House on Mango Street Literary Devices Quotes Flashcard

House on Mango Street Literary Devices Quotes

Latin American Culture essays

Latin American Culture essays After all of my research on the Aztecs, Mayas, and the Incas I have found that they were all very similar but also very different. The Aztecs settled down in the Lake of Texcoco. That started the development of Tenochtitlan which we now know as Mexico City. The Aztecs were a warring and nomadic tribe of hunters and recolators. In their religion they believed in war. It allowed them to take prisoners and hold them for sacrifice. They believed that by giving blood to the Gods at the Serpents @ Templo Mayor not only would they be paying the Gods but be gaining power. Their Social and cultural life was the sense of a pyramid. At the top you had Noble Gentlemen and Priest. The middle was made up of warriors and merchants. At the base of the social pyramid were farmers, slaves, and people awaiting penalty. Their architecture involved religious beliefs. They used stone and adobe to make their Temples, Palaces, and houses thick walls. They used brilliant colors to adorn their Temples and Palaces. The Mayan culture was located in current Guatemala. They were divided into two Empires, the Old Empire and the New Empire. All the Mayan cultures shared the same religion and culture beliefs. Each city was Governed by itself and had its own ruler. The Mayas were known for their arithmetic and astronomy. They also had their own hieroglyphic writing which all came in handy while building a Giant Observatory dome with windows. Corn was their main economy but they also cultivated thing such as pumpkin, yucca, chili, cotton, tobacco and some fruits. At the same time they were animal tamers, like dogs, ducks, doves and bees that provided them with wax and honey. The Mayan architecture was decorate with bug stone ashlars and were big in the pyramid style. In the beginning they were made of stucco. Their sculptures have an ornamental character symbolic feature. They had an angular style about them. The Inca Empire was the most extraordinary,...

Adolf Hitler and Japanese Canadians War

Discuss the role that Italy played in World War II. How did the nation become involved in the conflict? How did its participation affect the direction of the war and Germany’s fortunes? 3. Discuss the issues surrounding the United States’ decision to use atomic bombs against Japan. What motives were behind this action, and what arguments have been made against it? 4. Explain how the situation in Europe immediately following the fall of Germany led directly to the Cold War. In your opinion, should the Western Allies have acted to oppose Soviet domination of Eastern Europe? 5. Consider the role of technology during World War II. Did it fundamentally affect the outcome of the war? If so, how? If not, why not? 6. Compare the roles of Germany and Japan during World War II. Generally speaking, were their aggressions fundamentally similar or fundamentally different? . Explain Germany’s mistakes in Russia and the ways in which they affected the outcome of the war. 8. Why did the British government give in to German demands regarding Czechoslovakia in 1938, but took a relatively firmer stand over Poland in 1939? 9. Compare Soviet and British policies toward Poland between 1943 and 1945, focusing on both aims and outcomes. 10. Did the nature of German rearmament b etween 1935 and 1939 support the view that Hitler was planning for a Blitzkrieg war? 11. Asses and explain whether the internment of Japanese Canadians justified during World War Two? 2. Discuss the major differences between how the allies treated Germany after World War Two with World War One and how it may have been better. 13. Compare the strategic significance of the Battle of Stalingrad and the Battle of Britain. 14. Discuss Blittzkrieg and the importance of this tactic during World War Two. 15. Assess and explain the role of women during WWII and compare them to WWI. 16. The Second World War had consequences for European society and the world at large that were every bit as profound as the changes wrought by World War I. Assess these consequences as they became evident in 1945 as the war ended as well as for the years following from the standpoint of physical losses (casualties, refugees, infrastructure, etc. ) as well as the political and territorial settlements in Europe and the world at large. 17. To what extent were the German’s people responsible for Hitler/ Holocaust. 18. Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars. Other topics to consider Appeasement (WLM King) Isolationism The Treaty of Versailles The League of Nations (failure of) Dieppe D-Day (Juno Beach) Liberation of Holland Dunkirk (evacuation of) Battle of Britain Battle of the Atlantic Role of Technology / Canadian war production Anti-Semitism in Canada Internment of Japanese Canadians War on the homefront – War production / Changing role of women TOPIC LIST Blitzkreig The Battle of the Atlantic Women’s Royal Canadian Naval Service (Wrens) Lebensraum The Brtsh Commonwealth Air Training Plan Canadian Women’s Auxiliary Airforce Occupation of the Rhineland Camp X The Munich Pact Cdn Women’s Army Corps D-Day The Nazi-Soviet Non Aggression Pact The Battle for Normandy Canadian War Brides Dunkirk Treaty of Versailles The Royal Cdn Air Force Wm. L. Mackenzie King War on the Homefront War Propaganda The Home Front General Guy Simonds Canada and the Italian Campaign Conscription The Scheldt Estuary The Internment of Japanese Canadians Liberation of the Netherlands Canada and Hong Kong Juno Beach The Battle of the Atlantic VE Day Dieppe Verrieres Ridge Adolf Hitler and Japanese Canadians War Discuss the role that Italy played in World War II. How did the nation become involved in the conflict? How did its participation affect the direction of the war and Germany’s fortunes? 3. Discuss the issues surrounding the United States’ decision to use atomic bombs against Japan. What motives were behind this action, and what arguments have been made against it? 4. Explain how the situation in Europe immediately following the fall of Germany led directly to the Cold War. In your opinion, should the Western Allies have acted to oppose Soviet domination of Eastern Europe? 5. Consider the role of technology during World War II. Did it fundamentally affect the outcome of the war? If so, how? If not, why not? 6. Compare the roles of Germany and Japan during World War II. Generally speaking, were their aggressions fundamentally similar or fundamentally different? . Explain Germany’s mistakes in Russia and the ways in which they affected the outcome of the war. 8. Why did the British government give in to German demands regarding Czechoslovakia in 1938, but took a relatively firmer stand over Poland in 1939? 9. Compare Soviet and British policies toward Poland between 1943 and 1945, focusing on both aims and outcomes. 10. Did the nature of German rearmament b etween 1935 and 1939 support the view that Hitler was planning for a Blitzkrieg war? 11. Asses and explain whether the internment of Japanese Canadians justified during World War Two? 2. Discuss the major differences between how the allies treated Germany after World War Two with World War One and how it may have been better. 13. Compare the strategic significance of the Battle of Stalingrad and the Battle of Britain. 14. Discuss Blittzkrieg and the importance of this tactic during World War Two. 15. Assess and explain the role of women during WWII and compare them to WWI. 16. The Second World War had consequences for European society and the world at large that were every bit as profound as the changes wrought by World War I. Assess these consequences as they became evident in 1945 as the war ended as well as for the years following from the standpoint of physical losses (casualties, refugees, infrastructure, etc. ) as well as the political and territorial settlements in Europe and the world at large. 17. To what extent were the German’s people responsible for Hitler/ Holocaust. 18. Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars. Other topics to consider Appeasement (WLM King) Isolationism The Treaty of Versailles The League of Nations (failure of) Dieppe D-Day (Juno Beach) Liberation of Holland Dunkirk (evacuation of) Battle of Britain Battle of the Atlantic Role of Technology / Canadian war production Anti-Semitism in Canada Internment of Japanese Canadians War on the homefront – War production / Changing role of women TOPIC LIST Blitzkreig The Battle of the Atlantic Women’s Royal Canadian Naval Service (Wrens) Lebensraum The Brtsh Commonwealth Air Training Plan Canadian Women’s Auxiliary Airforce Occupation of the Rhineland Camp X The Munich Pact Cdn Women’s Army Corps D-Day The Nazi-Soviet Non Aggression Pact The Battle for Normandy Canadian War Brides Dunkirk Treaty of Versailles The Royal Cdn Air Force Wm. L. Mackenzie King War on the Homefront War Propaganda The Home Front General Guy Simonds Canada and the Italian Campaign Conscription The Scheldt Estuary The Internment of Japanese Canadians Liberation of the Netherlands Canada and Hong Kong Juno Beach The Battle of the Atlantic VE Day Dieppe Verrieres Ridge

America's global ascendancy, 1918-1945. Why, and to what extent, did Essay

America's global ascendancy, 1918-1945. Why, and to what extent, did the united states eclipse Great Britain as the worlds leadi - Essay Example The value of the Pound Sterling, its consumer expenditure, fell by more than 60%. The coal Germany sent to Britain as reparations depressed the victor’s local economy, hastening General Strike of 1926. During the World War I private investments made by the British abroad were sold, raising some ?550 million. Nevertheless ?250 million new investments were made within the course of war. As a result the net loss was some ?300 million. During the war Great Britain lost some 40% fleet sunk by German submarines. Most of these losses were replaced in 1918 and soon after the war was over. As military historian Correlli Barnett argued, that war made no serious economic damage on Britain yet â€Å"crippled the British psychology† (Barnett 2002) Other changes have included increasing British Dominions’ assertiveness. Such battles as Vimy Ridge and Gallipoli for Canadians, Australians and New Zealanders led to grown national pride as well as a growing reluctance to be subord inate to the Crown. Those battles used to be depicted favorably in these nations propaganda as significant of their power and valor during the War. The War also released pent up native nationalisms, as native elites and often populations tried to take advantage of the precedent of introduction of self-determination in the counties of Eastern Europe. Great Britain had to face disturbances in Ireland, Egypt, Iraq, India and Palestine within a period of time when those territories were supposed to be demilitarized. This notwithstanding, the only territorial loss Great Britain sustained was the loss of Ireland, where the delay in resolving the home rule issue, along with the Easter Rising of 1916 increased popular support for separatists and led immediately to the outbreak of the 1919 Irish War of Independence. Consequent change followed in 1919. With the Treaty of Versailles, the Great Britain found herself in charge of more than 13 million of people and 4,000,000 square kilometers. Fo rmer German colonies as well as possessions of Ottoman Empire were distributed among the Allied powers as mandates of League of Nations. It was the time when the British Empire reached its territorial peak (Ferguson 2004, p.315). Unlike Great Britain the Unites States of America participated in hostilities but a year and a half and did was not as devastated as European belligerents. Furthermore that war gave a tremendous impetus to the development of US national economy. As it goes in a song popular soon after the War was over, having seen Paris American soldiers were reluctant to stay at their farms no more. They moved from their farms to the nearby smaller cities and towns offering labor force for the industry. Agriculture was becoming increasingly mechanized due to the widespread used of such heavy equipment as tractors. As a result the output of American agriculture increased rapidly. A year after World War I was over Woodrow Wilson crusaded for United States to join the League of Nations that he had been effective in creating yet he rejected the Republican compromise over the issue so it was not possible to obtain a 2/3 majority. During a cross country tour to promote the League of Nations Woodrow Wilson sustained a number of strokes. He never recovered completely and lost its skills of the leadership so he was rendered unable to compromise or negotiate. Consequently the Senate rejected America’s entry into the League of Nations (Cooper 2009, ch 23-24). During the course of War America rendered successfully

Commercial law - case study Essay Example | Topics and Well Written Essays - 1000 words

Commercial law - case study - Essay Example As such, there is no completed contract between Wendy and Fantastic Furniture Auctioneers. In my opinion, since there is no completed contract of sale between Wendy and Fantastic Furniture Auctioneers, there is then no contractual liability incurred by the latter for the expenses and losses of Wendy. â€Å"(1) Any person, firm or corporation who knowingly makes or publishes or causes to be made or published in the course of business as an auctioneer any representation or statement which is false or misleading in any material particular, in relation to any lot put up for sale at an auction sale, whether as to the value, composition, structure, description, character or quality, date, manufacture, or origin of that lot or otherwise, commits an offence. â€Å"(2) It shall be a defence to a charge for an offence against this section of which the making or publication of a false or misleading representation or statement is an ingredient to prove that the accused believed on reasonable grounds that the representation or statement was not false or misleading. As applied to the given facts, therefore, Fantastic Furniture Auctioneers incur liability under Section 24 (2) of the Auction Sales Act for misrepresentation as to the date of the auction. However, it is entitled to interpose the defence that the alleged â€Å"representation or statement was not false or misleading.† The first issue under this item is the effect of Sallys yelling that her bid is withdrawn right before the hammer fell. The second issue is the effect of Sallys withdrawal, assuming it is valid, on the bid of Sam. â€Å"(2) A sale by auction is complete when the auctioneer announces its completion by the fall of the hammer or in other customary manner: until such announcement is made any bidder may retract his bid.† As applied to the facts, Section 60, subsection (2) is the rule governing the issue on the effect of Sallys yelling that her bid is withdrawn right before the

Women of Race in the Late 19th Century Essay Example for Free

Women of Race in the Late 19th Century Essay During the American Civil War all the free white men of the southern confederacy had left their homes to fight the war. While the white male southerners were out fighting battles they left their family and homes with their slaves. During that time period there were no incidents of rape rather the slaves provided protection for their families. When the war ended all the slaves were free and became citizens of the United States. The white southerners did not take to this lightly. To maintain white supremacy in the south white southerners would make false accusations against Afro-Americans of rape, murder, burglary, etc. With the extra-legal laws still intact, by public opinion an enraged mob would lynch Afro-American that have been accused of a crime. This law was only exercised towards the Afro-American population of the south during the late 19th century, mainly towards Afro-Americans men, to maintain white supremacy in the south. The gender norms of the south were that white women married white men. There was a law that prohibited interracial marriage. The law even prohibited intimate interracial relations. Gender ideology of the time was still Victorian, women would stay at home and men would provide for their families. The role of the women was to take care of home and be the moral compass for the family. The man was supposed to work to provide income for his family and home. Sometimes the man of the house would lose sight of his virtues and would rely on his wife to guide him. The core virtues were religious and mainly Christian. There is a reason why the woman is supposed to be the moral compass for her family. Southern women of the late 19th century were to be pious and pure. Seeking for an intellectual life and a career was frowned upon heavily. Men of the late 19th century were not expected to be pure because of their nature but they were encouraged to seek a pious life. Men were seen as impulsive creatures that would make mistakes in his life and would learn from them. Women on the other hand were expected to pure because o f their nature. Women were seen as gentle caring beings. White women of the south during the late 19th century, like I wrote before, are to be pious and pure. This gender norm was highly ritualized among white southerners during the time period. The miscegenation law made it so that Afro-American men would not have intimate relations with a white woman. Afro-Americans were seen as impure and vile. They were seen as lesser race in the eyes of white southerners during the late 19th century. Much of the ways that Afro-Americans were treated while enslavement were not gone. White southerners still treated them with a dehumanizing respect. When a white woman and Afro-American man had a relationship beyond friendship, the white southern citizens would be enraged and form mobs. These mobs would lynch the suspected â€Å"rapist†. In almost all the alleged cases of rape the Afro-American man did receive the consent of the white woman. There was a case in Elyria, Ohio of a white woman married to a minister who accused an Afro-American man of rape. â€Å"She told her husband that during his absence in 1888 the man forced his way in the house and insulted her. She did not know the man but she pointed out William Offett, a married man, who was arrested and, being in Ohio, was granted a trial. He prisoner vehemently denied the charge of rape. He was found guilty. The womans remorse led her to confess to her husband that the man was innocent† (Wells, Southern Horrors, pg6). This proves the accusations of rape were commonly mistaken because the woman was not willing to admit her intimacy with an Afro-American man. That did not change anything, if an Afro-American man had intimate relations with a white woman it did not matter, the Afro-American man was going to be hurt if any white southerner were to find out. There are many situations like these but in some the white lady would admit her intimacy. That would not stop an enraged mob to lynch. The ideology of pure was used to subsidize the degradation of Afro-Americans and to fuel the fire of white supremacists of the late 19th century. There is no doubt that white southern women were attracted to the Afro-American but the southern presses were deeming Afro-Americans as rapists and desperados. Southern media had a huge impact on what the rest of the country perceived Afro-Americans. In Memphis the â€Å"Daily Commercial† and the â€Å"Evening Scimitar† newspapers would claim that that Afro-Americans would prey on a white southerners family at night waiting for an opportunity (Wells, Southern Horrors, pg13). Memphis media would use this propaganda to justify the lynching of Afro-Americans even though there was no outcry of rape by the white women in the Memphis area. Rape was one the most common conviction against Afro-American men. The Memphis newspapers are claiming Afro-Americans are preying on innocent white women and therefore Afro-Americans deserve to be lynched. There are also cases of Afro-American girls being mistreated by white men and these white men do not receive nearly as harsh punishment as the Afro-American man does. These are situations where the white male is completely guilty with evidence to back it. Where as with Afro-American men they are accused of rape without any evidence to back the claim and are still convicted. â€Å"In Nashville, Tenn., there is a white man, Pat Hanifan, who outraged a little Afro-American girl, and, from the physical injuries received, she has been ruined for life. He was jailed for six months, discharged, and is now a detective in that cit y†(Wells, Southern Horror, pg10). There is an obvious trend, white southern men were doing what they want and southern Afro-American men were suffering from social inequality. In the year 1892 there were alleged 28 Afro-Americans that were lynched in Tennessee alone. In the same year there were a total of 241 Afro-Americans lynched in America but mainly in the southern states. White supremacy saw the Afro-Americans as an economic threat and a threat against white women. The threat against white women was not in any physical way rather it was a threat against their purity. It was obvious that white southern women were attracted to southern Afro-American men and vice versa. It was the ideology of pure that white supremacists used against Afro-American men because they believed that Afro-American men were impure and the white woman was pure. They used extra-legal laws for selfish use. White supremacists were afraid of losing power over Afro-Americans and they were willing to do anything to maintain their power that they once had.

Abnormal Psychology Essay example -- Cultural Differences, Mental Heal

The field of abnormal psychology engages with the obscure line between normal and abnormal behaviour. This blur is as a result of the dissonance that occurs when the two terms are defined for example, when cultural perspectives are taken into consideration-where behaviour (for example sake, experiencing hallucinations) considered deviant in one population is normalcy in another. In attempt to make the field comprehensive a middle ground was determined by drawing on the common elements or patterns of â€Å"peculiar† conditions, and converging them to ascertain this definition of abnormality: behavioural, psychological, or biological dysfunctions that are atypical and unexpected in their cultural context and associated with personal distress and impairment in functioning, or increased risk of suffering, death, or pain (Barlow & Durand, 2012). In brief, this is an applied field, interested in identifying and treating individuals whose symptoms trouble them and in many cases those around them, leading to difficulties in everyday functioning. This essay aims to discuss and apply the knowledge base of abnormal psychology to the plight of Regina; her case offers a template for which to problematize the aforementioned statement about the definition of abnormality, concomitantly determine the factors that have brought about her ailment and, finally, deduce the course of action to take in an attempt to alleviate her symptoms to retain and maintain stability. Keeping in mind the real-life problems faced by Regina, one shall critically interrogate each criterion for abnormal behaviour-psychological dysfunction, personal distress and impairment in functioning that is not typical or culturally expected-and map these on to the surface characterist... ...onships between stressful life events and the onset of major depression. American Journal of Psychiatry, 156, 837-541. Maj, M. (2008). Delusions in major depressive disorder: Recommendations for the dsm-v. Psychopathology, 41, 1-3. doi:10.1159/00010994 Myers, D. G. (2010). Social psychology (10th ed.). New York: McGraw-Hill . Solomon, D. A., Leon, A. C., Endicott, J., Coryell, W. H., Li, C., Fiedorowicz, J. G., & Keller, M. B. (2009). Empirical typology of bipolar I mood episodes. The British Journal of Psychiatry, 195, 525-530. Retrieved March 02, 2012, from http://bjp.rcpsych.org Swartz, L., de la Rey, C., Duncan, N., & Townsend, L. (2008). Psychology: An introduction (2nd ed.). Cape Town, Southern Africa: Oxford University Press.

Impact of Internet Usage on Academic Performance of the Student Essay

Correlation and regression techniques were used to find out the strength and direction of the relationship. Findings – Internet is one of the beneficial tools in this era of IT world not only for business but for academic point of view and enhances the skills and capabilities of students which assist them in studies and in professional life. Student with high CGPA use more internet for their studies and gain more knowledge and information across the world. Research limitations/implications – The self-report criteria are a limitation. Future research should employ more objective measures of internet use. Also, antecedents of internet use might be explored in other developing economies. I have chosen limited universities and disciplines from a single city Lahore. Practical implications – To encourage internet usage intentions, it appears worthwhile to create in potential users a sense that the technology is useful, easy to use, and that others have expectations regarding its usage. Keywords: Information Technology (IT), Internet, Cumulative Grade Point Average (CGPA) Introduction Throughout the world, information and communications technologies (ICTs) are changing the face of education. It has been argued that the transformation of education may be the most important of the many practical revolutions sparked by computer technology. Just as computers are about to replace books (some would argue this has already happened) as our main source of information globally, computers will come to occupy the central position in education once occupied by books. The Internet was initially developed by the US Defense Department and was at one time only popular within the research community. Its ability to share information across organizations and to interact with people at low cost has gradually enticed other sectors to explore its use. Today, the Internet has an impact on every facet of our life including business operation, education, communication, entertainment, social activity, shopping, and so on. Many universities around the world are expanding their investment in information technology (IT), and specifically the Internet, and are actively promoting Internet use. From a student’s perspective, learning using online tools is multidimensional. It may entail a multitude of variables such as prior student knowledge of IT, experience in its usage, perceptions of IT usage, computer competencies, and background demographics. The Internet is one of the greatest recent advancement in the world of information technology and has become a useful instrument that has fostered the process of making the world a global village. The Internet provides several opportunities for the academia. It is a mechanism for information dissemination and a medium for collaborative interaction between individuals and their computers without regard for geographic limitation of space. The word Internet is derived from two words: â€Å"international† and â€Å"network†. The Internet therefore can be defined as an international computer network of information available to the public through modem links so internet is a worldwide system of linked computers networks. The Internet is the world’s largest and most widely used network. It is an international network of networks that is a collection of hundreds of thousands of private and public networks all over the world. There are rich and varied learning experiences available on the Internet that would have been inconceivable just a short while ago. The Internet has a range of capabilities that organizations are using to exchange information internally or to communicate externally with other organizations. The primary infrastructure for e-commerce, e-banking, e-business, e-learning and virtual library is provided by the Internet technology. The Internet provides several opportunities for all academia, business organizations, the employed and the unemployed, the young and the old. The Internet is a ‘live’ constantly ‘moving’, theoretically borderless, potentially infinite space for the production and circulation of information. The Internet might thus be described as a ‘sea of information’, containing texts which are not housed between library and bookshop walls and subject areas span across all fields of knowledge. The Internet can be used for other things besides email. One can listen to international radio station on research and education on the Internet, read national dailies of other countries, speaks to friends around the global, read books and other materials on the Internet. The list of things that can be done on the Internet is a very long one. The Internet contains more information than the world’s largest libraries with access to the Internet one can retrieve information from the world’s largest information database. Objectives of study A study of different disciplines was conducted to identify the intensity of internet usage by student who belongs to different disciples. The purpose of my studies is to evaluate weather is their any relationship between the usage of internet and students academics performance. To better understand the relationship how the Internet affects university students learning, the following questions should be answered. What are the benefits of using the Internet as part of a university education? What are the main factors affecting such use? What is the impact of such use on student learning? What does it take to encourage positive attitudes in students toward Internet use? This study tries to answer these questions by exploring the antecedents to, and the impacts of, Internet use in university education. The specific objectives were to: †¢Identify attitude of students toward IT. †¢ Determine the purpose of internet usage for students. †¢Find out the intensity of internet usage by students. Evaluate that whether the use of internet improve the academic performance of students or not. Significance of study This study could be beneficial for student as well as for institutions. The valuable feedback from 500 students should help student to realize the benefits of internet in their education. Institutes can invest more in internet facilities to enhance the performance of their students and produce better results. Based on Pakistan’s experience, international readers may take advantage from this study work. Literature review Advancement in technology brings major impacts on education.

Problems on Early Marriages

In our research paper we looked at young marriages especially of those in college. This topic was of interest to us because of our college careers and upcoming marriage. Jeremy is currently a junior in chemical engineering and I am a junior in elementary education. We ourselves feel that a college marriage would work although it will be hard. We will now discuss the literature we looked at regarding young marriage. To begin our discussion we will first give a definition of an adolescent. The term adolescent â€Å"refers to the post pubertal population younger than twenty years of age who have a distinctive life-style; for those immediately younger the term young adults is used†(John and Pat Caldwell, 1998). Adolescence is socially defined. It is seen there as an instrument for social change and prepares you for adult life in societies where adolescence is found. Adolescence is associated with the following: going to school, trying to achieve occupational positions, and creating boy- girl friendships. Adolescence is associated with the moving away from agrarian society to full-time education which is needed in complex societies (John and Pat Caldwell,1998). In the study of adolescence there has been a huge interest in adolescent marriage and childbirth. Marital instability has been directly linked to adolescent marriage and childbirth. When this occurs the adolescent is forced into the role of a parent and they are not able to fully develop their own identity or learn the importance of intimacy (Teti and Lamb, 1989). Adolescent marriage has been shown to have an effect on lowering their socioeconomic status and stability in the marriage. Adolescents that are married and have children with their new responsibilities now have less time for what is really important which is their education. Adolescence is a time that should be focused on education. Women who gave birth in adolescence completed less than eleven years of education. Those who had adolescent marriages and kids completed 11. 82 years of education. Women who only had an adolescent marriage and did not have children completed 12. 9 years of education (Teti and Lamb, 1989). Marriage and children at such a young age obviously have a negative affect on education. Education has a great impact on a person†s social and economic status. At the end of a person†s adolescent phase they are ready to enter college. Some college students today are not ready for college though. Parents should make sure that their kids can cope with everyday responsibilities such as food and transportation, budget money and time, resolve conflicts, be able to make decisions, and have goals suggests an excerpt from an article in USA Today. It is a large change from having their parents there to help them deal with their problems. College is the time to grow and find out who you truly are and what you want to do with the rest of your life. Some couples are finding themselves having to make compromises within their relationships when it comes to their careers. Less young couples have to compromise their careers for their partner. Universities are offering jobs to young couples to keep them together. Deans are even offering departments extra money to create new positions for the spouses (Wilson, 1996). Upon looking at our research material, we feel that couples should get married in college. In college you learn greater responsibilities and how to make life choices, which enables you to live a more mature adult life. After learning about these things in college you are able to take on the responsibilities of a married life. We have found that colleges are flexible with working with the married couple. We are now going to look at different marital roles. There are the instrumental or traditional model and the companionship or egalitarian model. The difference between the two is the difference between husband and wife relationship. In the instrumental model the husband brings in the majority of the household income and takes care of the finances, the wife on the other hand, stays home and takes care of the children. The companionship model stresses more of a friendship and mutual sharing of responsibilities between spouses. In this model the roles for spouses can be reversible (Pollock, Die, and Marriott, 1989). We feel that the companionship model works because it allows open lines of communication, which we feel is very important to a marriage. The method that we used was a survey consisting of five questions. The questions all dealt with our problem of should people get married in college. We used our sociology class as a convenience sample. The ages of the students in our class ranged from 18 to 30 or older. This gave us a broad age group to give us enough information on our topic. We decided to do a survey because it was the quickest, simplest, and most direct method to gather the information on our topic. We collected our data from the students at the beginning before class started. We handed out the surveys and allowed them to complete them at their leisure. As stated earlier all of our questions dealt with marriage and the ages at which it should be appropriate to marry. Our first question asked at what age is it acceptable to get married. We gave them a list of the ages above but broke them into categories. They were as follows: 18-21, 22-25, 26-29, and 30 and above years of age. We asked them to circle their response. The second question asked them the best age to get married. We used the same format as in question 1 for their responses. In order to distinguish between acceptable and best we can describe it in this manner. Acceptable ages in which to get married dealt with the way in which society would look at it. The best age to get married would show their personal views on the topic. Question 3 was what made the rest of our survey come together. This question asked should people get married in college. The same was asked as in question 1 and 2, to circle their answer; yes or no. The fourth question asked what characteristics you would chose in finding a partner. The characteristics are looks, race, religion, age, education, social status, and values. We came up with the above characteristics after reading Peplau, Hill, and Rubin†s article on â€Å"Sex Role Attitudes in Dating and Marriage: A Fifteen Year Follow-up of the Boston Couple Study† in the Journal of Social Issues. We asked them to check all characteristics that were important to them. In question 5 we asked them to indicate their gender and asked them to circle their age groups. In our five-question survey on marriage we polled a college sociology class which consisted of a sample size of 31. We broke up our age groups from 18-21, 22-25, 26-29, and 30 and above. Our first question was on the most acceptable age to get married. The majority of the students chose 18-21 to be the most acceptable at 47 percent. The minority, however came out to be 30 and above at 3 percent. * Note: One student survey was discarded because they indicated all answers as being correct. Our next question asked at what age is it best to be married. Students said 22-25 was best, being the majority, at 74 percent. On the other hand, the minority was 18-21 at 3 percent. All surveys now being included. The third question addressed the issue of whether or not people should get married in college. The majority of our sample size said no at 52 percent. The amount of students saying yes was close at 48 percent. The fourth question asked for characteristics of the person you would marry. The characteristics given are follows: looks, race, religion, age, education, social status, and values. We will start off with the majority being values, surprisingly everyone agreed. Looks, age, education, and race were all very close. Looks came out to be 65 percent, age and education were tied for 61 percent, and race was 58 percent. Social status was the minority in this case at 29 percent. Our last question had two parts to it. The first was to indicate their gender and the second was to specify their age group. Our survey indicated that majority was females consisting of 23 and there were 8 males. Majorities of students were ages 18-21 at 77 percent, then there were 30 and above which represented 13 percent, next was 26-29 at 6 percent. And last was 22-25 at 3 percent. The results of our survey were rather interesting. When looking at our results we found that there was quite a difference between the best and acceptable ages to get married. The majority of the students chose the age group of 18-21 years as being the most acceptable to get married. On the other hand, the students chose 22-25 years as the best ages to get married. We found this to be interesting because although you can get married at 18-25 it may be best to wait until ages 22-25 according to our survey. This may be because the majority of students surveyed were 18-21. The question can then be raised of if they really think they are ready to get married at 18-21 years of age, and obviously they do not since they chose 22-25 years as the best age to get married. At the ages of 18-21 people are just entering college and learning how to make it in the world and they are pursuing a degree if they are in college. At eighteen a person is just old enough to vote and serve in the Armed Forces, but they still can†t buy liquor. Society does not think that an 18-20 year old is mature enough to buy liquor, so should they be able to get married at that age. The first few years of college are good years to learn life lessons and the different characteristics that you will need to make it in the world as we talked about earlier in our research. I think that the students realized this and many of them felt that they would rather finish college around the age of twenty-five and then start their careers and their new family. The majority of the students surveyed agreed that you should not get married in college, but the it was only a very narrow margin between those who said that it was alright to get married in college compared to those who thought that you should not. Once married you have to be ready to start a family and of course be open to the possibility of having children. Children take up a lot of a parent†s time as well as a lot of a family†s income. Having children while in college could very well hurt your chances of getting an education as we saw in the data presented about adolescent mothers. At the age of 22-25 years many college students have a bachelor†s degree and are then ready to start their new careers. Their jobs would also bring along the financial stability needed to maintain the needs of a family. The age bracket of 22-25 would have the better financial ability to support a family and we are sure that the students took this into consideration when they filled out this survey. The characteristics that the students chose for the person that they would some day want to marry were interesting. Everyone selected the values of the person to be important to them, which truly is important since values are passed down from parents to children. Twenty students out of the thirty-one that were surveyed chose looks to be important to them. A person should and will be attracted to the person that they decide to marry. The interesting thing was the fact that nineteen people chose education to be important while only nine people chose social status to be important. These two things really go hand in hand though. Education is a way to that people can use to rise above their current social status. The data that we looked at showed us those adolescents that are married and have children have a lower chance of getting an education above the high school level and therefore end up having a lower social and economic status. Social status is also related to education in the way that some of the people in lower social status may not have the same opportunities that people with a higher social status might have. They may not be able to get into college or if they do not go as far in college as they could if they had more money at their disposal. They also may not know people in important places that may be able to help them get into the school that they wanted to or to get the job that they wanted. Social status also has to deal with a person†s values. A person who has less than someone else may be able to appreciate more what they have than others that take what they have for granted. There were characteristics that went hand in hand almost in the survey that people seemed to have overlooked. The question that we looked at in this paper was should people get married in college. After reviewing the data on adolescent marriages, we would have to agree with the information that we collected from our survey that 22-25 was the best age to get married. People in the 18-21 range are still considered as adolescents and still have a lot of growing up to do. By the ages of 22-25 students have learned how to live by themselves and have possibly even earned a degree to support themselves and a new family if it were their choice to get married. I guess we should really say that we agree with getting married later in your college years after you have learned how to take care of yourself so that you in turn can take care of someone else.

Emily dickinson 4

Emily dickinson 4 "Best Things dwell out of Sight"(#998) describes one of America's greatest poets. She dwelled out of sight for most of her life and her poems, with the exception of seven published anonymously, remained out of sight until well after her death. Many literary scholars have attempted a biography on this mysterious woman and poet and yet none are conclusive. Dickinson remains an enigma even today but biographical speculation allows us to analyze some of her poetry even though we may be completely inaccurate about what we presuppose.There are some facts about Emily Elizabeth Dickinson that we know for certain. She was born on December 10, 1830 and is recognized as one of America's greatest poets. She had an older brother, William Austin Dickinson, born on April 16, 1829, and a younger sister, Lavinia Norcross Dickinson, born on February 28, 1833. She was raised in Amherst, Massachusetts, which was a small and tradition-bound town in the nineteenth century.Angie DickinsonEmily's father, Ed ward Dickinson, was a grand figure in Amherst. In his letters, he comes across as a remarkably ambitious man-"a typical success-oriented, work-oriented citizen of expansionist America," in Richard Sewall's characterization. Educated at Amherst College and Yale, he soon became the leading lawyer in town. For thirty-seven years he was the treasurer of the college that his father helped establish in 1821. Besides this, Edward had accomplished much success in his life but biographers of Emily's life believe that he paid for his public success through his emotional destitution. Emily's father was a rigorous Calvinist and dominated the Dickinson family. His concept of life was rigid religious observance and obedience to God's law as stated in the Bible. He prompted his children to read the Bible and attend church every Sunday. People who knew the Dickinsons referred to Edward as...

Discussion Board Topic Assignment Example | Topics and Well Written Essays - 250 words

Discussion Board Topic - Assignment Example A reader can interpret the bible easily by understanding the context of the book that is the original and the history setting of the Bible. The method also known as historic-grammatical approach, aids the reader to find the literal meaning of the words based on the understanding of the chronological and cultural settings in which the written words form (Duvall & Hays, 2010). For instance, words in the Old Testament differ from the New Testament in that the New Testament authors were trying to interpret the Old Testament authors in this way it becomes easier for readers to apply what they have read into the present life. Topical preaching is very popular and practical that entails choosing a topic from the Bible and then expanding on the same. This method of preaching is recommended as many topics in the Christian calendar are naturally related to topical preaching for instance, the Youth day, Development day and even the Holy Communion (Duvall & Hays, 2010). However, preachers may violate topical preaching, as there is a temptation to rely heavily on non-Biblical sources, and a high tendency of misusing scriptures from the

Gestalt Family Therapy Essay Example | Topics and Well Written Essays - 3000 words

Gestalt Family Therapy - Essay Example In this therapy the experiences of the patient are not interpreted by the therapist instead the patient is encouraged to become aware of their needs and to accept them, come to an understanding of how to fulfill them and then let go of them. In this therapy the experiences of the patient are not interpreted by the therapist, but the therapist works along with the patient to enable them to understand themselves. This therapy helps a patient to become a well adjusted individual who understands that in life there is a constant flow of needs and one has to accept them, understand them, fulfill them if possible or let go of them without regrets. Gestalts Family Therapy is an extension of these goals, in that, the therapy is not for an individual but extends to the family. Walter Kempler, who initially worked with Perls, brought about this form of Family Therapy. His immediate goal is to engage the entire family in therapy, such that the members who seek to come together and at the same time separate can resolve their issues using Gestalts Therapy and thus resolve their problems. The final goal is accepting reality as it is, and thus accepting one’s own and the other’s movement to and away from togetherness. This could mean freedom and relief for one and loss and grief for another. Gestalt Family Therapy allows one to realize this loss, grieve for it and then move on. (Retrieved from "http://en.wikipedia.org/wiki/Walter_Kempler) The basic aim of this therapy is to bring about self awareness. The goal of Gestalts therapy is to help patients in discovering their ability to regulate and have successful relationships with others who share their space (i.e. with family, at work, with friends etc) and to connect with their inner selves and accept themselves as they truly are. The therapist helps the patient to uncover the unresolved issues which fade into the subconscious and then helps the patient to understand