What Are Really The Reasons Behind Why People Want Children Essays

"What are really the reasons behind why people want children?" Why do people want children? This question may seem a bit trivial, but when you take into affect the millions of people that have children each day the question quickly takes on a new light. This is not just merely a personal question that affects only a few individuals, it is much larger than that because it affects and dictates the whole human population. This issue clearly becomes more important when this is taken into account. The question of why people want children is well exemplified in Bernard R. Berelson's essay "The Value Of Children: A Taxonomical Essay." Berelson examines all the major reasons that people would want to have children one-by-one. Berelson opens with the first reason of biological. He asks questions like, "do people innately want children for some built-in reason of physiology? Is there anything to maternal instinct, or parental instinct? Or is biology satisfied with the sex instinct as the way to assure continuity"(220)? Berelson tries to answer these questions by comparing babies to adults and also the reaction that adults have to babies. Berelson states the fact that babies look absolutely different from adults. They have big heads, large foreheads, eyes almost in the center of their head because of their large forehead, and they are very fat compared to adults. This is why Berelson believes that this "babyishness" triggers something inside of man that causes him to want to protect and care for the baby. When social traditions dictate the number of children a family has this can be seen as the cultural influence of having children. In most cultures even the number of children one has is determined by the society. These social normalities can determine whether or not a family has a very small amount to a very large amount. Having children in order to gain power is the political side to having children. Berelson states all the political reasons very well when he says, "There are political units for whom collective childbearing is or has been explicitly encouraged as a demographic duty-countries concerned with national glory or competitive political position; governments concerned with the supply of workers and soldiers; churches concerned with propagation of the faith or their relative strength; ethnic minorities concerned with their political power; linguistic communities competing for position; clans and tribes concerned over their relative status within a larger setting"(221). This statement that Berelson makes clearly emphasizes all the political reasons for having children. Of course, how can one forget that there are economic reasons for having or not having children? Whether you have children or do not it is obvious that they are definitely a very financial decision. In societies like ours, as Berelson points out, having children is a very costly endeavor. Berelson speaks the truth about what parents are really thinking before having a child when he says, "before conception: another child or a trip to Europe; a birth deferred in favor of a new car, the nth child requiring more expenditure on education or housing"(222). These thoughts run through just about all perspective parents before the decision is made to have children. There is good side to the economic reason for the poor. The poor can use their children to work, hunt, help take care of the home and other children, in some societies if one is a female she can get a dowry for an arranged marriage, and finally for support when the parents grow older and need it. Though as Berelson states, "both s ocieties and families tend to choose standard of living over number of children when the opportunity presents itself"(222). There is always the reason of family or as Berelson puts it "Familial". The reasons of familial are to extend a family name, to try to please the ancestors, and to enable proper religious ceremonies for some cultures. The family bond can also be used to help or hold a marriage together. A family gives one a sense of security, not only the child but also the parents. Berelson makes a sometimes less than obvious statement when he says, "Children need family, but the family seems also to need children"(223). The last subject that Berelson goes into

psyche essays

psyche essays PSY 2301 - MODULE 9: CLASSICAL CONDITIONING Learning - relatively permanent change in behavior due to experience Humans are most capable of all the species to change behavior through learning Helps organism to adapt to its environment Associative learning - learning through association of one stimulus to another: lightning to thunder Acquisition - initial learning of response Neutral stimulus should be followed immediately by UCS for best results Reversing classically conditioned response by pairing CS with UCS to achieve response that cannot occur at same time as undesirable CR Pairing feared white rabbit with cookies Cannot eat cookie and cry at same time Introduce cookie first, then rabbit Conditioned stimulus and unconditioned stimulus must be closely associated in time Behavior is not new; association with different stimulus is new If individuals behavior determines whether stimulus is presented, process not classical conditioning Limited application because limited number of unconditioned stimuli/responses Classical conditioning is one way all organisms learn to adapt to environment Showed how learning (internal process) can be studied objectively PSY 2301 - MODULE 10: OPERANT Positive reinforcement must be given shortly following response Greater delay between response and reinforcer, slower learning Small but immediate reinforcement may be more effective than powerful but delayed reinforcement Cigarette smoking vs. good health/longevity 2) Consistency in delivery of reinforcement essential in beginning of learning process What is used as positive reinforcer must be desirable, have value to receiving person Continuous reinforcement - desired response gets reinforced every time it occurs Learning and extinction both occur rapidly Partial reinforcement promotes slower learning but greater resistance to extinction than contin...

Hard Sales and Hard Sells

Hard Sales and Hard Sells â€Å"Hard Sales† and â€Å"Hard Sells† â€Å"Hard Sales† and â€Å"Hard Sells† By Maeve Maddox Lilach Alkony wonders about the difference between â€Å"hard sales† and â€Å"hard sells.† The noun phrase hard sell is a U.S. coinage dating from the 1950s. It means â€Å"aggressive salesmanship or advertising.† An example is the late night â€Å"infomercial† that keeps pounding the viewer with â€Å"and wait, there’s more!† Hard sell can be used as an adjective and a verb, as well as a noun. The OED hyphenates the word as hard-sell and offers these examples: 1959 Times Lit. Suppl. 13 Nov. 662/3 One does not see any examples..of what is called ‘hard-sell’ advertising. 1961 Economist 14 Jan. 114/2 The need for the ‘hard sell’ is evident. 1963 Guardian 16 Nov. 14/7 It is difficult to hard-sell the honest song the way they do the contemporary counterfeit. The phrase â€Å"hard sales,† on the other hand, can have various interpretations. It can mean simply â€Å"sales transactions that are difficult to achieve,† as in this headline: Making the Hard Sales, Your Career Depends on It Some headline writers, however, confuse hard sales with hard sell: Sales Training Tip 10 Reasons Why Hard Sales Tactics Never Work The wording of the first reason suggests that the headline was probably not written by the author: People hate being sold to: hard sell will bring out the worst in people. When aggressive sales techniques are used this will prompt the prospective buyer to be aggressive as well and act negatively to the sales person. Pretty soon they are ready to argue with you and you know the sale is completely lost. A web search does turn up many examples of hard sales used with the meaning of hard sell. It seems to me that if the intended meaning is â€Å"aggressive selling,† then the established, unambiguous term is to be preferred. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†25 Russian Words Used in English (and 25 More That Should Be)10 Types of Hyphenation Errors

European Union Creation Essay Example | Topics and Well Written Essays - 2500 words

European Union Creation - Essay Example The European Union comprises of a majority of states in Europe. Starting from a membership of 6 nations it has grown to 27. The 1957 Treaty of Rome was the foundation for the European Union. Since then it has experienced many changes. The EU consists of common project and policies controlled by member nations. World War 2 was a watershed in the history of Europe. There had never been such a tremendous cost in human and economic which hit Europe so hard. There was a desire to avoid the horrors of war like the Holocaust, concentration camps, slave labour and the numerous other atrocities which were perpetrated in the war. There was also a yearning for an end to warfare since the horrors of modern warfare had been exposed in the conflict. The cold war was also developing between the Soviet Union and United States. The threat of annihilation from nuclear weapons remained. Charlemagne and The Holy Roman Empire were both historical examples of attempts to unite Europe. The Arab conquest of Spain, South France and Italy also led to the idea of a united Christendom against the Moors. There were also ideas about the peaceful unification of European following the threat from the Ottoman Turks. The end of the American Revolution also led to calls for a similar United States of Europe. The rise of nationalism and fascism in the 1930s would however destroy any dreams of United Europe.

Cybercrime and Privacy Research Paper Example | Topics and Well Written Essays - 2250 words

Cybercrime and Privacy - Research Paper Example There has been a dramatic rise in the reach and availability of electronic means of communication in the recent decades. This has led to a simultaneous rise in the internet related crimes whereby electronic resources are exploited by cyber criminals, to commit online frauds. The internet related crimes are fast spreading across the globe and have become transnational in nature, thus making it far more difficult to restrict, prevent, or investigate such occurrences and persecute the perpetrators. Although the law enforcement agencies, have enacted several policies and set up legal departments to track and prohibit malicious use of internet by the cyber criminals, there is still a serious lack of effective resources and infrastructure to dissuade cyber criminals from engaging in such crimes (Wall 5). The growth in technological advancements has resulted in a simultaneous rise in invasion of our privacy. This is apparent from the growing number of spam messages and unsolicitated mails i n our inbox. This sudden influx of data comprising of marketing reports and aggressive advertising, encountered in our daily lives is one of the most predominant nuisances in present times, which indicate the level and extent of this menace. The increasing exchange of personal information between technology and individuals as a form of communication, which is stored in databases is a threat to our privacy since this information is likely to be pawned by marketing professionals in their profit games. The gravity of this threat is aggravated by the fact that nations across the globe today are highly dependent on information technology. Although the information age has contributed immensely towards enhancing the quality of our lives, it has displayed a serious negative side as well - that of completely diminishing the society's right to protection of their privacy (Wall 37). 2. Significance, scope and extent of the problem: â€Å"Undeterred by the prospect of arrest or prosecution, cy ber criminals around the world lurk on the Net as an omnipresent menace to the financial health of businesses, to the trust of their customers, and as an emerging threat to nations’ security† Marc Goodman The study of cybercrime raises several critical questions regarding the protection of privacy and more specifically the increasing loss of privacy. The proliferation of technology and internet based activities ranging from personal banking and social networking activities to shopping online and searching for employment has become common place, and hence increased the vulnerability of individuals to cyber attacks. The personal details shared by individuals online are accessible to everyone thus making it highly susceptible to misuse, and thefts of identity by cybercriminals (Brenner viii). The commercialization of personal information has added a boost to criminal activities online and the anonymity that the web offers almost guarantees impunity to the perpetrators thus making it difficult for law enforcements to prevent the growing trend. The issue of cybercrime, has been growing consistently and is now known to be one of the most serious and globally recognized internet crimes in recent times, causing millions of dollars worth of losses every year in the U.S. According to the Cyber Crime Report (2011) conducted by Symantec in the U.S. it is estimated that cybercrime has amounted to a total of $338 billion over the past year (Symantec.com, 2011). The report further states that 69% of the adults surveyed have admitted to have fallen prey to cybercrimes in their lifetime of which 65% suffered due to online frauds during the past one year. 75% of the victims of cybercrimes were those between the age group of 18 and 31 years. Figure 2: Source: Cyber Crime Report: Symantec

Dysfunctional Families in Today’s World Essay Example for Free

Dysfunctional Families in Today’s World Essay Children are supposed to grow up together with their parents. A family environment helps them not to feel depress(ed). They learn that their feelings and needs are important and can be expressed. Children growing up in such supportive environments are likely to form healthy, open relationships in adulthood. Family dysfunction can be any condition that interferes with healthy family functioning. In most families, there occurs some periods of time where functioning is impaired by stressful circumstances. These stressful events could be a death in the family or a parents serious illness, among others. But for healthy families, the moment the crisis is over, then normal functioning resumes. In dysfunctional families, however, problems tend to be chronic. The children then do not consistently get their needs. As a result, the negative patterns of parental behavior tend to be dominant in their childrens lives. Healthy families are not families who never argue or have disagreements. These families may have yelling, bickering, misunderstanding, tension, hurt, and anger but not all the time. In healthy families, emotional expression is allowed and accepted. Member of the family can freely ask for and give attention. Rules tend to be made explicit and remain consistent, but with some flexibility to adapt to individual needs and particular situations. Healthy families allow for individuality; each member is encouraged to pursue his or her own interests, and boundaries between individuals are honored. Children from healthy families are consistently treated with respect, and do not fear emotional, verbal, physical, or sexual abuse. Parents can be counted on to provide care for their children. Children are given responsibilities appropriate to their age and are not expected to take on parental responsibilities. Finally, in healthy families, everyone makes mistakes; and most importantly, mistakes are allowed. II. The rise of dysfunctional families and its impact in society There are many types of dysfunction in families. Some parents choose to under-function. They leave their children to fend for themselves. On the other hand there are some parents who over-function. These parents seem to never allow their children to grow up and be on their own. Others are inconsistent or violate basic boundaries of appropriate behavior. Below is a brief description of some types of parental dysfunction along with some common problems associated with each. Deficient Parents Deficient parents hurt their children more by omission than by commission. Frequently, it is because of a chronic mental illness or a disabling physical illness that contributes to parental inadequacy. Parental emotional needs tend to take precedence over the needs of the children. The children, on the other hand, are often asked to be their parents caretakers. Thus, children tend to take on the adult responsibilities at a young age in these families. They are robbed of their own childhood, and they learn to ignore their own needs and feelings. Because of this experience, where these children are simply unable to play an adult role and take care of their parents, they thenoften feel inadequate and guilty. These feelings continue into adulthood. Controlling Parents Unlike the deficient parents described above, controlling parents fail to allow their children to assume responsibilities appropriate for their age. Often, the controlling parents are driven by the fear of becoming unnecessary to their children. These parents then continue dominating and making decisions for their children, even if they are already well beyond the age at which this is necessary. This fear leaves them feeling betrayed and abandoned when their children become independent (Forward, 1989). On the other hand, these children of controlling parents frequently feel resentful, inadequate, and powerless. Transitions into adult roles are quite difficult, as these adults frequently have difficulties making decisions independent from their parents. When they act independently these adults feel very guilty, as if growing up were a serious act of disloyalty. Alcoholic Parents Alcoholic families tend to be chaotic and unpredictable. Rules that apply one day do not apply to another one or to the next instance that you happen to be part of. Promises are neither kept nor remembered. Expectations vary from one day to the next. Parents may be strict at times and indifferent at others. In addition, emotional expression is frequently forbidden and discussion about the alcohol use or related family problems is usually nonexistent. Family members are usually expected to keep problems a secret, thus preventing anyone from seeking help. All of these factors leave children feeling insecure, frustrated, and angry. Children often feel there must be something wrong with them and this is the reason that makes their parents behave this way. Mistrust of others, difficulty with emotional expression, and difficulties with intimate relationships carry over into adulthood. Children of alcoholics are at much higher risk for developing alcoholism than are children of non-alcoholics. Abusive Parents Abuse can be verbal, physical, or sexual. Verbal abuse such as frequent belittling criticism can have lasting effects, particularly when it comes from those entrusted with the childs care. Criticism can be aimed at the childs looks, intelligence, capabilities, or basic value. Some verbal abusers are very direct, while others use subtle put-downs disguised as humor. Both types are just as damaging. Definitions of physical abuse vary widely. Many parents, at one time or another, have felt the urge to strike their child. With physically abusive parents, however, the urge is frequent and little effort is made to control this impulse. Striking a child has much to do with meeting the parents emotional needs and nothing to do with concern for the child. Often, parents erroneously justify the abuse as a process of discipline that is intended to help the child. Physically abusive parents then create an environment of terror for the child. This is particularly worse since the violence is often random and unpredictable. Abused children often feel anger. Children of abusive parents have tremendous difficulties developing feelings of trust and safety even in their adult lives. While parents may justify or rationalize verbal or physical abuse as discipline aimed at somehow helping the child, there is no rationalization for sexual abuse. Sexual abuse is the most blatant example of an adult abusing a child purely for that adults own gratification. Sexual abuse can be any physical contact between an adult and child wherein that contact must be kept secret. The demonstrations of affection that occurred then such as hugging, kissing, or stroking a childs hair that can be done openly are quite acceptable and even beneficial. When physical contact is shrouded in secrecy then it is most likely inappropriate. Sexual abuse happens to both boys and girls. This act is perpetrated by both men and women. It cuts across lines of race, socioeconomic level, education level, and religious affiliation. In most cases, sexual abuse is part of an overall family pattern of dysfunction, disorganization, and inappropriate role boundaries. Responsibility for the sexual abuse in all cases rests entirely with the adult. No child is responsible for being abused. Most sexually abused children are too frightened and scared of the consequences for themselves and their families. In most cases, they do not risk telling another adult what is happening. As a result of this bottling-up, they grow into adulthood carrying feelings of self-loathing, shame, and worthlessness. They tend to be self-punishing and have considerable difficulties with relationships and with sexuality. When problems and circumstances such as parental alcoholism, mental illness, child abuse, or extreme parental rigidity and control interfere with family functioning, the effects on children can sometimes linger long after these children have grown up and left their problem families. Adults raised in dysfunctional families frequently report difficulties forming and maintaining intimate relationships, maintaining positive self-esteem, and trusting others; they fear a loss of control, and deny their feelings and reality (Vannicelli, 1989). There is a great deal of variability in how often dysfunctional interactions and behaviors occur in families, and in the kinds and the severity of their dysfunction. However, when patterns like the above are the norm rather than the exception, they systematically foster abuse and/or neglect. Abuse and neglect inhibit the development of childrens trust in the world, in others, and in themselves. Later as adults, these people may find it difficult to trust the behaviors and words of others, their own judgement and actions, or their own senses of selfworth. Not surprisingly, they may experience problems in their academic work, their relationships, and in their very identities. In common with other people, abused and neglected family members often struggle to interpret their families as normal. The more they have to accommodate to make the situation seem normal, the greater is their likelihood of misinterpreting themselves and developing negative self-concepts (e. g. , I had it coming; Im a rotten kid). III. The relationship between religion and dysfunctional families Dysfunctional family members have common symptoms and behavior patterns as a result of their common experiences within the family structure. This tends to reinforce the dysfunctional behavior, either through enabling or perpetuation. The dysfunctional family usually suffers from a variety of issues that may require the help of trained professionals. This is in addition to prayer and other spiritual disciplines. Some of those issues include: (1) Individual personality differences and personal issues; (2) Unresolved issues from the past; (3) Marital and family problems due to domestic violence and abuse, infidelity, and poor communication; (5) Financial problems and poverty; (6) Separation/divorce resulting in grief and loss and abandonment issues, depression, and sometimes a lack of financial support; (7) Mental and physical health problems; and (8) Spiritual disconnection. Any of the aforementioned problems can create high levels of distress, and failure to seek help can be lethal. Furthermore, when a major trauma strikes, families are rarely prepared to deal with it, and if they are unaccustomed to seeking outside help, family members may never recover emotionally. Many people stay away from connecting with God in a Christian community because they feel they are not good enough. Maybe they are overly critical of themselves, or maybe they know they have not lived the way God would want them to live. They may be afraid that Christians in church will judge them and reject them, and so they stay away. They say, God couldn’t really love someone like me. God must be angry with me. They could also be very adept at meeting the perceived expectations of others through self-denial. Denial, repression, splitting, and a false sense of self are often well-developed defense mechanisms. The black and white thinking expressed in such conflicting pairs of opposites as God vs. devil, church vs. world, sin vs. righteousness, leads to repression of anything that might possibly be construed as unacceptable. Constant self-monitoring and rigid self control, along with confession of every sin in prayer, are often considered the only means of avoiding divine condemnation. In the literalism characteristic of fundamentalism, an evil thought or feeling is regarded as just as sinful as an evil act. Impulses and feelings may be considered demonic in origin. In truth, religion can play a part in furthering the dysfunction of families. For one who has a dysfunctional family, its teachings of obedience, respect for authority and quiet compliance further enforce the debilitating situation. But when you dig deeper into what religion is, you will see clearly what God wants. Religious Institutions throughout history have used fear, control and manipulation to build kingdoms made by man. They have left many wounded or dead in the battlefield of Satans kingdom. Religion is a powerful tool of the enemy. An extreme example of this is The Taliban and Bin Laden. Religion teaches obedience to law. And Christ teaches grace. But the scripture has confined all under sin, that the promise by faith in Jesus Christ might be given to those who believe. But before faith came, we were kept under guard by the law, kept for the faith which would afterward be revealed. Galatians 3:22-23. Learning to trust wholeheartedly in God, and depend on Him to break free from whatever bondage, will bring emancipation from these bondages, and make an impact in our broken society. The church should be the one institution where the spirit of fear does not exist and coercion and manipulation are not practiced. IV. Healing dysfunctional families Two centuries ago there was relatively little dispute over the existence of God, or the societally beneficial effect of popular belief in a creator. In the twentieth century extensive secularization occurred in western nations, the United States being the only significant exception (Bishop; Bruce; Gill et al. ; Sommerville). Theists often assert that popular belief in a creator is instrumental towards providing the moral, ethical and other foundations necessary for a healthy, cohesive society. Many also contend that widespread acceptance of evolution, and/or denial of a creator, is contrary to these goals. As he helped initiate the American experiment Benjamin Franklin stated; â€Å"religion will be a powerful regulator of our actions, give us peace and tranquility within our minds, and render us benevolent, useful and beneficial to others† (Isaacson: 87-88). Changes in family life have transformed our society in the last thirty years. One of the biggest has been the virtual disappearance of the male-breadwinner lifestyle and the emerging dominance of the dual-earner couple. Working wives and mothers face questions about the effects of their choices on their childrens welfare and their own health under the strain of the second shift, while their husbands confrontand respond to in a variety of waysnew opportunities to construct a masculine identity not focused exclusively on breadwinning. Leaders in education, business, and government debate what policies should be in place to help people manage their work and family lives and who should bear the cost of work-family management. Changing patterns of family formation and disruption have also created widespread concern and vociferous policy debates. High divorce rates raise questions about the effects of divorce on childrens well-being and future success and how to make blended families work. The problems facing single-parent families have become a focus of policy makers, religious leaders, and the national media. Debates about homosexual unions have led to battles over gay and lesbian marriage in a number of states and many local controversies over what legal rights should be extended to homosexual partners. Delayed marriage and childbearing mean that more American households comprise single adults and childless couples, and remaining childless throughout life has become much more common, fueling concern among some about the decline of the family. All of these changes have led to an increasing pluralism in family life and a new consensus that there are many kinds of loving, caring families. Most people spend some portion of their adult lives outside of a nuclear family, forming and reforming family-like connections periodically over the course of their lives, causing many to rethink long-held assumptions about the necessity of marriage and parenting for adults happiness, security, and well-being. But this pluralism is intensely contested and debated for both moral and social philosophical reasons. Not everyone agrees about what constitutes the good family and what kinds of families are morally legitimate. Many people see the family as the bellwether of our society and find the rapid and numerous changes in family life over the last few decades to be troubling. Some even argue that a devaluing of family life, and especially of lifelong, heterosexual marriage, inevitably leads to a decline of the nation. These debates also focus on questions of resources and inequality. Who has access to the rights that marriage confers? Why does divorce lead to a reduction in women and childrens standard of living, and what can be done to change that? Making Changes Changes in family life have been a central concern for religious leaders, activists, and local communities of faith. Throughout American history, religion and family have been intertwined and interdependent institutions. Congregations, parishes, and synagogues have provided an important context for families to spend time together and have shaped the religious education and moral development of children and youths. Sociologists have long noted that marriage and parenthood make religion more important to people and increase their participation in local congregations. Sometimes, children who come from dysfunctional families continue in their roles because they are waiting for their parents to give their permission; to change. Like most people, parents in dysfunctional families often feel threatened by changes in their children. As a result, they may thwart efforts to change and insist that the children change back. Some specific changes one can do are: (1) Identify painful or difficult experiences that happened during your childhood; (2) Make a list of your behaviors, beliefs, etc. that you would like to change; (3) Next to each item on the list, write down the behavior, belief, etc. that you would like to do/have instead; (4) Pick one item on your list and begin practicing the alternate behavior or belief. Choose the easiest item first; (5) Once you are able to do the alternate behavior more often than the original, pick another item on the list and practice changing it, too; (6) Believe in God’s grace that he will heal all the painful experiences in your list (in no. 1) and pray His love will help you change all the behaviors listed and free you from bondage. References: Bishop, George. (1999). â€Å"What Americans Really Believe, and Why Faith Isnt as Universal as They Think. † Free Inquiry 19(3): 38-42 Bruce, Steve. (2001). â€Å"Christianity in Britain, R. I. P. † Sociology of Religion 61: 191-203. Forward, S. (1989). Toxic parents: Overcoming their hurtful legacy and reclaiming your life. New York: Bantam Books. Gill, R, C. Hadaway and P. Marler 1998 â€Å"Is Religious Belief Declining in Britain? Journal for the Scientific Study of Religion 37: 507-16 Isaacson, Walter. (2003) Benjamin Franklin: An American Life. New York, Simon Schuster. Meeting the Needs of Dysfunctional Families Catechist, January, (1993) Sommerville, C. (2002) â€Å"Stark’s Age of Faith Argument and the Secularization of Things: A. Commentary. † Sociology of Religion 63: 361-72 Vannicelli, M. (1989). Group psychotherapy with adult children of alcoholics: treatment techniques and countertransference. New York: Guilford Press.

Who is the Dominant Partner between Macbeth and Lady Macbeth? Essay

The relationship between Macbeth and Lady Macbeth is very strange. In the relationship, throughout the play, both take turns to assume the role of being the dominant partner. What is unusual about this is the fact that at this period in time, the man typically was the one controlling the relationship, but in this case, for a lot of the time it is in fact Lady Macbeth that is the dominant force in their relationship. In Act 1, Scene 5 we can see that Lady Macbeth is very ambitious for Macbeth. I believe that the reason she is so eager for the prophecies about Macbeth to come true, is because she knows that if Macbeth becomes a more important figure in society, so will she. Lady Macbeth declares, â€Å"Glamis thou art, and Cawdor; and shalt be what thou art promised.† This tells us that she is very optimistic and confident of the prophecy coming true, and Macbeth succeeding Duncan as king. Although this statement shows that she is confident of Macbeth becoming King, she then goes onto show some signs of uncertainty over Macbeth’s kind and gentle nature, by confessing, â€Å"Yet do I fear thy nature†. This tells us that she is concerned that Macbeth lacks the evil ruthless streak that is needed for him to kill Duncan and succeed him as king. In order to enhance any evil and ruthlessness that Macbeth does possess, Lady Macbeth tries to make Macbeth feel that he deserves to be king more than Duncan by using flattery. She says to Macbeth â€Å"Great Glamis! Worthy Cawdor! Greater than both†, which through sarcasm suggests that he is above these titles, and thoroughly deserves to be king. In this scene we can clearly see that Lady Macbeth is t... ...d helped each other in their time of need. Before they became king and queen they worked together as a team, this is shown by the way that Macbeth calls Lady Macbeth his â€Å"dearest partner of greatness,† however this is not the case after they gain the crown, as they both work as individuals. This may be a contributing factor to the deterioration of their relationship. Although parts of this play go against the way men and women behaved during relationships at the time, the final outcome is in keeping with the traditions of the time. This moral of this play is that women cannot handle a role of powerfulness and dominance, with Lady Macbeth yielding to the effects of her powerfulness, and eventually becoming insane, whereas men prosper with power and dominance, with Macbeth now stronger and more powerful than ever before.

Assessment Project Essay

There are 3 main types of assessment initial, summative & formative. Initial assessments aim is to create a profile of the learner this can be achieved informally by setting questions relating to the learners previous knowledge skills & experience relating to the subject area, or by asking the learner why they have enrolled on the course & what they wish to achieve from it. The more formal method of completing an initial assessment known as a diagnostic assessment this will assist in identifying the learners capabilities, & what support will be needed to be offered to them for successful completion of the programme. On the course I teach which a level 1 chef’s diploma there is a skills test is carried out at the interview. The candidate is asked to cook off an omelette in order to assess his current levels of culinary skills. There are also diagnostic tests carried out relating to functional skills as these run alongside the diploma at various levels, to support the students. The tests allow the students to be placed in the appropriate set in order that they can improve these key skills alongside the diploma during their time at college. According to Petty. G. 2004 this is â€Å"closing the gap as it allows the programme to be moved nearer to the student†. Support tutors are also allocated to each class to assist those students with learning difficulties, for example I have several students in my class with dyslexia & literacy issues. An initial assessment could also be used to produce critical information that needs to go on the students profile at Shrewsbury we are aware of all students preferred learning styles VARKS, this assists us in lesson planning so we deliver our lessons according to the groups preferred learning styles. As the VARKS questionnaire will indicate your preference for taking in & putting out information in a learning context. The questionnaire only consists of 16 questions in order that those who complete the questionnaire are focused. Data produced from the questionnaire so far indicate that men’s preferred learning style is kinaesthetic where as the female learning style preference is reading & writing. As Wilson. l. 2009 states â€Å"many organisations are measured & funded on their success, therefore it is important the right learner is on the right course & receiving the right support. † A through initial assessment will allow this to happen which in the long term will benefit the learner & the education establishment. Formative assessment is assessment throughout the course. The aim of this is to provide feedback to the learner in order that the learner can improve their performance throughout the course in order that they can achieve the maximum grades. As Petty. G. 2004 states† for this to be effective the students should be given a medal which would be achieved by being given positive feedback about an area of their work. The mission is information about what needs improving this should be approached in a constructive manner a mission could be a target for the next piece of work or highlighting areas for improvement on the current piece of work. † Formative assessment which I carry out is by verbal questioning throughout the lesson, often using follow up questions to check the students have acquired knowledge & are not just providing the answers without the reasons behind them. I carry out a lot of questioning at the end of my sessions after I have summarised as well at the start of the next session to confirm the learning points from the last lecture. I also write & give out written tests at the end of the session. Some of these will be short answer questions in order for me to gauge the depth of knowledge the student has about the subject some will require brief explanations . For example explain why it is dangerous to hold hot food below 63 degrees C. I feedback marks to the students, this can also assist me if a majority of students have got the answer wrong I can check their understanding of this area & review my teaching in of this topic area to ensure improved learning takes place next time. The principles of assessment are described by Wilson. L. 2009 with the acronym â€Å"CADET. †Consistency is the first principle all assessments should be at a level standard. The assessments should also be accessible to the learners. Assessments should be detailed & cover all parts of the curriculum & not vary away from it. Learners should have also have earnt their qualifications therefore the qualification will have real meaning & be valid. Finally all those who take part in the process must fully understand it & the desired outcomes thus the process should be transparent. I am aware that short answer question verbal & written do not reveal the depth of the learners knowledge as according to Bloom â€Å"information or a fact can be recalled to mind however the learner will not be able to do anything with the information this is known as shallow learning. † Deep learning according to Bloom is â€Å"to apply the fact to different situations, & to be able to discuss & argue around the fact/ information. † In order to ensure the learning is of a deep nature once the fact has been established secondary questions stating why or can you explain that can be used, this will assist you in assessing the depth of the learners knowledge as a result of your teaching. The same applies to written questions rather than asking what colour fire extinguisher is used on an hot oil fire , which just reveals shallow knowledge it is better to ask â€Å"Why does a yellow fire extinguisher work on a deep fat fire ? †This will cause the learner to reveal his depth of knowledge. I use observation as a form of assessment when I supervise the students who work alongside me in the college refectory. I provide them with feedback at the end of their session. I have also issued them with customer service logs for them to self assess their own performance, they write down how they have handled customer complaints or how they went that extra mile for the customer. I sign these logs off at the end of each session with my comments against their own self assessment. I also use simulation to assess them, I will act as a customer asking for a healthy option or stating I cannot eat garlic do the foods on display contain any garlic, in order to check their product knowledge of what they are serving. At the end of each session in the refectory the students receive a written assessment of their performance from me which they maintain as evidence in their work file. The criterion that I base their performance on is based around the summative assessment that they have to complete as part of their course. I have issued all students with a copy of these criteria in order that they can work on the keys areas of performance. I also feedback to them on areas of shortfall that on the formal assessment day may cause them to fail, in order that they are fully prepared for the assessment. For example if they are late , inappropriately dressed or use their mobile in the work situation. Summative assessment is more formal & is usually associated with tests & exams. The course I teach is a City & Guilds qualification. On completion of each area of the course there is a summative City & Guilds test that the students have to complete. These summative tests take different forms they can be short questions based on work place scenarios, production of a leaflet or an information package relating to the topic that students have just studied. Each assignment is graded by me in line with the City & guilds marking criteria . Samples of my marked work are checked by other tutors to ensure quality control & consistency in marking. City & Guilds also employ an external verifier who will check samples of students work which I have marked. The same principles apply to my practical assessments they are internally & externally verified . I have failed two students on one theory test as I could see from the answers that copying had occurred I was also able to recall that these two students were sitting next to each other. This backs up the comment â€Å"For assessment to work fairly all parties must play the game† Times Education Supplement 2001. I have also failed work on the grounds of plagiarism , I could tell from the language used & the overall standard of work compared to the student’s normal standard of work , that this piece of work was not his own. When marking work I always† comment on good practice first† as stated by Reece I & Walker. S. 2003, this will act as motivation for the student rather than starting on the areas that need improvement. In order to record students progress we have a large master sheet outside the office with all the students names on, a column that indicates the work has been completed & at what grade this means at a quick glance we can monitor how students are progressing as far as grades & completion of course work. We have over 60 students on the course there are 3 tutors including myself who are responsible for maintaining our own records for those we teach . Once we have marked, graded work & fed back to the learners it is placed in a central filing cabinet, where each learner has his own file, which can then be accessed by internal & external verifiers Differentiation should also be taken into account when conducting assessments. I have several students in my group with learning difficulties. There is one who due to literacy issues has difficulty in understanding questions, so when there is a written test I read the questions to him & explain the outcome that the question requires from him. I also plan my questions according to the learner’s abilities using the stretching questions for those students who have a higher academic ability. Other forms of assessment that apply to the teacher are self assessment & peer assessment. During in my time at the college I have already had one peer assessment from my teaching coach. The college also requires you to organise a peer assessment with a teacher from a different vocational area I have organised mine with someone from the finance department. This practice is designed so you can pick up good teaching practice from another area of the college & see the methods used to teach other subjects. I also carry out self evaluations on my sessions in order that I can carry good practice forward & review areas of lessons that did not work, this is very important in my first year of teaching as I am learning a lot on my feet in the classroom. The students have a self assessment exercise within their course. They are asked to work in teams to produce a set menu in the restaurant then write their own critic of how they performed & what their contribution was & how this could be improved. This critique will be marked by the tutor who was present when the practical exercise took place. In summary comprehensive assessment initial, summative & formative is essential throughout the learner’s journey. Students are assessed for a number of reasons which include motivation, to create learning opportunities, to give feedback and to grade from an internal & external point of view. Reference List Reece. I. & Walker. S. (2003) Teaching Training & Learning, 5th Edition, Business Education Publishers, Sunderland,p317 Rage . P. (2001) Times Higher Educational Supplement 2,000 Tips for Lecturers,Routledge, Oxon, p117 Petty. (2004), Teaching Today, 3rd edition, Stanley Thornes, Cheltenham p Wilson. L. (2009),Practical Teaching a guide to PTLLS & DTLLS, Cenage Learning Hampshire.

Music Composition: Pirate’s Dinner Adventure

Music has a way of adding life and energy to any performance, many musicals, commercials, films, live shows, and concerts sweeping people off of their feet by the colorful compositions of the musicians. In adding depth and dimension to characters, music has a way of bringing emotions to surface through the use of sound, meaningful beats and rhythms pulsing audible story tales into the ears and souls of the performers and audience members. Louder and more intense sounds, like deep booming, have the effect of grounding the music, while softer and often higher pitched compositions, like gentle piping, have the effect of lifting the music. Feelings such as anticipation, anger, joy, sorrow, peace, and frustration can be communicated through sound, and people are in tune with the ways in which music arouses them. These various types of sounds are produced by a wide range of unique instruments, including horns, drums, and strings. Each distinct instrument and sound has a part to play in the overall composition of the music, every element bringing a certain kind of meaning and emotionality to the overall performance. In experiencing the performance of the Pirate’s Dinner Adventure, one is thrust into a historical world of swashbuckling action, pirates taking to the stage, in boats and though water, in the battle for the ship of treasures and the princess. Each part of the musical composition has meaning and purpose, the deeper horns and drums creating a sense of anticipation and fear, a mixture of expectation and dread. This booming introduction is followed by the appearance of pirates on the stage, creeping through the water and floating in on their small boats, each one determined to fight to the finish and win the battle for riches and the lovely woman. This slow beating of the drums is threaded through with low to medium pitched horns, such as tubas, leading the skulking pirates closer to their final goal, the wealthy ship full of gold and the fine girl. Some pirates pop up above the water with knives in their mouths, surprising the audience, as the drums beat out in almost perfect synchronicity with their small splashes, and the leisurely gliding boats fill the viewers with dread as the music pipes out the horns, their stealthy movements and whispers carried by each rich tune. When the pirates raid the ship, the music explodes and quickens, higher pitched horns, such as trumpets, pound out the action of the climbing men, rope swinging pirates, firing canons, and sword fighting bandits. The soldiers lose control of their ship, and the music floods with horns, the shrill cries of the instruments sounding out the struggles and screams of a waterborne battlefield. The knives flying through the air and the pieces of the ship falling down onto the deck and into the water are pierced with drumming, and the pushing and falling people, the fighters, are suspended in a torrent of drumming and horns, each instrument pulsing out a rhythm which is busied yet integrated, hectic but blended to suit the frantic interweaving of battle. The music calms and the strings enter into the composition when the soldiers finally take control of their ship once again, having banished the pirates from the area, and having reclaimed their treasure and their princess. With the brash and brazen pirates effectively cast out, the peaceful and gliding sounds of the violins, flutes, and chimes bringing the culmination of the show to a soft and quiet ending. These higher pitched instruments are most effective when played lightly, the soothing tinkling of these sweet instruments resembling the gentle nature of the female, and symbolizing the safety of the princess and the treasure. This performance was extremely rich in musical emotionality, each instrument and sound bringing a certain and unique element of beauty and meaning to the piece. Initiating into the slow, deep beginning of anticipation, moving through the wild and loud rhythmic racket of battle, and culminating with the soft and gentle high sounds of peace was a poignant experience rich with significance. The magnificence of the deep drumbeat and shallow tubas was followed by the excited piping of trumpeters and quicker beats, finally cascading into the chiming flow of the violins and flutes. A story can be effective without the use of music, but telling a tale interwoven with melodies can capture elements of the heart and soul through the use of a comprehensive and engaging harmony of sounds.

Daniel Hale Williams essays

Daniel Hale Williams essays Daniel Hale Williams was born in Hollidaysburg, Pennsylvania January 18,1858. His parents were Daniel Williams Jr. and Sarah Price Williams who had eight children. His father was a barber and was a very religious and proud father of his children. However, he died of tuberculosis in 1867 when Daniel was only nine years old. Therefore, Sarah and her kids moved to Baltimore to live with relatives because they were a poor family. Daniel was forced to take on jobs at n early age. He became an apprentice to a cobbler, a shoemaker, for three years and also a laborer on a lake steamer. He attended Hares Classical Academy in 1877. After he graduated from there, he and his sister began traveling looking for job opportunities. He and his sister found jobs in Janesville, Wisconsin where they both began working in a barbershop. While working in the barbershop, Daniel met Henry Palmer who was a leading physician and surgeon general in Wisconsin. Although Daniel was only 16 when he met Dr. Palmer, he saw the special qualities that Daniel possessed. Dr. Palmer took him as an apprentice in 1878. Dr. Palmer then helped pay for Daniel to attend the Chicago Medical College, which was affiliated with Northwestern University and was considered one of the best medical schools in the nation. Daniel graduated with an M.D. in 1883. After graduation Daniel took on an internship at mercy Hospital in Chicago. He then went on to open his own medical office on the south side of Chicago. He had to open his own practice because of the racism he faced in Chicagos hospitals that did not allow black doctors to use modern medical facilities. In 1885, he became an instructor of anatomy at Chicagos Medical College. He then served as a doctor for the City Railroad Company, the Southside Dispensary, where he practiced medicine and surgery, and the Protestant Orphan Asylum. He was considered a great surgeon and doctor who treated both white and b...

Movie review Example | Topics and Well Written Essays - 250 words - 5

Movie Review Example Many of the music and songs instead reflect the nightlife and cabaret culture of the time. This, in my opinion, is a very effective device in transforming the movie into an interesting and original take on what otherwise could have been a very standardized movie. Unlike most other musicals, it also integrates songs into the narrative, to elaborate and comment on the storyline, instead of isolating them as separate elements. The setting of the movie in Berlin in the 1930’s and the focus on nightlife and romantic relationships, sets the movie up for some unexpected musical numbers. Instead of the nightlife being portrayed as a blissful escape from the impending horrors of the outside world, it is shown as extremely seedy and somewhat distasteful in its’ indulgence of decadent behaviour. One of the first musical numbers is a flirtatious, provocative number, performed by the protagonist, Sally Bowles. The song ‘Cabaret’, perhaps the most well-known of all the musical numbers in the movie, is in my opinion, the darkest and most effective song performed. The lyrics and performance of the song are high-spirited, careless and jovial, utterly contrasting with the environment within the movie – both geographically and within the seedy Kit Kat Klub itself. The way in which the songs provide a commentary for the movie, and are integrated within the dialogue, to an extent, is a useful technique. Instead of being separated from the movies development, they are made a part of the development, elaborating on information, feelings and occurrences, much in the same way as spoken dialogue. This provides another interesting and effective use of song, which makes the movie stand out as an original creation. Another effective use of song can be found in the contrast between the opening and closing performances of the song ‘Willkommen’. At the beginning, it is performed in a

Outline Aristotle's definition of rhetoric as it relates to dialectic, Research Paper

Outline Aristotle's definition of rhetoric as it relates to dialectic, and identify the role rhetoric plays in our present-day political process - Research Paper Example There is no denying the fact that dialectic tends to be the art that pertains to logical argumentation. To some extent even at a superficial analysis, it does seem to be true that dialectic does come out as a counterpart to rhetoric in the sense that just like rhetoric, dialectic has a lot to do with the concept of persuasion and facilitating logical arguments and proofs, and does tends to take into consideration the opposing and contradicting arguments and viewpoints pertaining to any specific issue. Yet, dialectic also tends to differ from rhetoric in many salient ways. Quiet unlike rhetoric, dialectic is primarily restricted to the notions of argumentation and the proofs and logical fallacies attendant to a given argument, and does abstain from extending a theoretical framework to the use of emotion and is seldom concerned with the audiences imminent on an argument and the carried contexts in which an argument tends to unwind. In the light of this fact it seems apparently strange that Aristotle tends to place rhetoric as being a counterpart to dialectic, when one certainly cannot doubt the fact that Aristotle was conversant with the crux of the art of dialectics that primarily happens to be to test the veracity and truth attending an argument. Thereby, by considering rhetoric to be a counterpart of dialectic Aristotle not only enjoins on the art of rhetoric with the imperative to owe allegiance to truth, but also imbues the art and science of rhetoric with salient moral and ethical implications (Gross & Walzer, 2000, p. 149). While aligning rhetoric with dialectic, Aristotle not only imbues the art of rhetoric with ethical and moral implications, but also tends to present rhetoric as a tool that is neutral, which could readily be used by individuals and groups given to moral depravity to achieve spurious ends, if rhetoric is alienated from the imperative of being truthful and