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GSP Free Essays

Past report have indicated that following a SE, responsive astrocytes become hypertrophic (expanding the declaration of middle of the road fiber proteins), and grow longer and thicker procedures (Robel et al., 2015), In this examination, astrocytic response saw in the GSP or DZP treated CSE is moderate (Plate 4.13. We will compose a custom exposition test on GSP or then again any comparable theme just for you Request Now 5b), because of the reasonably corralled morphology. This could most likely be connected to a diminished excitotoxicity or weakened ROS by GSP or DZP inside the hippocampus inferable from GSP treatment particularly. It accordingly turns into an intriguing proof from this examination that astrocytic response in CSE treated with either GSP or DZP is a versatile kind of astriogliosis (a guarded response planning to reestablish homeostasis). The utilitarian and morphologic changes astrocytes experience in the GSP or DZP cerebrum and during CSE may have a double nature dependent on the fundamental pathophysiological attributes. From one viewpoint, receptive astrogliosis can happen as a compensatory instrument following harm to the sensory system and lead to the decrease in volatility (Vargas-Sã ¡nchez et al., 2018). In this investigation, there was heightening of astrocytic proliferative in the CSE + NS at seventh day post CSE. This is in consonant with the discoveries of Gibbons et al. (2013) that in beginning periods of SE there is no stamped escalation in astrocytic multiplication, while at later stages, there is a fast increment in the quantity of astrocytes. In spite of the fact that astrocytes have the ability to multiply soon after a SE, the detailed modest number of new cells recommend that in models of SE receptive astrocytes are included chiefly of the inhabitant astrocytes present before the affront (Gibbons et al., 2013). End The major important impacts of CSE is on higher request conduct, most particularly on lists of learning and memory which is for the most part constrained by the hippocampus. These impacts of CSE originated from decrease in rate body weight gain, constriction in the relative hippocampal weight to the mind, diminished spatial and article acknowledgment memory. In any case, memory disability saw in this examination was credited to modification in the cholinergic synapses, expanded excitotoxicity, professional oxidant/cancer prevention agent lopsidedness which prompted fuel of oxidative worry of the hippocampus, hippocampal decay and rot, astriogliosis, and age of strange granule cells in the hillus of the dentate gyrus, All these brokenness were altogether constricted by GSP treatment, the impact that was preferable endured over that of an ordinary anticonvulsant sedate DZP. It is thusly inferred that GSP can be utilized is a superior specialist in the treatment of CSE because of its lessening in memory weakness and inconsequential unfriendly impacts. Proposal The important objective of CSE treatment is the end of seizure with practically zero specialist on-toward symptoms. It is apparent from this examination that separated from the way that GSP (20 mg/kg or 10mg/kg) lessened hippocampal excitotoxicity and astriogliosis following CSE, it additionally represented no huge symptoms on the files of learning and memory. This investigation thusly suggests further test inquire about on the anticonvulsant and neuroprotective exercises of GSP. Step by step instructions to refer to GSP, Papers

Writing a Tertiary Statement Essay

Writing a Tertiary Statement EssayWhat is a thesis statement? A thesis statement is the guide to a student's writing process. It is an outline of the topics that will be covered in a composition. It can be organized and streamlined to create the thesis statement as well as develop a theme for the composition.The writing process should start with the thesis, but it is not necessary to write your entire thesis within the first composition. In fact, a thesis should only be the first topic that you focus on. After a thesis, another part of the essay, which is the main content, can be developed.So what is a thesis statement? A thesis statement is an organized overview of the topic of the composition, all the ideas that should be in the thesis itself. It can contain details, summary, main points, and conclusions.When writing a thesis statement, you should begin by looking at the theme of the composition. If the topic revolves around a person, you can use the names of the subject, for examp le. For example, if the topic of the composition is the history of a particular group of people, you can use the names of the historical figures and events that are pertinent to the topic. You can also go a step further and use a specific group of people, such as a region or a nation.Once you have established the general theme, you should then start laying out the main points of the composition. A general theme is the foundation of the composition, but a thesis should be supported by several supporting ideas and points, as well.The second part of a thesis statement can consist of the secondary ideas and points that can help to make the composition more comprehensive. These ideas and points should be written down briefly, as they may not be as strong as the main theme. The final part of the thesis statement can consist of the conclusion of the composition. This section is often used to provide proofreading. The title of the thesis statement and the complete title of the entire compos ition must appear at the top of the thesis statement.Writing a thesis statement is an important part of academic writing. In order to achieve success, your thesis statement should be developed in advance. While you can develop it in writing, a computer program can speed up the process.

To what extent does Erving Goffmans theories of social performance apply to modern digital forms of social interaction - Free Essay Example

Sample details Pages: 9 Words: 2572 Downloads: 5 Date added: 2017/06/26 Category Sociology Essay Type Research paper Did you like this example? Introduction The sociologist Erving Goffman (1922-1982) focused on the social world at the micro level to analyse the social and symbolic interactions between individuals. Goffman (1959) analysed the ways in which individuals presented themselves to others. Goffman (1959: 74) found that individuals do not present their real, true selves; instead they present an idealised version of how they would like to be perceived by others using cultural scripts (Hogan, 2010: 378). Don’t waste time! Our writers will create an original "To what extent does Erving Goffmans theories of social performance apply to modern digital forms of social interaction?" essay for you Create order An example of this is when a waiter dons a Tuxedo and straightens his posture to wait on customers in a restaurant (Goffman, 1959: 122). He is tentative, patient and enabling, and his manners are impeccable even when the customer asks [Do] you call yourself a waiter, you young bastard? You a waiter! Youre not fit to scrub floors in the brothel your mother came from. Maquereau! (Goffman, 1959: 122). This symbolic interaction ensures that the waiter remains composed and apologetic, but when his shift ends, he changes into casual wear, his body visibly relaxes and he unwinds backstage in the staff room by collectively mocking the customers with his team, who collectively share these sentiments (Goffman, 1959: 97). These appear to be two different individuals because individuals adopt impression management to present the self in ways that obscure the authentic self, or in simple terms, they put on a front (Goffman, 1959: 116; Hogan, 2010: 378). This paper evaluates whether Goffmans fifty year-old dramaturgical theory is relevant to the social performance portrayed in modern digital forms of social interaction in the context of the social media networking sites in contemporary society. Dramaturgy Goffman conducted his research using a technique that he conceptualised as a dramaturgical approach; the key to his theory is drama (1959: 113). Goffman (1959) used the analogy of an actor interacting or rather performing on a theatrical stage in front of an audience. Within this dramaturgical situation, every scene is a new role on another stage (Goffman, 1959:113). While the interaction using a preferred identity is performed to an audience on the front stage, backstage is where perfecting the performance takes place and where the actor can revert back to his authentic self again (Goffman, 1959). Thus, the process of symbolic interaction is an individual who puts on a front to an audience (Hogan, 2010: 378). Symbolic interaction is predicated on locating the meanings from which shared or collective meanings are created within the performance (Hamilton, 2004). The interaction occurs in the presence of an audience [the customer] which either credits or discredits the actors [the wa iter] based upon the performance (Goffman, 1959). Social Media Facebook provides a platform upon which numerous roles and dramaturgy are performed uniquely by millions of interpersonal interactions on the front stage before an audience every day. The proliferation of handheld digital devices on the market has led to a huge increase in the number of people using digital social networking sites such as Facebook, Twitter and MySpace (Hogan, 2010; Almjeld, 2009). Social media and digital devices are personal and portable, which maintains a constant networked connection with the individuals social networks (Burchell, 2012: 3). This has radically altered the ways in individuals interact with others (Hogan, 2010). Social media websites such as Facebook provide a stage in which they interact with old school friends, long lost best friends, family, extended family, friends of family and colleagues (Hogan, 2010). Although the authentic self of the actor may be known to these associates, impression management is nevertheless practised; in Facebook terms this can involve vast numbers of audience as this networking forum now has over a billion subscribers (Frissen et al., 2015: 23). The popularity of an individual is defined based on the number of friends they have in their friends list (Hogan, 2010). Facebook is described by Timmermans as a site for individual entertainment, and as a tool for maintaining and building communities (Timmermans 2010: 189). However, Hogan argues that it is a place for symbolic interaction on a hitherto unknown scale (Hogan, 2010). By contrast to the one-way processes of television, social media enables the two-way interaction whereby commentary and feedback make these platforms simultaneously exciting and frightening (Meden, 2009: 59). Gender Evidence of Goffmans performance is present in the research findings by Almjeld (2009) on female users of MySpace. The research highlights how social networking was overall empowering to women, who demonstrated impression management which sold their online identities and interactions through numerous construction of multiple identities by the re-writing of the self (Bolter, 2001 197; Almjeld, 2009: 155). It also enables women to practice and perform new femininities in relative security (Meden, 2009: 61). Medens research on women found that they conveyed an enhanced image of themselves through renaming themselves on Facebook as jocks, scholars, tech enthusiasts, flirts and friends (Meden, 2009: 61). In doing so, they rejected their bland identities and traditional roles as wives and mothers on blogs and social networking sites (Meden, 2009: 61). This illustrates the emancipatory potential of social media (Cheung, 2000: 55). The practice and performance of disguising the authentic s elf illustrates the relevance of the front stage and the backstage in relation to impression management (Miller, 1995). In the physical world, women have traditionally undertaken making scrapbooks, photo albums and note passing to equip themselves with the building blocks needed to forge social identities and form new social relationships (Almjeld, 2009: 154). However, in the virtual world, women practise impression management as bloggers and [by] instant messaging and in chat rooms (Almjeld, 2009: 154). Miller and Arnold (2001) argue that online interaction is no more or less problematic than face-to-face interaction because it is real life in both contexts (in Kelly, et al., 2006: 92). However, there are different issues attached to each. Expressions It is claimed that the online approach does not mediate the expressions or body language to its audience; actors only give what they type in their message to enhance their persona, whereas in contrast, face-to-face interactions give away far more information to the audience than online interactions (Bullingham and Vasconcelos, 2013; Goffman, 1959). This is because the actor is physically before the audience in the face-to-face context whereby the observers can read the expressions that they give as well as those that they give off or leak (Miller and Arnold, 2001: 74). In the latter, actors inadvertently give off information that was not intended for their audience (Miller and Arnold, 2012: 1). Specific fronts are displayed in accordance with the level of the sustained observation of the audience (Hogan, 2010). In cases where the enhanced identity nurtured by the interaction is knowingly contradicted on the front stage, the audience can identify this error which results in the acto rs performance being discredited (Bullingham and Vasconcelos, 2012). Backstage is where the work is done to avoid these issues (Bullingham and Vasconcelos, 2012). Performance Goffman identifies three overlapping groups of potential errors that could impinge on the performance of a genuine actor when the impression is mismanaged, resulting in the performance being discredited by the audience (Goffman, 1959). The first group may trip, stumble or fall [à ¢Ã¢â€š ¬Ã‚ ¦] belch, yawn, or go blank (Goffman, 1959: 60). For example, Ed Miliband stumbled off the stage after performing to a live audience to vote him in as Prime Minister (Bennett, 2015: [Online]). Journalists focused on the stumble and not his interaction thereby discrediting his performance (Goffman, 1959). The outcome may have differed significantly if he had pre-recorded his interaction via YouTube. However, David Cameron gave off numerous expressions as he perspired and recoiled in his incoherent and inarticulate responses to questions on Gay Rights (YouTube, 2010: [Online]; Goffman, 1959: 73). Goffman argues that the second group experience nervousness, lack confidence or are too self-aware , which thereby discrediting the performance (Goffman, 1959:60). This is linked to the both the second and the third group which are the backstage team who in this case left Cameron wholly under-prepared, resulting in a discredited performance (Goffman, 1959). Backstage preparation helps to counter such issues as participants collectively enable the smooth running of the performance at the front stage to avoid the redeeming gaffes (Miller, 1995: 1). For example, Goffman questions whether performers are being truthful or whether their points are valid or spurious (Goffman, 1959: 66). However, sometimes previous performances in the past can come back to haunt the present. One example is the case of Paris Brown who secured the authoritative post as Britains first Youth Police and Crime Commissioner (The Guardian, 2013: [Online]). However, in a number of interactions on Twitter prior to getting the job, she displayed homophobic, racist and violent tweets which resulted in a call for her resignation (The Guardian, 2013: [Online]). Goffman argues that audiences cannot wait to put a chink in the armour of performers who fail in order to discredit their pretensions (1959: 66). These claims may well have been Browns way of presenting herself as something more lively and streetwise than she really was, but only to her peer group as she experimented with her identity (Livingstone, 1998). Paris Brown also described herself on Twitter as: either really fun, friendly and inclusive when im drunk or im an anti- social, racist, sexist, embarrassing a****** often its the latter (cited in Myers, 2013: [Online]). Paris Brown provides two sides to her identity: a nice fun girl who cares about others and one who is unpleasant and intolerant of diversity (The Guardian, 2013: [Online]). While this may have been a case of bravado, this impression [mis-]management illustrates how performing to a global audience can be discredited repeatedly, and at a much later date such redee ming gaffes may be problematic for the teenager (Goffman, 1959: 66; Miller, 1995: 1). Teenagers According to Livingstone, teenagers tend to experiment and play around with their online identities (1998: 407). They recognise opportunities and risks and self-actualisation is more likely to be realised where teenagers negotiate a cost benefit analysis between the risk factors such as abuse, privacy or being misinterpreted and the opportunities in terms of identity, relationships and social capital (Livingstone, 1998: 407). Evidence is provided in the respondents in Asplings qualitative research study. However, Lars wants people to think he has a life away from Facebook when he asserts: I dont want to be seen as someone that lives with Facebook. But no, I dont do that, I dont want to be seen as a freakà ¢Ã¢â€š ¬Ã‚ ¦'(cited in Aspling, 2011: 22) This is despite the fact that Lars confessed to updating his status several times a day thereby contradicting his enhanced identity which would result in his performance being discredited by his audience who would potentially see hi m as a freak (Bullingham and Vasconcelos, 2012: 102). In contrast, another Facebook user asserts that: Maybe they gain a somewhat positive image of myself, you only upload images that are good, everything good you have done, perhaps it is a more positive image of myself than in reality, à ¢Ã¢â€š ¬Ã‚ ¦ you only upload things that are good (Cited in Aspling, 2011: 22) This highlights the dramaturgical nature of impression management in full force as this respondent wants to convey a perfect identity and life. This is wholly unrealistic and would no doubt be discredited by some of his audience. The same applies to profile pictures which attract the most comments on Facebook. Impression management involves enhancing profile pictures or dressing provocatively to convey a more desirable, sexier identity in the search for a new partner (Goffman, 1959). As one Facebook user asserts: I think that people are more intimate on Facebook than they should, pictures of them in lingerie, p arty-pictures etc. that anyone can see (Cited in Aspling, 2011: 22) This disapproval of intimacy shows that audiences are more likely to discredit performances that convey a sexy identity by dressing up. As Goffman argues, [Even] if each woman dresses in conformity with her status, a game is still being played [which] plays to the imaginary as in a picture or sculpture (1959: 221). In other words, being so fixed or perfect is unreal in this overt form of impression management (Goffman, 1959: 221). Conclusion In conclusion, it is evident following a critical analysis of the debates above that Goffmans dramaturgy is perhaps even more relevant in contemporary society than at the time of Goffmans writing. Social media provides actors the platform for actors to convey enhanced identities through impression management using cultural scripts. Evidence of impression management is abundant in the rejection of their authentic identity which, in a face-to-face setting, is more problematic. For example, the impression management of two politicians aspiring to be Prime Minister were discredited on both live television and pre-recorded social media because they gave away elements of their true identity despite claims that expressions are only given off in face-to-face interaction. Facebook users only give intended information which are credited whereas constantly updating statuses gives off negative expressions that are discredited. Nevertheless, the actors enhanced personalities are constructed and rehearsed backstage which through social media is anywhere that is not online; the dramaturgy is performed at the front by a keystroke. Word Count: 2,194 Bibliography Almjeld, J.M. (2009) The Girls of MySpace: New Media as Gendered Literacy Practice and Identity Construction. Doctoral Dissertation, Bowling Green State University, English/Rhetoric and Writing Aspling, F. (2011) The private and the public in online presentations of the self, Stockholm: Stockholm University Bennett, A. (2015) Thought Ed Milibands stumble was bad? These politicians had much worse falls The Telegraph [Online] Available: https://www.telegraph.co.uk/news/general-election-2015/politics-blog/11576072/Thought-Ed-Milibands-stumble-was-bad-These-politicians-had-much-worse-falls.html (Accessed 22nd August 2015) Bolter, J. D. (2001). Writing space: Computers, Hypertext, and the Remediation of Print. Hillsdale, NJ: Lawrence Erlbaum Associates Burchell, K.D. (2012) Negotiating Connection without Convention: The Management of Presence, Time, and Networked Technology in Everyday Life, London: Goldsmiths, University of London Bullingham, D. Vasconcelos (2013) The P resentation of Self in the Online World: Goffman and the Study of Online Identities, Journal of Information Science, 39(1): 101-112 Cheung, C. (2000) A Home on the Web: Presentations of Self on Personal Homepages in Gauntlett, D. (Ed.). Web studies: Rewiring Media Studies for the Media Age (pp.43à ¢Ã¢â€š ¬Ã¢â‚¬Å"51) London: Arnold Frissen, V., Lammes, S., Michiel De Lange, M. De Mul, J. Raessens, J. (2015) Playful Identities: The Ludification of Digital Media Cultures, Amsterdam: Amsterdam University PressGoffman, E. (1959) The Presentation of Self in Everyday Life. London: Penguin Goffman, E. (1984) Stigma: notes on the management of spoiled Identity. Harmondsworth: Penguin Books Guardian (2013) Paris Brown: no further action to be taken over Twitter comments, Guardian [Online] Available: https://www.theguardian.com/uk/2013/apr/21/paris-brown-no-action-twitter-comments (Accessed 22nd August 2015) Hamilton, P. (2004) The street and everyday life in Bennett, T. Wats on, D. (Eds.) Understanding Everyday Life (pp. 91-138) London: Routledge Hogan B. (2010) The Presentation of Self in the Age of Social Media: Distinguishing Performances and Exhibitions Online, Bulletin of Science Technology Society 2010 30(3): 377 Kelly, D. M., Pomerantz, S., Currie, D. H. (2006). No Boundaries? Girls Interactive, Online Learning About Femininities Youth Society, 38(1): 3-28 6 Livingstone, S. (1998): Relationships between media and audiences in Liebes, T. Curren, N. (Eds.) Media, ritual and identity (pp. 237-255) London, New York: Routledge Meden, A. (2009) Identity Formation in Social Networks Websites: Facebook and the Interaction Between Young Individuals in the Cases of Slovenia And Catalonia, Barcelona: Universitat Pompeu Fabra Miller, H. (1995) The Presentation of Self in Electronic Life: Goffman on the Internet [Paper presented at Embodied Knowledge and Virtual Space Conference Goldsmiths College, University of London, June 1995] Nottingha m: Nottingham Trent University Miller, H., Arnold, J. (2001) Self in Web Home Pages: Gender, Identity and Power in Cyberspace in Riva, G., Galimberti, C. (Ed.) (2001-2003) Towards CyberPsychology: Mind, Cognitions and Society in the Internet Age, (pp. 74-94), Amsterdam: IOS Press Myers, R. (2013) Is this foul-mouthed, self-obsessed Twitter teen really the future of British policing? Youth crime tsars sex and drug rants, Daily Mail [Online] Available: https://www.dailymail.co.uk/news/article-2305118/Paris-Brown-Is-foul-mouthed-self-obsessed-Twitter-teen-really-future-British-policing.html#ixzz3jYK3tXBO (Accessed 22nd August 2015) Timmermans, J. (2010) Playing with paradoxes: Identity in the web era. PhD dissertation. Rotterdam: Erasmus University YouTube (2010) David Cameron disastrous gay rights interview YouTube [Online] Available: https://www.youtube.com/watch?v=7bRT5D4msOI (Accessed 22nd August 2015)

Essay about Schools Must Reduce Their Use of Standard Tests

I’m sure you have felt personally victimized by the law of No Child Left Behind and some sort of state-mandated standardized testing. Growing up in Pennsylvania, we had the PSSA’s, 4 Sights, and Keystone Exams. They always had felt trivial, but they did serve some purpose as far as immediate impact to our school days. The use of standardized testing as a quantitative tool of measuring student’s performance took off in 2002 with the passing of the No Child Left Behind Act (â€Å"Standardized Tests,†2003). Standardized testing was part of the initiative to become the highest academically ranked country in the world, surpassing the current highest ranked country of China. The ultimate goal of NCLB was to ensure that all students score a†¦show more content†¦Sometimes, teaching to the test may not be as terrible as we think. Having standardized testing focus on essential content and skills that student’s need to master to be prosperous in society is what should be the basis of NCLB. (â€Å"Standardized Tests,† 2003). The exams should also provide good insight as to what subjects schools need to focus more forms of remediation on to improve the education standards of students (â€Å"Standardized Tests,† 2003). Standardized testing also helps schools that desp erately need extra funding. When used for the RIGHT reasons, this extra funding gives tremendous advantage to the students in general; especially those who are economically disadvantaged. With all these controversies over NCLB and standardized testing, it makes you wonder how the most educated country in the world is able to successfully utilize standardized testing. I started researching China’s academic policies, and what I found was surprisingly normal. One of the most recent education reforms passed in China seems uncommonly liberal for such a conservative country. 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Does Music Affect the Growth of Plants Essay Example For Students

Does Music Affect the Growth of Plants? Essay Question Does music affect the growth of plants? Hypothesis If the frequency of sound increased, then the growth of plants will increase. Classical music tends to be of higher frequency I believe that classical music will increase the growth of plants Materials 9 bean seeds mammal of distilled water One meter stick One clock 3 flower boxes Fluorescence light bulbs Music players Sound-proofing materials Procedure 1 . Measure 13605 grams of soil by measuring the weight of each plant in pounds, and converting it into grams. 2. Place the soil in the flower box, and mix with hands, and flatten the top of the soil. 3. Repeat steps 1 and 2 twice. 4. Poke three 3 CM holes in each box with finger. 5. Place a bean seed in each hole. 6. Cover each hole with soil. 7. Place the three boxes on a table. 8. Place sound-proofing materials in between each Does Music Affect the Growth of Plants? By Allocate 9. Put a music player playing rock music towards one of the boxes. 10. Put another music player playing classical music towards a different box. 11. Play 12 hours of music each day for the certain boxes of bean plants. 12. Put light bulbs in the sockets, hanging over the plants. 13. Provide 12 hours of light each day for the plants. 14. Give each seed mall of water each day. 15. Measure the growth of plants every 2 days 16. Record any other aberrations. Experiment Setup Experimental Groups Rock Music No Music Classical Music Observations No steady growth patterns recorded. No music plants grew to be 40. 5 CM tall. Classical music plants grew to be 36. 1 CM tall. Rock music plants grew to be 40. 8 CM tall. The rock music plants leaned over to get more light. Trial 2 in rock music experiment didnt grow at all. There was a cut in the stem of trial one in the classical group. My hypothesis was incorrect If anything, the sound waves disturb the bundle sheath cells in the plants The sound frequency was increased, and the classical music group grew the shortest This confuses them and throws them off guard If this were to be true though, then the rock music group wouldnt have grown up to be the tallest Conclusions The only explanation left would be human error Light distribution might have been off if the plants on the far ends were lean towards it Volume level wasnt even Sound-proofing wasnt strong

The Hobit Essay Example For Students

The Hobit Essay The Hobbit by J.R.R. Tolkien is set in a fantasy world that has differences, as well as similarities, to our own world. The author has created the novels world, Middle Earth, not only by using imagination, but by also adding details from the modern world. Realistic elements in the book enable readers to relate to the setting, yet have the ability to imagine exciting events and organisms not found on Earth. The majority of differences between Middle Earth and todays world are found in objects and the actions of characters that can not be carried out or created in our world. The most abundant example of this in The Hobbit is the presence of magic. Gandalf, the wizard, is able to help the adventurers out of a number of dangerous situations by using his magical powers to harm their enemies. He set Wargs afire while he was trapped in a tree and created a bolt of lightening to kill many of the Goblins who had surrounded the group in a cave. The magical ring, which was a key to helping the group succeed in the book, allowed he who was wearing it to become invisible to others. Also, there was a black stream in Mirkwood that made he who drank out of it suddenly very drowsy and forgetful of previous events. All of these examples of happenings and objects found in Middle Earth are physically impossible in a world such as ours. Several of the organisms in the book are not known to exist on Earth. Hobbits, of course, are fictional characters, as are dwarves, elves, goblins, and trolls. Many species of animals are able to vocally communicate with humans and dwarves in the novel, which is not possible on our planet. Beorn, a human who is able to morph into other creatures at an instant, is an excellent example of such fiction. The dragon, Smaug, is the main adversary of the fourteen adventurers and is a type of creature that has long been used in fantasy writing. Although most of the characters species are merely creations of the author, they all exhibit a sense of realism th at causes them to seem almost human. There is a vast difference between Middle Earth and the modern world, but there are also several similarities. In Middle Earth, there live humans, and hobbits, which are very much similar to miniature people. The language spoken and food consumed in the novels world are found in modern society. Also, the fact that Thorin Oakenshield is heir of the throne of the King under the Mountain and inherits all of the riches of the kingdom is like the parliamentary system of England. The environment and terrain thegroup passes through on their adventure is primarily the same as lands unchanged by humans and surrounded by nature appear today. In the novel, there are forests with miles of trees, high, rocky mountains, and flowing rivers just as there are here on Earth. We will write a custom essay on The Hobit specifically for you for only $16.38 $13.9/page Order now It is not possible that a fantasy story such as The Hobbit could occur in real life. However, I do believe that fantasy can effectively teach us about reality. There are morals, lessons, and themes to be found within the text that can help us gain knowledge and live our lives more productively. Bilbo Baggins took a stand and raised enough courage to do something he had never thought of doing before, going on a great adventure. This choice caused Bilbo to gain endurance, bravery, an appreciation of his life, and many valuable experiences thatmade him a wiser person. Thorins selfish act of not wanting to share the dragons riches with the other towns citizens caused only bad events to occur. This teaches us that kindness andgiving to others will not only benefit them, but will also cause you to feel more content inside. When the group of fourteen was staying with Beorn to rest, he gave them suggestions andinformation about the journey that lie ahead of them. He informed them about a black stream out of which they should never drink, no matter how thirsty they may be, for it would put them to sleep for days. If they had not listened to his words, their adventure

Higgins, Pygmalion essays

Higgins, Pygmalion essays Professor Higgins is seen throughout Pygmalion as a very rude man. While one may expect a well educated man, such as Higgins, to be a gentleman, he is far from it. Higgins believes that how you treated someone is not important, as long as you treat everyone equally. The great secret, Eliza, is not having bad manners or good manners or any other particular sort of manners, but having the same manner for all human souls: in short, behaving as if you were in Heaven, where there are no third- class carriages, and one soul is as good as another. -Higgins, Act V Pygmalion. Higgins presents this theory to Eliza, in hope of justifying his treatment of her. This theory would be fine IF Higgins himself lived by it. Henry Higgins, however, lives by a variety of variations of this philosophy. It is easily seen how Higgins follows this theory. He is consistently rude towards Eliza, Mrs. Pearce, and his mother. His manner is the same to each of them, in accordance to his philosophy. However the Higgins we see at the parties and in good times with Pickering is well mannered. This apparent discrepancy between Higgins' actions and his word, may not exist, depending on There are two possible translations of Higgins' philosophy. It can be viewed as treating everyone the same all of the time or treating everyone It is obvious that Higgins does not treat everyone equally all of the time, as witnessed by his actions when he is in "one of his states" (as Mrs. Higgins' parlor maid calls it). The Higgins that we see in Mrs. Higgins' parlor is not the same Higgins we see at the parties. When in "the state" Henry Higgins wanders aimlessly around the parlor, irrationally moving from chair to chair, highly unlike the calm Professor Higgins we see at the ball. Higgins does not believe that a person should have the same manner tow ...

Definition and Usage of Union in Mathematics

Definition and Usage of Union in Mathematics One operation that is frequently used to form new sets from old ones is called the union. In common usage, the word union signifies a bringing together, such as unions in organized labor or the State of the Union address that the U.S. President makes before a joint session of Congress. In the mathematical sense, the union of two sets retains this idea of bringing together. More precisely, the union of two sets A and B is the set of all elements x such that x is an element of the set A or x is an element of the set B. The word that signifies that we are using a union is the word or. The Word Or When we use the word or in day-to-day conversations, we may not realize that this word is being used in two different ways. The way is usually inferred from the context of the conversation. If you were asked â€Å"Would you like the chicken or the steak?† the usual implication is that you may have one or the other, but not both. Contrast this with the question, â€Å"Would you like butter or sour cream on your baked potato?† Here or is used in the inclusive sense in that you could choose only butter, only sour cream, or both butter and sour cream. In mathematics, the word or is used in the inclusive sense. So the statement, x is an element of A or an element of B means that one of the three is possible: x is an element of just A and not an element of Bx is an element of just B and not an element of A.x is an element of both A and B. (We could also say that x is an element of the intersection of A and B Example For an example of how the union of two sets forms a new set, let’s consider the sets A {1, 2, 3, 4, 5} and B {3, 4, 5, 6, 7, 8}. To find the union of these two sets, we simply list every element that we see, being careful not to duplicate any elements. The numbers 1, 2, 3, 4, 5, 6, 7, 8 are in either one set or the other, therefore the union of A and B is {1, 2, 3, 4, 5, 6, 7, 8 }. Notation for Union In addition to understanding the concepts concerning set theory operations, it is important to be able to read symbols used to denote these operations. The symbol used for the union of the two sets A and B is given by A ∠ª B. One way to remember the symbol ∠ª refers to union is to notice its resemblance to a capital U, which is short for the word â€Å"union.† Be careful, because the symbol for union is very similar to the symbol for intersection. One is obtained from the other by a vertical flip. To see this notation in action, refer back the above example. Here we had the sets A {1, 2, 3, 4, 5} and B {3, 4, 5, 6, 7, 8}. So we would write the set equation A ∠ª B {1, 2, 3, 4, 5, 6, 7, 8 }. Union With the Empty Set One basic identity that involves the union shows us what happens when we take the union of any set with the empty set, denoted by #8709. The empty set is the set with no elements. So joining this to any other set will have no effect. In other words, the union of any set with the empty set will give us the original set back This identity becomes even more compact with the use of our notation. We have the identity: A ∠ª ∅ A. Union With the Universal Set For the other extreme, what happens when we examine the union of a set with the universal set? Since the universal set contains every element, we cannot add anything else to this. So the union or any set with the universal set is the universal set. Again our notation helps us to express this identity in a more compact format. For any set A and the universal set U, A ∠ª U U. Other Identities Involving the Union There are many more set identities that involve the use of the union operation. Of course, its always good to practice using the language of set theory. A few of the more important are stated below. For all sets A, and B and D we have: Reflexive Property: A ∠ª A ACommutative Property: A ∠ª B B ∠ª AAssociative Property: (A ∠ª B) ∠ª D A ∠ª (B ∠ª D)DeMorgan’s Law I: (A ∠© B)C AC ∠ª BCDeMorgan’s Law II: (A ∠ª B)C AC ∠© BC

Compare TWO different approaches to the study of food, and discuss Essay

Compare TWO different approaches to the study of food, and discuss what you find attractive or unhelpful about them - Essay Example Furthermore, an underlying framework cannot remain constant since it is susceptible of transformation under external stimuli. Both structuralism and post-structuralism tend to provide a theoretical framework that can help in understanding how cultures are affected by their food and cooking practices but post-structuralism provides a relatively flexible approach that accepts human influence and effects of historic events on culture. In order to understand the nature and behaviour of food with the help of structuralism, it is important to analyze the framework of this approach. Structuralism is an inspired phenomena hailing from Gestalt psychology. Gestalt’s theory attempts to find out a rationale ground of how human mind works and derives patterns out of random or unobvious events. This approach further explains that events, individuals or objects having same attributes tend to form an alliance and stay together. Similarly, structuralism is an approach through which human behav iour can be analyzed with the help of different frame of references networked together. This network of relationships helps in identifying the actual position of a norm, ritual or an object in human life. Through this framework, early linguists and anthropologists tend to identify the signs showing common indications. Therefore, structuralism became synonymous with semiology. These semiotics or doctrines of semiology helped the literary thinkers to deduct common patterns from folk tales that helped in understanding relations of cultures to each other and their further evolution along with rationales of various norms and traditions. Although this approach was a result of literary research performed by Ferdinand de Saussure and Vladimir Propp however it was given a broader definition in 1960s by Claude Levi-Strauss. Levi-Strauss used this approach to analyze human patterns of kinship and myths. This research was further extended by various others such as Mary Douglas. Levi-Strauss per formed his further research to identify the reasons for existence of similar myths present in different cultures. He explained that no myth has a value in its singular form and in order to have a meaning; it is supposed to have a certain place in myth’s network or structure. Hence, myths exists universally and they are source of resolutions to social conflicts. Along with myths, rituals and traditions, food and activities related to it play a vital role in understanding relationships existing between cultures. Levi-Strauss (1966, 1970) helped in identifying common patterns among different cultures and segregated the manner of culinary art of cooking in three fundamental categories i.e. boiling, roasting and steaming. These fundamental cooking principles indicated that through norms and methods adopted by a group of people, a meaning is produced in a culture which is reproduced and evolved through other peripheral practices. Activities as diverse as food preparations and exist ence of millions of recipes concluded that there were some common factors underlying in these cultures and they indicated a particular pattern of kinship that is known to different groups and individuals existing in a society, operating at unconscious level

Feminism and Kate Chopin's The Storm Essay Example | Topics and Well Written Essays - 1000 words

Feminism and Kate Chopin's The Storm - Essay Example Louis, Missouri, all of whom were women of determination and intellect. This probably pointed her towards the path of feminism. Chopin lived and wrote her impressive repertoire of short stories in the second half of the nineteenth century, when the still patriarchal society revolved around the firmly rooted tenet that the ultimate goal of a fulfilled woman’s life was to be the ideal wife and mother and to adhere to the glorified virtues of submission and sacrifice. The feminist movement was very much in its’ nascent stages and centered round the demand for equal rights for women in the legal, political and educational spheres. Even before these issues could be resolved, Chopin’s stories delved into the complex threads of a woman’s life, including love, marriage, sex, women’s alcoholism, motherhood and autonomy. She was â€Å"a pioneer in her own time, in her portrayal of women’s desires for independence and control of their own sexualityâ₠¬  (Emily Toth, cited in Kate Chopin, n.d.). The concept of freedom for women, let alone their freedom to explore their own sexuality, was far beyond the comprehension of that age. Chopin wrote ‘The Storm,’ in 1898 but, perhaps anticipating a ‘storm’ of protest and condemnation, the story was published only after her death. In this portrayal of a woman’s extramarital affair, beautifully orchestrated to match the cadences of the storm raging outside, Chopin boldly asserts a woman’s freedom to explore and delight in her own sexuality, to participate in the sexual act as an equal partner and to fearlessly adhere to the same standards of sexual morality as a man. ‘The Storm’ begins its’ depiction of its’ protagonist, Calixta, as a woman who conforms to the mother and wife stereotype of that period. Her life, confined within the four walls of her house, is apparently quite satisfactorily filled with domestic chores like sewing and the laundry. She

Expression of Self-worth in Homer’s Iliad Essay -- Iliad essays

Expression of Self-worth in Homer’s Iliad The story of the Trojan War as played out in the Iliad is perhaps most gripping for the focus on the role of the individual; the soul is struck by the very concept of a decade-long war and a city-state razed to the ground for one man’s crime and one woman’s beauty. As such, the dynamic between Helen, Paris, and the Trojan people they have doomed is a fascinating one. For while Prince Paris is hated by all of Troy, his right to keep Helen is challenged by none. This is seen mostly clearly in Book III, after Paris has been spirited away to safety by the goddess Aphrodite; the book ends with Trojans and Greeks alike united in scorn for Paris and his consort. In Book VII, however, at the war council of the Trojans, when a defiant Paris refuses to yield his prize, no man questions his right to do so. This puzzling contrast, between the anger of the many against the crimes of the one and the rights of the one against the will of the many, presents insight into key themes of Homer’s epic. The passages in Books III and VII highlight the unique way in which the Iliad focuses on property rights as perhaps the highest expression of individual self-worth, the violation of which demands complete redress. Book III paints Paris at his lowest: a posturing coward contemptible in his weakness. When he seems in danger of losing a duel against his rival Meneleus—a duel that promises to end the war without further bloodshed—Paris is snatched up by his protector Aphrodite and promptly forgets all about the two armies camped at the walls. The reader is thus united with both armies in scorn for the prince when Homer describes Paris and Helen losing themselves in lust while the fragile treaty strai... ... domain of his property that they are willing to die to uphold it, even for a prince they despise. In the relationship between Paris and the Trojan people with respect to his ownership of Helen, Homer demonstrates the subtleties of a culture that celebrated the heroism of the individual while simultaneously acknowledging the power of the fates in human affairs. To strenuously fight for one’s rights in the face of opposition is to court disaster, as Agamemnon, Achilles, and Paris all discover, and yet in doing so, one is able to rise above the herd of lesser men and become a truly heroic individual. It is a remarkable irony of Homeric Greece that the path to immortality often began with an obsession over the seemingly petty matters of material ownership and property. Works Cited 1. Homer, Iliad, trans. Robert Fagles (New York: Penguin Books, 1990).

Teen Pregnancy

On average, 700 girls are impregnated each year in The Bahamas. Twenty percent of these teen mothers have another child while they are still in their teens according to the president of the PACE Foundation, Sonia Brown. We are urging citizens to take a stand and educate our children about contraceptives and the irresponsibility and lack of knowledge that leads to teenage pregnancy. Most teens that have children find it harder to become a part of the work force because their time is more focused on their child.They are less prepared to enter the working world because they are ill prepared due to being forced to be adults at a young age. Thus, not completing school in most instances. When they enter the Job market these teens need assistance with day care and other services that they are often unable to afford due to their minimum wage Jobs that they barely qualify for. Unplanned teenage pregnancies can lead to higher high school dropout rates, higher rates of single parenthood, and lo wering scores in math and reading.Stopping teenage pregnancy requires a hands-on connection between parents and hildren, a good educational foundation, and unbiased resources. The COB Gazette is campaigning for: *Teaching Sex Education to Stop Teenage Pregnancy Government officials claim that their efforts to fght teenage pregnancy is that they already have parenthood sessions in government schools but those are not effective enough because we still have a large number of teenage pregnancies in The Bahamas today. Sex education starts in the home as well.Parents should begin introducing the subject of puberty and sex with their children at around age 5. At irst these discussions are more based on the relationships between the sexes. Schools also teach teens about the chances and effects of teenage pregnancies, though the approach will depend on each school. Teens have hormones raging through their bodies and often misunderstand how these hormones affect their choices about safe sex. Implementing a parenting class to become a part of the curriculum in Bahamian schools will help teach girls about the dedication and time it takes to be a teenage mother.The class should also include lessons on different ypes of contraceptives and birth control methods. *Providing Resources to Prevent In addition to teaching teens about teenage pregnancy, parents and school systems should provide a list of resources for teens that are contemplating having sex. These resources often include phone numbers to local support groups and locations where teens can pick up free condoms. Some school systems can even choose to hand out condoms as part of their safe sex services. *Birth Control and Teen Pregnancies Teenage girls can be placed on birth control to stop teenage pregnancies.This does not mean sexual education is no longer needed. Birth control and condoms may prevent teenage pregnancies but they will not stop the transmission of sexually transmitted diseases like HIV, syphilis and gonorrhea. When choosing birth control, parents and teens have options. There are daily, monthly and tri-monthly birth control solutions. Daily birth control pills are the most common utilized by teen girls trying to prevent pregnancy. The pills need to be taken at the same time every day, however, which can be difficult for some teen girls to remember.Parents can discuss birth control options with the family physician or gynecologist. The solutions proposed should be greatly considered by the government and schools, as they would pose to be great options in helping our teenage girls. Although the pregnancy rate amongst teens has decreased by two percent over the last ten years, PACE still enrolls 100 to 150 pregnant teens a year. The age group mostly affected by this epidemic are girls ages 14 to 15. We should be making moves to encourage our young girls to make smarter choices. Teen Pregnancy On average, 700 girls are impregnated each year in The Bahamas. Twenty percent of these teen mothers have another child while they are still in their teens according to the president of the PACE Foundation, Sonia Brown. We are urging citizens to take a stand and educate our children about contraceptives and the irresponsibility and lack of knowledge that leads to teenage pregnancy. Most teens that have children find it harder to become a part of the work force because their time is more focused on their child.They are less prepared to enter the working world because they are ill prepared due to being forced to be adults at a young age. Thus, not completing school in most instances. When they enter the Job market these teens need assistance with day care and other services that they are often unable to afford due to their minimum wage Jobs that they barely qualify for. Unplanned teenage pregnancies can lead to higher high school dropout rates, higher rates of single parenthood, and lo wering scores in math and reading.Stopping teenage pregnancy requires a hands-on connection between parents and hildren, a good educational foundation, and unbiased resources. The COB Gazette is campaigning for: *Teaching Sex Education to Stop Teenage Pregnancy Government officials claim that their efforts to fght teenage pregnancy is that they already have parenthood sessions in government schools but those are not effective enough because we still have a large number of teenage pregnancies in The Bahamas today. Sex education starts in the home as well.Parents should begin introducing the subject of puberty and sex with their children at around age 5. At irst these discussions are more based on the relationships between the sexes. Schools also teach teens about the chances and effects of teenage pregnancies, though the approach will depend on each school. Teens have hormones raging through their bodies and often misunderstand how these hormones affect their choices about safe sex. Implementing a parenting class to become a part of the curriculum in Bahamian schools will help teach girls about the dedication and time it takes to be a teenage mother.The class should also include lessons on different ypes of contraceptives and birth control methods. *Providing Resources to Prevent In addition to teaching teens about teenage pregnancy, parents and school systems should provide a list of resources for teens that are contemplating having sex. These resources often include phone numbers to local support groups and locations where teens can pick up free condoms. Some school systems can even choose to hand out condoms as part of their safe sex services. *Birth Control and Teen Pregnancies Teenage girls can be placed on birth control to stop teenage pregnancies.This does not mean sexual education is no longer needed. Birth control and condoms may prevent teenage pregnancies but they will not stop the transmission of sexually transmitted diseases like HIV, syphilis and gonorrhea. When choosing birth control, parents and teens have options. There are daily, monthly and tri-monthly birth control solutions. Daily birth control pills are the most common utilized by teen girls trying to prevent pregnancy. The pills need to be taken at the same time every day, however, which can be difficult for some teen girls to remember.Parents can discuss birth control options with the family physician or gynecologist. The solutions proposed should be greatly considered by the government and schools, as they would pose to be great options in helping our teenage girls. Although the pregnancy rate amongst teens has decreased by two percent over the last ten years, PACE still enrolls 100 to 150 pregnant teens a year. The age group mostly affected by this epidemic are girls ages 14 to 15. We should be making moves to encourage our young girls to make smarter choices. Teen Pregnancy Teen pregnancy is a growing epidemic in the United States. Teen girls are becoming pregnant at an alarming rate, with a lot of the pregnancies planned. With television shows broadcasting shows such as â€Å"16 and Pregnant† and â€Å"Teen Mom†, it is giving teenage girls the idea that it is alright to have premarital sex and become pregnant. It is in a way condoning teen pregnancy. I am interested in discussing teen pregnancy and the options that are out there for the teens who find themselves in this situation. I don’t think enough is being done to educate or prepare these teens about how their lives will change in the event of pregnancy. I am especially interested in this issue, because I found myself in this very situation when I was just seventeen years old. I made the decision that was best for me at the time, but wasn’t given all the support I think I needed. I didn’t have anyone to talk to who was going through what I was at the time. I think that teenagers wanting to grow up too fast, peer pressure and television, both reality and fiction, all play a huge role in this problem. I think the answer to probably not solving this problem, but hopefully lowering the number of teen pregnancies is to better educate our teenage population. All in all, I would like to see teens better educated on teen pregnancy. Also to let them know if that is the situation they find themselves in, that there are options out there for them to choose from. There is someone for them to talk to and confide in about what they are feeling and how they want to proceed. There have been numerous surveys of adolescent sexual behavior, but their results have often been inconsistent. There is, however, general agreement about one point: Young people are having sex at an earlier age than they did a century ago. Although this change is just one part of an overall trend toward more liberal sexual attitudes and behaviors, it poses some special problems. In the erotically charged atmosphere of today’s society, young people are often confused about how to deal with their own sexuality. They see the overwhelming importance given to sexual attractiveness in the media-one study estimated that the average teenager ahs witnessed nearly 14,000 sexual encounters on television- yet they also hear their parents and religious advisers telling them that sex is wrong. As a result, many young people begin having sex without really intending to and without taking precautions against pregnancy. In the last decade or so, however, the growing awareness of the dangers of AIDS does appear to have contributed to a decline in the rates of sexual intercourse among teens. The Youth Risk Behavior Survey found that between 1991 and 2005 the percentage of teenagers who are sexually active dropped from 57. 4 percent to 46. 3 percent among males and from 50. 8 percent to 44. 9 percent among females. The rates of pregnancy, abortion, and sexually transmitted disease among teens have actually dropped even faster than the rate of sexual activity. So it appears that, in addition to postponing sex, teens are also becoming more responsible in their sexual activities. For example, the Youth Risk Behavior Survey found that 87. percent of teens were either abstinent or used condoms. Of course, that means that 12. 5 percent of teens were still having unprotected sex, but that is a significant improvement over past decades. Similarly, although the rate of teen pregnancy has declined, more than 11 percent of the babies born in the United States are still born to teenage mothers. Of sexually active teens, 63 percent reported using a condom during their last intercourse, and 17 percent say they used oral contraceptives, but that still means that 20 percent of sexually active teens had no effective protection against pregnancy. Why don’t more sexually active teenagers use contraceptives? In some cases, they may actually want to have a child, but most teenage pregnancies are accidental. Many teenagers are simply ignorant about sexual matters and believe such myths as â€Å"You can’t get pregnant the first time† or â€Å"You won’t get pregnant if you only have sex once in a while. † Teenagers are also influenced by parents and religious leaders who tell them to abstain not only from having sex but also from using birth control. Although birth control requires planning and forethought, it is easy to be swept into an unplanned sexual encounter in the heat of passion. Moreover, some teenagers feel that planning a sexual encounter is immoral but that if they are caught up in the heat of the moment and unable to stop, they can’t be blamed for their actions. Finally, teenagers often do not know how to get birth control devices or are afraid that their parents will get angry if they do. Teen Pregnancy Subject:Argumentative Synthesis Research Paper Sheltering the youth from birth control does not decrease the percentage of teen pregnancy but it fact helps initiate unprotected sex. The increase in teen pregnancy is due to, inadequate sexual education available to adolescents, lack of knowledge and resources for birth control, and the environment the individual grew up around. Research Questions Does providing adolescents with birth control increase teen pregnancy 1 Is there enough information on the consequences of unprotected sex easily accessible to today’s youth 2 Is the environment a teen lives in a factor of getting pregnant at a young age 3 Are parents willing to inform their child(ren) about the consequences about unprotected sex 4 Are parents more excepting about their child having sex if they know they are using protection 5 How does having condoms at easy access for teens result in unprotected sex Sources ttp://www. solutionsforamerica. org/healthyfam/teenage-pregna ncy. html http://www. escrh. eu/about-esc/news/young-people-report-high-levels-unprotected-sex-and-barriers-affecting-their-right-ob http://healthpsych. psy. vanderbilt. edu/condomConumdrum. htm * Write a brief paragraph here Three Supports for Thesis Statement * Teenage pregnancy and birth rates both dropped in the 1990s among all racial and ethnic groups.Increased use of contraceptives and increased abstinence * Teenage pregnancy is linked to several risk factors including: being poor, living in a single-parent household, child abuse, and risky behaviors such as drug abuse and early or unprotected sex * On average, only half of young people surveyed across Europe (55%) receive sex education in school compared to three quarters across Latin America (78%), Asia Pacific (76%) and the USA (74%) Arguments and Rebuttals * With the easy access of condoms there is more risk for teen pregnancy * Some positive aspects of providing condoms included that providing ondoms could reduce incidenc e of unwanted, teenage pregnancy and the spread of STDs. Secondly, a comprehensive sex education program including condom provision accepts the inevitability of adolescent sex and encourages students to make wise, â€Å"safe† decisions if they do have sex. * There is enough sexual education available to the adolescents in our society * Comprehensive health education or sexuality education that includes information on contraception; this may delay sexual initiation and increase contraceptive use.Youth development programs that include sex education along with other activities such as, volunteering, mentoring, and job training are associated with delayed first sex and lower teenage pregnancy rates * The environment that an adolescent is exposed to has nothing to do with the outcome of teen pregnancy * It was found in a study by the American Medical Association that â€Å"Teens who live in neighborhoods that have high levels of poverty, low levels of education, and high residen tial turnover are at a higher risk for teen pregnancy†(AMA,7).A similar study found that family factors also contribute to the rising rate of teen pregnancy. These include the income level of the family, as well as the family structure. Teens that were born to teenage parents are also more likely to become teenage parents themselves Reference Page Reising, Michelle. â€Å"Condom Conundrum: Should Condoms be Available in Schools?. † Health Psychology Home Page. Ed. David Schlundt. Vanderbilt University, n. . Web. 15 Nov. 2011. . â€Å"Teenage Pregnancy Prevention. † Solutions For America. Healthy Families and Children, n. d. Web. 15 Nov. 2011. . â€Å"Young people report high levels of unprotected sex and barriers affecting their right to obtain trustworthy information about sex and Teen Pregnancy On average, 700 girls are impregnated each year in The Bahamas. Twenty percent of these teen mothers have another child while they are still in their teens according to the president of the PACE Foundation, Sonia Brown. We are urging citizens to take a stand and educate our children about contraceptives and the irresponsibility and lack of knowledge that leads to teenage pregnancy. Most teens that have children find it harder to become a part of the work force because their time is more focused on their child.They are less prepared to enter the working world because they are ill prepared due to being forced to be adults at a young age. Thus, not completing school in most instances. When they enter the Job market these teens need assistance with day care and other services that they are often unable to afford due to their minimum wage Jobs that they barely qualify for. Unplanned teenage pregnancies can lead to higher high school dropout rates, higher rates of single parenthood, and lo wering scores in math and reading.Stopping teenage pregnancy requires a hands-on connection between parents and hildren, a good educational foundation, and unbiased resources. The COB Gazette is campaigning for: *Teaching Sex Education to Stop Teenage Pregnancy Government officials claim that their efforts to fght teenage pregnancy is that they already have parenthood sessions in government schools but those are not effective enough because we still have a large number of teenage pregnancies in The Bahamas today. Sex education starts in the home as well.Parents should begin introducing the subject of puberty and sex with their children at around age 5. At irst these discussions are more based on the relationships between the sexes. Schools also teach teens about the chances and effects of teenage pregnancies, though the approach will depend on each school. Teens have hormones raging through their bodies and often misunderstand how these hormones affect their choices about safe sex. Implementing a parenting class to become a part of the curriculum in Bahamian schools will help teach girls about the dedication and time it takes to be a teenage mother.The class should also include lessons on different ypes of contraceptives and birth control methods. *Providing Resources to Prevent In addition to teaching teens about teenage pregnancy, parents and school systems should provide a list of resources for teens that are contemplating having sex. These resources often include phone numbers to local support groups and locations where teens can pick up free condoms. Some school systems can even choose to hand out condoms as part of their safe sex services. *Birth Control and Teen Pregnancies Teenage girls can be placed on birth control to stop teenage pregnancies.This does not mean sexual education is no longer needed. Birth control and condoms may prevent teenage pregnancies but they will not stop the transmission of sexually transmitted diseases like HIV, syphilis and gonorrhea. When choosing birth control, parents and teens have options. There are daily, monthly and tri-monthly birth control solutions. Daily birth control pills are the most common utilized by teen girls trying to prevent pregnancy. The pills need to be taken at the same time every day, however, which can be difficult for some teen girls to remember.Parents can discuss birth control options with the family physician or gynecologist. The solutions proposed should be greatly considered by the government and schools, as they would pose to be great options in helping our teenage girls. Although the pregnancy rate amongst teens has decreased by two percent over the last ten years, PACE still enrolls 100 to 150 pregnant teens a year. The age group mostly affected by this epidemic are girls ages 14 to 15. We should be making moves to encourage our young girls to make smarter choices.

The Relationship Between Knowledge, Grief, and Empowerment

The first chapter of Ecclesiastes, a book in the Bible, concludes with the words, â€Å"For in much wisdom is much grief, and increase of knowledge is increase of sorrow.† This quotation explains that the more you understand and discover about the world the more despondent you will become. In The Awakening, Kate Chopin shows that knowledge can cause grief while knowledge can also cause empowerment and self-fulfillment. In The Awakening, Kate Chopin demonstrates that enhancing an individual’s knowledge can also increase their grief and unhappiness. Edna Pontellier spends most of her summer at Grande Isle with Robert. Robert awakens the â€Å"symptoms of infatuation† that she had when she was a young woman. Edna states that her husband seemed†¦show more content†¦During the summer, Edna acquires knowledge about herself and the world she lives in. She is overcome with grief and sorrow with her unfulfilled life. She realizes that she has become a slave for her children and her husband and does not want to live that way. She realizes that suicide is the only way to escape her â€Å"soul’s slavery†. On the other hand, Kate Chopin also exemplifies how knowledge can cause empowerment. Edna Pontellier undergoes a series of changes and â€Å"awakenings† throughout the novel. She discovers that she wants independence and freedom to make her own decisions and live her own life. She uses the knowledge she gains from herself to try fulfill her life and gain happiness within herself. Edna begins to paint again as a way to express herself. She ignores her maternal duties in order to paint. She also starts to disobey her husband and live life on her own terms. She â€Å"abandons her Tuesdays at home and did not return visits of those who called upon her.† Edna starts to leave the house without the consent of her husband. Edna also begins to sell her paintings to earn her own money. During this time period, women we re expected to give all their possessions and money to their husbands. However, Edna uses her newly discovered independence to defy this expectation and ultimately purchases a house. Edna resents the fact that Leonce owns everything. She states that, â€Å"the house and the money thatShow MoreRelatedSupporting The Service Delivery For Aboriginal And Torres Strait Islander2733 Words   |  11 Pages(cited in Muller, 2014). It originates from the deep sense of belonging to one’s country, and it gives meaning to all aspects of life, including relationship with one another (Poroch et al., 2009). Country â€Å"refers to everything, including land, air, water, stories of ‘dreaming’, being dynamic and multilayer, forming rules, norms and beliefs of existence between species and humans and ancestral beliefs† (Kingsley Townsend, Hender-Wilson Bolam, p.683). 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