Role Children Play Within Tourism Decision Making Process Tourism Essays

Role Children Play Within Tourism Decision Making Process Tourism Essays Role Children Play Within Tourism Decision Making Process Tourism Essay Role Children Play Within Tourism Decision Making Process Tourism Essay Selling and consumer behaviour research identifies kids as active and experient consumers able to exercise significant influence on purchase determinations made by their parents ( Bakir et al. , 2006 ) . Interestingly, touristry literature has mostly ignored kids s real impact on household vacation purchases by cut downing kids s engagement in the procedure to passive engagement. Until late research workers were preponderantly concerned with the husband-wife decision-making pattern, accordingly understating the importance of kids s input in the procedure ( Wang et al. , 2004 ) . However, recently, the position contending that kids s engagement is non limited to subjecting to parents concluding picks, but proposing that kids do take an active portion in doing holiday-related determinations has received attending. The paper attempts to critically measure the function tweens, i.e. kids inbetween childhood and adolescence, drama within the phases of the touristry decision-making pattern. In order to accomplish this purpose, the essay begins with sketching the specifics of the household holiday decision-making procedure and identifies the general place of kids within it. Following, the paper provides the definition of tweens and analyses their function in the touristry decision-making procedure. Subsequently, the papers recognises the major factors finding the extent of kids s engagement in household touristry decision-making. Research restrictions every bit good as chances for farther geographic expedition are identified at the decision. The generic consumer decision-making theoretical account dwelling of four cardinal phases ( i.e. need acknowledgment, information hunt, options rating and concluding purchase ) is normally adapted to holiday-related picks analysis ( e.g. Dunne, 1999 ; Bronner A ; de Hoog, 2008 ) . However, contrary to standard purchase state of affairs concerned with doing individual, informed determination between the identified options, touristry decision-making procedure is more complex. The original acknowledgment of the demand to travel on vacations triggers a assortment of smaller sub-decisions to be agreed on, such as the finish, bundle supplier, adjustment, agencies of conveyance, or the activities undertaken at the finish ( Blichfeldt, 2008 ) . Additionally, frequently devouring a big part of household s income and transporting hazard due to intangibleness of the nucleus merchandise the procedure involves significant research beforehand ( Dunne, 1999 ) . Recent surveies propose that as tourism-related activities are preponderantly shared experiences typically undertaken within the household unit, the decision-making procedure is in fact a concerted pattern. The procedure is believed to be organised around jointly accomplishing a consensus between divergent demands of single household members in mention to the sub-decisions ( Bronner A ; de Hoog, 2008 ) . Furthermore, the faculty members perceptual experiences of the grade of determination power assigned to partners in the household decision-making pattern have changed. Initially, household touristry decision-making was believed to be either hubby or wife-dominated ( Jenkins, 1978 ) . Changes in traditional household construction, such as dislocation of gender function stereotypes enforced change of the common position ( Nanda et al. , 2006 ) . Recent surveies suggest that the pick of leisure activities is typically a procedure where both hubby and married woman portion equal powers ( Fodness, 1992 ; Bronner and De Hoog, 2008 ) . Consequently, the identified democratization of bridal decision-making and rise in popularity of broad upbringing theoretical account ( du Bois-Reymond et al. , 2001 ) has influenced the perceptual experience of kids s function in the decision-making procedure by excusing their active engagement. Additionally, guilt factor is believed to do parents more antiphonal to kids s demands and wants ( McNeal, 1999 ) while make up ones minding on holiday purchase. Where frequently both parents are prosecuting full-time businesss, traveling on vacations with kids serves the intent of re-strengthening emotional parent-child bounds and frequently compensates for the limited clip spent together outside of prearranged leisure activities ( Nickerson and Jurowski, 2001 ) . That manner, in the touristry decision-making procedure being chiefly concerned with struggle declaration and happening consensus between single demands ( Thornton et al. , 1997 ; Bronner A ; De Hoog, 2008 ) kids s demands receive considerable attending compared to the demands of the grownups. Appreciation of kids s penchants in mention to vacation purchases occurs in a double manner. First, kids can indirectly act upon the determinations reached by the parents by merely bespeaking what they prefer ( Gram, 2006 ) . Satisfying kids s demands ( even the 1s parents merely assume to be ) has been identified as a powerful motive for vacation enterprises and factor significantly act uponing the subsequent determinations made by the parents, such as the pick of adjustment supplying the type of nutrient the kid is accustomed to. Parents frequently give kids s penchants precedence, even at the costs of basking themselves less ( Dunne, 1999 ; Thornton et al. , 1997 ; Cullingford, 1995 ) . By making so, parents attempt to protect themselves from inauspicious effects of non to the full run intoing kids s demands, i.e. ruined vacations. Although reported powerful throughout the assorted age groups, the indirect influence is the most outstanding in determinations affecting younger kids ( Dunne, 1999 ) . This is motivated by the fact that younger kids can non supply and care for themselves, and are less cognizant of the active portion in the procedure they could play. Furthermore, research suggests that kids can exercise direct influence on the touristry decision-making procedure by moving as active agents and negotiants. The extent of kids s direct engagement is believed to increase with age ( Jenkins, 1978 ; Darley and Lim, 1986 ; Swinyard and Sim, 1987 ) . Possibly this arises from kid s greater exposure to decision-making patterns in outer-family environment and emotional maturing. Tweens, an age group dwelling of kids in between adolescence and childhood ( 7-11 or 8-12 year-olds ) , constitutes a peculiarly interesting subject in mention to active engagement in touristry decision-making. McNeal ( 1999 ) characterises tweens as kids who seek designation and recognition among their equals instead than parents, but however remain affiliated to the household for safety and comfort intents. Importantly, exposed to heavy advertisement and secondary socialization, tweens constitute a vigilant and experient consumer group with clarified gustatory sensations ( Blichfeldt et al. , 2010 ) . Additionally, tweens are reported to develop faster in the emotional domain than their age would bespeak ( Lindstrom, 2003 ) . They are found to be experienced and culture-aware tourers open to unfamiliar environments ; non easy entertained and looking for attractive forces other than drama chances ; and cognizant of adult-related push factors as incentives for traveling on vacation ( Blichfeldt et al. , 2010 ) . Nevertheless, tweens still necessitate the reassurance of their basic demands ( Dunne, 1999 ) . Thereof, reared in the sociocultural environment which grants them the right to take part in the household determinations, fashion-conscious and experienced in tourer ingestion tweens play a significantly active function within the decision-making procedure. The extent of their effectual engagement exceeds the degrees that could be assumed when entirely measuring their physical age. Second, tweens execute significant indirect influence on the touristry determinations by still belonging to the age group necessitating the greatest attending in guaranting safe environment. Although the sum of kids s general engagement in the procedure is believed to increase with age, the research workers agree that the degree of active engagement diminishes as the decision-making procedure advancements ( Swinyard and Sim, 1987 ; Wang et al. , 2004 ) . The specifics of the touristry determinations: high hazard that needs to be offset by seeking for external information and costs associated with the purchase consequence in parents exerting greater control when nearing the concluding determination. On sum, tweens are found to be the most actively take parting in the early phases of the touristry decision-making procedure. In peculiar, research portrays consistent findings as to tweens engagement in the demand acknowledgment ( i.e. primal ) phase of the procedure ( e.g. Dunne, 1999 ) . This can be motivated by the fact that vacationing provides a sense of acknowledgment and belonging to the equal group as leisure activities are a frequent subject of tweens conversations. Thereof, opinion-conscious tweens have a personal interest in the vacation determination coming true, therefore become actively involved in guaranting that such demand is recognised. Furthermore, as parents are reported to see vacations are primary for kids to profit of, they encourage tweens input to guarantee that the experience is gratifying ( Swinyard and Sim, 1987 ; Dunne, 1999 ; Blichfeldt, 2008 ) . Considerable direct engagement is besides reported in the information hunt phase ( Blichfeldt et al. , 2010 ) . Tweens are said to fall in their parents in look intoing the possible options for a assortment of determinations. Despite the fact that parents are said to be receptive of kids s input ( Dunne, 1999 ) studies reveal that tweens frequently resort to dialogues or blackmail as a manner of exerting the influence on the pick of option ( Gram, 2006 ; Nanda et al. , 2006 ) . Furthermore, it is noted that tweens impact can progress to rating phase where they voice their sentiments on the options available. Interestingly, surveies further study that the information phase is in some cases delegated to kids and remains their duty ( Blichfeldt et al. , 2010 ) . Therefore tweens place can be elevated to the degree of the parent in the information hunt phase. However, the general extent to which kids actively shape touristry determinations reached by the household, remains controversial ( Wang et al. , 2004 ) . The research findings are consistent in the impression that kids s influence does non outweigh parents overall authorization ; nevertheless disagreement can be observed in the findings on the peculiar sub-decisions tweens participate most actively in. Some faculty members propose that tweens act as dynamic agents throughout the entirety of vacation determinations ; whereas others report their active influence on cheap and comparatively undistinguished elements such as eating house pick ( Szybillo and Sosanie, 1977 ; Jenkins, 1979 ) , or the activities undertaken while at the finish. Sing tweens fashion-consciousness and selling consciousness the impression that tweens do actively seek to act upon the more important determinations such as pick of bundle in a peculiar fashionable and popular area/accommodation seems appealing. Additionally, research identifies a figure of factors perchance holding an influence on the grade of kids s in general, and tweens in peculiar engagement in the touristry decision-making procedure outside of the aforesaid nature of the determination topic. Culture constitutes an of import variable, as it warrants the functions assigned to persons within the household ( Bakir et al. , 2006 ) . Western civilizations propagating individualism and development of independent idea as the nucleus values later influence parents in grasp of the kid oppugning world, therefore leting more proactive engagement in the household decision-making procedure. Linked with civilization, the intra-familial communicating form farther influences kids s engagement in the touristry decision-making. Children brought up in the environments furthering for democratic attack to information exchange are found to play more proactive function in the decision-making procedure ( Bakir et al. , 2006 ) . Possibly this arises from the attack to conflict declaration through dialogue instead than enforcement of one s point of position on the other household members ; therefore kids active engagement in consensus-reaching is appreciated. Marital position constitutes other variable believed to act upon kids s function in the decision-making procedure. Decisions made within single-parent families are believed to include kids to larger extent ( Darley and Lim, 1986 ) . This can be motivated by the guilt factor identified in the debut, farther reinforced by the fact that individual parents need to share the kid between themselves, accordingly passing even less clip together. Therefore, greater tweens engagement ensures that the vacations will do up for the lessened mundane contact. However, the surveies on kids s and tweens engagement in the touristry decision-making procedure suffer from several booby traps. The divergency of findings reported arises from the defects of the research methods used: most surveies apply qualitative studies to rear sample ( e.g. Wang et al. , 2004 ) ; thereof the information received is subjective and slightly distorted by projecting merely parents image of kids s engagement. Studies using kids as the sample group ( e.g. Cullingford, 1995 ) besides suffer from the limited statistical representativeness because of mostly trusting on qualitative enquiry methods. Furthermore, the surveies look intoing kids s engagement in the tourism-decision devising procedure have been conducted in the western ( e.g. Gram, 2006 ; Blichfeldt et al. , 2010 ) or westernised ( e.g. Wang et al. , 2004 ) cultures that propagate more indulgent attack to upbringing and parentage underscoring the demand to be receptive to child s part ( Bakir et al. , 2006 ) . Consequently, tweens features are based to the extent on their exposure to advertisement and mass media every bit good as consumerism, which are uncommon in developing states. Therefore, the findings sing tweens engagement might non be by and large applicable. The research into the function of kids in touristry decision-making requires consistent attack organised around statistically representative informations aggregating both the parents and kids s perceptual experiences. Furthermore, the informations should be gathered cross-culturally and appreciate a assortment of factors impacting kids s impact to gua rantee representativeness. In the concluding analysis it is justifiable to state that the alteration of perceptual experiences of the nature of the touristry decision-making procedure, and partners function in it have impacted the sentiment on the kids s engagement within the pattern. Lenient upbringing and guilt issues trigger parents to be more antiphonal to kids s vacation penchants. Tweens due to their consumer consciousness and exposure to heavy advertisement, but however staying under extended parental attention constitute a peculiarly interesting tourist consumer group. In the touristry decision-making pattern tweens are believed to exercise active influence in peculiar in the initial phases of the procedure. Interestingly, the overall grade of tweens influence on the procedure remains controversial and is said to be warranted by factors such as civilization and communicating forms. However, bing research suffers from methodological defects that make it hard to generalize the findings. The topic of tw eens function in touristry decision-making requires more indepth analysis. Bakir, A. , Rose, G. M, and Shoham, A. 2006. Family Communication Patterns: Mothers and Fathers Communication Style and Children s Perceived Influence in Family Decision Making. Journal of International Consumer Marketing. 19 ( 2 ) . pp. 75-95 Blichfeldt, B. S. 2008. What to make on Our Vacation? The Case of in Situ Decision-Making. Anatolia: An International Journal of Tourism and Hospitality Research. 19 ( 2 ) . pp. 287-305 Blichfeldt, B.S. , Pedersen, B. , Johansen, A. and Hansen L. 2010. Tween Tourists: Children and Decision-Making. Journal of Tourism Consumption and Practice. 2 ( 1 ) . pp. 1-24 Bronner, F. , A ; de Hoog, R. 2008. Agreement and Disagreement in Family Vacation Decision-making. Tourism Management. 29. Pp. 967-979. Cullingford, C. 1995. Children s attitudes to vacation overseas. Tourism Management. 16 ( 2 ) . Pp. 121-127. Darley, W. K. and Lim, J. 1986. Family Decision Making in Leisure-time Activities: An Exploratory Investigation of the Impact of Locus of Control, Child Age Influence Factor and Parental Type of Perceived Child Influence. Progresss in Consumer Research. 13. Pp. 370-374 Du Bois- Reymond, M. , et Al. 2001. Childhood in Europe. Capital of switzerland: Peter Lang in Gram, M. 2006. If We re Not Traveling to Italy, I m Not Coming . Children as Co-decision-makers in the Family? The Case of Family Holidays. European Advances in Consumer Research. 7. pp. 112-118 Fodness, D. 1992. The Impact of Family Life Cycle on the Vacation Decision-making Process. Journal of Travel Research. 31 ( 8 ) . pp. 8-13 Gram, M. 2006. If We re Not Traveling to Italy, I m Not Coming . Children as Co-decision-makers in the Family? The Case of Family Holidays. European Advances in Consumer Research. 7. pp. 112-118 Jenkins, R. L. 1978. Family Vacation Decision-Making. Journal of Travel Reserach. 16 ( 4 ) . pp. 2-7 Jenkins, R.L. 1979. Influence of Children in Family Decision-Making: Parents Percepts. Progresss in Consumer Research. 6. Pp. 413-418 McNeal, J. U. 1999. The Kids Market Myths and Realities. New York: Paramount Market Publishing in Blichfeldt, B.S. , Pedersen, B. , Johansen, A. and Hansen L. 2010. Tween Tourists: Children and Decision-Making. Journal of Tourism Consumption and Practice. 2 ( 1 ) . pp. 1-24 Nanda, D. , Hu, C. , A ; Bai, B. 2006. Researching Family Role in Purchasing Decisions During Vacation Planning: reappraisal and treatments for future research. Journal of Travel and Tourism Marketing. 20 ( 3/4 ) . Pp. 107-125. Nickerson, N. , A ; Jurowski, C. 2001. The influence of kids on holiday travel forms. Journal of Vacation Marketing. 7 ( 1 ) . Pp. 19-30. Swinyard, W. R. and Sim, Ch. P. 1987. Percept of Children s Influence on Family Decision Process. Journal of Consumer Marketing. 4 ( 1 ) . Pp. 25-38 Szybillo, G.J. and Sosanie, A. 1977. Family Decision Making: Husband, Wife and Children. Progresss in Consumer Research. 4. Pp. 46-49 Thornton, P. , Shaw, G. , A ; Williams, A. 1997. Tourist group holiday decision-making and behavior: the influence of kids. Tourism Management. 18 ( 5 ) . Pp. 287-297.

Differences Between Parameters and Statistics

Differences Between Parameters and Statistics In several disciplines, the goal is to study a large group of individuals. These groups could be as varied as a species of bird, college freshmen in the U.S. or cars driven around the world. Statistics are used in all of these studies when it is infeasible or even impossible to study each and every member of the group of interest. Rather than measuring the wingspan of every bird of a species, asking survey questions to every college freshman, or measuring the fuel economy of every car in the world, we instead study and measure a subset of the group. The collection of everyone or everything that is to be analyzed in a study is called a population. As we have seen in the examples above, the population could be enormous in size. There could be millions or even billions of individuals in the population. But we must not think that the population has to be large. If our group being studied is fourth graders in a particular school, then the population consists only of these students. Depending on the school size, this could be less than a hundred students in our population. To make our study less expensive in terms of time and resources, we only study a subset of the population. This subset is called a sample. Samples can be quite large or quite small. In theory, one individual from a population constitutes a sample. Many applications of statistics require that a sample has at least 30 individuals. Parameters and Statistics What we are typically after in a study is the parameter. A parameter is a numerical value that states something about the entire population being studied. For example, we may want to know the mean wingspan of the American bald eagle. This is a parameter because it is describing all of the population. Parameters are difficult if not impossible to obtain exactly. On the other hand, each parameter has a corresponding statistic that can be measured exactly. A statistic is a numerical value that states something about a sample. To extend the example above, we could catch 100 bald eagles and then measure the wingspan of each of these. The mean wingspan of the 100 eagles that we caught is a statistic. The value of a parameter is a fixed number. In contrast to this, since a statistic depends upon a sample, the value of a statistic can vary from sample to sample. Suppose our population parameter has a value, unknown to us, of 10. One sample of size 50 has the corresponding statistic with value 9.5. Another sample of size 50 from the same population has the corresponding statistic with value 11.1. The ultimate goal of the field of statistics is to estimate a population parameter by use of sample statistics. Mnemonic Device There is a simple and straightforward way to remember what a parameter and statistic are measuring. All that we must do is look at the first letter of each word. A parameter measures something in a population, and a statistic measures something in a sample. Examples of Parameters and Statistics Below are some more example of parameters and statistics: Suppose we study the population of dogs in Kansas City. A parameter of this population would be the mean height of all dogs in the city. A statistic would be the mean height of 50 of these dogs.We will consider a study of high school seniors in the United States. A parameter of this population is the standard deviation of grade point averages of all high school seniors. A statistic is the standard deviation of the grade point averages of a sample of 1000 high school seniors.We consider all of the likely voters for an upcoming election. There will be a ballot initiative to change the state constitution.  We wish to determine the level of support for this ballot initiative.  A parameter, in this case, is the proportion of the population of likely voters that support the ballot initiative.  A related statistic is the corresponding proportion of a sample of likely voters.

Survey on smoking Statistics Project Example | Topics and Well Written Essays - 500 words

Survey on smoking - Statistics Project Example I thought that this number was quite high, although it was approximately in the middle of all the responses so I guess it made sense. The highest number of times a man smoked each day was 11 times. On the other end of the scale, the lowest number of times that a man smoked was twice. This gives a range with is quite high, although the average is very close to the center of these two figures. The standard deviation came out to be 2.45. This is a pretty good estimate of the variation between all of the responses I feel. Likewise, I conducted exactly the same experiment for women. Unsurprisingly, I discovered that women smoked less each day than men. The average number of times that a woman smoked was four times (120 collective times divided by 30 women). This figure was considerably less than the average for men, which is not too unexpected. Men generally smoke more than women so this survey is correct in terms of stereotypes. Similarly to the men, the most number of times that a woman smoked each day was 11 times. On the opposite end of scale, the lowest number of times that a woman smoked was only once. This gives a range of 10, which is almost the same as the men. Something that was a little different was that the average was not completely within the center of the range. In fact, it was slightly under this number, which suggests that there were a few high outliers that skewed the figures for the women. Another thing that was different was the standard deviation. For the women, it was only 2.05. This would suggest that there are not huge differences in the number of times each day the average woman smokes. This is not to be unexpected because women generally smoke less than men do. While this survey was not conducted perfectly, I feel that it gives a fairly good indication of what society is as a whole. I almost could have predicted the results before I began the survey because the response went pretty much to gender stereotype. I have gained

Ancient Egypt Essay Example | Topics and Well Written Essays - 750 words

Ancient Egypt - Essay Example According to the ancient Egyptians beliefs, the pharaoh was a great person who represented half-god and half-man. The pharaoh was the middle man between the ordinary Egyptian and the gods. To them, the pharaoh’s spirit was eternal and he or she could live forever. The pharaohs ruled over ancient Egypt for thousands of years and they consisted of both men and women. Among the various Pharaohs that ruled ancient Egypt was Cleopatra VII who was the last pharaoh and an historical queen. She is fondly revered for her beauty and relationships to two roman rulers; Julius Caesar and Mark Antony. Cleopatra VII full name was Cleopatra VII Philopator. She was ancient Egypt’s last pharaoh who got survived only shortly by his son Caesarion. She belonged to the Ptolemaic dynasty. The Ptolemaic dynasty was a family that has Greek origins and got to rule Ptolemaic Egypt. The Ptolemaic dynasty saw its rulers refuse to speak Egyptian by speaking Greek. Cleopatra, however, learnt to speak Egyptian and she became viewed as a reincarnation of the Egyptian goddess called Isis (Grant, 2011). Her initial rule of ancient Egypt saw her rule alongside her father and later her brothers. Later, she took control of the throne solely. As per ancient Egyptian custom, she got married to her brother Ptolemy XIV. Cleopatra is known for solidifying her rule by partnering with roman ruler Julius Caesar. Cleopatra’s rule of ancient Egypt gets much fascination due to her ability to charm the most powerful men in the world at the time. She had relationships with both Mark Antony and Julius C aesar. Her beauty and aesthetic appeal gets revealed through her ability to charm both this leaders in quick succession. Cleopatra’s ascendancy to power came on the backdrop of an uprising that saw the Ptolemy Dynasty capture power with the help of roman support. She became the deputy to her father Ptolemy XII at the age of 14. Her

Ernest Hemingway Essay Example for Free

Ernest Hemingway Essay Ernest Hemingway is a writer known for his characterizations of men and women. His men tend to be very macho and involved in using women for their own personal gain. His women tend to be somewhat naive and overwhelmed with the idea of being with men. As with many of Hemingway’s female characters, Liz in â€Å"Up in Michigan† has mistakenly taken infatuation for love. Liz is actually somewhat obsessed with Jim right from the beginning. Hemingway writes, â€Å"She liked it about how his teeth were when he smiled,†¦that his hair was black on his arms and how white they were above the tanned line when he washed up in the washbasin outside the house. Liking that made her feel funny. † Clearly, sentences like this demonstrate the girlish nature of Liz. She notices all the little things that women notice in infatuation with men. There is no mention of his character, of what kind of man he is, only of his physical characteristics. She feels â€Å"funny† inside thinking about his white skin where it disappears into his clothes. This is the equivalent of the pounding heartbeat of infatuation. In fact, â€Å"All the time Liz was thinking about Jim Gilmore. He didn’t seem to notice her much† (Hemingway 82). Clearly, the feelings are one-sided here. It is impossible for Liz to love him if he takes no notice of her. Real love is about reciprocity. As the story goes on, Jim goes away on a hunting trip. â€Å"She couldn’t sleep well from thinking about him but she discovered it was fun to think about him too† (Hemingway 82). She is thinking about him in the ways of a girl, fascinated with every move he makes. She knows nothing of substance about him. Clearly, he is not thinking of her at all. She even goes so far as to think that â€Å"everything would be all right when he came home† (Hemingway 83). Again, she is pinning her entire identity on this one man who doesn’t even give her the time of day. She has no understanding of real love and is actually setting herself up for someone like Jim to use her by being so needy. She has fallen into the female trap of believing in that fairy tale, romantic love that doesn’t exist in reality. She believes he will notice her and realize they were meant to be together. When Jim returns from hunting, he sits and drinks with the boys. Liz tells the reader that â€Å"She didn’t want to go to bed yet because she knew Jim would be coming out and she wanted to see him as he went out so she could take the way he looked up to bed with her† (Hemingway 84). Again, as a little girl, she wants to take his image to bed and fantasize about it. She needs one last glimpse of him to make her feel complete. Jim does come out and immediately makes advances toward her in his drunken state. She is scared but feels as though he is finally noticing her. She doesn’t want to ruin her chance. As he seduces her, there are phrases like, â€Å"it was cold but Liz was hot all over from being with Jim. † She tells him no but doesn’t really mean it, and he basically takes advantage of her. Afterwards, she is â€Å"cold and miserable† and tells the reader that â€Å"everything felt gone† (Hemingway 85). The story ends with her covering Jim and kissing his cheek as well as trying to talk to him, but realizing on the dock that â€Å"a cold mist is coming† (Hemingway 85). On the dock, with the â€Å"cold mist coming† (Hemingway 85), Liz has realized that like the barges that disappear earlier in the story, her idea of infatuation is gone. She understands that Jim was simply fulfilling his own physical need and that he has no feelings for her. She understands a basic truth that many men see love and sex completely differently than women do. She has, in effect, grown up. The cold mist coming is the way her life will change now that the illusion of romantic, fairy tale love is gone. Jim has not noticed her, and she has paid an extremely high price for misunderstanding his intentions. She will either learn to value herself more and not be â€Å"available† for every man she likes or she will attach herself to another man like Jim who will take advantage of her and treat her badly, but this time she will be realistic in the fact that that is what he will do. She will not wait for the happy ending anymore. Her illusions about infatuation (love) have been shattered, and in a world such as this, she may never learn what real love, mutual trust and respect, is.

Government and Politics - Towards a Universal View :: Exploratory Essays Research Papers

Towards a Universal View As a registered voter of Minnesota I have seen first hand what it takes to get the younger generation to vote. Rule number one: Throw out the term "younger generation" we hate that. It seems as though our, male-dominated-over-fifty-white-washed government system has a tendency to categorize, everything needs to be correlated and filed away. They ask questions like, "What do we do with the 'Native Americans'? How can we improve the lives of 'lower income families'" This type of fragmentation is far from strengthening our nation. We need to move away from numbers and categories and move towards a more Universal view. I realize that the problems I mentioned above are real issues and they need to be dealt with. But talking about minorities like they are the plague isn't going to help anything. As you all know my governor is none other than Jesse the brain or body or whatever. On the day he was elected a wave of confusion swept the country. How did a Pro-Wrestler get elected to office? Simple, he spoke to everybody. Just to warn you this essay is not on how great Jesse is, personally I can't stand him. In every one of his speeches he addressed everybody, there were no boundaries, there were no dividers. Jesse didn't talk about the "rich" vs. the "poor", he didn't talk about "black" vs. "white," he talked about Minnesotans. As a result of this Jesse produced the greatest turn out of 18-24 year-old voters in Minnesota history. This doesn't mean the Jesse is the smartest guy in the world. Frankly I feel that he stumbled upon the answer by accident (that is merely my opinion). What he figured out was that you must talk to the voters at eye level. One more time just in case you missed it. TALK TO THE VOTERS AT EYE LEVEL! Yes that's right, get down off of your soapbox and talk to us. We'd much rather be "talked too" than "talked about." This isn't about lowering the voting age or sending out flyers or making phone calls. This is about bringing politics back to its roots. What it was way back on the Mayflower. Everybody huddled around that table on that boat and decided the rules. I realize that the population of these United States has risen considerably since then but that is no excuse for moving away from our roots.

Causes of Russian Revolution

Introduction: Since revolutions are complex social and political upheavals, historians who write about them are bound to differ on the most basic questions–causes, revolutionary aims, impact on the society, political outcome, and even the time span of the revolution itself. In the case of the Russian Revolution, the starting-point presents no problem: almost everyone takes it to be the â€Å"February Revolution† of 1917, which led to the abdication of Nicholas II and the formation of the Provisional Government. But when did  the Russian Revolution  end? Was it all over by October 1917, when the Bolsheviks took power?Or did the end of the Revolution come with the Bolsheviks' victory in the Civil War in 1920? Was Stalin's â€Å"revolution from above† part of the Russian Revolution? Or should we take the view that the Revolution continued throughout the lifetime of the Soviet state? Russian Revolution, one of the major events that shaped world's future, overnigh t destroyed the existing society and replaced it with world's most radical social experiment ever seen. Although Russian Revolution is usually acknowledged as one revolution, it in fact consists of two different revolutions.The second one is called the Bolshevik Revolution. Causes of Russian Revolution: †¢ Dissatisfaction with Existing Conditions: The conditions in Russia were not optimistic. Not only was food scarce, the people were forced to pay heavy taxes and the gap between the peasants and the nobles was widening every day. Some people were also dissatisfied with the Tsar's autocratic rule and wanted him out to be replaced with a more democratic rule. Some felt that other powers were progressing faster than they were and that the Tsar should adopt some of their thinking.Moreover, of course, there were the communists, like the two groups, the Bolsheviks and the Mensheviks. †¢ Russia's defeat in the Russo-Japanese War: Russia took on Japan in 1904, when Japan competed with them for Manchuria and Korea. The Russians were optimistic; as they were sure, their vast superiority of numbers would easily defeat the tiny Japan. But this was not to be. Japan, with their advanced technology destroyed the Russian Army, armed with their â€Å"primitive† weapons as compared to the Asians. This defeat was a great humiliation for Russia.The people lost confidence in the Tsar and the military. Russia, all along priding itself on military excellence, suddenly defeated by Japan. †¢ Bloody Sunday: On Sunday, 22nd January 1905, more than 200 000 workers, led by a priest of the church by the name of Father Gapon, took part in a peaceful demonstration in St. Petersburg (later known as Petrograd, and then Leningrad). They proceeded to the Winter Palace to present a petition to the Tsar regarding better working conditions, medical benefits and more freedom. They also wanted a parliament, or a Duma, to represent their views.The unarmed demonstrators were shot at by the Tsar's troops. There were many outbursts after that. Troops mutinied, peasants rose up and strikes emerged, all demanding that the Tsar create a Duma and more freedom. In the October Manifesto, the Tsar decided to form a Duma and allow more freedom of speech. This was the Tsar's real chance to improve people's lives by implementing reforms and increasing work condition standards. He could have employed the Duma well to gain him support and yet keep the people happy at the same time. Instead, he made a big mess out of everything.There were four Dumas within the span of 1906 and 1917, and the first three were changed due to the Tsar's selfishness and hunger for power. All four Dumas were powerless and did not really represent the people at all. †¢ Rasputin: So who IS Rasputin? Well, the story starts off with Alexis, Tsar Nicholas II's son. He suffered from haemophilia, where his blood was unable to clot after bleeding due to a lack of platelets in the blood. Rasputin cl aimed to be a holy monk from the remote wastelands of Siberia, and was able to use his â€Å"supernatural healing powers† to heal Alexis.Granted, Rasputin could ease some of Alexis' pain, but most of what he did seemed a scam. The Tsarina (the Tsar's wife) doted on her son and thus naturally treated the monk better. Rasputin abused his authority and replaced many ministers with his own family and friends, regardless of whether the previous ministers were good. Some of his decision in the country's administration were also foolish and led to many problems. This naturally led to people disliking Rasputin severely and thus blaming the Tsar for his trust in this incompetent person. †¢ World War I:This can be considered as one of the more important reasons for the revolution. Russia was, as we know, one of the most major powers in the world at that time. Up against a Germany that was being attacked from all sides, Russia expected a quick and decisive victory. In actual fact, Russia suffered a series of humiliating defeats. Tsar Nicholas II then decided to take matters into his own hands and take over as Commander in Chief. He went up to the battlefront to direct the battle, in the hope that his â€Å"brilliant tactics,† â€Å"marvellous manoeuvring† and â€Å"royal presence† would spur the army to victory.Sadly, this was not to be as his lack of military experience and inferior expertise devastated the Russian Army entirely, with the blame left on his shoulders. News of the large casualties and disappointing results of the campaign led to the people blaming the Tsar and losing even more trust in him as the weeks went by. When the Tsar was at the front, the Tsarina Alexandra was in charge of matters back in the capital. Under the influence of Rasputin (again), the Tsarina made many new changes to the administration and plunged the country into further crisis.Furthermore, the Tsarina was a German by birth, and incurred many people's w rath by doing so. The war effort was hampered greatly by many constant problems. These included shortages of ammunition and other supplies, an inefficient transportation and distributing system, incompetent military leadership, low morale and desertions, and high land losses and casualty rates. The war was financed through borrowing and printing money instead of raising taxes, as they felt that doing so would cause objections from the already-unhappy people.Wages did not keep pace with inflation, and Ukraine, the largest corn-producing area, was lost in the war. The inefficient railway system was unable to distribute food efficiently. Most of the young men went to fight for the army, leaving the women and elderly to do the work on farms. Additionally, corn prices were fixed, but clothes prices were rising. Many peasants had to go into factories to work. Lousy living conditions made things even worse. Course of Russian Revolution: †¢ It all sparked of when the government held ta lks with some sea-workers.The workers were asking for better work conditions and pay. However, the talks failed and the workers mutinied. †¢ Furthermore, a few days ago it was International Women's Day, where many women gathered to protest against the food scarcity facing them in Russia. †¢ On the day of the revolution itself, many people went on strikes and riots, effectively paralysing more than half of Petrograd. †¢ Soldiers, too, fought half-heartedly as they believed that the government was ineffective. †¢ The people clamoured for a change in the administration, which the Tsar refused to give.Most of the soldiers then joined the strikes, with only a handful of patrols still remaining loyal to the Tsar. †¢ The Duma, desperate for peace and change, forced the Tsar to make a decision immediately – change the administration or pass on power. The Tsar decided to abdicate in favour of his brother, Grand Duke Michael. The Grand Duke refused the throne, and the Duma formed a democratic Provisional Government on a temporary basis, thus ending the reign of the Romanov monarchy. Causes of Bolshevik Revolution: †¢ Failure of the Provisional Government:The Provisional Government was only a temporary government meant to take care of the empire until it could hold elections for a Constituent Assembly which would draw up a constitution for Russia. However, it was not confident enough of itself to implement mass reforms and such, as it was not elected, but self-appointed and temporary. After the revolution, many people expected democracy and an elected parliament. However, the Provisional Government delayed the elections and this lost them a lot of support. They claimed that so many people were away fighting that it was not possible to hold elections.While this was going on, so was the war. While the war-weary people wanted the war to end, the Provisional Government felt that victory would boost morale. However, more defeats meant that hundreds of soldiers deserted and more support lost. The people wanted many reforms, most importantly land reforms, as the majority of the population – the peasants, wanted the lands of the aristocrats. However, the reluctant and wary government, as mentioned earlier, did not want to do so in order to consolidate their position first.The government also inherited the problems of the Tsar's, as they had to face inflation and food shortages. The government was also humiliated many times by their own inability to deal with problems. In the cities, workers formed groups called the Petrograd Soviet, a form of workers' union. The Petrograd Soviet called upon all soldiers to obey them, and thus the government became reliant on them. This can be seen in the example of the Kornilov incident, where the rogue commander-in-chief Kornilov turned on the government with his troops.The government had to turn to the Petrograd Soviet for help, and they promptly replied with their own forces, known as the Red Guard, by driving away Kornilov and his troops quickly. †¢ The Appeal of the Bolshevik Party: The Bolsheviks were one of the communist parties in Russia at that time. Their leader was a man known as Vladimir Ilyich Lenin, and was a great fan of Marx's. He had been influenced by Marx's socialist writings and wished to transform Russia into the ideal communist state. He was originally exiled from Russia during monarchical reign, but returned to Russia in April 1917.At this time, the Provisional Government had freed political prisoners and loosened up their hold on the press. The Okhrana was also disbanded. All this made it easier for Lenin to carry out his revolutionary activities. He was able to organise the party better with party communities all over Russia and in the army. At the same time, Lenin found a talent in a person called Leon Trotsky. Trotsky used to be on the side of the Mensheviks, another communist group but was more on the side of taking things s lower and not having a revolution so early. Trotsky however opposed this view and joined the Bolsheviks instead.Lenin found that Trotsky was highly capable, both in speaking and in military expertise. He entrusted Trotsky with the job of organising the Bolshevik troops, the Red Army. He also found some qualities in a man called Joseph Stalin. Although less capable than Trotsky in speaking, he was reliable and not so flamboyant. Stalin took charge of the party newspaper,  Pravda (Truth), which spread Bolshevik propaganda and news. Lenin often made speeches to the people. He told them about his ideas for Russia, encapsulated in three basic points: â€Å"Peace, Bread and Land. Not only that, he also opposed the government violently and wanted the immediate transfer of power to the Bolsheviks. This, and the Bolshevik slogan, made them so appealing that they gained power so rapidly and the government's hold on Russia began to slide. The slogan of â€Å"Peace† was probably the m ost attractive offer to the Russian people. Almost everybody wanted the war to stop, as it had dragged on for too long. The devastated economy and dwindling food supplies were all caused by the war, and people wished to return to their lives, just as before the war.Lenin knew this and aptly used this as a slogan for his campaign. Being the only party which constantly opposed the continuation of the war, the Bolsheviks attracted many supporters. The â€Å"Bread† problem was not being met by the government, but the Bolsheviks promised that they would deal with it. Lenin promised to provide the people with sufficient food, and the starving population turned to him for help. â€Å"Land† was another point well handled by Lenin. Most peasants were furious with the government and the landowners for not giving the peasants a chance to earn their own money with their own land.Lenin, however, in accordance with the communist ideology, promised that the landowners' property would be split up and distributed equally, naturally attracting mass support from the majority of the population. As Lenin's support grew, and membership increased tenfold in 8 months, so did dissatisfaction with the government. In July, during a period known as the â€Å"July Days,† a political crisis erupted as soldiers in Petrograd refused to go to the front and sailors joined the workers in anti-government demonstrations. These people were mostly Bolshevik supporters, and these riots were no doubt sparked off by party instigators.However, they were delivered a crushing defeat when the government managed to suppress the demonstrations and arrested a few leading Bolsheviks. Lenin himself was shot twice in the chest from close range, but survived to escape to Finland. However, this event goes to show that the Bolsheviks were gaining a lot of support and would soon be able to take power. Course of Bolshevik Revolution: †¢ Trotsky did the detailed organisation of the Bolshevik revolution. He planned very systematically the seizure of important government buildings and strategic locations by the Red Army. The government knew very well that a revolution was being planned, but were so inefficient and disorganised that they could do nothing about it. †¢ In the end, Lenin returned to Russia on the 23rd of October and thus, the Bolshevik Revolution began. †¢ Trotsky and the Red Army began by getting the support of the Petrograd garrison, and together they seized important railway stations, the telephone exchange and bridges. †¢ They met with no resistance all the way from the Smolny Institute where the Bolshevik headquarters was, to the Winter Palace. †¢ There, the few remaining loyal troops were defending the Palace bravely. However, their resistance collapsed quickly as the  Aurora  fired warning shots (some people say its guns were too pathetic to even reach the walls of the Palace). †¢ Government members were arrested and the h ead, Alexander Kerensky, escaped. †¢ By the 26th of that month, the Bolsheviks had taken Petrograd. After another month, they controlled Russia. The reason why the Bolsheviks were so successful was because other groups like the Social Revolutionaries and the Mensheviks were hesitant in leading a revolution after February. They were willing to work together with the Provisional Government for the good of the people.The Bolsheviks, branding them as traitors, eventually used this cooperative mentality against them. Not only that, they also supported the government in their continuation of the war, and this worked against them too. All this brought the Bolsheviks support from many workers and soldiers in Moscow and Petrograd. However, the Bolsheviks did not have the full support of ALL people in Russia. It was Lenin's and the Bolshevik's task to extend and maintain their control over the vast empire they had inherited. Conclusion: When there is proliferation of crime, poverty and m ass discrimination, people of the nation rebel.Although the people of Russia didn't have a say in the political issues, they didn't protest. However, once they became deprived of their economical rights, along with the assiduous wars, their wrath grew. It grew to such an extend that it overthrew the monarch of a dynasty that has been ruling for over 300 yrs. But Russian Revolution is an classic example that people have the supreme power for the Russians overthrew the administration of the nation, not once; but two times in a span of 3 yrs (although the suffering had been since 19th century). Bibliography/ Acknowledgements: †¢ Google Images http://www. factmonster. com/encyclopedia/history/russian-revolution-causes. html †¢ http://www. bbc. co. uk/schools/gcsebitesize/history/mwh/russia/longtermcausesrev1. shtml †¢ http://answers. yahoo. com/question/index? qid=20110317174148AA2efvO †¢ http://en. wikipedia. org/wiki/Russian_Revolution †¢ http://en. wikipedia. org/wiki/Bolshevik †¢ http://europeanhistory. about. com/od/russiaandukraine/a/Causes-Of-The-Russian-Revolution. htm †¢ http://www. youtube. com/watch? v=2WxNQLr2dKA †¢ http://history1900s. about. com/od/Russian-Revolution/a/Russian-Revolution-Timeline. htm

Critical appreciation of T. Roethke’s ‘The Geranium’ Essay

What themes are brought out in the Szirtes’ poem and how are they expressed through the poet’s choice of diction, imagery, style and symbolizes? Like many other poems Like a black bird has a mix of different ideas that are conveyed through the various themes portrayed in the poem. Each theme is brought out by the use of a variety of literary techniques that make the poem so meaningful and enjoyable to read. A theme that is quite obvious to the reader even by the reading of the first line alone is Nature. From the beginning of the poem to the end it is revealed as a strong, fierce storm that perhaps implies the difficult times in which the characters of the poem lived in. The poet often makes use of the contrast of the colours black and white such as in the line â€Å"Like a black bird against snow† and the contrast of warmth and cold as shown in the line â€Å"For its fierceness, hoping to grow warm†. By using this contrast and also the element of personification it expresses how nature or the characters’ surrounding is out of their hands and out of control but at the same time trying to embrace itself in the situation. It is trying to convey to the feeling of warmth and security of what is happening in the poem as if by using its untamable cold to try and give warmth to the characters by becoming one with them as seen in the lines â€Å"The winter seemed to drape / Itself about him as if to apologize†. Another theme that is brought out in poem is the theme of relationships. The reader gets the impression of a close bond between the main characters of the poem being the children and their long awaited father. The poem’s slow pace, which is demonstrated by the many caesuras, symbolizes the long wait and increasing suspense the children are feeling as the father draws closer. As the poem advances a sense of security and love is displayed by the poet’s choice of words that show the children’s deep anticipation such as in the line â€Å"His face was in shadow, but we’d see it soon†. Another aspect that contributes to this feeling is the rhyme scheme of the poem. It is grouped in sets of a b a as if the first line and the last line are enclosing the middle one. This may symbolizes the children’s desire to be embraced by their father and also the father’s want to hold them once again after a long separation. Memory is also a theme that is quite important in the poem. While reading the poem the reader gets the impression that this is all just a flashback of the narrator as he remembers his childhood and this particular day. This is shown more clearly in the last two lines â€Å"And life was then in quite another form, / When there were blacker days and thicker snow†. Even the way the poem is written creates the idea of thought. Many of the caesuras used in the poem are commas as if showing a list. This portrays how thoughts and memories are linked to each other. Another aspect of the poem that shows how memories are connected is how the stanzas continue from one another. â€Å"In the cold wind, as if he had trapped The whole sky in it.† Two themes that are connected with the previous one of memory is the passage of time and nostalgia. Through out the whole poem a dark and cold atmosphere is exposed to the reader. We can image the narrator as he recalls these difficult times of his life and also get a sense of though they were hard he wishes for them to return. Maybe not the situation itself but the love and care of a family and childhood. The passage of time is also displays in the style of the poem itself. Even though there are a lot of pauses which symbolize how slow time passes when you are anxiously waiting for someone it also has many run on lines. These portray how time moves fast in the sense of years. How that memory seems so long ago and quickly time passed from that day or childhood to the time the narrator finds himself in now. Each theme shows different aspects and interpretations of the poem but combined together they form a marvelous piece of literary work full of depth and feeling.

The Children We See, But Dont See In the Foster Care System Professor Ramos Blog

The Children We See, But Dont See In the Foster Care System Gwenyth Witkowski Engl-101-04 The Children We See, But Don’t See In the Foster Care System The foster care system as it exists today, is inadequate for meeting the needs of the children it is intending to serve. In theory, foster care sounds like the next best option if parents are incapable of taking care of their children, whether it be due to mental illness, drug abuse, physical abuse, or even poverty. This, however, is unfortunately not always the case. More often than not, children who are removed from their homes are placed in foster care, or group homes. Both can be equally as damaging when the appropriate assistance is not received. The incredible importance of understanding the problems associated with the foster care system cannot be underestimated.   As a society, we must find solutions to these problems so that children who have already been through some awful experiences can be cared for appropriately, and not be further harmed by the very system that is supposed to help them. This is important not only for the children, but it is a reflection of the kind of society we have created. Do we value all of our members, or just the ones who can vote or pay money? Research indicates that children who have spent time in the foster care system have higher levels of problems such as low educational attainment, physical abuse, drug abuse, teen pregnancy, involvement in the juvenile justice system, running away, and homelessness. While these are social problems that affect other people who have not been in the foster care system, the rates for foster children are higher. Is there something about the system itself that is creating these problems, or does it have to do with early childhood trauma from abusive or neglecting parents, or is it from the trauma of being separated from parents that they love? The youth who are placed in foster care are significantly more vulnerable than those placed in group homes due to the fact that their foster parents are not supervised on a daily basis by others. And in almost every case involving the maltreatment of children in the foster care system, the foster parents were at fault (Morton, 207). While maltreatment is not always going to be at the hands of non-relative foster parents, it is more likely. When a foster youth is abused by their caregiver, typically one of the biggest signs to their case worker that there’s a problem, is their grades. This, however isn’t always enough to warrant a different placement. In another small study, 11 participants discussed their abuse while in the foster care system, and how difficult it was for them to receive help. You may ask â€Å"why don’t they just call the police? How about taking photos of any injuries or contacting their social worker?† These apparently obvious solutions do not always work, because all of them were in fact attempted by a few children in this study, yet they were sent back to their abusive placement. In this study, a girl named Tanya was being sexually abused in her placement. Yet despite being abused, she did her best to maintain her grades, giving her social worker no reason to question the safety of her environment. After being placed in multiple homes, enduring abuse in all of them, Tanya was severely traumatized. She was abused to the point where she didn’t begin speaking until she was six, developing her own form of sign language, enabling her to communicate with her sister and foster parents (Morton, 217).   Another girl named Emily, who was actually being physically abused by a family member, wasn’t removed for a year and a half, even after documenting her abuse with photos, as well as attempting to call law enforcement. It wasn’t until she walked around with a fractured cheekbone that she was taken aw ay (Morton, 218). Roberto, Dianna, Jennifer, Emily, Tanya, Byron: these were just some of the participants in the study who shared their abuse. Not only are these children affected physically, but they typically won’t perform well in class, and they become angry, as well as distrusting and more likely to run away. While it seems understandable that a child who is being abused will leave their placement, why leave and be on their own? And what happens when they leave? There is a multitude of reasons that lead to foster youth leaving their placement. Among those are abuse, neglect, abandonment, involvement in the juvenile justice system, and painful family conflict (Crossland, Dunlap, 1699). It was found in a study that collected data from 14,282 youth, that age and gender were in fact key risk factors that were associated with running (Crossland, Dunlap, 1699). The youth aged from 15-17 were more likely to run away than those under 15, but of those who ran away, 90% ran from home for the first time when they were at least 12. Girls were far more likely than boys to run away. It was also discovered that the probability of youth running away was the highest in the first few months of placement in the foster care system. When the youth do run away, the ramifications are severe. They will more than likely miss school time, if they haven’t dropped out, and they are at risk of becoming victims of sexual assault, abusing drugs, and taking part in criminal activity. They also fail to gain an employment history which damages their chances of finding a suitable place to live. This will in fact lead to homelessness (Crossland, Dunlap, 1699). Low educational attainment is a problem for many youths in the United States, but this is especially the case for foster children. A study was done (Hunter, 2014) involving 1,266 foster care youths in order to predict their academic attainment. This study found that those placed with a certified relative did better academically than those placed with non-relatives, benefiting from many opportunities because of their connections with their family. These youths not only performed better academically, but their self-esteem and confidence were significantly higher than those who were placed with non-relatives, making it easier for them to build trusting relationships with peers and teachers. The children placed with non-relatives were less likely to succeed. With some it was due to physical, sexual or mental abuse, which creates psychological problems that impair social functioning. For others, the lack of success was more than likely due to the fact that many of the foster parents, yout hs, and even social workers were not as knowledgeable of all of the resources that they have at their disposal. Said resources often go underutilized because not very many people know about the programs offered in their area (Hunter, 23). In addition to low educational attainment, youth in the foster care system are more likely to become involved in the criminal justice system than others. â€Å"Consequently, nearly half of all youths who age-out are arrested after they transition from foster care at age 21† (Osei, et. al, p. 34). Taking all the different types of foster care into consideration, of the three main types (traditional foster care, therapeutic foster care, and group care), therapeutic foster care seemed to prevent the largest number of crimes due to the increased counseling. Therapeutic foster care settings are typically smaller, with more staff on site to help the foster youths manage any problems they’re having. It is indeed important to find the most appropriate placement for at-risk youth to help them avoid entering the criminal justice system (Osei, et. al, pp. 43-44). As if the prior problems aren’t enough, teen pregnancy among the youth in the foster care system has proved to be an obstacle that prevents these young people from achieving their educational and employment goals. â€Å"†¦teen girls in foster care are two and a half times more likely than those not in the system to experience a pregnancy by age 19† (Bilchik, Wilson-Simmons, p. 16). It’s acknowledged that being removed from their homes and not forming any important connections with others to â€Å"anchor† themselves, can in fact result in early pregnancies due to a lack of guidance. These early pregnancies can result in the youth born to these young mothers being put into the foster care system themselves. Without the help and support that they need, young females in the foster care system will continue to suffer from this very difficult problem, along with the repercussions due to their already disadvantaged state (Bilchik, Wilson-Simmons, p. 17). This report has covered five major problems within the foster care system: abuse, running away, low educational attainment, involvement in the juvenile justice or criminal justice system, and teen pregnancy. Much research is being conducted on these and other problems, and some of the researchers have pointed to potential solutions not discussed in this paper with social scientific evidence that could support the development of evidence-based programs for foster youth to help solve these problems. It would seem that all we have to do is implement these solutions. However, foster care is notoriously underfunded, and local, state, and federal government agencies lack the resources to try these effective solutions. What is called for at this time is the political will among our elected officials to prioritize the needs of our most vulnerable population: children without parental care. Bilchik, Shay and Wilson-Simmons, Renà ©. Preventing Teen Pregnancy among Youth in Foster Care. Policy Practice (19426828), vol. 68, no. 2, Apr. 2010, p. 16. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=f5hAN=49179396site=ehost-live Bilchik and Wilson-Simmons discuss one of the biggest problems that female youth in the foster care system face, presenting us with opportunities and preventative measures to take in order to avoid early pregnancies in the future. They discuss further what can lead to teen pregnancies among the youth in the foster care system. I will include this in my research report to illustrate yet another problem troubling the foster care system. Crossland, K. Dunlap, G. J. â€Å"Running Away from Foster Care: What Do We Know and What Do We Do?† Journal of Child and Family Studies, Springer Science+Business Media New York. Vol. 24, no. 6, June 2015, pp. 1697-1706. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=a9hAN=102426799site=ehost-live This article provides the audience with a detailed explanation as to what motivates the youth in the foster care system to run away from their current placement(s), how running is defined within the foster care system, as well as the ramifications of doing so. It will also touch on potential strategies to decrease how often the children run. I am going to use this in my report in order to help my audience as well as myself better understand why the youth placed in the foster care system feel the need to leave their place of residence at all. I am confident in the reliability of my source due to the fact that it is published by a company that is known for peer-reviewed journals in science, humanities and technical and medical publishing. Hunter, Dana R., et al. Understanding Correlates of Higher Educational Attainment among Foster Care Youths. Child Welfare, vol. 93, no. 5, Sept. 2014, p. 9. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=f5hAN=122411384site=ehost-live The article by Dana Hunter (and others) is a study done on a little over 1,200 youths in the foster care system, involving the academic success rates of children placed in the care of family members versus those who were not. This study was done in the context of social capitol theory, demonstrating that social capitol plays a role in educational attainment. This will be used in my article in order to draw attention to the importance of the caregiver in charge of the youth within the foster care system. This article is reliable because it is a child welfare journal. Morton, Brenda. Seeking Safety, Finding Abuse: Stories from Foster Youth on Maltrestment and Its Impact on Academic Achievement.† Child Youth Services, vol. 36, no. 3, Jul-Sep2015, pp. 205-225. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=a9hAN=110072124site=ehost-live This article by Brenda Morton focuses on the maltreatment of youth in the foster care system, and the effect that it has on their academic careers. She also goes over the rate at which the youth within the foster care system drop out of school, and the emotional and behavioral challenges that come with the trauma and abuse that they’ve endured. This will help in my research report, as it goes hand in hand with why the children who are being mistreated are less likely to remain at their out-of-home care placements. This article is reliable in the way that it was published by a global publishing company, which publishes academic books, journals about the humanities and social sciences. Osei, Gershon, et al. Delinquency and Crime Prevention: Overview of Research Comparing Treatment Foster Care and Group Care. Child Youth Care Forum, vol. 45, no. 1, Feb. 2016, pp. 33-46. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=a9hAN=112260689site=ehost-live The article by Gershon Osei (and others) discusses a small study that was done involving youth in the foster care system from ages 10-18. It explores the potential solutions to higher delinquency rates in the youth. I will use this article in my report to provide the audience with an understanding of what could potentially help youth in the system, should we put in the time and man power needed to avoid any children being overlooked or neglected in any way. This article is reliable because this is the same company that publishes peer-reviewed journals in science, humanities, and technical and medical studies. https://unsplash.com/search/photos/children

How to Teach the Future - ESL Education

How to Teach the Future - ESL Education Teaching the future in English is relatively simple in the beginning. Students understand the future with will and learn the form quickly. However, the problems begin when discussing the future with going to. The key issue is that the future with going to is logically a better fit when speaking about the future. The future with going to tells us about our plans, whereas the future with will is mainly used to discuss reactions that occur at the moment of speaking and speculation about the future. Of course, there are other uses, but this main issue leads to a lot of confusion among students. Choosing when to introduce the future with will and going to carefully can make all the difference in comprehension. It is recommended to delay introducing these forms until students are comfortable with some basic tenses. Start by Speaking about Plans and Hopes To help students become familiar with both forms, discuss your future plans as well as your thoughts about the future. This will ensure that you use both the future with will and going to. If you are teaching beginning level students, separating the two forms will help students understand the difference. If your students are intermediate level, mixing the forms can assist in teaching the fluidity between the forms in everyday usage. Beginners I have some predictions for next year. I think that you will all speak better English at the end of this course! Im sure I will have a vacation. However, I dont know where. Ill probably visit my parents in Seattle in the summer, and my wife will ... Intermediate Next year, Im going to take up the guitar. It will probably be very difficult for me, but I love music. My wife and are going to fly to New York in September to visit some friends. While were in New York, the weather will probably be good... In both cases, ask students to explain the function or purpose of the different forms. Help students understand that the future with will is used for making predictions, or what you think will happen. The future with going to, on the other hand, is used to state future intentions and plans. Future with 'Will' for Reactions Introduce the future with will for reactions by demonstrating various scenarios that call for reactions: John is hungry. Oh, Ill make him a sandwichLook its raining outside. OK, Ill take my umbrella.Peter doesnt understand the grammar. Ill help him with the exercise. Explaining Future Forms on the Board Use a future with will for promises and predictions timeline to illustrate the future used for speculating about the future. Contrast this timeline with future  with going to for intentions and a plans timeline to illustrate the difference between the two forms. Write positive sentences of both forms on the board and ask students to change the sentences into both questions and negative forms. Point out that will not becomes wont in most everyday use. Comprehension Activities Comprehension activities focusing on specific functions will help cement the understanding of differences between these two forms. For examples, a reading comprehension on the weather can help students use the future with will. This can be contrasted with a listening comprehension discussing future plans with going to. More extended dialogues and reading comprehensions can be used to mix the forms once students understand the differences between the forms. Quizzes asking to choose between future with will or going to also help to solidify understanding. Challenges with the Future As discussed above, the main challenge is in distinguishing between what is planned (going to) and what is a reaction or speculative (will). Add to that the fact that many native speakers mix the forms themselves, and you have a recipe for trouble. I find it helpful to boil teaching down to two questions: Was a decision made about this statement BEFORE the moment of speaking? - If yes, use going toAre you thinking about future possibilities? - If yes, use willIs this a reaction to what someone has said or done? - If yes, use will Not all uses of these two forms can be answered with these simple questions. However, raising students consciousness of these key points will help them become more accurate in their use of these two future forms.

You can decide the topic whatever you want by those requirements I Essay - 10

You can decide the topic whatever you want by those requirements I posted - Essay Example The painting has recurring rhythmic pattern similar to rhythm as used in jazz. Jazz are unique music in which he various musical elements including the lyric work in tandem to create a unified rhythm. The painter uses rhyming shapes, sizes and color among other design elements to create a unified piece. The painter’s ability to use various design elements ye achieve harmony in the final product is a feature unique to jazz music. The selection of bold colors and a jumbled sound pattern in the painting makes its structure synonymous to that of rock and roll type of music. Just as with any other professional painter, Delaunay uses the various design elements strategically in order to achieve both harmony and emphasis in the painting. However, his choice of the design elements to use makes the painting grab attention, as is the case with the high-pitched rhythm of rock music. Jacques-Louis David portrays his painting genius in the painting as he employs numerous principles of design. Principles of design refer to acceptable set of rules that govern the utilization of the various visual elements that painters use. The design elements include space, color, form and texture among others. A painter uses more than a single design element when creating an artifact as is the case with The Death of Socrates painted by Jacques-Louis David’s painting. The renowned painter therefore observes a number of design principles thus ensuring that the he creates a holistic painting that communicates effectively. Key among the principles is similarity and contrast. The principle of design seeks to enhance the portrayal of a focal point in a painting. Painters always use the various elements similarly. However, too much similarity in the use of the elements makes a painting boring. Jacques-Louis David uses various elements similarly while contrasting others at strategic stages thus creating a cohesive painting. The people in the painting for

Analysis of Sex Offences Coursework Example | Topics and Well Written Essays - 500 words

Analysis of Sex Offences - Coursework Example This affects the issue of identifying them in that: If the plaintiff cannot prove that the acts resulted to harassment, alarm or distress, and it was to other people outside the accused person’s household and that an order is required to prevent further antisocial behavior, then the accused cannot be charged or granted the order. A good example of an order to prevent antisocial behavior is that of two Manchester teenagers, who were barred from wearing one hand glove, as it was a symbolic representation of belonging to a certain terror gang. The reporter can only be required to leave if the case at hand is very sensitive, for example, a case dealing with serious matters such as national security, rights of vulnerable children or crime victims. If the case is about any other issue, then the judge is not right to tell the reporter they are not supposed to attend (Banks and Hanna). The clerk can only refrain from giving such names of the magistrate if the case they are handling is of such a sensitive nature. Otherwise, they should provide the names and other relevant details, that are relevant and in the best of the public interest. The order to abolish the publication of any information that would disclose the identity of the victim is only valid if it was a sexual or criminal offense perpetrated against the victim, who is still alive (Banks and Hanna). For example, in the Watergate scandal, the name of the witness was barred, with him being referred as ‘Deep Throat. Since the victim was killed in our case, there is no reputation being preserved or any avoidance of victimization, and therefore the order given is invalid. The judges have issued opinions in conformity to this. As a journalist sitting on the press bench, I would challenge the validity of such an order. Â