buy custom Effects of Childhood Bullying essay

buy custom Effects of Childhood Bullying essay Childhood bullying has significant influence on the development of kids. Some of the effects associated with childhood bullying are immediately revealed while others are shown in the long term. In most cases, the developing child finds it hard to cope with the bullying effects in the daily activities. It affects the way children build their relationships with other peers as well as with other people that are younger or older than they are. Therefore, it is necessary to stop any bullying activities on kids as they bring about poor child development and in some cases, it can lead to death. Many kids encounter the bullying problem, in spite of their personal value or background. All kids are vulnerable to bullying by their parents, peers, teachers and all that are in their developing environment. Being enlightened on how bullying affects the development of kids is an essential step, which promotes effective responses to curbing the issue. Bullying builds problems for kids while at home, at playgrounds, and at school. This research includes discussion of the effects of childhood bullying on the development of kids (Levine Munsch, 2010). Childhood Bullying Concept For better understanding of childhood bullying effects, it is necessary to understand its concept. Some childhood bullying activities are never considered as bullying, but the fact is they do affect kids development. Childhood bullying involves aggressive actions persistently and frequently committed to kids due to their less powerful nature. Childhood bullying can be categorized in different ways, which include verbal, gestural, physical and rational bullying. Verbal bullying involves the use of direct verbal insults, calling of names and use of unfair criticism to kids. At the same time, verbal abuse can be indirect upon influencing another individual to criticize a child. In some cases, malicious rumors can be spread against kids, which are also a form of indirect verbal bullying. The form of gesture bullying happens when they are threatened, or through the use of obscene gesture by others. Intentional turning away from kids or averting from gaze is also gesture bullying. Physical bullying involves actions such as striking, use of weapons, indirect hiding of kids belongings, and assaulting kids in front of other people. Rational bullying involves creation of groups of people against child. It can also be indirect upon persuading a group to exclude kids in their activities. Bullying activities have gone far beyond moral frames, when kids are harassed sexually. Sexual bullying of kids falls in the four categories of bullying. On physical means, kids may be enticed or be forced to have sex with people that have physical power over them. It also involves touching of their genitalia. It can also be verbal by, when a person uses unwanted comments to kids which have some sexual relationship, either on a written form or spoken. Gesture sexual bullying, happens when there is the use of offensive gestures such as fingers, or throwing suspicious kisses to kids. Sexual bullying is very sensitive. Kids caregivers, parents and teachers should work together to avoid any signs of its existence. Parents should have the courage to discuss it with their children. Therefore, childhood bullying is considered as a deliberate exercise where kids are viewed as potential victims due to their vulnerable nature and weaknesses. It is intended to exert pressure, to hurt or else un dermine and put down kids. Psychological Effects of Bullying Childhood bullying affects the development of kids psychology. Victimized kids show psychological problems, predominantly in relation to depression and the nervous breakdown. Eating disorders are believed to have some roots in the psychological effects of bullying, which normally happens during the time that kids are being bullied or after that. Psychosomatic issues also develop through bullying and affect both sexes (Rigby, 2003). They include body complaints which are not related to any physical cause. For instance, consistent headaches and stomachaches appear as soon as the school day begins. When the kids are allowed not to attend their school, they normally spend the remaining part of the day without much problem or sickness signs. Once kids start experiencing such behaviors, it is necessary to find out whether there are bullying activities happening in school. Sleeping Problems Associated with Childhood Bullying Good sleep is necessary to the growth and development of kids. Bullied kids show different types of sleep disorders. These kids find difficultie when falling asleep and in many cases stay a long time awake. They also have difficulties with staying asleep, and they would rather play games, or just sit on the bed instead of sleeping. Nightmares are very common to the children who are bullied. Some of them do not experience problems to fall asleep, but they normally experience nightmares compared to their counterpart, non-victimized kids. The nightmares are vivid and sometimes menacing on the activities, which have connections to bullying or not. Victimized kids develop fear when they fall asleep, and they would rather sleep while clinging to someone else. They always like to have the lights on, in fear that something terrible might occur to them in darkness. Bed-wetting is very common to bullied kids, an aspect that lowers their self-esteem. Suicidal and Social Effects of Childhood Bullying Research has showed that suicidal rates are higher among the bullied kids compared to their counterparts. Regarding that, the victimized kids think more about committing suicide than their peers do. This effect is highly sensitive as some kids do attempt committing suicide and others die in the process. Victimized kids find themselves in social status, which is different and lower than others are. In a way, social exclusion increases the chances of victimizing kids, but peer rejection increases when kids are bullied. In return, kids live in loneliness while others feel abandoned. These kids are also very quiet and they are very peaceful when left alone. Kids develop low self-esteem, and they fail to do activities that are easily done by their peerS due to the lack of courage. They normally think that they are inferior (Pressley McCormick, 2007). Schooling Problems Effects of Childhood Bullying Bullied kids have a tendency of experiencing problems on their academic achievements. Frequent absenteeism is very common to the bullied kids. As stated earlier, many kids report cases of headaches and stomachaches, which lead to school absenteeism. When children are bullied by teachers or other schoolmates, they would rather stay at home where they find love. The victimized kids tend to avoid some parts in school, where they are likely to interact with others, such as rest rooms. Playing is very important for child development. However, bullied kids tend to hide themselves when others go to play, or others fail to include them in their games. They miss a very important aspect of life because playing does not only promote physical well-being but also relaxation of mind. These kids are always scared and have a lot of doubt about what would happen to them. All these issues experienced by these kids make the learning process difficult for them and create a lot of inconveniences. Poor pe rformance attained by these kids due to the underlying factors, increases bullying actions by their peers, teachers or caregivers. Therefore, it is believed that many school dropouts were at one point bullied in their school life. All kids irrespective of their social backgrounds have rights to experience safety and feel the sense about security while at school. Physical Effects of Childhood Bullying Bullying effects are associated more with psychological consequences rather than with physical effects. This leads to physical symptoms associated with bullying being ignored. It is clear that physical symptoms of the childhood bullying, interfere with everyday life enjoyment of kids. In relation to this, aggressive behaviors displayed to kids for a long period, often result in the sturdy advancement of physical disorders. Bowel syndrome with irritable nature, urgency need for kids to visit bathroom has more relationship to stress by the bullied kids. Other physical developments happen without the kid being directly involved, but the display of these physical symptoms affects kids development. Loss of hair is a physical consequence, which is experienced by the victimized kids. Different forms of mutilation occur especially when children are driven to self-harm as a way of responding to bullying. Effects of childhood bullying whether physical or psychological tend to take charge, in almost all areas in the development and kids experience. The effects are highly debilitating in all the aspects of life. These children find it hard to meet their potential in different parts of life. They often believe that they have no potential while others feel that their potential was long ago destrooyed. It is clear that children respond to the bullying effects differently, thus understanding all the effects involved is very important. The children, who engage themselves in bullying activities, suffer some consequences in their development. Deprived psychological behavior attained after a long time of exhibited abusive actions, worsens when the bullying goes undeterred. These children also face high chances of the development of delinquent behaviors, whereas some have found themselves in jails or receiving juvenile detention. Children who are bullied possess some physical or emotional weakne ss. Intense childhood bullying reduces the well-being of kids due to anxiety, life uncertainty and depression. Recommendations Since childhood bullying affects the development of kids. It is necessary to stop it once it is realized. When dealing with the bullying effects on the victimized kid, it is also necessary to develop ways, which would help the perpetrators involved in it. This will not only reduce the bullying effects to the children, but it will also promote development. It is crucial to recognize the potential damages, which develop as a result of both psychological and physical. Childhood bullying has been in many cases considered to be a natural phenomenon, an aspect that needs to be changed in peoples mind. It is believed that in a way it forms kids character, but the research shows that it does more harm than good. Therefore, there is a need to educate all parties involved in kids environment. It is also important to deal with bullying incidents upon realizing them. It is also recommended for the society to change its perception and attitude towards bullying. Aggressive behaviors stand little chances to reduce if the society fails to address childhood bullying. Adults and children possess unequal powers in the daily life and in adult-child relationship. Therefore, it is important for all child caregivers, either in school or at home, to always bear that concept in mind. The control exerted to children as a way of discipline, has in many ways turned to childhood bullying (Levine Munsch, 2010). Creation of anti-bullying policy to children is necessary to completely stop bullying activities. It is also a method of encouraging children to report bullying behaviors openly and without fear. Therefore, kids are also likely to believe that those in authority have powers to protect them. Since some bullying behaviors emanate from children, it is important to teach kids the acceptable behaviors. Supervising kids who are aggressive is an important way to prevent bullying among children. Children portray bullying characteristics at the tender age. Thus, it is important to provide them with additional resources. This will reduce the risk of involving themselves in bullying activities, which are likely to affect their development. Discouraging childhood bullying behaviors is necessary in all learning institutions. For that reason, teachers should be keen to recognize bullying activities and stop them. Conclusion In conclusion, childhood bullying affects the kids development, an aspect that cannot be ignored. Development of low self-esteem is very common to the victims, whether the bullying actions and effects are unaddressed or when the curbing ways fail. During kids development, they believe in the bad comments addressed to them as part of their lives. In some instances, they end up behaving in relation to the comments made. The bullies take this as an advantage where they become motivated to continue their abusive behaviors (Great Britain: Parliament: House of Commons: Education and Skills Committee, 2007). These kids develop low confidence during the time of bully or the entire childs life. Bullying promotes hopelessness and worthlessness especially when kids tend the actions supposed to curb the bullying behavior as futile. It is important to recognize that behaviors, which lead to childhood bullying, are not obvious as expected. Most of the bullying actions take place in the absence of adults and most victimized kids fail to report the incidences due to the reprisal fear. It is wrong to perceive some teasing activities, which involve intimidation, as just mere teasing. When intimidation takes place, distress is likely to affect kids, which tamper with kids development, and it should be considered as childhood bullying. Childhood bullying has more to do with insensitivity to kids feelings. It also promotes aggression behaviors to anybody irrespective of the authority or position. Unfortunately, childhood bullying has been in many cases thought as a positive quality to discipline kids. Buy custom Effects of Childhood Bullying essay

ACT On My Own

Should I Hire A Tutor Or Study For The SAT/ACT On My Own SAT / ACT Prep Online Guides and Tips Your number two pencils are sharpened; you have functioning erasers at the ready and tissues for when you can’t stop the tears. That’s right. You’re gearing up to study for the SAT/ACT. Except†¦how do you actually go about studying for the SAT/ACT? Do you need a tutor, or can you just do it on your own? We cover this topic pretty thoroughly in our free booklets on comparing methods of test prep for the SAT and ACT, so this article will just give you a brief rundown of when it’s worth it to hire a tutor. feature image credit: Lady Mary Fairfax with her Tutor, 1647 by Lisby, used under CC BY 2.0/Cropped from original. In general, if you want to succeed on the SAT or ACT, you must have all of the following five components. 1. Motivation and Accountability Finding the motivation to study for the SAT/ACT can be...problematic. I mean, your score doesn’t directly impact your high school education (unless your school uses it for something), and test prep isn’t as interesting as Youtube. If you aren’t motivated, you won’t make progress in your test prep. A vague reason that you just give lip service to, like â€Å"I know I probably need to study so I can get a good enough score get into the school I want,† won’t do you any good. You need reasons to study that will actually motivate you. Because it’s the strength of the motivation that matters, not the loftiness of the reason, â€Å"I want to beat my older sibling’s score on the SAT† is just as valid a motivator for test prep as â€Å"I want to do well on the SAT so I’m guaranteed a scholarship to a state school.† Accountability may play a role in your motivation, if you find that you are most motivated to succeed if you have people counting on you who you don’t want to disappoint. Maybe you’ll care if a friend or a sibling shames you for not doing work like you said you would (not that I speak from experience), or if your parents are disappointed in you for failing to improve your test scores (as long as this is also something YOU care about). Bottom line: you need to find a source (or multiple sources) of motivation that work(s) for YOU. IF you have problems finding the motivation to study on your own, without anyone holding you accountable for studying, THEN a tutor may be helpful for you. 2. Strong Study Plan Students who succeed on the SAT/ACT go into prep with a structured study plan. When you’re just studying on your own, it can be hard to stay organized in your studying. The first step to forming a high-level study plan is to know where you currently stand and where you want to be on test day. Take a timed practice test under realistic conditions to get a sense of how you are scoring now. Next, what is your target score? We have two articles about this, one for the SAT and one for the ACT, but to summarize: List the schools you want to apply to Search online to find their average SAT/ACT scores Take the average of all the averages to get your target test score. Once you know your current score and your target test score, you will have a better idea of what it's going to take to get there. A structured study plan will be able to answer all of the following questions. When am I taking the SAT/ACT? How long do I have to prepare before test day? How many hours will I study each week? What material do I need to cover? What resources will I use? Should I use books or a complete prep program? When do I take practice tests? How will I know how to adjust my plan according to my progress? I'm going to use a fictional student named Aaron to answer these questions. Aaron recently took a practice SAT and scored a 1000 and has six months to reach his target score of 1250. He and his tutor have assessed his weak areas and discovered that Aaron has serious content weaknesses across all of SAT Math and some smaller issues with the Critical Reading and Writing sections. Aaron's study plan looks something like this: Months 1-3: 1 hour every other week with tutor, 3 hours a week otherwise focusing on weaknesses in SAT Math. Practice tests every three weeks. Months 4-5: 1 hour every other week with tutor, 6-7 hours a week outside of tutoring sessions drilling weaknesses in Math, Critical Reading, and Writing and reviewing missed questions, using books and materials hand-selected by the tutor; practice tests every other week. Month 6: 1 hour every other week with tutor, 9-10 hours a week outside of tutoring sessions working on remaining weaknesses that the tutor has identified by drilling with actual practice questions, practicing reading comprehension by finding interesting articles in the New York Times and analyzing them; practice tests every week, increasing in frequency as the test draws nigh. Because Aaron sticks to his study plan, he bumps his Math score from 400 to 630 and his overall SAT score from 1000 to 1260, meeting his target goal. If he had not had this study plan, even if he had gotten focused help on the Math section a month before the test, it's unlikely that he would have been able to improve as much as he did, both in Math and across the board. So IF you have problems structuring your study time, THEN a tutor may be helpful for you. 3. Excellent StudyResources Being motivated with a plan won’t do you any good if you don’t have good resources for your test prep. It is extremely important to use actual SAT/ACT practice tests when you study, not other test prep company’s materials, since only the questions that will test you in the same way the real test does are...questions from an official test. Luckily, there are a bunch of free practice tests available online for the SAT and the ACT. What if there’s a topic you just don’t understand? Let’s make up an example and say I never really understood probability in class, but somehow managed to fake my way through it. Suddenly, I’m faced with the SAT or ACT, which questions you on probability in really weird ways. To address this, I could try going through back through notes or borrowing old textbooks, prep material from other people. But what if I don’t have any good notes or materials to begin with? Not only this, textbooks and class notes aren't the best way to prep for the tests since they're so different. What if I’m not good at teaching material to myself? My best bet would be to find a tutor who has a good reputation for teaching SAT Math, and get focused instruction on improving my knowledge of probability. IFyou don't know what the best resources available to target your weaknesses are, THEN you would definitely benefit from time with the right tutor. 4. Effective Way To Learn From Your Mistakes One of the mistakes many people have when they study for the SAT/ACT is failing to thoroughly review the questions they miss. A thorough review involves more than a halfhearted â€Å"Oh, I see. I got this wrong because I was careless.† In order for going over your errors to actually help you, you need to dig deep into why exactly you missed the question. Where were you careless? Did you make the mistake because you were rushing? If so, why were you low on time? What are concrete ways you can avoid making this mistake in the future? If you’re thinking that you’d love to read an entire article about the best way to review your mistakes, then you are in luck. IF you have trouble going over your mistakes and figuring out what in particular you did wrong (and concrete ways to avoid it in the future), THEN hiring a high quality tutor will be helpful. Bourgai Sadia by sebastien Delcoigne, used under CC BY-SA 2.0/Cropped from original. Don’t speed past your mistakes. 5. Ability To Measure Progress In order to successfully prepare for the SAT/ACT, you need a way to measure your progress as you study, and be able to adapt your study plan accordingly. This is the area I have the most trouble in – it’s tempting to keep doing the same things over and over, but after a certain point those things may no longer be helping you boost your score. So how do you measure progress? When beginning your test prep, you should take a timed, full-length practice test and score it; alternatively, if you've already taken the test once recently, you can use that as your starting point. As you proceed through your test prep, continue to take timed practice tests at regular intervals, spaced according to how much time you have to study. For instance, if you're preparing for the SAT over the course of two months, start out by taking a practice test at the end of each week of prep for the first month. Why is taking timed practice tests so important to your test prep? It's the only way, short of taking the actual SAT or ACT, to see how you're doing under realistic conditions. If you don’t know if you’re doing better than before on the test, it's impossible to know if your studying is effective...or if you're just wasting your time. By periodically checking your score on practice tests, you'll be able to see if you are improving, and if you need to be improving more quickly to meet your goals (or if you're doing just fine). Let's extend the example of a student who takes four practice tests in the first month of her studying. He started out with an ACT composite score of 24, and his goal is to improve to a 30; however, after a month of studying a couple of hours a week, his practice test composite is holding steady at 26. If this student wants to meet his goal, he's going to need to adapt his studying method. In this case, a tutor would be helpful because she would be able to identify the ways in which the student should adapt his studying method to reach his target score, whether this is by increasing the amount of time he studies or changing the specifics of how he reviews questions he's messed up on. IF you’re not really sure how to measure your progress, or how you can adapt your test prep as you improve, THEN you might find a tutor helpful. No Sweat, I’ve Got This Without A Tutor If you are confident that you take care of the following on your own: Motivation and Accountability: You have a reason or multiple reasons to study that are actually important to you. Strong Study Plan: You know your target score and the amount of time you have to study and are able to use that to plan out your test prep in a schedule that you can stick to. Good Resources: You have the right material to study, or you have the ability to aquire it. Effective Ways to Learn From Your Mistakes: You are expert at picking apart your mistakes, seeing exactly where you went wrong, and finding solutions to avoid these mistakes in the future. Ability to Measure Progress: You know what your starting point is and that you need to take timed practice tests along the way as yardsticks against which to asses your progress. ...then absolutely go for it - you don't need a tutor to do well, or even get a perfect score, on the SAT or ACT. As I can personally attest, working smart and working hard will get you most places when it comes to test prep. Storytime: When I was a senior in college, I was under the impression that I might want to go to grad school for psychology, and so I knew I had to take the GRE Psychology Subject Test. I didn't have the funds or time for a tutor, and there wasn't really a test prep course out there that I knew of. Instead, I studied with a friend for about an hour a day, every day, for the six weeks leading up to the test. We both scored exceptionally well, and my friend is in the process of earning her doctorate in psychology. So I don't want to suggest that you MUST have a tutor to do well on the SAT/ACT. But if you feel like you need help on one of the above key components, you should consider it. Uh Oh†¦I’m Not So Sure I Can Do This On My Own If you’re worried about even one of those 5 areas, however, you might want to consider getting yourself some assistance to maximize your score. The more areas you struggle with, the more a high quality tutor will help. On the other hand, if you’re not entirely sure that you want to go with a tutor, a test prep program, like PrepScholar’s automated drilling platform, is a good compromise. You get motivation, a pesonalized study plan that focuses on your weaknesses, materials, and a way to measure progress, but pay less and miss out on the one-on-one attention. What’s Next? Wait, what is it that tutors actually do during SAT/ACT tutoring, anyway? I’ve got the answer for you! Sounds good so far, but should I be doing online tutoring? Find out here. How do you find the right tutor for you? Reading this article is a good start (although since I wrote it, I might be a little bit biased). Want to get serious about improving your SAT/ACT score? Our tutoring service is designed to be the most effective in the nation. We hire the best tutors from across the country. This is then paired with our exclusiveonline drillingprogramthat gives your tutor complete insight into your progress to design the most effective sessions. Think about what improving 160 points on your SAT, or 4 points on your ACT, can do for you. Learn more about tutoring now:

War in Iraq and Afganistan Essay Example | Topics and Well Written Essays - 1000 words

War in Iraq and Afganistan - Essay Example They were office workers, waiters, police, firemen, moms, dads, friends and neighbors. Thereafter began an era of hunting for the terrorists and their links. It involved gathering info from everywhere with techniques like cyber-snooping. Attention was diverted towards Afghanistan as there was no regime as such. The ruling combine called Taliban did not believe in human rights and controlled the country with terror at gun point. Women were treated like third class citizens, not allowed to attend public functions and schools. One prosperous sheikh from Saudi Arab called Osama Bin Laden was there to help the regime with finances and arms. He had his own set of people ranging from nuclear scientists, engineers, villagers and other trusted lieutenants around him. They had their own ideology of calling the countries like US, UK, India, Israel etc. as the enemies of Muslims. For this very reason they gave calls for Jihad against these countries in particular. Afghanistan has the misfortune of being in news for all the wrong reasons since the late 1970s. It was in 1979 that Soviet troupes from the then USSR invaded Afghanistan and engineered a regime change. These forces remained in Afghanistan for the next 10 years, but no t before resistance forces were armed with lethal weapons and trained manpower. Thereafter began a bloody era of revenge when the erstwhile President was hanged in broad daylight in the middle of the road. This bloody has not stopped since then. The areas bordering Pakistan are still full of sympathizers for the terror machine led by the likes of Osama Bin Laden. Prior to 9/11, the world paid little attention towards these terror machines owing to a range of geopolitical issues and diplomatic concerns. But thereafter all eyes were focused towards the regimes which were considered to be unfriendly towards the European nations. Information was being compiled and analyzed from nations like Iran, Iraq, Pakistan, Afghanistan, and Libya. This analysis led to the belief that Afghanistan is the hub of activities for producing the terror suspects while the regime led by President Saddam Hussain was considered having a friendly approach towards the terror suspects. All these factors resulted into formation of a coalition led by US in war against terrorism and the hunting down of the remnants of al Qaeda and Taliban forces in Afghanistan. Though US had forces had earlier bombed some selected targets in Afghanistan, but these bombs failed to find the intended target. This time US did not want to take chances and launched a full-fledged war against terror in Afghanistan. It began on October 7, 2001 when the coalition forces launched the aerial attacks, followed by ground forces advancements. In fact many countries have been tackling this menace of terrorism for many years. This way there has been an ongoing war against terrorism. But the term 'The War on Terrorism' is the name given to the military and diplomatic campaign launched by the United States, with support from NATO and other allies. Stated goal of this campaign is to end international terrorism by preventing 'terrorist' groups from carrying out further attacks. Majority of these groups are Islamists like al-Qaeda, Hezbollah and Hamas. Afghanistan is now free of Taliban government and at present led by President Hamid Karzai with active support from the coalition forces. But the cause of concern is that the main suspect

Single Teenage mom with newborn Case Study Example | Topics and Well Written Essays - 2500 words

Single Teenage mom with newborn - Case Study Example Character Name Age (years) Marital status Father Vinod 53 Married Mother Sushma 49 Married Eldest daughter Swarthi 25 Married Swarthi’s husband Mukesh 30 Married Eldest son Raja 24 Married Raja’s wife Sheela 20 Married Son Sidhart 22 Single Son Kali 20 Single Daughter Sohni 19 Single Daughter Minakshi 15 Single Daughter Bhoomika 13 Single Swarthi’s son Rahul 1 Raja’s daughter Meera 3 Minakshi’s dance tutor Bob 31 Married Of the four daughters, three are unmarried and are in their teenage. Minakshi has recently been found to have acquired a pregnancy. She is only 15 years of age, and is quite disobedient towards her parents. Few days before their shocking discovery, Minakshi’s parents were thinking about moving back to India just because of her. They thought that they would be in a position to better exercise their rights over their daughter in India than in Las Vegas. It is important to mention here that Vinod and Sushma took the decision of migrating to America in the first place because of Sushma. Sushma was gifted by nature with a very beautiful face and body. Although she was not very fair by the complexion, yet her features were extremely beautiful and adorable. Sushma had large and lustrous eyes, and the length of hair was up to the hips. She managed her hair well and tied them into a ponytail which added to her beauty. She was quite tall for her age, and was slim and smart by figure. She danced very well. Her teachers in India encouraged Minakshi’s parents to take her abroad to gain proper education in dance and build her career in this field. Since the time that they had migrated to Las Vegas in 2006, they started to loose control over Minakshi. In the Western culture with increased power in the hands of juveniles and where individualism prevails at large in the society, Minakshi felt free of the dominance of her parents that prevails in the Indian society. She remained out of the home till late night wit hout the permission of her parents, and would not listen to them as they advised her to get back straight to home after the dance class in the evening. At she turned 14, she developed a relationship at a physical level with her dance tutor, Bob who was a Christian and a native of Las Vegas. Bob got married to a Christian girl in 2000 and fathered 3 daughters. Diagnosis of Pregnancy: Minakshi’s parents did not realize that their 14 year old daughter was in a physical relationship with her tutor for the whole year until by the mid of January, 2011, they found out that Minakshi was pregnant. It so happened that one day, Minakshi felt very dizzy and was frequently vomiting. Initially, Sushma thought her daughter might have taken some wrong medication for the treatment of sore throat. But Minakshi’s frequent vomiting caused Sushma to consult the doctor without wasting any time. The doctor took the sample of urine, and after a brief physical examination, the doctor diagnosed that Minakshi was expecting. Family’s Reaction and Immediate Consequences: The news was extremely shocking and traumatizing for each and every member of the family. To hear the news of her 15 year old daughter’s pregnancy, Sushma lost balance and fainted right on the spot in the clinic. She was immediately given treatment and within a matter of minutes, she regained senses. The news was so shocking for her that she could not speak. She tried to speak out but could only manage to murmur. Minakshi remained silent all this while and did not know what to do. Minakshi and

Henry James referred to TTOTS as a potboiler Essay Example for Free

Henry James referred to TTOTS as a potboiler Essay Henry James referred to ‘TTOTS’ as a potboiler. In light of this comment, explore the establishment of a simple ghost story in the prologue and first five chapters. Henry James stated that ‘TTOTS’ was a potboiler, meant only to be perceived as a simple ghost story which in the Victorian era was how it was originally accepted. However a more modern audience ay interpret the novella as something more. Relating back to the idea of a simple ghost story, the novella starts with a typical ghost story setting – ‘The story had held us, round the fire’ emphasised by the description of the house being ‘gruesome’ and it being ‘Christmas Eve’ informing us that it is night time. All are contributing factors to an ideal ghost story and all of these points start to build the tension and suspense up already within the first few lines. ‘Held us, round the fire’ tells us how they are clinging to this materialistic substance for comfort and warmth, typical connotations of fire. Use of language such as ‘dreadful’ and ‘terror’ increases this sense of a greater impending ghost story – that of which we hear about the Governess. Moreover this sets the mood and creates the atmosphere for the audience to fully appreciate the ‘horror’ of this ghost story. In addition, the idea of them telling ghost stories gives us an immediate impression that there is a ghost story awaiting the audience. The use of more dramatic language such as ‘for sheer terror?’ and ‘for dreadful – dreadfulness’ start the steep incline of suspense and tension we will feel throughout the story. The idea of authenticity throughout this novella is key for the audience to focus on. To increase this idea of the story being real, James uses a framed narrative to draw the reader in to believe that the tale is true. Overall the story could succeed without the prologue but with it, the audience is a lot more likely to proceed through the book with an idea or reality. The main character in the prologue, Douglas, tells the unnamed narrator and the rest of the group of a ghost story much worse than any that have been told. ‘If the child gives the effect of another turn of the screw, what do you say to two children ?’ Obviously hinting that his tale contains two children, increasing the horror the audience are now sure that they are reading a simple ghost story. However this idea can be argued as we continue throughout the prologue and the first chapter. We learn that about the Governess, moreover, we learn Douglas’ opinion of her. ‘Is in old faded ink and in the most beautiful hand’. From this we can interpret that Douglas’ may be fond or possibly in love with the Governess making his opinion biased thus taking away from the reliability of the story. The use of characters in the prologue almost acts as a metaphor for the reader. ‘Everybody will stay!’ and ‘I will – and I will!’ could be used to represent how James wants the reader to react to reading the actual ghost story. Straight away in the first chapter we learn about how the governess suffered ‘a succession of flights and drops’. Already we start to suspect the volatility of her and the reliability of her tale which obviously argues against the idea of it being a simple ghost story and starts to lay down the foundation for the idea that there may be undercurrents of something more suspect. However her description of Bly is incredibly positive. ‘A lovely day’, ‘summer sweetness’ and ‘a friendly surprise’ are all used in one sentence and all are incredibly optimistic, giving us the idea that the governess is a very positive person. However she does seem to be very hyperbolic, describing the first child, Flora, as ‘one of Raphael’s holy infants’. Obviously this is taking it to extremes, which hints that this might not be the only thing that she is exaggerating throughout the novella. Towards the end of chapter one, she describes parts of the house with language such as ‘empty chambers’, ‘dull corridors’ and ‘crooked staircase’ al of which are very negative descriptions, however she immediately starts to describe the house as ‘a castle of romance’ and something from a ‘story book’. Moreover, as she is peppering her negative quotes with positive and vice versa massively showing her incredible volatility. This is a major idea that the rest of the story may be exaggerated or maybe not even true. This could also foreshadow her personality later on into the novella. Throughout the chapters the language of Mrs Grose becomes increasingly questionable. As an audience we are constantly told that she is ‘simple-minded’ however she sees to know a lot more than she is letting on. ‘Are you afraid he’ll corrupt you?’ This is odd as she is talking about Miles, a ten year old boy. This make the audience think, how can a young child corrupt a fully grown woman? Leading us on to thin she may be talking about somebody else. As we progress through the story we learn about the Governess’s sexual frustration toward the master. Accompanying this idea is that she sees the apparition of Peter Quint upon the tower. This is could imply that she is projecting her sexual frustration onto an imaginary figure as a release to wanting to see the master. ‘A charming story suddenly to meet someone’ and later ‘He did stand there!’ She only sees this figure stood there when she is imagining the master, a suspicious idea that the reader may look into. ‘The man who met my eyes was not the person I precipitately supposed’. This quote backs up my previous point of the projecting this idea of meeting the master on her walks. During these first few chapters we experience a reasonable amount of religious language, ‘Raphael’s holy infants’, ‘divine’ and ‘he has red hair’ these all imply ideas of how the plot is affected by the religious aspects of the Victorian era and their views on ghosts. As they did believe in ghosts and were mainly very religious, these ideas were accepted avidly and only increased any emotions felt within the Victorian reader as they progressed through the story. Overall, my personal views are that there are underlying psychological ideas in ‘TTOTS’ and that although it can be read as a straight ghost story, to fully appreciate the novella the reader must delve deeper and retrieve any obvious ideas that suggest more than just a typical ghost story. James uses a variety of techniques which make his characters seem a lot more emotional deeper than just a person who is afraid in a big house. However the idea of authenticity throughout does back up the point of it being a straight ghost story. I do believe that it is a mazed reader and can be open to a variety of interpretations.

Kate Chopins The Awakening Essay -- Chopin Awakening Essays

During the late nineteenth century, the time of protagonist Edna Pontellier, a woman's place in society was confined to worshipping her children and submitting to her husband. Kate Chopin's novel, The Awakening, encompasses the frustrations and the triumphs in a woman's life as she attempts to cope with these strict cultural demands. Defying the stereotype of a "mother-woman," Edna battles the pressures of 1899 that command her to be a subdued and devoted housewife. Although Edna's ultimate suicide is a waste of her struggles against an oppressive society, The Awakening supports and encourages feminism as a way for women to obtain sexual freedom, financial independence, and individual identity. Feminism is commonly thought of as a tool for educating society on the rights of women. It teaches that a woman is equal to a man in every civil and societal accord. Realizing this is not always the case, Charlotte Bunch, a noted lesbian feminist of the 1970s also defined feminism as "a way of looking at the world - a questioning of power [and] domination issues" (WIE). Many feminists attempt to bulrush the ideals of stereotypical women and push them away from those who believe in these standards. "Feminist scholars also seek to question and transform androcentric [sic] systems of thought which position the male as the norm," says Barbara McManus. They strive to find, examine, and eliminate biases in a world encumbered with intolerant men who see women as thoughtless objects and most certainly not equals. Other women announce their impressive intellect, economic well-being, and individual personalities to the people who oppose them. "A woman should always present herself and explain her forthcoming jaunts into Feminists, like Edna, howe... ...Barbara F. "Characteristics of a Feminist Approach." December 8, 2001. http://www.cnr.edu/home/bmcmanus/femcharacteristics.html. Showalter, Elaine. The Female Malady: Women, Madness, and English Culture, 1830-1980. New York, NY: Pantheon Books, November 1985. Ward, Jennifer A. "Deconstruction or Feminist Critique?" December 9, 2001. http://www.geocities.com/athens/acropolis.6998/chopin2.html. Wear, Delese and Nixon, Lois LaCivita. Literary Anatomies: Women's Bodies and Health in Literature. Albany, NY: State University of New York Press, 1994. Women's Information Exchange. "Feminism Defined." December 7, 2001. http://electrapages.com/FEMINIST.htm Wood, Ann Douglas. "'The Fashionable Diseases': Women's Complaints and Their Treatment in Nineteenth-Century America." Women and Health in America. Madison, WI: University of Wisconsin Press, Ltd., 1984.

Child Development Stages

Unit 201 Child and young person development Outcome 3: Understand the potential effects of transitions on children and young people 3. 1 Identify the transitions experienced by most children and young people 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour & development, giving examples.  ·Puberty: Growth spurts, early bloomers, late bloomers, jealousy from late bloomers, personal odour, self conscious of body changing. Males, become taller and stronger, body changes , body odour may develop and he may need to start using deodorant. They become moody at times and parents need to try and understand this to help there adolescent cope with changes. The most important factors in the adolescence through puberty is peers, family and school. Any disturbance in these 3 factors can be a heavy burden on this growing child. This could lead to depression, drugs, criminal acts and more.  ·Starting school- From pre – school to primary (Reception class). Child could feel nervous and feeling insecure. May start primary with no friends from pre-school. New faces, new friendships. Learning to dress themselves for P. E, more independence needed. How may this affect the child’s behaviour and development? Starting school -( cont from above) If child J slips through the cracks, is not offered reassurance by his teacher or by parents, he will continue to feel left out. He will then become withdrawn and isolate himself from everyone and everything. He will fall back in class and because he has isolated himself from peers, he might start to feel that he is on his own. He will then start to enjoy his own company. He will not have any social skills and will not move beyond this point. If child J starts school and this kind of behaviour is picked up early & he is offered reassurance from his parents, teacher and all that are a positive role in his life things could be very different. The more positive the parents are, the more the child will be. He will thrive in school and be able to communicate well with the teacher and peers.  ·Moving class or school – Moving from reception class to year one. Children start to follow the national curriculum and are often taught more formally. It can effect a child who is used to learning through play, suddenly they have to work in a formal way for longer periods. More learning , less free time. Change of teacher, teaching assistant ( have a supply teacher). Affects learning, self esteem, not wanting to go to school. Eg. ) We moved to England when my son was 4 years old. On arrival he attended primary school A, he did reception class and year one at this school. By the time he got to year 2, I felt the teacher was very laid back and I was not happy with her method of teaching. I then moved him out of school A in the middle of year 2 and moved him to school B. It was a different area. He had to then start all over again, new school, start to make a whole new circle of friends. In school B this is where the bullying started. He kept it very quiet and it was not till I was approached by one of the mothers at the school, she informed me that my son was being bullied. I thought I was doing the best for my son by moving him into a new school because all I wanted was for him to thrive. Moving school was not a good choice, instead of thriving, he was unhappy, it affected his self esteem and he became withdrawn. I should have considered my sons happiness. This is better Kamilla, you have used a good example.  ·Starting Secondary School – There are differences in the curriculum and the way subjects are taught. Some children may find that there close friends have transferred into different schools, so they must develop new friendships. Although transitions can be difficult, moving on can also be a positive and exciting experience eg) Biggest to smallest, timetables, many schools feed friendships, change of classes, change of subjects, start to carry bags, finding there way around the school. Eg. ) The quiet shy male /female student may fall into the clutches of the group of peers. To avoid being bullied or to try and fit in with the â€Å" In kids† he/ she will go to the ends of the earth to avoid being made fun of. In some schools there is initiation. Some children lose their confidence right at the start of secondary school. . 2 Identify transitions that only some children and young people may experience e. g bereavement 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour & development, giving examples.  ·Bereavement – Following a death of a parent or someone close to a child can be traumatic. If child was living with one parent this may mean a change in carer and perhaps a move into residential or foster care. Loss of parent is devastating . Keep an eye on change of behaviour . Grief goes through several changes Eg) Anger, denial, withdrawn and crying all the time. It may affect memory, concentration and learning. This challenge lasts for months and can last for two or more years. It can affect children in different ways. Eg. ) There are children who continue to do well in school following the death of a loved one. These children go unnoticed. They my use the tasks of school work or sports to block out painful feelings or thoughts, or they may feel a need to excel because of a feeling that the parent is watching them and will want to show the deceased parent how much they care in this way. This type of response to loss can result in stress – related health problems later on in life, as well as potential physical and emotional difficulties from unresolved grief. How to Help Maintain routines in school Be realistic about expectations for academic achievement Allow make-up opportunities Remember that some children continue to have academic difficulties up to 2 years following a death, and sometimes beyond Make exceptions for sports participation†¦ sports can help with the healing process Refer to the school counselor Communicate with the parents Respect the child's need to grieve Avoid telling the child to â€Å"Move on† or â€Å"Get over it†. Create an emotionally safe classroom Learn about children's grief Recognize that intense grief can come at developmental stages, years after a death occurs Be patient Affirm the person, regardless of academic performance  ·new baby – The older children experience change, Younger children often find changes tin family life because of the new arrival, particularly difficult to cope with. Eg) My son was was an only child till he was 10years old. We always did everything thing together, I over smothered him and therefore he was not an independent child. Once his sister was born, he became mature over night and became more independent. I feel this was a positive change in his life. His little sister looks up to him. Think also about a child that feels left out, how may that affect their behaviour and development The first child may experience a range of emotions, from excitement to jealousy or even resentment. Younger toddlers are unable to verbalize their feelings, and their behaviours may regress after the new child is born. They might suck their thumb or drink a bottle, forget their recent potty training skills and communicate baby talk in an effort to get your attention. Older toddlers and kids might express their feelings by testing your patience, misbehaving, throwing tantrums, or refusing to eat. These problems are usually short lived and a little preparation can help and older child adjust to the idea of welcoming a new sibling.  ·moving house – A family may move house either into a poorer environment where there may be high incidences of crime or into a better area where they are more open spaces. A child that moves into a new area will leave behind friends and extended families. How will this affect their behaviour and development A new house, new environment, new area can affect a child in many different ways. A new surrounding depending, can affect a child by making them feel unsettled. Unfamiliar faces, unfamiliar scents, unfamiliar bedrooms can set a child back. The breakdown of connections with peers, discontinuation of group activities, distress and worries related to a new environment are potentially psychologically distressing events for young children. Frequent exposure to these events can be stressful and confusing and may affect their psychosocial wellbeing, thus increasing their intention toward ending their life if they are unable to cope.  ·parent divorce & separation – Both familiar routines and lifestyles will change. Children will become more independent when there is only one parent. Sometimes they think it is there fault. Some children become withdrawn from everyone. Some children rebel, school work may suffer. Do you have any examples Eg) Child Z was 13years old when his parents got separated. His body was going through major changes hormonally. Once his parents separated he became a different child. He automatically became the man of the house. He rebelled against his mother, had no respect, came home when he pleased, his school work suffered. He disrespected everyone around and was very easily influenced. He got into trouble with the law due to peer pressure. When you put all this kind of behaviour, this child was seeking attention. His grandparents intervened, sat him down and had a one to one with him. He informed them that he felt that his parents had split up because of him, he felt that he couldn’t bare to see his mum in tears all the time. He also mentioned that there was no stability in the house and it was very unsettling for him, hence his behaviour.  ·Fostered/ looked after children – If fostered because parents can’t cope eg) because of drug abuse, alcohol abuse. Foster children are normally placed miles away from where they grew up. Issues of distance. Foster kids are normally moved around due to behaviour or reasons out of their control. Some children experience feelings being unsettled. Some children are already damaged before they are even fostered eg) Due to unsettled background. They make take several behaviours with them, insecure , difficult to make friends – lack of trust. Good Well done Kamilla. You have expanded your answers, but occasionally didn’t really say what affect the transition had on behaviour and development. I will chat to you about this on Tuesday morning. See you then Could you leave the comments on your answers please – it shows I am doing my job. Thank you. E assessed 16th October, 2011

Devine Love vs Human Love Essay

End of the Affair both distinguish between divine love and human love. A common thread that runs throughout is the inconsistencies that are associated with human love and the unconditional nature of divine love. Both Greene and Lewis use familial, platonic and erotic love to illustrate the distinction between divine love and human love with the result that the reader appreciates that human love is superficial given for the wrong reasons while divine love is authentic love given for all the right reasons. Moreover, both Greene and Lewis use their protagonists to demonstrate that while human love is characterized by negative emotions such as jealousy and selfishness, divine love is kind and unselfish. This paper focuses on the varieties of love featured in both books and demonstrates how modernity tends to prioritize human love over divine love with a view to rationalizing how and why romantic, familial and erotic love, all forms of human love are displaced in both novels. In each of the novels, the inescapable message is that erotic love is fragile and recklessly teeters on the outer fringes of hate. C. S. Lewis’s Till We Have Faces: A Myth Retold As in Greene’s The End of the Affair Lewis’s Till We Have Faces: A Myth Retold Human love is unveiled for all its inherent flaws. Orual, the central figure in Lewis’s Till We Have Faces: A Myth Retold recounts her relationship with her sister Psyche. Through Orual Lewis permits his reader to follow the progression of that relationship laying bare the weaknesses associated with affectionate love that Orual has for her sister Psyche and how that love develops into possessive love. Exemplifying the frailties of human love, particularly familial love, Lewis also demonstrates how human love can be conditional and selfish by exposing the fragile relationship between Orual and her father. Perhaps more importantly, Lewis uses these unique familial relationships to demonstrate how selfish human love can transform into hate. In summary Till We Have Faces is a re-telling of the Greek mythical story of Cupid/Eros and Psyche. In Lewis’s re-telling the story is reconstructed through the eyes of Orual who is represented as unattractive and jealous and uniquely disgruntled by the Gods’ mistreatment of her. Psyche, the beautiful sister is the object to Orual’s affections. In this re-telling Lewis deliberately complicates familial love in that Orual’s love for her sister is obsessive. On the other side of the spectrum, Redival’s love for Orual is spurious and the love for Psyche by King Trom is self-deceptive. Fox’s love for Orual and Psyche is also transient. Lewis also ventures into sexual/erotic love which is multifaceted in Till We Have Faces. Orual’s love for Bardia is unrequited, Ansit’s love for Bardia is frustrating and of course there is the superficial infatuation of men for Orual in her veiled condition. Lewis also takes pains to demonstrate that self-love is destructive in presenting duality in Orual who loves and hates herself all at once. This duality is selfish and damaging at the same time. Above all however, the emphasis is on divine love and implicit in this re-telling is a transition from Greek Philosophical times to modern Christianity. (Hooper, 1996, 250) Father Peter Milward writes of Till We Have Faces: â€Å"The main themes are, (1) Natural affection, if left to mere nature, easily becomes a special kind of hatred, (2) God is, to our natural affections, the ultimate object of jealousy. † (Hooper, 1996, 250) Psyche as reconstructed by Lewis has a natural predisposition for affection for divinity whereas Psyche’s love for divinity coincides with Orual’s love for humankind particularly her love for Psyche. While Psyche’s love for the gods are first and foremost in her heart, Orual’s love for Psyche comes first and each sister regards her love as the natural love. For Orual Psyche represents â€Å"the beginning of my [Orual’s] joys. † (Lewis, 20) On the other hand, Psyche derives her greatest at a time just before she is sacrificed to Cupid as it is a means of bringing her closer tot he gods. (Lewis, 74) Orual’s love for Psyche however is aligned to hatred and becomes a means by which Lewis demonstrates the superficial nature of human love whether familial or romantic in nature. Orual’s so-called love and affection for her sister fluctuates from love to hate in a manner which can only leave the impression that the love is fickly to begin with and not based on sound principles or values. For instance the night before Psyche is sacrificed Orual reveals that her sister has â€Å"made me, in a way, angry. † (Lewis, 71) Moreover the following day, Orual dreams her sister â€Å"was my [Orual’s] greatest enemy. † (Lewis, 71) The remainder of the first part of Till We Have Faces is characterized by this king of fluctuations of Orual’s affections for her sister. The inconsistencies are not lost on Psyche who observes: â€Å"I am not sure whether I like your kind [of love] better than hatred. † (Lewis, 165) Superimposed in this aspect of human love as illustrated through Lewis’s Orual is the damaging elements of human love whether romantic or familial. Orual’s love for her sister is characterized by two fatal flaws. First she loves her sister in such a way that she easily allows it to fall into hatred. Secondly, Orual permits her hatred to rebound to the gods. The love-hate scenario from Orual to Psyche is connected to the gods to the extent that Orual permits her love for Psyche to become possessive. That possessive love turns to a dangerous jealousy which is borne out of the presumption that Psyche loves the gods to the exclusion of Orual who in turn holds the gods accountable for taking Psyche’s love from her. Orual’s jealousy is so strong that she’d rather the gods had killed her sister than made her immortal. She laments: â€Å"We’d rather they were ours and dead than yours and made immortal. † (Lewis, 291) Psyche’s love for the gods is interpreted by Orual as a theft by the gods. To her way of thinking the gods took Psyche’s love from her and she says as much, â€Å"Psyche was mine and no one else had any right to her. †(Lewis, 291-292) Lewis intent with respect to Orual’s reaction to Psyche and her affection for the gods were specifically delineated in a letter he sent to Katerine Farrer. Lewis explains in the letter that Orual’s jealousy and attitude toward her sister’s relationship with the God was intended to convey the typical reaction of family members when a relative gives his life to Christianity. Lewis explained in the letter that the reaction of family members is typified by Orual’s when: â€Å"someone becomes a Christian, or in a family nominally Christian already, does something like become a missionary or enter a religious order. The others suffer a sense of outrage. What they love is being taken away from them. † (Hooper, 249) In other words Orual’s angst with the gods finds its place in the kind of jealousy that one family member experiences when it appears to them that a loved one religion replaces them. In much the same way Orual’s bitterness stems from a jealousy which is founded on love. The self-destructive and selfish nature of human love is also succinctly illustrated through Orual. In Lewis’s characterization of Orual she increasingly subscribes to the notion that if she can’t have her sister then she will not permit anyone else have her. Orual convinces Psyche to look upon her lover, despite his warning to the contrary. In her way of thinking Orual perceives that she is saving Psyche and to prove her intention she cuts her arm. The danger of Orual’s love and the dangerous manner in which her love for her sister influences her thinking and perception are revealed in the following excerpt from Till We Have Faces: â€Å"How could she hate me, when my arm throbbed and burned with the wound I had given it for her love? † (Lewis, 169) Ironically, the gods whose love Orual condemns closely mirrors Orual’s idea of love which is self-serving and consuming. It is not until the novel nears its conclusion that Orual comes to the realization that how love was commandeered by avarice and self-satisfaction. In this way Lewis is able to expose the superficial nature of human love. This is finally accomplished with Orual coming to terms with and accepting that her desire to have Psyche, the Fox and Bardia all to herself was entirely wrong. Lewis uses Ansit to voice the meaning of real or divine love by having him provide a brief commentary on Orual’s love. Ansit, referring to Orual’s pursuit of Bardia notes that: â€Å"He was to live the life he though best and fittest for a great man—not that which would most pleasure me. † (Lewis, 264)

Controlled by computers essays

Controlled by computers essays Computers seem to control our lives. It is hard to live without a computer, and no matter how hard you try to remove yourself from computers, they always affect your life. Many people think it is good that computers make things simple. "The Jetsons" was a cartoon where computers controlled the world; their maid was a robot while a computer guided the family to do simple tasks, such as showering and styling hair. It seems that the Jetsons world would be an ideal world to live in, so looking at where computers are headed today the future seems bright. Computers make it so that you can control your heat, air conditioning, pay bills, receive bills, buy groceries, listen to music and watch movies, all without leaving the comfort of your desk. But how would one get the money for this? Computers, once an expensive item, now can be attained by anyone. There are places offering free computers, computers on monthly payment plans and very cheap computers. Once you have one of these com puters, you can then get a job where you work from your computer. After working your Internet job, you can deposit your paychecks directly into an Internet banking account. If you manage to save enough money, you can buy that car you have always wanted, but why buy the car if you never have to drive it? Some people drive places to meet people, but now it is so that you can meet someone online. To most people that conjures a picture of typing messages to someone and never meeting them face to face. Now there are camcorders you can attach to your computer and microphones so you can talk to the person in real time and see them face to face, or screen to screen. In the year 1999, the country went into a frenzy because of computers. Bomb shelters were being built in backyards. People were stocking up on non-perishables for several years; generators increased in sales and TV talk shows featured people who bought a ton of toilet paper. This was n...

Prehistoric Semi-Subterranean Winter Houses

Prehistoric Semi-Subterranean Winter Houses The most common form of permanent housing in the prehistoric period for arctic regions was the semi-subterranean winter house. First built in the American arctic about 800 BC, by the Norton or Dorset Paleo-Eskimo groups, semi-subterranean houses were essentially dugouts, houses excavated partially or completely below the ground surface to take advantage of geothermal protections during the harshest of climates. While there are several versions of this form of house over time in the American arctic regions, and in fact there are several related forms in other polar regions (Gressbakken Houses in Scandinavia) and even in the great plains of North American and Asia (arguably earth lodges and pit houses), semi-subterranean houses reached their highest pinnacle in the Arctic. The homes were heavily insulated to ward off the bitter cold, and constructed to maintain both privacy and social contact for large groups of people despite that harsh climate. Construction Methods Semi-subterranean houses were built of a combination of cut sod, stone, and whalebone, insulated with sea mammal or reindeer skins and animal fats and covered with a bank of snow. Their interiors possessed cold-traps and sometimes dual seasonal entrance tunnels, rear sleeping platforms, kitchen areas (either spatially discrete or integrated into the main living area) and various storage areas (shelves, boxes) for stowing food, tools and other household goods. They were large enough to include members of extended families and their sled dogs, and they were connected to their relatives and the rest of the community via passageways and tunnels. The real genius of semi-subterranean homes, however, resided in their layouts. At Cape Espenberg, Alaska, a survey of beach ridge communities (Darwent and colleagues) identified a total of 117 Thule-Inupiat houses, occupied between 1300 and 1700 AD. They found the most common house layout was a linear house with one oval room, which was accessed by a long tunnel and between 1-2 side spurs used as kitchens or food-processing areas. Layouts for Community Contact A substantial minority, however, were multiple large-roomed houses, or single houses built side-by-side in groups of four or more. Interestingly, the house clusters, with multiple rooms and long entrance tunnels are all more common attributes at the early end of occupation at Cape Espenberg. That has been attributed by Darwent et al. to a shift from a dependence on whaling to localized resources, and the transition to a sharp downturn in climate called the Little Ice Age (AD 1550-1850). But the most extreme cases of below-ground communal connections in the Arctic was during the 18th and 19th century, during the Bow and Arrow Wars in Alaska. The Bow and Arrow Wars The Bow and Arrow wars were a long-lasting conflict between different tribes including the Alaskan Yupik villagers. The conflict could be compared to the 100 Years War in Europe: Caroline Funk says it imperiled lives and made legends of great men and women, with a range of conflicts from deadly to merely threatening. Yupik historians do not know when this conflict started: it may have begun with the Thule migration of 1,000 years ago and it may have been instigated in the 1700s by competition for long distance trading opportunities with the Russians. Most likely it began at some point in between. The Bow and Arrow Wars ended at or just prior to the arrival of Russians traders and explorers in Alaska in the 1840s. Based on oral histories, subterranean structures took on a new importance during the wars: not only did people need to conduct family and communal life inside because of weather demands, but to protect themselves from attack. According to Frink (2006), historic period semi-subterranean tunnels connected the members of the village in an underground system. The tunnels - some as long as 27 meters - were formed by horizontal logs of planks shored up by short vertical retainer logs. Roofs were constructed of short split logs and sod blocks covered the structure. The tunnel system included dwelling entrances and exits, escape routes and tunnels that linked village structures. Sources Coltrain JB. 2009. Sealing, whaling Journal of Archaeological Science 36(3):764-775. doi: 10.1016/j.jas.2008.10.022and caribou revisited: additional insights from the skeletal isotope chemistry of eastern Arctic foragers. Darwent J, Mason O, Hoffecker J, and Darwent C. 2013. 1,000 Years of House Change at Cape Espenberg, Alaska: A Case Study in Horizontal Stratigraphy. American Antiquity 78(3):433-455. 10.7183/0002-7316.78.3.433 Dawson PC. 2001. Interpreting Variability in Thule Inuit Architecture: A Case Study from the Canadian High Arctic. American Antiquity 66(3):453-470. Frink L. 2006. Social Identity and the Yupik Eskimo Village Tunnel System in Precolonial and Colonial Western Coastal Alaska. Archeological Papers of the American Anthropological Association 16(1):109-125. doi: 10.1525/ap3a.2006.16.1.109 Funk CL. 2010. The Bow and Arrow War days on the Yukon-Kuskokwim . Ethnohistory 57(4):523-569. doi: 10.1215/00141801-2010-036delta of Alaska Harritt RK. 2010. Variations of Late Prehistoric Houses in Coastal Northwest Alaska: A View from Wales. Arctic Anthropology 47(1):57-70. Harritt RK. 2013. Toward an archaeology of late prehistoric Eskimo bands in coastal northwest Alaska. Journal of Anthropological Archaeology 32(4):659-674. doi: 10.1016/j.jaa.2013.04.001 Nelson EW. 1900. The Eskimo about Bering Strait. Washington DC: Government Printing Office. Free download

New Believers Essay Example | Topics and Well Written Essays - 500 words

New Believers - Essay Example This paper will share these insights. As a new believer, the Bible and its teachings offers a lot of insight to many challenges. The Bible is the believers’ reference as it defines how we should live and what God promises us as believers. Indeed, the Biblical teachings address almost all problems that believers may experience. As such, when I face challenges in life, I find encouragement from the Bible since the Bible asserts that everything happens to the glory of God and that God cannot subject us to challenges that we cannot overcome. Indeed, my assurance relies on the promises of God (North American Mission Board, 1993). Most assuredly, the Bible reckons that as believers, we are overcomers. Indeed, God wants us to know that believers have eternal life based on the facts found in the Bible (North American Mission Board, 1993). Therefore, anytime I read the Bible, I draw a lot of encouragement well knowing that even Jesus Christ faced major challenges despite being the son of God. Nevertheless, just as Jesus o vercame, the Bible teaches me that as a believer, I will overcome. Advice from my spiritual leader also acts as an insight in my life. Indeed, it has always been encouraging to share spiritual challenges with spiritual person. My spiritual offers me encouraging advice based on Godly teachings. Indeed, his advice relies on Biblical interpretations. As a new believer, I have limited knowledge on Biblical interpretations and hence I seek the counsel of my spiritual leader. Moreover, he prays for me and preaches to me with a view of helping me understand human challenges in the spiritual life. Indeed, he acts as my confidante as I tell him anything that is disturbing me. In many occasions, my spiritual leader has helped me to address spiritual and human challenges. Ultimately, guidance from my mother acts as an insight in my life. Ideally, a parent acts as the earthily God who is very significant in child

Economics of multinational enterprise Term Paper

Economics of multinational enterprise - Term Paper Example If the terms of trade of a country are much closer to one country pre-trade price ratio the greater the gains than the other country hence such a country is likely to specialize in the production of such a commodity. Increase in production will employ a large labor force hence a rise in real income of the favored country’s citizens making them raise their consumption as a result (Beg & Manoj pg41-3). Perfect competition model produces products which are naturally homogenous and identical by definition having no brand name or trademarks hence consumers only choose on the basis of price. The industry has infinite number of firms hence the fewer the firms the larger is each firm. Firms can freely enter and exit the market since there are no legal or artificial barriers. All the participants in the market have perfect knowledge or complete information about the market hence farmers are aware of the demand and supply changes conditions. The firms are in return able to predict the future prices, demand and supply conditions. Such a market is not dwelt on much by economists as it is not realistic. In between PC and monopoly lies the oligopoly which means few sellers hence each firm is relatively large or giant in size. The degree of oligopoly is actually measured by the percentage of industry output. Products here are differentiated hence can be easily distinguished. Though they are open markets but they can at times be closed by some government regulation (Beg & Manoj pg 174-8). (a) Price elasticity demand is the extent to which demand can change with reference to the changes in prices, depending on the type of elasticity change in demand may be high or low. If changes in price do not affect demand negatively then demand may increase to an extent that multinationalization is realized. (b) Trade costs are additions to the overall costs of operations while market shares depend on the ability of firm to