responsible. In earlier days, this was not such a terrible burden. However, with China’s one-child policy, many families find themselves in quite a predicament when their one child is a girl. A girl is traditionally groomed to be married. When the time comes for her to marry, she leaves her family and becomes a part of her husband’s family. She then becomes responsible for helping her husband care for his aging parents. Thus, her own family will be left without support and care. Even in cases where the family’s only child is a son, the â€Å"4-2-1 Problem† is often created. There is an increased burden on the one child to provide for his aging parents and grandparents, in addition to his immediate family. (The 4-2-1 policy refers to 4 grandparents, 2 parents, and 1 child. If personal savings, pensions or state welfare fail and the single child cannot care for the older adult relatives, the older generations would face a lack of resources and necessities. This is just one possible consequence to China’s one-child policy. When mothers become pregnant for the first time, some manage to have an ultrasound to determine the sex of the baby. This is i llegal in China but still happen none-the-less. If the parents learn that this first child is a girl, it is sometimes aborted. This is due to China’s preference of boys. There are many reasons that Chinese families prefer boys. One reason is an old religious link to Confucianism that prefers sons over daughters. Another reason is that a son is believed to be stronger and better able to help the family with farm work. Also, as I stated earlier, a son will support his parents in retirement and take care of them. A daughter would leave her family and become a part of her husband’s family. Sex-selective abortions are leading to a decline in the female population, which will also have long-term consequences as well. In China, boys are considered to be so important culturally, that a family is looked down on if they do not produce a boy. Therefore, having a boy is a source of great pride for a family. As if they can control their baby’s gender, wives are often threatened to be sent back home to their own families if they cannot produce a boy. When a woman is sent back to her own family, it is considered to be very shameful for both she and her family. Also, she would now be seen as a burden to her own family. They would have another mouth to feed and would have to support her as well. This would create further hardships for her family. Another consequence is the danger associated with enforcing the policy. In the early years of the policy, there were drastic measures taken to ensure that the policy was enforced. Population control workers were hired to enforce the policy strictly. Forced abortions were common amongst these enforcement procedures. Portable ultrasound devices were used to identify candidates who were carrying second children in remote villages. Some mothers who were eight and a half months pregnant were forced to abort their babies. This was often carried out by injecting a saline solution directly into the mother’s stomach. If mothers did not go to the clinic willingly to have the abortions, they were dragged there by force. There have even been reports of mothers who were already nine months pregnant, and in labor, having their babies killed while they were still in the birth canal. This not only harms the unborn child but also puts the mother’s health at risk with the possibility of hemorrhaging, infection, or even death. After these forced abortions, these mothers were subjected to forced sterilization as well. This means that if the government ever changes their mind and retracts the policy, these mothers will have no chance of having another child. Often, a mother becomes pregnant with a second child and manages to keep it a secret from the authorities for fear of forced abortions. If the family is wealthy, they are sometimes allowed to keep the baby if they pay large monetary fines to the government. The amounts of the fines are based on the statistics of the particular area where they are located. They can also have their houses and land taken away as a penalty. They can be denied bonuses at work or may lose their jobs altogether. Parents with more than one child are not given the same benefits as parents of only one child. They must pay for both children to go to school and pay for the entire family’s healthcare. Most families are not able to pay these fines nor are they able to survive without the significant benefits that are normally provided. This leads to families living in poverty and even death due to starvation or lack of proper healthcare. Another consequence of China’s one-child policy is the rate of female infanticide. Parents often panic when their baby is a girl and either kill the baby themselves or abandon the baby. Babies are abandoned in many ways. Sometimes they are taken to remote places and left to die. Other times they are left in public places, with or without notes, so that they can be found and taken to an orphanage. If the child is not found immediately, they can often be malnourished or in poor health when arriving at an orphanage. When this is the case, and a baby is beyond help, some Chinese orphanages have what are called â€Å"dying rooms†. These rooms are horrific. Babies are strapped to a chair with a hole in the seat that collects the baby’s waste. The babies in these rooms are left there, with no nourishment or care, to die. In the cases where the babies are abandoned and someone finds them rather quickly, they are taken to an orphanage to be cared for or are sent to a foster family. The lucky children are adopted internationally. Others can spend their whole lives in the orphanage. In China there are around 1,000 orphanages. Only 250 of those will send children out of the country to be adopted. Officially registered adoptions increased from 2,000 in 1992 to 55,000 in 2001. Many more were adopted informally without registration. In 2005, around 7,900 children were adopted into the United States. In reality, only about 5% of children in Chinese orphanages are adopted at all. Many babies put up for adoption have not been abandoned by their parents but confiscated by family planning officials. The one-child policy has also had a negative effect on the children legally born to couples. Parents tend to over indulge these children. This epidemic has created the name â€Å"little emperors† for these children and the condition created is being called â€Å"little emperor syndrome†. These children are spoiled. Because there was once a great famine in China, the parents want to give these children what they were deprived of. They want to ensure that they have plenty to eat and overindulge them. The children have become fat. There is now an initiative in China to stop obesity in children. There are clinics where parents and children are educated about healthy eating and exercise. Some children are even receiving acupuncture to curb their appetites. The fact that children are becoming overweight is not the only problem with the â€Å"little emperors†. They also suffer from poor social communication, poor cooperation skills and lack of self-discipline. They often struggle with strong personality disorders. In March 2007, the Chinese People’s Political Consultative Conference (CPPCC) called on the Chinese government to abolish the one-child rule. Ye Tingfang, a sponsor of the proposal, argues that â€Å"It is not healthy for children to play only with their parents and be spoiled by them. The one-child limit is too extreme. Children in our country may not even be blessed to have cousins which is a serious handicap to their nature and may lead to personality flaws. It violates nature’s law and in the long run, this will lead to Mother Nature’s revenge. Because of the one-child policy, families who desperately want to have a second child often take on a foster child. This can temporarily fill a void of desire for more children. These families become very attached to the babies that they care for and love them just as if they were their own. When these babies are adopted, the foster parents are devastated and become deeply depressed and are forced to cope with the los s. This emotional strain is equally felt by the birth parents, who were forced to either abandon the baby or surrender it by force, as well as the foster parents who have cared for the infant. The one-child policy has affected the population significantly. In some areas, there has been a negative population growth. This means that the deaths of a region have outweighed the births. Also, the Chinese population is aging. This is when the median age of a country or region rises. The elders are now becoming greater than the younger generation. This will surely pose a tough strain on the younger generation to care for their older family members with no help from siblings. Another potential problem will arise as the preferred boys reach the age to marry and procreate. There will be a major shortage of women to fulfill the need. In recent studies, the ratio of men to women is 117:100. It is estimated that in the year 2020, there will be 40 million more men than women. This will have extreme consequences. These consequences include social instability, courtship motivated emigration, and forced marriages. Another tragic consequence is prostitution which can also lead to a rise in human immunodeficiency virus infection and other sexually transmitted diseases. Already there has been a problem with abduction of women. Women are being kidnapped and sold to men in other provinces. They are being raped and treated badly. If they try to scape, they are beaten severely. This are all consequences of the gender imbalance created as a result of China’s one-child policy. There have been a few exceptions made to the policy over the years. In rural areas, parents can apply to have a second child if the first is a girl. Other circumstances that would allow consideration for a second child would be if the first child s uffers from a physical disability, mental illness or mental retardation. When this special permission is granted, the parents are subject to birth spacing. This means that the parents must wait a specific amount of time before having the second child. This time period is generally from three to five years. Exceptions have also been made if both parents are only children. This would relieve the burden of the â€Å"4-2-1 problem† on just one child. Special considerations have also been made when the father is a disabled serviceman who will not be able to care for his own aging parents. Official permission is sometimes granted in cases such as the 2008 Sichuan earthquake, where children perished and in other cases where the child is deceased. Finally, there are exceptions made in affirmative action cases such as with Han Chinese who are considered to be minorities. Although the one child policy seems like an extremely harsh and controversial method of controlling the population, it isn’t as harsh as it may seem at first. It depends on which area of the country you live in as to how much it affects you. In some areas which have a low population, the policy is somewhat lenient, whereas in Sichuan, the policy is strictly adhered to in both rural and urban areas because it is overpopulated. As nearly 50% of China’s population live in the countryside, many are permitted to have two children because for the majority of places, the policy is more strictly enforced in urban areas. Typically, the power of enforcement is given at the provincial level. In March of 2011, the policy was reviewed by the Chinese government. Some officials expressed the need for consideration to allow couples to have a second child. The government announced that the policy will remain unchanged through at least 2015. China’s one-child policy has had many benefits. It has greatly reduced the severity of some major problems that come with overpopulation such as epidemics and slums. It has also helped out the issues with overwhelmed social services such as healthcare, education and law enforcement. The policy has helped reduce China’s ecological footprint by decreasing the abuse of fertile land and reduced the production of high volumes of waste. It has, in recent years, provided better health service for women. There has been a reduction in the risks of death and injury in pregnancy and women receive free contraception and prenatal classes. China in recent years, for the most part, has maintained a steady labor rate with reduced unemployment. With families having to spend less money on multiple children, they have more to invest for retirement. Finally, with fewer children, women can invest more time in their careers, increasing their personal income. With all of the benefits that have come from the policy, sometimes all the money and material possessions in the world cannot compare to the love of a child and the freedom to choose how large your family can be. In conclusion, China’s one-child policy was a drastic measure taken over thirty years ago to control a growing population problem. While it has succeeded in lowering the population and improving the economic situation, the long-term emotional and physical effects felt by families will continue to be unbearable for generations. Losing a child due to natural causes is hard enough but being forced into abortion, sterilization and abandonment has to be so much worse. BIBLIOGRAPHY Fitzpatrick, Laura. â€Å"China’s One-Child Policy,† Time, posted July 27, 2009, http://www. time. com/time/world/article (accessed April 9, 2011). Buckley Ebrey, Patricia. Chinese Civilization: A Sourcebook. 2nd ed. (New York: The Free Press, 1993), 478-481. Hesketh, Therese, Ph. D. â€Å"The Effect of China’s One-Child Policy after 25 Years,† The New England Journal of Medicine 353, no. 11 (2005): 1171-1176. Lost Girls. DVD, directed by David Royle (2005; Washington, DC: National Geographic, 2005). Phillips, Michelle. â€Å"Women forced to abort under China’s one-child policy,† The Washington Times, posted June 2, 2010, http://www. washingtontimes. com/news/2010/jun/2 (accessed April 9, 2011). Mosher, Steven W. â€Å"A Mother’s Ordeal: One Woman’s Fight Against China’s One Child Policy,† (MN: Park Press, Inc. , 1993), 56-60. Hays, Jeffrey. â€Å"One-Child Policy in China,† http://factsanddetails. com/china. php (accessed April 9, 2011). Scott, Joan. â€Å"Child Adoption in Contemporary Rural China,† Journal of Family Issues, March 27, 2006: 301-340. Consultative Conference: â€Å"The government must end the one-child rule,† AsiaNewsit. com, March 16, 2007 (accessed April 9, 2011). Sina English, â€Å"Advisors say it’s time to change one-child policy,† Shanghai Daily, March 15, 2007. http://english. sina. com/china/1/2007/0315/ (accessed April 9, 2011). ——————————————– [ 1 ]. Laura Fitzpatrick, â€Å"China’s One-Child Policy,† Time, posted July 27, 2009, http://www. time. com/time/world/article (accessed April 9, 2011). [ 2 ]. Patricia Buckley Ebrey, Chinese Civilization: A Sourcebook. 2nd ed. (New York: The Free Press, 1993), 478-481. 3 ]. Therese Hesketh, Ph. D, â€Å"The Effect of China’s One-Child Policy after 25 Years,† The New England Journal of Medicine 353, no. 11 (2005): 1171-1176. [ 4 ]. Steven W. Mosher, â€Å"A Mother’s Ordeal: One Woman’s Fight Agains t China’s One Child Policy,† (MN: Park Press, Inc. , 1993), 56-60. [ 5 ]. Lost Girls. DVD, directed by David Royle (2005; Washington, DC: National Geographic, 2005). [ 6 ]. Michelle Phillips, â€Å"Women forced to abort under China’s one-child policy,† The Washington Times, posted June 2, 2010, http://www. washingtontimes. com/news/2010/jun/2 (accessed April 9, 2011). 7 ]. Jeffrey Hays, â€Å"One-Child Policy in China,† http://factsanddetails. com/china. php (accessed April 9, 2011). [ 8 ]. Patricia Buckley Ebrey, Chinese Civilization: A Sourcebook. 2nd ed. (New York: The Free Press, 1993), 478-481. [ 9 ]. Lost Girls. DVD, directed by David Royle (2005; Washington, DC: National Geographic, 2005). [ 10 ]. Joan Scott, â€Å"Child Adoption in Contemporary Rural China,† Journal of Family Issues, March 27, 2006: 301-340. [ 11 ]. Consultative Conference: â€Å"The government must end the one-child rule,† AsiaNewsit. com, March 16, 2007 (acce ssed April 9, 2011). [ 12 ]. Sina English, â€Å"Advisors say it’s time to change one-child policy,† Shanghai Daily, March 15, 2007. http://english. sina. com/china/1/2007/0315/ (accessed April 9, 2011). [ 13 ]. Lost Girls. DVD, directed by David Royle (2005; Washington, DC: National Geographic, 2005). [ 14 ]. Therese Hesketh, Ph. D, â€Å"The Effect of China’s One-Child Policy after 25 Years,† The New England Journal of Medicine 353, no. 11 (2005): 1171-1176. [ 15 ]. Lost Girls. DVD, directed by David Royle (2005; Washington, DC: National Geographic, 2005). [ 16 ]. Patricia Buckley Ebrey, Chinese Civilization: A Sourcebook. 2nd ed. (New York: The Free Press, 1993), 478-481.

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