The South East Plan Essay Example | Topics and Well Written Essays - 2250 words

The South East Plan - Essay Example From the discussion it is clear that the main issue of concern within the plan is affordable housing. Affordable housing can be defined as the provision of housing through the use of a subsidy obtained from local authorities such that rent will be considerably lower than prevailing market prices. The plan suggests that number and quality of affordable houses should be increased.This essay stresses that  the main reason is that there are a number of homeless households in the South East Region. These households need to be catered for in the housing plan. Statistics from the Regional Housing Strategy show that 4.5% of households in the region belong to this category and together they represent a whooping 11% of all the homeless households in England. These facts necessitate a need for immediate action to be taken and this is why housing is relevant as an issue in the plan.  Housing also needs to be addressed as a main issue because there is a serious need for affordability in this area. Renting and purchasing houses in South East is too expensive; the area is the second most expensive place to rent in England. This poses a serious problem to development in the region because people find themselves living in distant houses. This means that most of their time is spent while commuting. Commuting brings about more carbon wastes, thus contributing to poor air quality and pollution in general. In addition, commuting causes a waste of time and resources that could otherwise have been directed to more productive issues.

Sample Questions and Answers Essay Example for Free

Sample Questions and Answers Essay This is tricky not to waffle or give unrelated information. You need to aim to address your capability, commitment and cultural fit, here is a sample answer: ‘Good morning, my name is James Smith.* I am a qualified accountant with six years post qualified experience gained within the pharmaceutical industry. I worked with Glaxo Smith Klein* as an assistant accountant and I have spent the past 4 years working with Pfizer* where my most recent role was as project accountant. I managed the project finance team of 8 staff and I’m proud to say that I recently implemented a new financial management system saving the company over  £500,000 in year one. I have a reputation for my attention to detail and delivering within strict deadlines and enjoy working with financial data. Going forward I want to work in a challenging finance role within the same industry and your organization is one in which I believe I could settle down and make a real contribution.’ How long have you been looking for a job †¦. The interviewer may be concerned that there is something wrong with you that other employers have picked up on! Here is a sample answer: ‘After I was made redundant from my last job, I took the opportunity to take some time out to examine my career goals and where I was going with my life. I have just begun my search in the last few weeks. I have a definite goal in mind and have been selective about the positions I consider. Your company and this position are of great interest to me.’ How did you prepare for this job interview †¦. The interviewer is gauging if you are interested enough to do some research or are you going to wing it. Here is a sample answer: ‘When I was told about this position by Hamlin Knight I was immediately interested. I checked out the company website and mission statement, looked at the bios of company founders and executives and was impressed. Once I had the interview appointment I looked at some industry press and I’m sure I’ll find out a lot more in today’s meeting.’ What is your salary expectation for this job †¦. The interviewer is trying to find out if they can afford you, or if they can get you for less than budgeted. Here is a sample answer: ‘I’ll need more information about the job and the responsibilities involved before we can begin to discuss salary. Can you give me an idea of the range budgeted for this position?’ How do you keep current and informed about your job and the industries that you have worked in †¦.. The interviewer is trying to ascertain if once you get the job you will continue to learn and grow, stay challenged and motivated. Here is a sample answer: ‘I pride myself on my ability to stay on top of what is happening in my industry. I do a lot of reading – the business section of the newspapers and industry magazines. I belong to a couple of professional organizations and network with colleagues from these. I take seminars or training whenever they are of interest or offer new information or technology.’ Tell me about a time when you had to plan and coordinate a project from start to finish †¦. This is a behavioural questions, your interviewer is trying to seek an example of specific past behaviour. Here is a sample answer: ‘I headed up a project which involved customer service personnel and technicians. I organized a meeting to get everyone together to brainstorm and get their input. From this meeting I drew up a plan, taking the best of the ideas. I organized teams, balancing the mixture of technical and non-technical people. We had a deadline to meet, so I did periodic checks with the teams, After 3 weeks we were exceeding expectations and were able to begin implementation of the plan. It was a great team effort and a big success. I was commended by management for my leadership, but I was most proud of the team spirit and cooperation which it took to pull it off.’ What kinds of people do you have difficulties working with †¦. Your interviewer is trying to see if you are flexible and can work in a diverse environment. Here is a sample answer: ‘In my last 3 roles I have worked with men and women from very diverse backgrounds and cultures. The only time I had difficulty was with people who were dishonest about work issues. I worked with one woman who was taking credit for work that her team accomplished. I had an opportunity to talk with her one day and explained how she was affecting morale. She became very upset that others saw her that way and said she was unaware of her behaviour or the reactions of others. Her behaviour changed after our talk. What I learnt from that experience is that sometimes what we perceive about others is not always the case if we check it out.’ We expect managers to work more than 8 hours a day, do you have a problem with that †¦. The interviewer is trying to see if you are a ‘workaholic’ or a person that requires balance. Here is a sample answer: ‘I have no problem working long hours. I have worked 12 or 14 hour days. What I have found works for me is to work smarter, not necessarily longer. My goal is to get the job done, whatever it takes, in the most efficient manner.’ When have you been most satisfied in your career †¦. The interviewer is trying to ascertain what motivates/de-motivates you. Here is a sample answer: ‘The job before the one I am currently at was my most rewarding experience for me. I worked in a wonderful team environment. There was a lot of camaraderie. I worked with a team of four people and we did some really original thinking. It is that kind of environment that I want to be involved in again.’ Why do you want this job †¦. The interviewer is trying to see if you are using a shotgun approach to your job search or do you really know what you want. Here is a sample answer: ‘I’ve been very careful about the companies where I have applied. When Hamlin Knight told me about this position, I knew I had found what I was looking for. What I can bring to this job is my 7 years of experience and knowledge of the industry, plus my ability to communicate and build customer relationships. That, along with my flexibility and organizational skills makes me a perfect match for this position. I see some challenges ahead of me here and that’s what I thrive on. I have what you need, you have what I want.’ We are ready to make an offer, are you ready to accept today †¦. Your interviewer doesn’t want you to go away and change your mind. Here is a sample answer: ‘Based on my research and the information I have gathered during the interview process, I feel I am in a position to consider an offer. I do, however, have a personal policy that I give myself at least 24 hours to make major life decisions. I could let you know by tomorrow.’ There is no way to accurately predict the questions that you will be asked by an interviewer, but you can be ready and prepared by thinking about the factors that might concern an employer before the interview

Movie Essay - The Film Based Upon of Amy Tans The Joy Luck Club :: Movie Film Essays

Joy Luck Club - The Movie! "I am waiting like a tiger in the trees, now ready to leap out, ready to cut her spirit loose." The Joy Luck Club, an Oliver Stone production, depicts four women and their strife bringing up their American born daughters. Directed by Wayne Wang, this rated R movie featured actors and actresses such as Ming-na Wen, Rosalind Chao, Russell Wong, and Lisa Lu. The Joy Luck Club is an emotional tale about four women who saw life as they had seen it back in China. Because the Chinese were very stereotypic, women were treated as second class citizens and were often abused. Through sad and painful experiences, these four women had tried to raise their daughters to live the American dream by giving them love and support, such things which were not available to them when they were young. These women revealed their individual accounts in narrative form as they relived it in their memories. These flashbacks transport us to the minds of these women and we see the events occur through their eyes. There were many conflicts and misunderstandings between the two generations due to their differences in upbringing and childhood. In the end, however, these conflicts would bring mother and daughter together to form a bond that would last forever. The setting played an important role in the effectiveness of the movie. The setting of The Joy Luck Club was set in various locations. Some were filmed in San Francisco and others were taken in China. Because the story dealt with the Chinese people and their customs, it would be logical for the producer to direct the film in China where it all started. The producer moved the setting back to the United States when they dealt with the daughters. Because the movie moved back and forth from the forties to the sixties and to the nineties, the producers had to use various symbolic signs to tell its viewers the period of time. For example, songs, costumes, and hair-do's help us determine the time. The Joy Luck Club displayed a variety of costumes. They used Chinese garments and clothing to give its viewers a sense of the Chinese tradition and culture.

Explanatory Concepts in Political Science Essay

Since 1979 there have been dramatic changes in both the structure and organisation of the Labour Party. In part, this was in response to their failure to win a general election between 1979 and 1997. However, the change goes much further than that and can be perceived as a reflection of the continued struggle between ideologies of different factions within the party. This essay will first try to establish what ‘Old’ Labour was and what it stood for. Then, scrutinising ‘New’ Labour, this essay will discus if, how and why the Labour Party changed and identify the key differences between ‘old’ and ‘new’ Labour. The Labour Party was initially established as a party to represent the newly enfranchised working class in Parliament. Growing out of the Labour Representation Committee (LRC), the party owed its existence to various trade union and socialist organisations. Consequently, right from its inauguration, the party’s primary purpose was to elect MP’s that would represent the interests of the unions. Although ostensibly not a committed socialist party, by 1918, the party had included Clause 4 in its election manifesto, the principle of public ownership which committed the party to nationalising land, coal mining, the electricity industry and the railways as well as declaring their intention to make rates of taxation steeply progressive to fund a major extension of education and social services.[1] Labour soon overtook the Liberals in popularity and rose to be the principle opposition for the Conservatives, forming three governments between 1926 and 1945. Post-war Labour fundamentally recognised the relationship between state and society in Britain and introduced a number of reforms in education, social security and welfare in an attempt to lay the foundations for a new, more caring society. The post-war Atlee government sent Labour on a trajectory towards socialism with commitments to economic planning in an attempt to reduce unemployment, a mixed public and private sector economy and a comprehensive welfare system which was endorsed by successive Labour and Conservative governments until 1979 when Thatcherism ideology took over. During this time Labour was widely perceived as being orientated towards a socialist perspective as the government took responsibility for unemployment, healthcare and housing. After Labour’s defeat by the Conservatives in the elections of 1979, the party went through a period of considerable internal turmoil that ultimately resulted in extensive reform of the structure and organisation of the Labour Party. Since 1979, there have been three distinct phases of change as ‘Old’ Labour became ‘New’. These can be defined as The Bennite challenge, Modernisation and New Labour. The first phase of this, the Bennite challenge led by Tony Benn attempted to redress the balance of power within the party. Aided by the leaders of some major trade unions at a special party conference in 1981, the party’s left wing activists succeeded in forcing through a number of internal organizational reforms that enhanced the power of grass-roots activists and trade unions in the selection of parliamentary candidates and party leaders. This change meant that ‘the party would now be committed to bringing about a fundamental and irreversible shift of power and wealth towards working people and their families’[2]. In response, a number of leading parliamentarians and supporters seceded from Labour and founded the Social Democratic Party in 1981. Labour presented a radical manifesto that proposed extensive nationalization of industry, economic planning, unilateral nuclear disarmament, and the withdrawal of the United Kingdom from the European Economic Community. The result was Labour’s worst national electoral defeat in more than 50 years. It was after this defeat that modernisation took place under the new leader of the Labour Party, Neil Kinnock, a politician who, despite his leftist credentials set about re-establishing Labour as a credible national electoral force. Kinnock’s â€Å"modernisation† process towards the beginnings of a ‘New Labour’ contributed to Labour’s electoral revival after the trauma of 1983. As well as explicitly rejecting nationalisation as a tool or goal of economic policy, Kinnock ‘set out to crush the revolutionary left by launching a series of expulsions of supporters of the Militant Tendency’[3] but it was not sufficient to deprive the Conservatives of their governing majorities in the general elections of 1987 and 1992. By the time that Blair took the Labour Party leadership in 1994, the leadership had reasserted its authority having introduced significant organisational reforms which broadened and centralised the decision making process within the party as well as removing all trace of links with Marxist socialist ideology. Traditionally, there had been a strong socialist link with the Labour Party through Clause 4. Despite opposition from many of the Old Labour leaders, the rank and file of the party was insistent on maintaining its Socialist roots right up to the 1990’s. In stark contrast to the rest of Europe, which by 1980 had largely rejected a fully-fledged socialist ideology, Labour maintained Clause 4 that sought to maintain its ideology of socialism and nationalisation. Clause 4 of the Labour Party’s constitution was an integral part of the party’s philosophy and ideology as it marked the party as ardently socialist. Clause 4 is as follows; â€Å"To Secure for the workers by hand or by brain the full fruits of their industry and the most equitable distribution thereof that may be possible up the basis of the common ownership of the means of production, distribution and exchange, and the best obtainable system of popular administration and control of each industry or service.†[4] The clause is clearly anti-capitalist and commits to replacing capitalism with a system of social ownership, justice and planning where more control is given to ‘the workers’. Dearlove and Saunders propose that in practise, Old Labour was happy to accept a capitalist economic order although they sought limited social ownership through nationalisation, limited redistribution or wealth and income through taxation and welfare and limited planni ng through national agencies. In practise then, Dearlove and Saunders suggest that Labour should have been considered as a ‘social democratic’ party rather than actively pursuing its formal socialist objectives. Following the election of Tony Blair in 1994 as leader of the Labour party, the party saw a series of programmatic and organisational changes; the party systematically reviewed its policies so as to re-embrace the mixed economy in the tradition of the revisionists of the 1950s. Labour had consistently struggled to fully implement socialism, and reject the capitalist system because of what many critics believed to be a lack of a proper plan of how to implement their socialist ideology and replace the capitalist system. Blair took the modernisation of the party to a new level, adopting the American idea of rebranding the party as ‘new’. The slogan, ‘New Labour, New Britain’ was unveiled and stuck as the new party name. Blair believed that the Left had to ‘modernise or die.’ [5] With the rejection of Clause 4, Blair and the modernisers showed little respect for Old Labour’s sacred cows; â€Å"state ownership, economic planning, Keynesian de mand management, full employment, tax-and-spend welfarism and close links with the trade unions†[6] and brought Labour back to win the next General election. New Labour is itself a contested term. There is much debate as to what exactly it means. Michael Freeden suggests that the ‘ideological map’ of New Labour is â€Å"†¦located somewhere between the three great Western ideological traditions – liberalism, conservatism and socialism – though it is not equidistant from them all.†[7] Some suggest ‘New’ Labour is nothing but a marketing ploy and product of Alistair Campbell’s PR campaign for Labour in an attempt to win votes. During the 1997 election campaign, the Conservatives tried to convince voters that New Labour was simply ‘Old’ Labour in disguise using the ‘New Labour, New Danger’ slogan. Some political scientists, notably Driver and Martell assert that the political positioning of ‘New’ Labour is nothing more than Liberal Conservatism. They would argue that ‘New Labour’ is simply an extension of Thatcherism inasmuch as it is no different from Thatcherite attempts to blend traditional conservative and classical liberal principles. Pointing to Conservative prescriptions regarding education, the family and welfare, they assert that ‘New Labour’ is simply a progression of Thatcherism. Blair sees ‘New Labour’ as a new means to an old end, believing that the party has the same values yet is using new ways to achieve these aims. Apart from the rejection of Clause 4, how then is ‘New’ Labour different from ‘Old’ Labour? Dearlove and Saunders regard ‘New Labour’ to be Liberal Socialism. New Labour has rejected its classed based socialism in exchange for what many believe to be ethical socialism which has been largely influenced by Blair’s own Christian beliefs and the Labour ‘tradition of self help and mutual aid. Dennis and Halsey have defined ethical socialism as ‘a moral community in which freedom is gained for every member through the sharing of what they have, in equal mutual respect for the freedom of all’. Where Thatcher ‘sought to temper the free market individualism of neo-liberalism with an emphasis on traditional conservative values’ Blair has tried to temper the individualism of neo-liberalism with traditional ethical socialist values of equality, fraternity, self improvement and moral rectitude, in an attempt to amalgama te neo-liberal economics and socialist ethics. Whereas ‘Old Labour’ had been based on the big ideas of socialism and collectivism for the advancement of the working class, ‘New’ Labour attempts to reconstruct the state with more democracy and individual responsibility based on ‘co-operative self-help’ and the idea of communitarianism whereby individuals have a responsibility to help themselves and those immediately around them in their community. There is a new emphasis on social cohesion and ‘New’ Labour’s attempts to repair the social fabric of society. ‘New’ Labour is attempting to maintain the dynamic, innovative and efficient aspects and advantages of a liberalised economy whilst trying to avoid the inimical and often inevitable social fragmentation. One aspect of this is the shift from the ‘Old’ Labour stance on providing a large welfare state as a means of creating a more egalitarian society to ‘New’ Labour’s smaller we lfare state which is based on the principle of ‘hand up, not hand-out’ and the idea that the community and the individual should exist for each other’s benefit. The Ethical Socialist ideals are further perpetuated with ‘New’ Labour’s belief in stakeholder capitalism – the idea that every citizen must be included in the society they live in by being made to feel they have a long term stake in it using the idea of the welfare state and universal provision of services such as healthcare and education. Unlike ‘Old’ Labour’s focus on the interests and needs of the working classes, the trade unions and the poor, ‘New’ Labour concerns itself with the interests of consumers, especially middle Britain and a new deal for citizens. Anthony Giddens argues that this is largely in response to the impact of ‘post-materialism’. This idea asserts, â€Å"after a certain level of prosperity has been reached, voters become concerned less with economic issues than with the quality of their lives.†[8] In order to get the middle England vote, New Labour needed to accommodate for these voters. Giddens also suggests New Labour’s shift is a reflection of class dealignment and the decline of the blue collar, working class which meant Labour could no longer rely on a consistent ‘class bloc’ to vote for them. ‘New’ Labour has largely rejected a Keynesian style economy using demand management style that had been characteristic of ‘Old’ Labour. ‘New’ Labour has also rejected its former ideology of nationalised industry and public ownership replacing this with a much more free market approach and even privatisation of some former publicly owned services such as the London Underground. To argue that there are no discernable differences between ‘Old’ and ‘New’ Labour would be both naà ¯ve and crass. Like most political parties, since its inception, Labour has evolved, changing both its organisation and ideology to reflect changes in society and voters needs. The gap between the Left and Right has significantly narrowed with ‘New’ Labour policy and there are undeniable elements of Thatcherism in ‘New’ Labour although it is certainly not merely an extension of this. Perhaps the most significant change to ‘New’ Labour, the amendment of Clause 4, can be attributed to class dealignment and the decline of the working class that has shifted Labour far away from its socialist and nationalising policies that used to provide the core of its ideology. ‘New’ Labour no longer seeks to nationalise and plan but rather prefers equality of opportunity rather than outcome. ‘New’ Labour is no l onger the preserve of the socialist working class; it has been transformed into a party for middle England as much as the workers. [1] John Dearlove and Peter Saunders – Introduction to British Politics 3rd Edition, Polity 2000 p.394 [2] ibid p.397 [3] John Dearlove and Peter Saunders – Introduction to British Politics 3rd Edition, Polity 2000 p.402 [4] The former ‘Clause 4’ of the Labour Party constitution [5] Tony Blair, speech to the Part of European Socialists’ Congress, Malmo, 6 June 1997 [6] Stephen Driver and Luke Martell – New Labour, Politics after Thatcherism 1998 Polity, p.12 [7] Michael Freeden – The Ideology of New Labour – Political Quarterly 70 (1999) p.48 [8] Anthony Giddens – The Third Way: The Renewal of Democracy Polity p.19

Some People Believe That If Children’s Leisure Activities Are Not Educational

How children should utilize their leisure time is an issue which is discussed these days among people,some believe that the activities should be educational while others support giving children freedom to choose. Some teachers and parents have strong opinions about educational activities in childhood. They urge their children to keep studying or get engaged in educational activities. Since childhood is the best time for learning they regard it as golden days for learning.Recent surveys among children between age of 3-8 has shown that those who had educational programs in their free time were more successful in next levels of studying. though it may be hard for children at first ,it makes them to find a way for revealing their hidden talents. Children may not be aware of the result at first but as time goes by they will find it most useful method for finding their way of interest according to Doctor Bahrami's speech in Tehran university.On the contrary,some others encourage their chil dren to play more and enjoy their moments with their friends or toys around them. By their allowance children by themselves have liberty to choose activities of their interest in leisure time. Children have an opportunity to participate in group works and communicate with their same age children. Group activities even playing with same age children put them in a smallest society groups which can lead them to act better in future roles.In myy point of view, letting children to enjoy their childhood by their parents support is the best way to treat these god given beauties. Childhood is the sweetest part of life any one can experience. Creative minds grow while there is no obligation or pressure from an outer person. when children have time to draw paint or make things their talents would appear in their own way of interest. According to psychologist most of creative minds have free childhood without any obligation from their parents side.In this period(childhood)children have time to play,run and do some sports that will help them to keep fit mentally and physically. Running jumping playing keeps their body fresh and healthy and also keeps their body fit. Studies through recent years shows the increasing rate of obesity among children which is caused by modern life. Think about the way u wanted to spend your childhood. Nobody wanted to have childhood with so many educational extracurricular activities. Give your children chance to get rid of this logical acts we suppose them to do.

Graceland Essays

Graceland Essays Graceland Essay Graceland Essay Greenland, tells a coming of age story about a young boy named Elvis Eke, who has big dreams to make something of himself in America, the land of the free. Through out this novel, major cultural and life changes come about. Generational differences from the elders to the youngest living generation are unmistakably present through out the whole story, especially after Elviss mother dies and him and his father move to Lagos. The corruption aspect of the governments in Africa changes as the story progresses as well. The occupations that Elvis has throughout the years of his story also change drastically after he takes the bold move to come to America. Elviss story shows us how African culture changes throughout the period of time in which this book was written to present day. There are many cultural aspects of the African culture that still remain strong and permanent but all societies make adjustments as the years go on merely because things change and if adjustments are not made then the people of the society may not be satisfied. After Elviss mother dies from breast cancer, Sunday (Elviss father) moves them into Lagos. In Lagos they lived in the slums. The slums were dangerous and not stable places to find work, food, or a sense of safeness. Everyday was a struggle for Elvis because his father had resorted to drinking away all his problems. Elvis had to leave his other family members including; his grandmother, Aunt Felicia and Beef. His cousin, behind when his father and him made the move to Lagos. : The original plan was to find better Job prospects in Lagos, but unfortunately Elvis became the provider for the family his father then acquired in Lagos. The woman his father soon started seeing after moving to Lagos had three children of her own. Without a formal education fro a school Elvis works on the beach singing and dancing as an Elvis Presley impersonator. After moving from his family In the village, Elvis develops a tendency to not respect his elders as much as he used to. Because of the particular situation Elvis as put into this was bound to happen. As his father proceeded to drink he slowly lost some respect for the adults In the society merely for the fact that Elvis may have considered himself to be more mature than them at some points in his life. In the beginning of the book, there is a scene depicted in which his Grandmother asks him for his help sweeping the yard after he blurted out a comment about the dance lessons he wanted to take. He respectfully refrains from the question he had asked his grandmother after she, slightly rudely says, Are you blind? You Canaan see this broom? Or are you Just going tea watch me sweep with my old bones? (P 38) Today some of the younger generation would help the elder out, others would ask for payment, and some may not even do it at all. There is a major difference in how elders are treated now then they were twenty plus years ago. There Is a sort of entitlement aspect that elders or older people In general expect from the younger communal TTY. In Greenland we see as Levels starts getting Into more Illegal aspect TTS AT working he starts loosing respect for elders.

Beliefs of Islam Essays

Beliefs of Islam Essays Beliefs of Islam Essay Beliefs of Islam Essay What are the central beliefs of Islam, and how are they reflected in the Five Pillars† (McInerney, 2003)? Which of the Five Pillars do you feel would be easiest to fulfill, and which would be the most challenging (McInerney, 2003)? The Islam was founded in Mecca, Saudi Arabia around 622 CE by Muhammad, a camel driver. It is the second largest religion in the world and is worshiped in mosques throughout the Middle East and North Africa. The basic beliefs of Islam are known as the Five Doctrines of Islamic Faith. They include a belief in the absolute unity of God, belief in angels, belief in prophets, belief in scriptures, and belief in the Final Judgment. Islam has the â€Å"Five Pillars† also known as â€Å"acts of worship† The Five Pillars outline the minimal obligations required of a Muslim. They are said to be the framework for a Muslim life: faith, prayer, concern for the needy, self-purification, and the pilgrimage to Mecca. The first Pillar is Al-Shahada (Declaration of Faith). It says that all must pronounce their faith to enter into Islam in front of witnesses. Also that Allah is the only one and thing worthy of worship. The second Pillar is Salat (Prayer). Prayer required of all Muslim adults after they reach a certain age and it is done daily, five times, for around five to ten minutes each time. The third Pillar is Zakat (Charity). Muslims believe that all wealth belongs to God, and God wishes for Muslims to be generous. Zakat is the required giving of a portion of ones savings to charity at the end of each year. The fourth Pillar is Sawm (Fasting). All Muslims are required to fast during Ramadan, the ninth month of the Islamic calendar. The purpose of fasting is always to cleanse the body and soul, and shift the attention from bodily needs to spiritual needs. During times of fasting, Muslims are prohibited from eating, drinking, smoking and engaging in sexual intercourse from sunrise to sunset. The fifth and final Pillar is Hajj (Pilgrimage). All Muslims, except for those physically or financially unable, must make a pilgrimage to Mecca at least once in their life. In my opinion I think that Zakat (Charity) would be the easiest to fulfill. A example would be : giving food to the hungry, sick, or poor. I think that with my busy schedule Salat (Prayer) would be the most challenging in the scene that I would have to stop for prayer five times for ten minutes each time throughout the day. Ahmed, Akbar S. Islam Today: A Short Introduction to the Muslim World. London: I. B. Tauris Publishers, 1999. Badawi, Jamal, Ph. D. An Introduction to Islam. Islam in Your Life- About Islam. Muslim American Society. 23 September 2004 ; masnet. org/aboutislam. asp;

Whats an Unweighted GPA How to Calculate It

What's an Unweighted GPA How to Calculate It SAT / ACT Prep Online Guides and Tips Many high schools record your academic performance using unweighted GPA. But what does your unweighted GPA mean in the eyes of colleges? And how can you calculate it yourself? In this article, I’ll tell you what an unweighted GPA is, how to interpret it, and how to calculate it based on your letter grades. What Is an Unweighted GPA? Unweighted GPA is the most common way to measure academic performance in high school.Unweighted GPAs are measured on a scale of 0 to 4.0 and do not take the difficulty of your courses into account.This means that an A in an AP class and an A in a low-level class will both translate into 4.0s.A student who takes all honors and AP classes and earns all As and a couple Bs will have a lower unweighted GPA than a student who takes all low-level classes and earns all As. This may seem incredibly unfair, but it’s not as simple as that when it comes to college admissions.Colleges are aware that the numbers often tell a skewed story in the case of unweighted GPAs, and they will investigate further to see whether unweighted GPA is truly an accurate reflection of a student’s academic potential. Unweighted GPA is where the idea of a 4.0 as the gold standard of GPA comes from, but as we’ll see in the next section, this isn't always the most accurate achievement benchmark. What Does Your Unweighted GPA Mean? Will Colleges Use It? There’s a lot of advice out there about unweighted GPAs because the unweighted scale is the most commonly used GPA scale. However,all of this advice is contingent on the difficulty of your classes. Colleges won’t be nearly as impressed by your 4.0 if it was earned in low-level courses. Though it may be difficult to make the switch, you should try to move up a level in your classes if you’re doing very well.Even if your unweighted GPA goes down slightly, you’ll ultimately be doing yourself a favor in the college application process. Colleges are interested in your GPA, but they also look further into how you earned it. Don’t expect to game the system by taking easy classes and getting As. If your high school uses solely unweighted GPA, this may result in your class rank being lower than someone who takes easier courses than you. You shouldn’t worry too much about this.Again, you’re more likely to get into a good college with a slightly lower unweighted GPA that was earned in high-level classes than with a high unweighted GPA that was earned in low-level classes. Your A+ in gym won't give you a competitive edge in college admissions. Then again, maybe I'm just bitter because I always sat in the back of the court during dodgeball and pretended to be out so that I wouldn't have to embarrass myself by attempting to throw anything. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How Is Unweighted GPA Calculated? Unweighted GPA is simple to calculate because only your grades matter, not the levels of your classes.Here is a chart that shows how each letter grade translates into unweighted GPA. Letter Grade Unweighted GPA A+ 4.0 A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0 With this in mind, I’ll go through how to calculate unweighted GPA with an example. Let’s say you’re towards the end of your sophomore year in high school, so you’ve completed 3 semesters so far.In each semester, you took five core classes, which are the classes we'll use in calculating your GPA. Here are some charts of hypotehtical grades for each semester: First Semester Freshman Year Class Letter Grade Unweighted GPA 1 B 3.0 2 B 3.0 3 B+ 3.3 4 B+ 3.3 5 A- 3.7 Your unweighted GPA for this semester would be an average of the five values in the last column. This gives you a 3.3 so far. Now, let's do the second semester. This time, we'll say that your grades increased slightly. Second Semester Freshman Year Class Letter Grade Unweighted GPA 1 B 3.0 2 B+ 3.3 3 B+ 3.3 4 A- 3.7 5 A- 3.7 Your GPA for this semester would be a3.4 based on an average of the values in the last column. Finally, let’s calculate GPA for the first semester of sophomore year assuming your grades increased slightly once again. First Semester Sophomore Year Class Letter Grade Unweighted GPA 1 B+ 3.3 2 B+ 3.3 3 A- 3.7 4 A- 3.7 5 A- 3.7 Your average unweighted GPA for this semester would be a 3.5.Now we can calculate your overall GPA by averaging the three GPAs from each semester. Semester Unweighted GPA First - Freshman 3.3 Second - Freshman 3.4 First - Sophomore 3.5 Cumulative 3.4 Note that this method of averaging semester GPAs only works if you took the same number of classes every semester. If you didn't, it's best to just translate all of your grades so far into unweighted GPAs, add them up, and divide by the total number of classes you've taken. If your school gets more specific with its GPAs for different grades (for example, a 90 average in a class would translate into a lower GPA than a 92 average even though they’re both A-s), look at this more detailed conversion chart to get a more accurate result. Conclusion The unweighted GPA is GPA in its purest form: it only considers your grades and not the levels of your classes. It’s important to keep things in perspective when assessing your unweighted GPA because colleges will be able to tell whether you earned it in difficult classes or not.Having a 4.0 unweighted GPA doesn’t automatically mean you’ll get your pick of top colleges. You need to challenge yourself academically in AP and Honors classes so you can rise above the crowd. Unweighted GPA is relatively easy to calculate because you don’t have to account for the levels of your classes. If you want to figure out your unweighted GPA, just consult the conversion chart in this article to translate your grades into the appropriate numerical values. What's Next? Now that you know all about unweighted GPA, you may be wondering whether colleges place more emphasis on unweighted or weighted GPA statistics in the admissions process. Learn more about which GPA measurement will be most important for college. You should also check out this article on what constitutes a good or bad GPA for college admissionsif you're not sure whether your GPA is high enough for your college goals. With unweighted GPA, it can be difficult to figure out whether your course load is advanced enough for selective colleges. Read this article to find out what constitutes a rigorous course load in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Demand and Supply Curve for Tuna Fish Essay Example | Topics and Well Written Essays - 1250 words

Demand and Supply Curve for Tuna Fish - Essay Example This is primarily because a movement along the supply curve occurs when the price of the good changes and quantity supplied changes in line with the original supply relationship. If any of the factors affecting supply of vessels or labor market changed then the supply curve would shift either side (Arnold, 2013). If people discover that tuna has heavy concentrations of mercury the fish labor market would suffer. Though price has been increasing due to healthy consciousness about tuna fish as a rich source of protein, this discovery would drastically lower the quantity demanded causing leftward shift in demand curve from D1 to D2. Thereby, the quantity demanded for the fish would lower because of deadly effects of mercury in food which also see price lower from p1 to p2. The supply curve would remain the same and quantity of labor and vessels supplied would move along the curve. If there is no remedy, the entire tuna market would collapse unless fishermen go fishing is safe waters where there are no contaminated fish. Q 4.1: Price Ceiling in Argentina’s Electricity Market With increase in demand for electricity in urban and rural areas with a price ceiling, it would put an upward pressure on price of electricity to increase and utility companies would require funds to expand their capac ity to meet increasing demand (Q1) at lower and cheap prices (Po). Since there is an incentive to buy air conditioners to cool the houses, power blackouts would continue to increase more in urban areas than in rural areas. The difference arises because more urban centres are connected to power and residents have more disposable incomes to purchase air conditioners. In its worse form as inflation bites, utility companies would have to produce lower units of power at prevailing prices further increasing power blackouts. The supply curve would shift to the left resulting into lower units of power output (Q2) but because of the price ceiling the price remains the same instead of increasing as would have been the case under free market. Q 4.5: Price of entrees/ dinner during recession and during economic boom If the restaurant management is seeking less-price conscious clientele, it would therefore mean that during an economic boom, the target clients would have more disposable income an d therefore willing to spend extra cash on the same quantity to enjoy a leisurely dinner at the restaurant. Likelihood of the management to increase prices under economic boom would depend on price elasticity of demand among the target customers. If the elasticity of demand is more that unity, then it would mean that a unit change in price would result into more than one unit change in quantity demanded. On the other hand, if elasticity is less that unitary, then a unit change in price would result into less than a unit change in quantity demanded (Landsburg, 2011). Therefore, in this case because the assumption is that target clientele is less price sensitive, then it means that price elasticity of demand is less than unitary. As a result, if the management decides to increase prices during an economic boom, then a unit change (increase) in price would result in less than a unit change (reduction) in quantity demanded (or number of clients). The resultant effect is that total reven ue would increase more than before the original status because change from P0 – P1> Q0 – Q1. This therefore would let the management to allow customers to eat a leisurely dinner because they will have covered their costs and accrue more revenue. In addition, the ambience that comes with the restaurant having fewer customers would attract more customers who are less price

Project Management Essay Example | Topics and Well Written Essays - 4000 words - 1

Project Management - Essay Example Management Information System package is discussed at length putting into consideration the impacts that it brings with it. It was found to provide information that organization need in order to effectively manage their businesses. This package was found to be the best in managing a company’s data and information. An Integrated Accounting System was also discussed in detail comparing its significance to the company and the impacts that accompany it. Various challenges were found to face the company in absentia of the package which can be solved with the application of that software. This system was found to be able to manage different accounts which are essential to the operation of the company. The package worked with use of modules which include the following: the financial Management Module, Accounts Receivable Module, Account payable module, fixed assets module, the inventory control model, sales order module, and purchase order module. The report further recognizes the im portance of Michael Porter’s generic strategy to be used by the ABC Ltd in order to make appropriate strategic decisions and the rationale that accompany the same. The strategy relied on two major aspects in its operations which were competitive advantage and competitive scope. Various functions of customer care were also discussed in the report. Contents Abstract 2 1.0 Introduction 4 1.1 Purpose 4 1.2 Scope 4 1.3 Method 5 1.4 Limitation 5 1.5 Assumptions 5 1.6 Background 6 2.0 SWOT Analysis 6 Strengths 6 Weaknesses 7 Opportunities 8 2.1 Alternative solutions 8 2.2 Management Information System (MIS) 9 2.3 Integrated Accounting System 10 2.4 Cost of Installing an MIS in the company 12 2.5 Discussion 13 3.0 Conclusion 15 4.0 Recommendations 17 Project management Gantt chart 19 1.0 Introduction 1.1 Purpose The purpose of this report was to analyze and determine the suitable management system and an integrated accounting system to be used by the ABC Ltd. The report considered bo th the internal and external environment surrounding the company and identified the challenges posing a threat o the company and opportunities available to the company. Customer service was rather discovered to be the best solution in identifying and satisfying the customer needs. This is because the service was found to be more effective and efficient way of handling the customer needs in any business. 1.2 Scope While determining ways to link Management Information System to an Integrated Accounting System, there are various factors that are put into considerations. Identify ways to increase sales of the firm’s products, regular staff training, management strategies to be used by the company, improve the product line of the organization and to crown it all, conduct customer service to increase the effectiveness and efficiency of their service. The reports looks at was in firm’s strategic decision are reached and how effectively and efficiently an organization should b e managed. ABC Ltd had problem of facing their system which had not been up-dated since the date of its installation. The report puts across rationale of using an up-dated system and the returns that comes with it. Considering the findings obtained in the study and the discussion thereby, a conclusion and recommendation of appropriate measures was done. It was concluded that IT usage in the business was necessary in the organization’

UNIFICATION IN GERMANY&IN ITALY Essay Example | Topics and Well Written Essays - 750 words - 1

UNIFICATION IN GERMANY&IN ITALY - Essay Example A cobbler can serve his people but he cannot dominate them in any way. In his speech, Otto von Bismarck laments on the Socialist Law. He said that socialist law should ensure the lives of workers are improved and protected. Citizens should be allowed to self-defense themselves and also help them when they are dissatisfied. Bismarck blamed the social democratic leaders for anxiety to rule citizens without satisfying them. He said his stand is to support absolutist government. He also laments that, it is the responsibility of the state to workers from any accidents that may occur. The state should also protect the workers when they become old. The state should control the private stock companies in order to ensure that workers are not exploited by the employers. Another objective of the state according to Bismarck is to protect the helpless citizens in the society. Bismarck also talked about the way people understand freedom. He said that people have used freedom to mean dominance of the free people over others. He gave an example of freedom of speech which he said that it gives the speaker freedom to dominate. He also said that freedom of church gives priests chances to dominate. He urged that freedom perspective should be changed for the better. This is one of the unifying factors that Bismarck used to unify Germany. John Leighton talks about commune in Paris. In this document, he talks about the centralized nation state that Otto von Bismarck and Lincoln had proposed. A revolt occurred in this nation and French National Guard was sent to suppress but they did it differently. They murdered some of their officers and joined. They later decentralized the area. John talks about the commune. He is complaining to the landlord concerning their responsibilities. He says that without a tenant, landlord would not be gaining any more. Therefore, landlord should be aware of the status of his or her tenants and treat them correctly. Tenants were

Slavery Essay Example | Topics and Well Written Essays - 2000 words

Slavery - Essay Example In many bygone civilizations, slavery was the mainstay that enabled them to achieve the glory and reputation that they still enjoy to this day. Ancient civilizations such as those of Egypt, Greece, and the Roman Empire were all built on the backs of thousands of slaves. The modern world’s main superpower would also base its economy, during the early years of its existence, on the institution of slavery. SLAVERY IN THE ANCIENT WORLD Egypt According to Redford, the civilization of Ancient Egypt existed between 5500 B.C. and 332 B.C (Redford 31). During this 4,200-year time line, slaves created numerous structures in the different dynasties; the most famous of which were the pyramids that still remain today. In the course of its colorful existence, the civilization of Ancient Egypt developed an advanced socio-political establishment and even developed schools for its scholars. According to Redford, it is slaves who worked in extremely dangerous conditions, with thousands of them dying in the process, to create structures such as the famous pyramids of Giza (Redford 32). Egyptian records from this bygone era have also shown that slaves were not just presumed to be the property of their masters in the physical earthy life but also their chattels in the afterlife. It was not unusual for the slaves of a rich man, along with his favorite wives, to be murdered upon his death so that they could continue to serve their master in the next life. The most famous account of the existence of slaves in Egypt is found in the Old Testament where the record of the Israelite slaves living in Egypt between 1400 and 1200 BC is documented. It is unlikely that only Jewish slaves were kept in Egypt (Redford 34). There were probably slaves of different ethnicities working in Egypt. From recorded documents, it is evident that there were even instances where poor families sold their children to be slaves in wealthy families. This would ensure that their children were fed constantly while allowing them also to be able to feed the remaining family members. People who ran into debt could also sell themselves into slavery or become the indentured servants of the people whom they owed money. Even though slaves occupied the lowest rung of Egyptian society, the ones who worked for rich masters such as temple priests, wealthy businessmen, or the royal family fared better than the peasants who owned land. This is because peasants had to give a part of their crops as taxes whether they experienced good harvests or not while slaves were dependent on their masters’ largesse. Ancient Greece In ancient Greece, which existed between the Bronze Age and remained until around 1000BC, slavery was also a recognized institution in society. According to Reilly, for every free citizen in Athens there was a slave (Reilly 62). Any male citizen in Greece who had a modest salary could procure the services of a slave to perform duties in his business, as a servant in his home, or even for personal services. In ancient Greece, slaves were often prisoners of war, or people who had been born of slaves. Moreover, there were many slaves who had actually been kidnapped from their home nations and brought to Athens to be sold as slaves or male and female concubines. In city states such as Athens, slaves could aspire to become physicians. They were given more freedom; and, depending on their masters, were treated with respect for the

Description and definition Assignment Example | Topics and Well Written Essays - 250 words

Description and definition - Assignment Example Harte, "In Our Own Hands: A Strategy for Conserving Biological Diversity in California," 1990). c. Watershed Management is a â€Å"process of managing human activities in an area defined by watershed boundaries in order to protect and rehabilitate land and water, and associated aquatic and terrestrial resources, while recognizing the benefits of orderly growth and development† (Watershed Planning Implementation PMC, 1997). A new and exciting hobby that entails hiding and seeking treasures is geocaching. The equipment needed to indulge in this hobby is a GPS devise or a Global Positioning System which is a â€Å"a radio navigation system that allows land, sea, and airborne users to determine their exact location, velocity, and time 24 hours a day, in all weather conditions, anywhere in the world† (GPS Resources, n.d.). The objective of this hobby is to locate hidden containers, called geocaches, located outdoors through the GPS devise and to share one’s experiences online, through the worldwide

Slavery Essay Example | Topics and Well Written Essays - 2000 words

Slavery - Essay Example In many bygone civilizations, slavery was the mainstay that enabled them to achieve the glory and reputation that they still enjoy to this day. Ancient civilizations such as those of Egypt, Greece, and the Roman Empire were all built on the backs of thousands of slaves. The modern world’s main superpower would also base its economy, during the early years of its existence, on the institution of slavery. SLAVERY IN THE ANCIENT WORLD Egypt According to Redford, the civilization of Ancient Egypt existed between 5500 B.C. and 332 B.C (Redford 31). During this 4,200-year time line, slaves created numerous structures in the different dynasties; the most famous of which were the pyramids that still remain today. In the course of its colorful existence, the civilization of Ancient Egypt developed an advanced socio-political establishment and even developed schools for its scholars. According to Redford, it is slaves who worked in extremely dangerous conditions, with thousands of them dying in the process, to create structures such as the famous pyramids of Giza (Redford 32). Egyptian records from this bygone era have also shown that slaves were not just presumed to be the property of their masters in the physical earthy life but also their chattels in the afterlife. It was not unusual for the slaves of a rich man, along with his favorite wives, to be murdered upon his death so that they could continue to serve their master in the next life. The most famous account of the existence of slaves in Egypt is found in the Old Testament where the record of the Israelite slaves living in Egypt between 1400 and 1200 BC is documented. It is unlikely that only Jewish slaves were kept in Egypt (Redford 34). There were probably slaves of different ethnicities working in Egypt. From recorded documents, it is evident that there were even instances where poor families sold their children to be slaves in wealthy families. This would ensure that their children were fed constantly while allowing them also to be able to feed the remaining family members. People who ran into debt could also sell themselves into slavery or become the indentured servants of the people whom they owed money. Even though slaves occupied the lowest rung of Egyptian society, the ones who worked for rich masters such as temple priests, wealthy businessmen, or the royal family fared better than the peasants who owned land. This is because peasants had to give a part of their crops as taxes whether they experienced good harvests or not while slaves were dependent on their masters’ largesse. Ancient Greece In ancient Greece, which existed between the Bronze Age and remained until around 1000BC, slavery was also a recognized institution in society. According to Reilly, for every free citizen in Athens there was a slave (Reilly 62). Any male citizen in Greece who had a modest salary could procure the services of a slave to perform duties in his business, as a servant in his home, or even for personal services. In ancient Greece, slaves were often prisoners of war, or people who had been born of slaves. Moreover, there were many slaves who had actually been kidnapped from their home nations and brought to Athens to be sold as slaves or male and female concubines. In city states such as Athens, slaves could aspire to become physicians. They were given more freedom; and, depending on their masters, were treated with respect for the

Religion in Pop Culture Term Paper Example | Topics and Well Written Essays - 750 words

Religion in Pop Culture - Term Paper Example The vision of religion in the new light, when it is a component of the pop culture raises a lot of questions: whether it is right or wrong to popularize images of Jesus Christ or God Mother or other religious images. The most known reflections of religion in pop culture can be traced in the creative works of Lady Gaga. If we talk about this singer, we can see that lately this popular singer is really obsessed with religious images and she always is looking for an opportunity to promote religious images. In her interviews she claims that she is a too religious and spiritual person, but when we watch her videos we can have many doubts. Still, I am also impressed by her video on the song â€Å"Born This Way†. Lady Gaga is not the first one, who tries to reflect her ideas of love and faith by means of using different religious allusions and metaphors. There are humane and good lines in the song â€Å"Born This Way†, when the singer says: â€Å"I’m beautiful in my wa y because God makes no mistakes†. This is a righteous interpretation of religion. Nevertheless, allusions used are really impressive and we can think about the moment of birth. Her videos are always ambiguous. For example, the most impressive clip for me is â€Å"Judas†. Thus, in her video â€Å"Judas† we can see that â€Å"Jesus is my virtue / but Judas is the demon I cling to† and these lines imply a potential sinful behavior of too religious people. These controversial songs and videos impress me by their potential to strike my imagination. I try to guess, which are the real intentions of Lady Gaga songs? I came across the images of a sinful Magdalena in â€Å"Judas† and innocent â€Å"Venus† in this video. Moreover, Gaga does not only reflect her own religious beliefs, she also tries to bring in a kind of burlesque and kitsch to her religious interpretations†¦for example in her video â€Å"Judas† there are striking images of a nun, who is dreaming about sex with men, or when Lady Gaga tries to make a shot with her gun, but in reality it turns out to be a lipstick. Another demonstration of religion in pop culture is representation of religious ideas in clothes. For example, pink T-shirts with a cartoon kitten purring â€Å"Jesus loves me†. Religion is a kind of a trend in the modern world. Madonna and Pam Anderson wear T-shirts with the line â€Å"Mary is My Homegirl†. Such kind of T-shirts is an attempt to make people think about religious issues. We do not have enough time to visit Church and for some people it is a kind of showing off their religious beliefs. To my mind this strategy is fashionable, but it should not be kitschy as it is. As a rule priests argue with popularization of religion and blame Lady Gaga for her profanity. Popular films also reflect the fashionable religious ideas and beliefs. For example, the film by Mel Gibson â€Å"The Passion of the Christ† is very popu lar or â€Å"Joan of Arcadia,† a film story about the girl on who talks to God won attraction of the audience. Nowadays religion is a modern brand. It sounds like the world has gone wild, but it is really so. Popular slogans promote religion, but in a different way, which seems natural for people. For example, we can see that it is easier and more pleasant for people to wear T-shirts with

The Major Theories of the Science of Life Essay Example for Free

The Major Theories of the Science of Life Essay The study of living things is called biology. Although biology is one of the fields of study in science, it has a broad range of concepts and principles. To the many scientists who have contributed to biology, it owes the many theories in its scope. Below are the major theories that are crucial for the study of biology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most famous of all the theories is the theory of natural selection proposed by Charles Darwin (Pruitt, 2005, p. 10). In the theory, different organisms living in nature change or evolve through the years. Such process of change in living things is called natural selection (Pruitt, 2005, p. 10). In connection, Mendel’s principle of inheritance is the process wherein characteristics of the parent organism are passed down to the offspring on and on through several generations. This is possible by certain factors known as genes (Pruitt, 2005, p. 10). Nevertheless, organisms are not solely composed of genes but rather organisms are composed of cells which come from previously existing cells which are the building blocks of living organisms (Pruitt, 2005, p. 11). Due to the many differences in characteristics of organisms, biological classification was employed. By the use of biological classification, the various organisms are systematized. Just like the inanimate world, life abides by the rules of energy. Such study is known as bioenergetics (Pruitt, 2005, p. 11). On the other hand, the ability of organisms to tolerate external conditions such as changes in pressure and temperature is known as homeostasis (Pruitt, 2005, p. 11). Lastly, the study of the interactions of organisms with others and the environment is known as ecology. Thus, the biological community with the non living environment is known as ecosystem (Pruitt, 2005, p. 11).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These different theories are used in research studies. One very good example is that of inheritance. The principle that governs inheritance is used in genetic engineering where the genetic characteristic of an organism is altered to add or remove specific traits (Microsoft Encarta 2006). This method is widely used to produce more desirable products for man. References Genetic Engineering. (2006). Microsoft Encarta 2007 [CD]. Redmond, WA: Microsoft Corporation, Inc. Pruitt, N.L Underwood, L.S. (2005). BioInquiry, Making Connections in Biology. 3rd edition. Wiley and Sons, Inc.

Understanding and analysing self harm

Understanding and analysing self harm Self harm in all of its forms is one of the greatest dangers that face vulnerable adolescents, promoting unhealthy cycles, and increasing the risk of suicide and from the perspective of a school nurse, the problem is very evident. Whilst providing duties to young people with, or prone to, psychological, emotional or mental help problems it is clear that self harm is an ever increasing issue. There is evidence that would suggest that the rates of self harm within the UK are the highest in Europe (Mental Health Foundation, 2006, a) and as such, this act should be considered one of our nations significant health concerns. Self harm is a complicated and very challenging problem to face and as such a deep understanding of self harm is vital to combating it. In reviewing literature we must interpret a comprehensive volume of information relating to a given topic. In this instance the topic at hand is self-harm, and as such we are required to study and absorb as much of the available information in order to digest it into new insights and to provide evidence to inform our practical decisions. In this specific review the aim is to use the available literature to identify the most prominent and prevalent challenges that could face a school nurse in the treatment and management of youths that self harm. The act of self-harm has become all the more common amongst adolescents (Fortune and Hawton, 2005) (Laukkanen et al, 2009), wherein as many as one in 15 youths undertake self harm at one point or more in their lives (Mental Health Foundation, 2006, a). Self harm involves many types of personal injury, from poisoning to starving, though cutting is the predominant method of self injury (Lakkanen et al, 2009) and because of this, I have ensured to differentiate cutting, from other means of self harm within this review. The primary approach of this review is to attempt to identify the most prominent literature relative to this topic within the UK. Unfortunately there is only a small pool of literature governing the topic of self harm in youths; even foreign literature on the topic is just as underdeveloped and lacking, often using differing terminology, such as self-Mutilation (Derouin and Bravender, 2004). A further category of self harm that requires specific definition is the term Deliberate self harm, otherwise known as DSH. Whilst it is most frequently used in UK literature pertaining to the subject, it has been regarded as controversial, because of the mental connotations behind the disorder. (NICE, 2004). People who commit self harm, tend to not feel comfortable with the use of the word deliberate, as it disrupts the notion that the act is voluntary, which a lot of sufferers disbelieve (Royal College of Psychiatrists, 2007). In recognising different perspectives on the matter, the term deliberate should no longer be used in relation to self harm, to give an enlightened view of the topic within this literature review. When discussing young people or adolescent in this report, the terms will refer to any young person between 12 and 18 years of age. The average age of onset for self harm is 12 years (mental health foundation, 2006, a), however children as young as five years old have been reported to self harm (Bywaters and Rolfe, 2002). The cases of children that young performing self harm is very uncommon, and the rate tends to increase rapidly with age throughout adolescence (Hawton et al, 2003). Methodology. Gathering literary sources was done by utilising a search of CINAHL (Cumulative Index to Nursing and Allied Health Literature), a database for nurising based literature reviews. It is particularly suiting as it relaties specifically to nursing and allied health literature (Aveyard, 2010). In order to get the most comprehensive list of resources, several terms were used within the search; Cut* self-harm self-mutilation, Adolescent and School nurse in order to provide a wide range of literature related to the topic. Recent papers, such as those published within the last five to ten years were used. In order to gather enough information, the limit was extended to ten years, as there was simply not enough sources within a five year bracket. When performign these searches, the search terms were often linked in order to provide the best set of results. Other databases were used, using a similar method as this to good results. They included The British Nursing Inde, and PsychINFO. It is often emphasised how important it is to combine search strategies (Greenhalgh and Peacock, 2005), within literature reviews. Despite the advantage electronic searches provide, it is still possible to miss key sources of literature. (Montori et al, 2004). Every step to ensure the best quality of literature is provided should be taken, and as such within this review, any appropriate cited references have been thoroughly checked and sourced. In following various searches, the extracts from the articles were read for relevance to the review. They were also regarded to see if they met the inclusion/exclusion criteria and for general relevance and importance. The critical apraisal skills programme was used to great effect in ascertaining the quality of certain articles (Aveyard, 2010). Further articles that did not meet criteria at this stage were disregarded from the study. As could be expected, all literature that had been collated showed similarities in their findings and themes. These have been used to link the findings in a systematic manner for the purpose of this review (Pope et al, 2007). Prevelance, rates, reasons to harm, the factors behind harming, suicidal intentions and intervention are all themes which need to be studied and examined for the problems and considerations faced by a medical professional when encountering them. Prevelance One thought that is unanimous within studies concerning self-harm is that the act itself is much more than simply attention seeking behaviour. (Mental Health Foundation, 2006, a). This is supported by the instances in which youths attempt to hide their attempts behind long sleeved tops, or by cutting in areas of the body that are hidden from view, such as the inner thigh or the axilla (Freeman, 2002). Because of this, many acts of self-harm do not come to the attention of the healthcare services, so it is almost impossible to discern the true scale of the matter. However in one study 13 .2% of adolescents reported to have purposefully harmed themselves within their lives (Hawthorn and Rodam, 2006). There have been many studies on the matter, but it is difficult to compare results due to varying age groups and conditions. Two facts seem t o be agreed upon however, and they are that cutting is the most prevalent type of self-harm (Laukkanen et al, 2009) and that in all likelihood the true scale of the problem goes unrecorded. The latter could be due to several reasons; between youths hiding the fact they perform self-harm and that parents who have no fears in regards to their children, are less likely to give consent to permit these studies recording data. (Hintikka et al, 2009). With all reports agreeing that the situation as a whole reflects merely the tip of an iceberg, and that findings do not cover the majority of acts that go unnoticed by the medical services, health professionals require a greater understanding of the topic, in order to tackle the problem when they do encounter it. As School Nurses are often the first to contact youths who self harm (McDougal, 2003), it is even more vital to provide an understanding and means to address this problem. Whilst establishing a professional where pupils feel comfortable in disclosing their behaviour , it is also vital to promote awareness in the school and community at large of the dangers of this self-harming behaviour (Hackney, 2009). However the root of the problem lies in identifying those who are prone to cutting and other acts of self harm, and understanding why they choose to take this step. Why Adolescents Self-Harm There appear to be many reasons offered as to why adolescents choose to harm themselves including to feel more alive, to distract from the reality of their situation, and to even gain relief from the pressures that surround them (Mental Health Foundation, 2006, a). It can be used as a means of dealing with emotional extremes of anger, sadness or depression (Mental Health Foundation, 2006, a), or even as a means of expressing negative emotions such as self-loathing or loneliness. Whatever the cause, the reason behind it is often that the adolescents mind finds it easier to deal with physical pain and trauma than the emotional pain that is the root of the problem (Medical Health Foundation, 2006, a). Physically, there are endorphins released during the act of cutting which serve as to calm the person down (Starr, 2004). In doing this, the anxiety is reduced and not only is the adolescent satisfied emotionally, but also potentially addicted physically. Adolescents often feel that betwee n studies and their family, they have no control over their own life; and as such cutting can be a means of exerting control over themselves physically. (Derouin and Bravender, 2004). However in certain circumstances, it can be used to exert control of those around the youth, such as friends, family, and other loved ones. (Freeman, 2002). With this in mind, it is understandable why youths take to self harm as a means of resolving their emotional issues, as it has been recorded that most youths who have undertaken the act, hold it in a positive light (Griesbach, 2008). However it is only a temporary solution and an often dangerous one at that. Any gratification gained from the act itself does nothing to relive the underlying problem (Mental Health Foundation, 2006), and as such cannot be expected to resolve itself. Those who choose to self harm, tend to do so because of a complex combination of reasons and experiences, rather than a single, governing event (Fox and Hawton, 2004). As such, it can often be difficult for a Nurse to address these issues as a collective when dealing with those who self-harm. Factors associated to Self Harm Girls are more prone to internalise their problems than boys and as such, certain pieces of literature believe that girls are far more likely than boys to resort to self harm (Hawton et al, 2002). In contradiction to this, certain texts would state that in a study of admissions to an accident and emergency department, almost as many boys were admitted as girls, for the act of self harm (Lilley et al, 2008). As such, it is important to acknowledge that the differences between genders, may not reflect the likelihood of cutting as any greater than the other. There a re also emotional factors tied to self harm, tha t include feelings of loneliness, isolation, depression, frustration and worthlessness (Griesbach, 2008). These feelings in and of themselves often a re enough to cause concern that a youth could self harm, however combined with other factors such as separation from loved ones (through arguments or neglect), bullying or even abuse could amplify the risk of self-harm (Griesbach, 2008). It is just as important when considering these factors, that not everybody who has suffered neglect or abuse will self-harm, and that those that have will often handle things in a less destructive manner (Turp, 2002). Other behavioural factors have been linked to those who self-harm, which include aggressive tendencies, poor educational performance, substance abuse, and most commonly depressive moods (Laukkanen et al, 2009). There are also those who suffer from stress, or who feel as if they have little control over their life. (Griesbach, 2008) Family and Relationships Whilst behavioural problems can be tied to the reasons behind self-harm, often it is those closest to the adolescent that promote these issues, knowingly or otherwise, such as a parental figure providing either overprotection, or a lack of care (Marchetto, 2006). There are many psychosocial issues that may impart negative emotions, stress, or pressures upon a youth, with serious family and relationship problems being the more common (Laukkanen et al, 2009). With this to consider, a school nurse must realise that even the most superficial act of self harm could be linked to a very deep and complex series of psychosocial problems. Young people often feel uncomfortable opening up about such backgrounds, regardless of family circumstance (Griesbach, 2008) and consequently it can be difficult for a school nurse to uncover the true cause of self-harm with a patient. This difficulty in opening up must be considered when assessing a youth suspected of self harm in order to best establish a r elationship with the patient and thus a level of trust (Griesbach, 2008). Mental concerns. A high proportion of children can be diagnosed with mental disorders. With mental health problems such as anxiety, depression and even eating disorders being strongly linked to those who self-harm (Hintikka et al, 2009), these high proportions become all the more concerning. According to The Mental Health Foundation (2006, b) One in ten children have a mental health disorder, coupled with the strong links between self harm and these disorders gives cause for concern as to how much goes unrecorded. Depression has even been recognised as a major factor behind self harm (Derouin and Bravender, 2004), which is becoming even more common with girls who choose to cut. (Hintikka et al, 2009). However there is often a stigma attached to mental health issues that a school nurse will have to overcome when addressing these problems. Often establishing a heightened awareness of these disorders within the community will remove some of the stigma related to these disorders, and in turn will encoura ge youths to be more open and healthy with their thoughts (Hackney, 2009). Some adolescents however, have been discovered to have self-harmed for years by successfully hiding their injuries, and have shown no signs of a mental disorder (Derouin and Bravender, 2004) that stimulates the necessity to cut. Even if mental problems are not to blame however, the act of self harm is a sign that something is wrong within the youths life; self harm often being the outward response to unfavourable circumstances (Griesbach, 2008). Social Circumstances Peer pressure is an all too common part of adolescence. In regards to self-harm, this combined with curiosity and risk taking behaviour will often act as encouragement to try it (Derouin and Bravender, 2004). It is important for a school nurse to understand the presence of peer pressure, and be mindful of it when assisting those who have to overcome self-mutilation. Indeed it is necessary to be mindful of all outside social developmental issues when a school nurse attempts to break the cycle of cutting with a patient. (Derouin and Bravender, 2004). Suicide. Whilst those who choose to self cut or self mutilate often are not intending to attempt suicide, there can often be a risk. Often they are simply attempting to release extreme anxiety or inner pain, (Derouin and Bravender, 2004). However, there are difficulties when addressing this problem as a school nurse. Those who choose to cut are often less likely to be at risk of suicide than those who harm in a different manner; often their only aim is to release tension, and they are more in control of the damage they are inflicting than other methods. (Griesbach, 2008). However, evidence supports the notion that those who self-harm, will repeatedly self-harm, and in turn this increases their risk of suicide, intended or not (Cleaver, 2007). It is important to remember that in general young people will see suicide, and self-harm as two very separate things. Unfortunately for a school nurse, the characteristics of those who self-harm and those who intend to commit suicide are often shared (Hawton and James, 2005). Thus it can be a very challenging experience for a School Nurse to identify pupils who self harm who are at risk of suicide in a medium or a short term. It is vital for School Nurses to recognise the differences between the two, and intervene at the earliest possible opportunity, for every case of self-harm. Whilst Suicide is a rare event (NICE, 2004), it is still the third most common cause of death in the adolescent age group. As such any discovery of self-harming should be fully assessed for needs, emotional, psychological and social factors that are specific to the individual case (NICE, 2004) so as to better assess the problem at hand. Interventions There is some debate as to the best method to stop repeated self-harm, and unfortunately there is a lack of good evidence to support one method over another (NICE, 2004). Randomise Control Trials (RCT) are often the premier choice of researching and comparing differing interventions (Harner and Collinson, 2005). There had been positive results found within the realm of group therapy. Wood (2001) found promising results from a study into developmental group psychotherapy, recording a clinically significant difference to favour group therapy above other forms of aftercare and upon this evidence a first line of treatment should be prescribed as group therapy. Unfortunately in contrast to this a recent repetition of the study failed to yield any positive results to suggest that group therapy was a superior treatment (Hazell et al, 2009). As we can see there is a great difficulty in assessing the value of any research into treatment, and the importance of repeating the tests for grounded evidence. Young people say that they wish to be helped in a way that feels comfortable for them. This is understandable, as they are often discussing a private matter. Private support groups, one on one sessions and drop in services are viewed as particularly helpful (Griesbach, 2008). One of the most important factors is overcoming the negative attitude associated with the disorder; something that is even possessed by the nurses who treat it (Cleaver, 2007). As such it is important to treat the patient with respect and to listen to their problems, even if their roots do not stem from self-harm, but from daily, or emotional issues. Many who have self harmed state that had this service been available to them in the first place, they would not have started their disorder (Mental Health Foundation, 2006, a) Preventative measures must be taken to address self-harm in all of its forms. A school nurse is positioned at the forefront of these preventative measures, and often can find themselves in the best possible position to assist the youth. However; self harm is a very large, and very complex problem for a school nurse to address, with evidence suggesting nurses to feel overwhelmed and under supported when tackling the issue (Cook and James, 2009). With this in mind, the further education of school nurses to equip them to deal with these issues cannot be disregarded (NICE, 2004). When preventative measures fail it is good practise to advise people who repeatedly self injure with management techniques such as, how best to deal with scarring, alternative coping strategies, and harm minimalisation techniques (NICE, 2004). This concept is well established in health promotion and has been applied in recent years successfully to both sexual health education and in a reduction of teenage pregnancies (Lesley, 2008). Adolescence is a time for striving for independence, experimenting and taking risks (Lesley, 2008) and this approach of minimising self harm can often be the best approach to tackling those who have already self harmed. Evidence to suggest an effective treatment is not abundant (NICE, 2004) but to focus on minimising the damage is a pessimistic approach. Certain voluntary organizations advocate the thought If you feel the need to self harm, focus on staying within the safe limits (Mind, 2010). Young people want a range of options for self help best suited to them, even if it is something as simple as something to distract themselves from self harm for just a short period of time (Mental Health Foundation, 2006, a). Successful distraction techniques have been known to include using ice instead of cutting, or even marking with a red pen; other means involve simply venting pent up frustration such as by punching a punch bag (Mental Health Foundation, 2006, a) not all reliefs have to be physical, however, and often creative pursuits such as writing, drawing and painting can have a very positive effect (Griesbech, 2008). Often, it is much more constructive to engage in creative rather than destructive be haviour and is even more likely to change behavioural response to self harm (Norman and Ryrie, 2004). If unavoidable, it is advocated that those who cut use clean, sharp instruments and avoid areas that include veins and arteries (Pengelly, 2008). When advocating this a nurse must consider both the legal and ethical arguments of endorsing any form of self harm (Pengally, 2008). Many do not feel comfortable discussing these minimalisation techniques over the concern that this could be construed as encouragement and leave the nurse vulnerable to backlash (Pengally, 2008). That said, often self harm may be the only control that a young person feels that they have over their lives (Derouin and Bravender, 2004) it is essential for a nurse, when supporting adolescents, to make effective clinical decisions. Ethical dilemmas and diverse situations often arise in this field of medicine and must be balanced with the needs of the patient and community (Bennet, 2008). Ultimately, when undertaking these decisions, practitioners must consult with the rest of the clinical team and maintain in depth records. Similarly, the decision whether or not to inform the parents raises another ethical question. Inititally, it can damage trust between the nurse and patient in future consultations, however, should a youth be considered mature enough they should be treated as adults and thus given the same level of confidentiality (Hendrick, 2010). Limitations. The majority of sources of information within this review is qualitative research which is related to the desire to obtain the opinions of individuals alongside their experiences (Watson et al, 2008). The benefits of qualitative methods are that often a greater wealth of information is obtained, in terms of social and personal experiences and insights than would otherwise be available (Hall, 2006). Unfortunately, there are many criticisms that beset qualitative studies. For instance, many disregard the findings as they are not ecologically valid due to the small sample size (Parahoo, 2006) as such, findings of many studies often only reflect the characteristics of that particular sample as opposed to the diverse population that engage in the act of self harm. Furthermore, it is difficult to justify evidencing qualitative research as often its results are interpretative (Aveyard, 2010) of course, findings can also be affected by the differing assessment methods used to collate the inf ormation, such as whether the assessment was done autonomously or if it relied on parental consent. Recommendations. Harm minimalisation techniques need to be widely available to adolescents who self harm with recognization of the ethical dilemmas, in order to support school nurses within this field of practise. Future literature on the subject also needs to choose its terminology carefully and focus upon one form of self harm rather than generalising. This is the only manner in which a specific treatment can be formulated to address each individual form of self harm allowing nursing to develop appropriate preventative interventions. School nurses should also refer all youths who harm to CAMHS. The presumption that young people that cut are not suicidal or that they do not have mental illness is too high a risk to consider and even though the majority hold neither of these disorders, they can not be overlooked due to the minority that do possess them. Conclusion. The true extent of self harm or self cutting is very difficult to determine due to the inconsistencies and definition and underreporting that often it goes unnoticed. What can be agreed upon, is that self cutting is an increasing and serious problem among adolescents. School nurses hold a vital role in the management of this disorder and are often at the forefront of any prevention, treatment and education. An understanding of why adolescents self harm and all linked factors are vital for undertaking treatment of a patient. However, this challenge is complex and requires a large amount of training and support; it is very important to avoid any stigma attached to self harming when treating youth, they are often not attention seeking and frequently posess a lot of problems in their lives. Self harm masks underlying emotional, psychological and social trauma and can simply be a youths only outlet to relieve stress and emotional tension. It is undeniable that self harm is a rapidly expan ding area of research, however upon reviewing this literature many questions are still left unanswered. There is still the underlying moral and ethical difficulties that a school nurse must consider when supporting those who self harm

Molieres Tartuffe Essay -- essays research papers

The Theme of Moliere’s Tartuffe: Reason vs. Passion Jean-Baptitste Poquelin Moliere’s Tartuffe, is undoubtedly a satirical comedy. In Moliere’s description of a satire, he was very direct as to the function and objectives of one are. The function is to correct men’s vices, using satire to ridicule them and expose them to public laughter (Moliere, p.14). Although this satire is making fun of many things in the church and organized religion, which is not the only objective Moliere had in mind. Tartuffe has many themes that reoccur through out the play. The time period, in which this play was written, was known as the Age of Reason. One of the main ideas and attitudes during this time was, reason must always control passion. Due to this attitude, one theme that constantly appears through the play, is the battle between reason and passion. In Act II, Scene 4, one of the major conflicts between reason and passion is played out. Valere confronts Mariane with the rumors he has heard about her marrying Tartuffe. Throughout this entire confrontation, they are letting their passions stop them from getting what they truly want, which is each other. Finally, Dorine brings about the reason that is needed in their situation. In lines 69-71, Dorine states,† If you ask me, both of you are as mad as mad can be. Do stop this nonsense, now. I’ve only let you squabble so long to see where it would get you.† Their passion is so strong; Valere and Mariane are blind to what the other is want...

Children vs. Authority: Rebellious Attitudes

Children vs. Authority: Rebellious Attitudes to Avoid Societal Expectations Children's literature has an extremely influential way of shaping a child's outlook on life. When children read stories, they often relate to the characters on a very personal level, whether the character is polite and kind or rude and bratty. The plots of children's stories can influence generations of children in negative and positive ways. For over one hundred years, one of these influential texts is still J. M. Barrie's Peter and Wendy, which originated as a play.The main character, Peter Pan, is a boy ho lives in Neverland and refuses to grow up. He lives by his own rules, with no parental guidance to help him learn right from wrong. The same concept is depicted in Harriet the Spy by Louise Fitzhugh. Harriet, an eleven year old aspiring writer, creates her own rules for being a child rather than conforming to societal expectations. In a book written by Colin Heywood, the historical expectations of childr en are explored with the conclusion that the expectations of children will continue to change over time, and Heywood is in hopes of this becoming a positive change.During the transition period from child to adult, many children rebel against authority figures, including parents or institutions. In Peter and Wendy and Harriet the Spy, the main characters rebel against authority in such a way as to defy social order. Living in Neverland, Peter refuses to mature and wishes to remain a boy forever, while Harriet could careless about conforming to the typical social requirements of her gender. Heywood discusses the gradual societal changes inflicted upon children from before the writings of J. M. Barrie to current novelists today.Both Peter and Wendy are strong examples of children who oppose parental authority fgures in order to resist the social normalities which proceed adolescence. Barrie's character of Peter Pan opposes all authority in Peter and Wendy, however, the parental fgure o f Neverland -Captain Hook- is the one authoritarian fgure in Peter's fantasy which he cannot escape. The plot seems to thicken as the story continues, and their is major friction between the two characters: Peter avoids authority while Hook demands it. Peter interacts with parental authority throughout the novel, beginning with the Darlings.He frequently listens to the stories Mrs. Darling tells in the nursery, yet will not commit to the idea of parents and the rules that come along with them. He instead encourages Wendy, Michael and John to fly to Neverland with him, enticing them with â€Å"mermaids† and â€Å"pirates† (Barrie 97-100). This enticement is a depiction of Peter avoiding authority; he is encouraging the children to rebel and leave their parents for a fantasy island with no rules. A second example of Peter resisting authority is his interaction with Captain Hook in Neverland.Hook represents the dominant adult authority in a fantasy land with no ules, ther efore, Peter and Captain Hook are polar opposites in the story. Peters constant opposition to boyhood leads to Hooks death to the infamous crocodile. Through Peters defile of authority to both parental fgures in the novel, he is avoiding the social structure which occurs in ones growth from child to adult. Besides blatantly stating â€Å"l always want to be a little boy and to nave tun,† Peter Pan continuously suppresses the idea of parental guidance or any type of authority (Barrie 92).Peter does not want to participate in the normal milestones of life, nstead, he wishes to stay a boy forever. He is constantly avoiding rules, adults, and any concept of responsibility expected from him. Although Peter demonstrates many qualities of a young man, especially with his leadership of the lost boys, he continuously defies the social normalities which follow adolescence. In an article written about J. M. Barrie, it states that Peter and Wendy stand out from other works for its use of â€Å"childhood innocence, the island as a retreat from society, separation, the fantastic, and the need for social order† (Schoenberg and Trudeau 2).Social order s a reoccuring theme in Barrie's novel; the evident lack of social order emphasizes the evident need for it. When Wendy travels to Neverland with Peter she begins feeling romantically inclined towards him, however, Peter does not return the same emotion. He is incapable of romance, as he is not a man nor wishes to be one. He demonstrates authority himself, yet will not accept it from others. With the control of his own fantasy in Neverland, Peter eliminates any possibility of having a father and instead takes on the role as he sees fit.

Are Parents Really to Blame for Their Kids’ Behavior?

Vanessa Olson Mrs. Novak September 17, 2012 Final Draft Are Parents Really to Blame for Their Kids’ Behavior? Watching how children, or even teenagers my age, act, I wonder how or why their parents let them get away with their behavior. What causes some kids to talk disrespectful to others or throw temper tantrums for the littlest reasons? My parents would tell me how, when they were my age, no one acted out like how children do today; that parents do not have the morals or values that the earlier generations have.After all, I personally would never allow my children to act in such ways. I started to research if parents were really to blame for the way their children act, or if kids act in their own ways no matter how their parents raised them. At first I searched through Google to see if I could find articles debating whether parents were really to blame for how their children behave. Most of the results came out to be that parents were responsible and that children acting ou t is usually because there is little discipline at home.I was not satisfied with only these results; I felt that there are exceptions to how children behave that are not solely in result of how they were raised by their parents. School, location, ethnicity, age, and religious factors all influence how we behave. Children are like sponges-they model everything a parent does and incorporate what they see into their own lives (Erikson 5). Reading this article, I was almost convinced that parents were actually really the main reason for children to act in the ways they do.After all, negative examples can be unhealthy as a child will mimic these and lead them to bad behavior. I continued to read on what types of factors would influence negative behavior. I found out social skills, stress, discipline, fighting, and child abuse are all major factors that children are exposed to that result in their behavior. Social skills, such as a simple â€Å"please† or â€Å"thank you†, c an be positively influential to kids; they will model what they witness their parents doing.According to the website More4Kids info, a parent’s reaction to stress affects the way a child reacts to stress (Erickson 6). If they believe they are the reason for yelling or lashing out, the child will sometimes shut him or herself down. Discipline, such as spanking or physically harming one’s child, does not teach that child how to modify their behavior; time-outs are alternate forms of punishment that can change their behavior in a calm manner. Verbal and physical fights are extremely hard on kids.Children may develop low self-esteems and may even behave violently toward other children (Erickson 6). Sometimes when children are abused, they shut down and try to understand why they are getting abused. Reading through this article on how all these factors really influence how children act, I started to believe that mouthy children are the result of bad parenting. Still questio ning if there were any other reasons for children to act out I continued to look at other articles online. According to Oxford University, poor parenting is not the reason for increased problem behavior in kids.They found out that there is no general decline in parenting. Parents and teenagers are choosing to spend more quality time together than in 25 years ago (Oxford 3). The most recent studies show how parents now a-days are more likely to know where they children are compared to what they are doing in the 1980s. I found this information to be particularly surprising because I feel that parents were much stricter in earlier generations then compared to now. The most interesting article I found on who is to blame for children’s behavior is on The New York Times website.Dr. Richard A. Friedman, M. D. , talked about a patient he had that dealt with depression and anxiety due to the fact that her son that had been a generally rude and unkind person his entire life. â€Å"I h ate to admit it, but he is unkind and unsympathetic to people,† said his patient (Friedman 1). When tested, the results came back saying he was in the intellectually superior range and that there was no evidence of any learning disability or mental illness. These same parents raised two other children who were socially and intellectually normal.How do parents raise two other well-behaved children while their other one turned out to be so misbehaved? When I read this, I felt that this was the truth. As I began to read the article Accepting That Good Parents May Plant Bad Seeds, part of me agrees with Dr. Friedman; sometimes good parents do have toxic children. Reading multiple articles arguing why parents are to blame for how their children act or how other factors can influence kids, I feel that both are to blame. On one hand, parents are to blame if their kids have no self-control and get away with acting out.But on the other hand, I feel that some kids are just bad kids; the y choose their own path to follow. For better or for worse, parents have limited power to influence their children. This is why they should not be so fast to take all the blame or credit for everything that their children become (Friedman 3). Vanessa Olson Mrs. Novak Annotated Bibliography 22 September 2012 A Selected Annotated Bibliography on Parents Influence on Kids’ Behavior Friedman, Richard A, M. D. Accepting That Good Parents May Plant Bad Seeds. 12 July   Ã‚   2010. Web. 13 July 2010. http://www. nytimes. om/2010/07/13/health/13mind. html? _r=0 This article was published in the New York Times and Richard Friedman, M. D. , explains the experience he had with one of his patients. She claimed to be depressed due to her son’s behavior. He talks about how their one son is not a nice person but they managed to raise two other well-adjusted children. I think this article is helpful; it explains how parents are not always the reason for how every child behaves. Also there is information of another set of parents who have been ignored by his son, having no phone calls or e-mails returned.The best part of this article is that it says that not everyone will turn out nice and loving, and that it is not necessarily because of parental behavior or their environment that they grew up in. Erickson, Rose. Parents Effect on Child Behavior. 21 Jan. 2010. Web. 14 Sept. 2012. http://www. livestrong. com/article/75282-parents-effect-child-behavior/ In this article, parents are to blame for how their children act. It states how negative examples from parents have a great effect and can cause children to develop bad behavior. The author gives particular topics in day to day life that influence how one behaves.I think this article is useful because out of all the articles about children’s bad behavior being a result of their parents, this has the best reasons why. I like how she used examples to show how each topic is the cause and that she backs up her statements. Also I like this article because Rose does not use words that exceed the average reading level. Oxford University. Today’s Parents ‘Not to Blame’ for Teenage Problem Behavior. 31 July 2009. Web. 14 Sept. 2012. This website talked about how most people believe that parents are much worse now than they were in earlier generations.It has statistics on how even though most believe it to be the other way around, teenagers and parents are much closer now than in earlier generations. Parents are more likely to know where their kids are and what they are doing. I found this article to be useful because it talks about how there are other factors, such as cell phones, television, and the internet, that can influence one’s actions no matter how they were raised. I like this article mainly because it talks about what most articles do not; the comparison between earlier generations and this current one.