How Do Single Sex Schools Effect Students Young People Essay

How Do Single Sex Schools Effect Students Young People Essay Single sex school is better than co-ed school as it brings more confidence to every individual. Single sex education as known as single-gender education, is the practice of conducting education where male and female students attend separate classes or schools while co-ed school is the integrated education of males and females in the same institution. Socially, single sex school makes for more mature people earlier. Young people learn more from experience of diversity. Educationally, single sex schools seem to be better for girls to do well at traditionally male subjects like chemistry and physics. Emotionally it encourages sexual relationships which some say its a distraction from education or is to be objected to morally especially for girls which is why Islam forbids coeducation. If a boy isnt male stereotype in personality he is more likely to be lonely in a single-sex school because with co-ed he may find girls to hang out with. Generally single-sex schools tend to have better academic grades and better discipline, but this may be because most of the hard-working Hindu and Muslim children go there or for other reason that allow them to select against disruptive and disaffected kids, rather than because they are single-sex. Furthermore, single sex schools are more educational than co-ed school because boys are less attracted by girls and girls are also less obsessed with the boys. Therefore, students may pay more attention on classes while all students are same sex. Besides, they will also break out of their behavior when they are left to their own devices. Single sex education has a delightful way of encouraging students to be fearless, to be curious, to be enthusiastic, and to just be themselves. Single sex education with more controlled social outlets is just the ticket for many students. Firstly is less pressure to act cool around friends of other sex. Secondly is less conflict between friends of the opposite sex. Thirdly is more relaxed attitude such as not putting on a show for boys or girls they like. Last but not least, they have lower levels of anxiety over appearance or clothing. Also, less emotional stress brought on by the head games teens play while in relationships. There are several reasons for choosing a single sex school. For boys, they tend to soften their competitive edge and become more cooperative in a single sex school. They can just be boys and not worry about what girls might think or judge them. Furthermore, boys enjoy playing in an orchestra as opposed to a marching band and learn Latin in single sex settings. For girls, teachers will quickly feel comfortable exploring non-traditional subjects like mathematics, advanced science, computers, and technology if the teacher understands how to teach girls. Besides, they may drop their shyness in a single sex setting. They join some sports like hockey, football follow their hobbies without worrying about appearing like tom boys girls are free from sexual harassment which always happens in co-ed high schools. In all-girls schools, girls take over all the positions of leadership whether its drama, sports, or debate team. Also, they participate in class discussions freely, which boys always dominate in co-educational schools. They tend to gain confidence in themselves as students and score higher on their examinations. Girls no longer have to live up to expectations that they must be nice, quiet, non-athletic, and passive. Moreover, girls may work harder without boys distracting them. Girls brains usually work differently from boys because girls are more likely to take up subjects normally dominated by boys. For example like maths and sciences. On the other hand, co-ed schools are many like gender stereotyping has mostly seen in these institutes. Both sexes are almost immature in the very young age and they get mix and are not able to keep a distance. Teacher favoritism is also major issues like some teachers favor girls and some boys. It has been observed that Co-education can cause gender stereotyping. Many students are not able to focus on their studies and they become interested in each other at very young age. Some favoritism has also been observed. In co-education sometimes it becomes difficult for the parents to manage their kids. Students are more likely to become fashion conscious. It can affect the natural learning for some of the students. Co-Education is bad because it create the complex in the poor student who cannot afford expensive mobiles, car, motorbike  etc. The one big disadvantage about having boys and girls in the same class is when we go for physical education. Boys and girls just cannot do the same type of exercise or play the same game together. So we need to have two teachers, one for the boys and one for the girls. Our headmaster has come up with the ingenious solution of having two classes doing P.E. at the same time so that the boys and girls from each class combine together under one teacher each. There are certain conservative people criticize the system of co-education. According to them, this system is against our tradition. They also fear that co-education will develop immoral relationships between boys and girls. They believe that in this system both the boys and girls will be spoilt. The negative aspect is engaging in some non required activities like mostly in coeducation girls and boys are found hanging around those cafes and pubs bunking the classes and this all stinks There are also certain disadvantages of co-education. First, co-education is against the law of nature. Girls and boys are temperamentally different from each other. They have different duties to perform. A girl is required to receive education which can make her a good wife and a good mother while a boy is required to receive education which can make him a good husband and a good father. A Uniform education cannot help them be expert in their respective fields. Thus the very idea of co-education is wrong. Then co-education is against our traditions. It will develop immoral relations between boys and girls. Young boys and girls may fall a victim to their emotions. Moreover, research on coeducation has shown that coeducation in its commonly practiced form tends to reinforce rather than diminish gender stereotypes. For several years the studies concentrated on girls, only during the last seven years or so the focus shifted to boys. All in all, it can be said that coeducation has proved to be of great disadvantage for both sexes. Some of the most common disadvantages for girls are having less space at their disposal, literally as well as symbolically speaking in coeducational classes. Furthermore, no matter if the teachers are male or female, girls get only few fraction of the teachers attention compared to boys. Also girls are abused as social workers, according to the motto seat a well-behaved girl next to a disruptive boy, so as to create an orderly working situation in the classroom. Girls achievements in school are discriminatingly attributed to their diligence versus boys intelligence. Disruptive girls are treated much more severely than d isruptive boys. Boys are given more speaking time during lessons. Cooperative behavior of girls is labeled as conformity, whereas boys` competitive attitudes are usually admired and seen positively by teachers. Girls` contributions in lessons are often pulled to pieces by their male classmates. They are also humiliated, degraded and ridiculed. Even today girls are little motivated for science and mathematics and still opt for traditional female subjects like languages and humanities. The same applies to the choice of schools girl tend to attend schools that are traditionally associated with female education and shun technical schools. Girls` strengths are often not seen as such: cooperative behaviour, high commitment in school, social intelligence, high achievements, good performances, to name but a few. During the early years of research on gender and school ( from the late seventies onward), most of the studies dealt with girls. Programmers to strengthen girls were developed and practised. As a result not only of this , but also of the crisis of the male in Western world in general boys seem to have become even more disruptive and difficult. And so it was realized that coeducation cannot be improved without working with both sexes. As a result the focus of researchers to a very high degree female turned to boys, particularly boys up to the age of 14 or 15. Also, there was a change as to the approach: In the early days of gender conscious work in schools (notably with girls), girls were seen as having deficits compared to boys. From the late eighties onwards the approach was that of a concept of difference, with the vision of a school in in that offered equal opportunities for both boys and girls, reinforcing non-traditional gender stereotypes rather than perpetuating the traditi onal ones. Besides, the disadvantages of coeducation for boys are most of the boys have great problems in the field of social competence. Cooperative methods of work are difficult for them (group and teamwork, for example) whereas, vice versa, girls find competitive methods more difficult. Boys tend to solve conflicts with physical and verbal aggressions. They lag behind considerably in language learning, achieving far worse results. In general, male pupils have worse results in school, fail more often and have a higher dropout rate. As a conclusion the advantages and disadvantages of attending a single sex school or co-educational school are now being looked into more closely when the decision is being made on which environment is best for a child to learn. Each school environment has pros and cons to offer the student. What is important is that the right learning environment is selected based on the one student and how they learn. When a student is not placed in the right learning environment for them they can begin to fall behind the rest of the class. It is important to keep in mind that neither learning environment has yet to show that is the best learning environment for all children to be taught in. This is why the question Is a single sex school or a mixed school the best learning environment for my child? is been asked more and more recently but as a advantage they would able to know how to behave and the difference between them.

What Influence The Media Have Over Education Policy Media Essay

What Influence The Media Have Over Education Policy Media Essay The media influences many areas of our lives sometimes without us even realizing that it is happening. Where else do we learn about the newest must have toy for Christmas, or the latest iphone. We see it and we immediately want it and cannot live without it. The same principal applies to the amount of influence media has over our schools and education policies. They shine a favorable light on someone who is running for the school board and instantly we think that person is the best candidate for the job. They do an investigative report on how money is being wasted at the expense of our kids and we are ready to march down to the administration building and demand they all resign. We grow up believing that everything we see and here in the media is the truth but the reality is that someone usually has an ax to grind and finds a way to get their view before the general public. This type of journalism has gotten so out of hand that Fox News uses the tagline fair and balanced in an effort to bring more views to their channel. I am left wondering why all channels and outlets are not reporting the news in a fair and balanced manner. There are two ways in which media, including the news media, popular culture, and entertainment sources, are commonly viewed as educational. In the first sense, people learn what to think and how to behave from media sources, viewing information on the news as matter of fact, or the characters on a televised sitcom as models for normal behavior, for example. Many find this view most compelling when considering medias impact on young children, whose understanding of the distinction between reality and fantasy is not set in stone. As an example, Schrag suggests that, lacking prior learning or experience with Middle Eastern culture, young children are bound to learn from Aladdin-a Walt Disney film marketed to young children that has sold tens of millions of copies-that Middle Eastern fruit sellers are commonly prone to violent rage upon discovering a single apple has been stolen from their cart. A similar view of media as unduly and directly influential to children was used in defense of twelve-year-old Lionel Tate, who was tried in 1991 for killing a six-year-old girl by body slamming her as he commonly observed contestants in World Federation of Wrestling do on television. (Jackson, 2010) The first policy is the right of freedom of speech. Public schools are the easiest to change though law and public policy when compared to parents, news media, campaigns, and communities. Schools can have a direct impact on students civic attitudes, knowledge, and habits. One of the most effective ways for them to teach citizenship is by promoting discussion of current issues, which is often based on items from the news media. There is even evidence that discussions of current issues in social studies classes can have indirect effects, enhancing family discussions of current events, which then increase both parents and students interest and knowledge. Educational programs that emphasize discussion of controversial issues have been found to increase students tolerance and use of the news media. By discussing these topics at school first then the student going home and talking about it to their parents it helps the student better understand the topic and the world around them. (Lopez, 2009) In 2005, the John S. and James L. Knight Foundation released results from a major survey of more than 112,000 high school students in more than 500 public and private schools that was taken in 2004. The survey was called the Future of the First Amendment (FOFA). It focused on habits and attitudes relevant to the First Amendment and especially freedom of the press. Students were asked factual questions about the First Amendment. Questions such as, Is it legal to burn the American flag as a protest? They were also asked opinion question, Does the press have too much freedom? and Should newspapers be allowed to publish freely without government approval? Finally, they were asked questions about their use of various news media and participation in school media activities. (Lopez, 2009) This research is very disturbing. It implies that schools are not doing their part to teach the students about what rights they do have. Recently some groups tried taking away our freedom of speech by telling us that when we say the Pledge of Allegiance it is wrong to say one nation under God. Freedom of speech should protect everyone and one group does not have the right to tell another that the words they choose to say are no longer allowed. Another area where the media has had a positive impact on school policy involves underage smoking. Movies and TV commonly show the stars of the film smoking. This is because smoking is still accepted in everyday life even though there are so many anti-smoking campaigns. Libertarianism toward smoking still permeates the society sufficiently to make smoking by film stars tolerable and normal, if not also attractive and desirable, as long as they are not literally advertising cigarettes to minors. Some audience members respond critically to media messages implying that smoking is socially acceptable, while others are more favorable. Yet the commonality of smoking by protagonists in mainstream film, nonetheless, reveals that, according to mainstream producers information, smoking is not considered to be beyond the bounds of social norms; it is regarded normally as an expected, largely acceptable, behavior that need not require a critical response or prohibition on the big screen. (McCart hy, 1998) Most of the policies that schools are trying to enact are for the good of the students. They want to make sure that the students are healthy and safe while they are on school property. Media campaigns have been used to modify individual behavior in many issues such as AIDS, tobacco use, breastfeeding, physical activity, and milk consumption. Ads are used in newspaper articles or letters to the editor in order to influence policy change. In 2006, North Carolina launched a campaign that used mass media campaign to influence policy change. It became the first state to create a statewide mass media campaign to promote the adoption of and compliance with tobacco-free policies in schools (TFS). The Centers for Disease Control and Prevention (CDC), as part of a comprehensive tobacco control program, calls for tobacco-free policies in schools to prevent youth tobacco use. (Summerlin-Long. S, 2009) The most effective tobacco-free policies that are enforced have shown there to be a significant reduction of youth tobacco use. These policies not only affect the students. It also affects school personnels use of tobacco and teaching of youth about tobacco. The most successful tobacco-free policy prohibits the use of tobacco products by anyone. No one is allowed to use tobacco on school grounds or at school events at any time. This includes school premises, school vehicles, and school events such as concerts and sporting events. At the time of the campaign launch, 78 of the 115 (67.8%) school districts in North Carolina had adopted comprehensive tobacco-free policies. The vast majority of these districts passed policies after school and community organizations funded by the North Carolina Health and Wellness Trust Fund (HWTF) specifically began to focus on this issue in 2003. As an innovative strategy for augmenting promotion of TFS policy adoption and compliance across the state, t he HWTF decided in 2005 to develop a statewide media campaign that would educate North Carolinians about TFS policies and encourage widespread support for such policies in local school districts. (Summerlin-Long. S, 2009) This was the first tobacco-free media campaign in the nation there and there was no evidence-based practice to base what ads worked best. Research was needed to help with the creation of the campaign aimed at changing policies. Researchers decided to speak with experts to learn more about messages to promote TFS policy. In February and March 2005, researchers conducted a total of 45 interviews with experts on TFS policy that were from within and outside North Carolina. The experts were from North Carolina and five other states. The people that were chosen for the interview were school district superintendents, Board of Education members, and school employees who included principals, teachers, and other staff. These people were chosen because they had the most power to influence policy and they were the adults most affected by local policy. There were twenty participants in twelve districts with TFS policies and in six districts without TFS policies participated in interviews. Two par ticipants were from organizations that worked across school districts. The research team also interviewed 9 state legislators to ensure the possibility of such a media campaign in a tobacco-growing state. The legislators included political parties, the Senate and the House, and a number of prominent members of the legislature who might wield influence on this issue. (Summerlin-Long. S, 2009) The survey tool asked interviewees about the best types of people to appear in ads. People were asked to think about which kinds of people would be most compelling in general.. They had to make the decision to decide whether a youth must appear in the personal testimonial of youth, and superintendents/school personnel would be best to relate the experiences of successful districts. They were also asked (1) what kinds of messages they believed would be most effective, (2) what kinds of messages might be seen as controversial, and (3) legislators comments on three of the most popular themes from the expert/stakeholder list. (Summerlin-Long. S, 2009) An ongoing problem in schools is bullying. In recent years the students are even bullied while they are on the internet away from the school setting. Schools are now using the media to help stop bullies and make sure that students are safe. Recent news in the national media about two students deaths as a result of harassment in school has highlighted a renewed desire for educators to address the culture of bullying and harassment in public schools, especially when the victims are targeted for their real or perceived differences. Some students are bullied and made fun of so much that they see the only way out is to commit suicide or leave the city that they are from. South Carolinas legislature responded to this need in June 2006 with the passage of the Safe School Climate Act. This statute was designed to limit and punish harassment, intimidation, or bullying among public school students, and it was required that school districts established policies to address this issue before Janu ary 1, 2007. However, failure to adequately implement the provision may provide an explanation as to why the Safe School Climate Act has failed to significantly change the culture of schools in South Carolina. South Carolinas legislative intentions provide a reference for similar legislation and policy changes nationwide. Current research shows that only quality staff development combined with ongoing, effective training in and education about any new policies will lead to its effective implementation. The complex causes of bullying and its impact on school culture continue to be debated by educational researchers, psychologists, and social theorists. (Terry, Blocking the Bullies: Has South Carolinas Safe School Climate Act Made Public Schools Safer?, 2010) Obviously legal remedies and punitive measures for bullies alone have not solved the problem. Will there ever be a time in history where students can be themselves and not worry about if someone is going to make fun of them or if they will ever be able to hang out with the cool kids? Hopefully through continued media attention to this problem changes will come about. Do you remember walking down the hallways in high school and suddenly having the security guard chase after you because they thought that your shorts where to short? By the time that I was a senior in high school is became a joke to us all. We learned that we could bend our arms a little bit and make it look like our shorts were long enough. In reality yes our shorts where to short but there was nothing that we could do about. My high school didnt have air conditioning so at times it got very hot and it was unbearable to wear pants. When we would go shopping for shorts they ones that would fit around our hips without falling off would be too short and it we bought them so that they were a little bit too big so the length was right then we would get into trouble because they would be falling off of us. It was such a dilemma. The dress code restriction didnt just stop on what length our shorts had to be. Students and teachers alike have always had restrictions on what is appropriate an d inappropriate dress. Virtually with no exception, schools have minimum dress codes in place: rules about what cannot be worn at school. Uniform policies state explicitly what must be worn in schools. (Gereluk, 2007) Halter-tops, tube-tops, one shoulder tops . . . muscle shirts, see-through or mesh tops (unless underneath a shirt) arent to be worn. Blouses, shirts or tops that reveal bare backs, midriffs, undergarments, or that have spaghetti straps or revealing necklines are not to be worn in Trents classes, hallways, class activities, or on field trips. (Raby, 2010) Does that sound familiar to you? I remember reading this in all my classes throughout my educational career. I always used to wonder why we had to have such a strict dress code. Now that I am older I have realized why. Dress code violations are distracting to others and they do not fit the desired image of a school, and disrespectful toward oneself and others. The details of dress codes do shift, however, as school administrators respond to trends in popular fashion. An example of this is reflected in rules banning midriff tops now making way for new concerns with girls reveal ­ing cleavage. Several American towns banning young me n from wearing low-slung pants that reveal their underwear. (Raby, 2010) Dress codes are not only for the students they are also for the staff in the school. Who wants to look at a teacher all day that is wearing sweat pants or a really low plunging neckline? I would be very angry. That is more distracting than if a student was wearing that outfit. In a 1901 document entitled Rules for Teachers, female educators were informed that they must wear at least two petticoats and that dresses must not be any shorter than two inches above the ankle. Male educators were informed that they shall wear a suit coat and suspenders. Additionally, teachers were admonished not to wear bright colors. (Kiracofe, 2010) As you can tell times have changed a lot. People do not dress like this anymore. Now modern school administers must decide if teachers are allowed to wear T-shirts with religious messages or other religious garb such as a turban or birkha. (Kiracofe, 2010) The question of whether or not media plays and helpful or harmful role in regards to the education system is not an easy on to answer. School safety has been improved following the events of past years that played out on every TV screen across America. They have reported on cyber bullying and the devastating consequences that such behavior can cause. Smoking has been banned from school property. On the other hand they have shown crazy games that have been being played among large groups of students. The latest one involves students on foot being chased by other students in cars. The object of the game is for the students on foot to make it to a predetermined location without getting caught. Shortly after this story was reported in the mainstream media there was an increase of traffic accidents due to even more students playing the game after hearing about it on the nightly news. The best we can hope for is that the good outweighs the bad and to try and teacher our children that just because the news anchor tells them something it doesnt necessarily mean that it is the truth etched in stone.

Morality in the Epic of Beowulf :: Epic of Beowulf Essays

Beowulf’s story is somewhat of an allegory in which he is depicted as the Christ figure. The theme of Beowulf is a contrast of good and evil which is manifest in both Christian and pagan elements; Beowulf represents good, while Grendel, his mother, and the dragon represent evil. The first monster our hero, Beowulf, faces is Grendel. Grendel is said to be a descendant of Cain. â€Å"Unhappy creature (Grendel), he lived for a time in the home of the monsters’ race, after God had condemned them as kin of Cain† (Norton, 28). Cain is the son of Eve, the woman who bore sin into the world. A connection, however vague, can be made between the maternal relations of Eve and Cain and Grendel and his mother. Grendel’s mother can be considered to personify man’s fall from grace and Grendel himself might embody sin. Furthermore, the dragon Beowulf battles can be said to be a picture of Satan: â€Å"the smooth hateful dragon who flies at night wrapped in flameâ⠂¬  (56). When facing Grendel, Beowulf relies on God alone to protect him, saying, "†¦may wise God, Holy Lord, assign glory on whichever hand seems good to Him† (36). When Beowulf tears off Grendel’s arm, Hrothgar remarks, â€Å"I endured much from the foe, many griefs from Grendel† (39). It could be said that the Christian foe is sin, which causes much grief. Against Grendel’s mother, original sin, Beowulf becomes the Christian soldier. When Beowulf struggles against Grendel’s mother, God grants him a precious gift: â€Å"The Wielder of Men granted me that I should see hanging on the wall a fair, ancient, great-sword – most often He has guided the man without friends – that I should wield the weapon† (Norton, 48). This great sword is further described as â€Å"a victory-blessed blade, an old sword made by the giants†¦ the work of giants† (Norton, 47). The sword used to slay Grendel’s mother is work of her ancestral giants, who were godly until they fell from grace. â€Å"From (Cain) sprang all bad breeds, trolls and elves and monsters – likewise the giants who for a long time strove with God† (Norton, 28). Therefore, the sword was god-forged and godly. Here the hero is using â€Å"the sword of the Spirit, which is the word of God† to prevail (The Book of Ephesians 6.17, Bible). In his battle with the dragon (which may represent Satan) Beowulf is martyred, losing his life in the of the killing the dragon.

George Orwell Essay -- essays research papers fc

George Orwell Many writers use satire techinques to attack areas of life they didn't agree with. Satire is a cunning way to express their opinions. Some of these works today are considered masterpieces and works of art. One writer who was a genius at incorporating beliefs in his writings was George Orwell. Commonly known by his pen name, George Orwell was an English novelist and social critic (Wadsworth 866). Orwell was born in Begal, India and was later educated in Eton, England. He was the son of Richard Blair an opium agent and his "much younger wife" Ida. Relations between Orwell and his father wre non-existent for the first eight years of his life ("Orwell," The Oxford Companion 516). Orwell was considered to be "another public school boy," who alwys seemed to the with an "akward squad" (George Orwell," The Oxford Illustrated Hisory 442). In 1990-4, Orwell, his mother, and his older sister moved to England leaving Orwell's father on his own in India until he retired in 1911. Orwell continued his education at "St. Cyprian's Preparatory School under the regime of Mr. and Mrs. Wilkes," which he later brutally portrayed in his novel Such, Such Were the Joys" ("Orwell," The Oxford Companiion 516). After leaving schoo l, he joined the "Imperial Indian Police," and after five years in Burma, resigned in 1928 ("George Orwell," The Oxford Anthology 2140). Burma left him with a "lifelo...

Beauty and Beast

Beauty and Beast is a story of love, liberty, freedom, and identity in the society. It exposes the readers to a widower merchant living in his mansion with his six children, three daughters, and three sons. Even though the three girls are beautiful, the youngest, Beauty is the prettiest. She is equally kind and pure-hearted. The other two are selfish, spoiled and vain. In explicating the things that happen in the story, the author uses different literary tools to make the story electrifying while giving the readers an outlook that contrasts the inner beauty with the outer one (Warner, 1995). The stylistic devices are essential for the progression of the characters and development of the plot.The merchant finally loses everything at the sea. Live becomes challenging and the family moves to a farmhouse where they work for a living. As stated in the story, â€Å"Suddenly the merchant lost his fortune, and the only property he had left with was a small country house quite far from the city† (Zipes, 2005 pp. 806). From the statement, it is apparent that the life has taken a different twist for the family and it has to adjust to the new status to survive. Some years later, he gets the news that one of the ships that had sent off has landed on the port after escaping destruction. He then leaves for a journey to check on it but before leaving, he asks his children what they would want him to bring for them. The sons ask for weapons and horses, the oldest daughters' requests for jewels and good dresses while Beauty is only comfortable with a rare rose.However, it does not ogre well with him as he finds out that his ship has been apprehended to settle his debts. He is left with no money to buy the gifts that he promised his children. While on his way returning home, he is lost in the storm and cannot trace his way home. He looks for shelter and bumps into an elaborate palace, where he finds tables with sufficient food and drink, which appears to have been left for him by an unknown person. He accepts the gifts and spends the night at the palace, but in the morning sees a rose and remembers to take it to her daughter, Beauty. That decision opens a bandura box for more challenges that force him to accept tough conditions for his safety. After plucking the rose, the Beast told him â€Å"You're very ungrateful† he then added, â€Å"I saved your life by offering you hospitality in my c astle, and then you steal my roses, which I love more than anything else in the world. You shall die for this mistake† (Zipes, 2005 pp. 808). Life becomes tougher every moment for the merchant. The Beast makes a demand that he would only let him go if he would allow one of his daughters to return. Even though not happy about it, he has no otherwise than to accept the condition. The Beast gives him enough wealth, fine clothes, jewels, but tells him that Beauty should not know about their agreement (Warner, 1995). When he reaches home, he talked to his children. His sons are willing to go, but the merchant is unready to allow them to go. Beauty then agrees to go, and upon arrival, she is well received by the Beast who graciously tells him that she is the mistress of the castle and that the Beast would be her servant. Beauty spends three months in the castle but was troubled by the fact that every time before she goes to bed, the Beast would ask for her hand in marriage. She insists that she is only a friend, but not interested in getting married to him. She says, â€Å"I'll always be your friend. Try to be content with that† (Zipes, 2005 pp. 812). At night, he dreams of a good-looking prince persuading her to accept the proposal. At first, she cannot comprehend the relationship between the prince and the Beast but later realizes that he is a captive in the palace. One major takeaway from the story is that even the dreadful people in the world also have something good out of him.Later, the Beauty gets sick and asks the Beast to allow her to go home to see her father. She agrees to get back soon, but while home, her sisters become envious and uses tricks to shed false tears after rubbing onions on his eyes. They do so to make her delay so that the Beast would get angry with her. She then feels guilty for having broken the promise she made to the Beast (Zipes, 2005). She uses the mirror to see him back in the palace but is horrified to see him heartbroken near the rose bush where her father had plucked her gift. She weeps over him telling him that she loves. Suddenly, the Beast is transformed into a handsome prince that she has always seen in her dreams. He narrates to her that he was turned into a beast by a fairy and that the only thing that could save him is finding a true love.To conclude, the story has a lot for the readers to learn and disinter. For instance, through Beauty, one can appreciate the character. The content of one's character enables him or her to attract good things, including the lost fortunes. Through the Beast, one can appreciate that even the dreadful people have the other side of life that can be appreciated. Finally, even if the family was challenged and walked from grace to grass, through one good person, their glory could be restored.

Elder Abuse Essay

Elder jest at is a horrible problem during peoples sunset years, they should relax and be comfortable, non fork over to worry about cry from family sections and phencyclidines. However, the issue of people abusing the vulnerable ripened is a evolution one in the United States. What puzzles it? This essay explains a growing surmisal that accounts for the endeavours of older debauch. According to Quinn and Tomita (1997), there be five main hypotheses for senior abuse (Quinn & Tomita, 1997, pp. 86-87). The first is simple superpower almost people simply direction on dependency issues (Quinn & Tomita, 1997, pp. 86-87). Others be playacting out imputable to the nervous strain of acting as a primary care provider this is especially vernacular in spite of appearance family caregiving settings (Quinn & Tomita, 1997, pp. 86-87). Another meditation states that aged abuse is simply caused because rough single(a)s have gr give birth up in families that solve problem s with violence (Quinn & Tomita, 1997, pp. 86-87). Another hypothesis claims that any(prenominal) are related to soulfulness abusers problems, much(prenominal) as warmheartedness abuse and depression (Quinn & Tomita, 1997, pp. 86-87). Finally, the withstand hypothesis states that in some societies, elders have lost their personhood due to greed, lookism, and hatred of the disabled. nigh other studies support at to the first gearest degree one of these hypotheses. For example, Brandl and Raymond found that the most common cause of elder abuse was caregiver stress, regardless of whether the caregiver was a family member or sea captain they in addition emphasize the role of the gray person an maltreated child whitethorn abuse their invoke once the parent is frail, for example this connects to Quinn and Tomitas hypotheses of violent families and individual abusers problems (Brandl & Raymond, 2012). Nerenberg, too, claims that caregiver stress is the main cause of elder ab use (Nerenberg, 2002).She emphasizes the perspective of the caregiver, particularly the first-time caregiver, as these individuals are much believably to bind in elder abuse (Nerenberg, 2002). Meanwhile, Hawes focuses on professional caregivers abuse of the elderly in wide-term care facilities (Hawes, 2003). Hawes does not offer many causes, but hints at them by discussing the low pay and high-stress genius of caregiving jobs (Hawes, 2003). Thomason ascribes the causes of elder abuse to a ever-changing auberge in which people expire longer and are ill-prepared for caretaking (Thomason, 2011). He emphasizes the sociablecauses of elder abuse, focusing on the get to make everyone aware of the issues related to elder abuse and aging (Thomason, 2011). In contrast, and by focusing on the individual level, Vetere emphasizes caregiver burnout as a major cause of elder abuse (Vetere, 2011). Bronwell addresses the causes of elder abuse only implicitly, but presents data on the low pa y and long hours in the caregiving industry and also discusses the aspects of burnout and frustration that spate cause family-based elder abuse to descend (Brownwell & Podnicks, 2005). In addition to discussing the elderly abusing themselves by failing to engage in self-care, they also offer data that some risk factors mean one is more probably to become an abuser a low level of education, mental retardation (by the caregiver), substance abuse by either the elder or the caregiver, a prior write up of violence or psychiatric issues, and stress (Gorbien & Eisenstein, 2005, p. 282). Gorbien and Eisenstein (2005) proposed five archetypes for abusers of the elderly, which are the overwhelmed, the impaired (e.g., mentally or physically), the narcissistic, the bullying, and the sadistic (Gorbien & Eisenstein, 2005, p. 284). In care with the overall causes mentioned by Quinn and Tomita, these archetypes offer reasons individuals may turn to abuse (Quinn & Tomita, 1997). Thus it stick out be said that a guess for the causation of elder abuse is that in spite of appearance a scope of a society that is poorly equipped to deal with the elderly, and within an individualist, looks-oriented society that discriminates against the disabled, many people are ashamed or frustrated by their relatives (or clients, in the case of professional caregivers) decline. This legal opinion of helplessness and disgust, combined with stress and burnout exacerbated due to the poor preparation most family caregivers have, and the long hours and poor pay offered to many professional caregivers creates a context in which abuse is likely.Additional factors, like abuse from the elders themselves (e.g., acidulent about losing capacity, holding long grudges against family members, intrusion due to cognitive decline such as through Alzheimers) can trigger an abusive incident. Moreover, if an individual has any of the characteristics renowned by Gorbien and Eisenstein, they may be more likely to abuse. Working towards a scheme of elder abuse, one can conceive of a flow chart (provided on the next page). First, the background of this abuse occurs against a context of a society ferociously focused on beauty and ableism. Second, if an individual ends upcaring for an elder and they are poorly prepared or compensated, this context intensifies. Third, if an individual is impaired in some way, he or she will quick become burned out and stressed. Fourth, pre-existing interpersonal factors like abuse are exemplified in elder caregiver situations. Fifth, some personality types (narcissists who want others to admire them for their say selflessness sociopaths) want to care for elders for their own sick needs. Sixth, if a caregiver has a risk factor such as low IQ, low education, substance abuse, or mental health issues, he or she is more likely to be an abuser. Finally, caregivers pay burnout, and eventually, when caring for an elder individual, they may engage in a vi olent incident. This theory is outlined in the flowchart below, which moves from leftfield to right. Major causes are represented by larger circles.Works CitedBrandl, B., & Raymond, J. A. (2012). Elder demoralise and the Elder Justice Movement in America. San Francisco, CA American Society on maturation. Brownwell, P., & Podnicks, E. (2005). Long-Overdue for the Critical Issue of Elder twist around and deteriorate A Global policy and Practice Perspective. Oxford Oxford University Press. Gorbien, M. J., & Eisenstein, A. R. (2005). Elder detestation and Neglect An Overview. Philadelphia, PA Elsevier. Hawes, C. (2003). Elder subvert in Residential Long-Term Care Settings What Is cognise and What Information Is Needed? Washington, DC internal Academies Press,. Nerenberg, L. (2002). Preventing Elder holler by Family Caregivers. Washington, D.C. subject area Council on Elder Abuse. Quinn, M. J., & Tomita, S. K. (1997). Elder Abuse and Neglect Causes, Diagnosis, and Interventio n Strategies. New York springer Publishing Company. Thomason, D. (2011). Addressing The Cause of Elder Abuse A Critical Component to Aging Health Policy. Retrieved October 16, 2013, from Kaplan Unviersity Online http//www.kaplanuniversity.edu/public-service/articles/addressing-elder-abuse.aspx Vetere, P. M. (2011). Elder Abuse What ar We Missing? Ottawa The College of Family Physicians of Canada. Woolf, L. M. (1998). Elder Abuse and Neglect. St. Louis, MO Webster University.

Natsume Soseki has written Kokoro

Natsume Soseki has written Kokoro in much(prenominal) a dash that the holder be acquainted with Boku and Sensei. Through them, Soseki believed that a individuals actions should be coming from their original emotions and non by what others perceive of it. A psyche should always do things in accordance to what he thinks is right and non by merely considering what the people dictates to him. sometimes people tend to live up to what the people tell them because their reputation is at stake. Just like the planned commencement set come iny of Boku1. purge though Boku did non want to yield a party, his pargonnts insisted because his come has a reputation to maintain in their community.Kokoro was in addition written in such a way that there is a special connection between Sensei and Boku in being able to see their imperfections by means of their shallowness. Despite the 2 characters having incompatible worldly views, they fluent found confederation in each others presen ce. Boku is somewhat a person who wants to exist who Sensei really is and Sensei was not the type of person who would reveal the real him.The style of the starting signal part of Kokoro resembles that of a detective novel, and helps starting signal to establish the readers curiosity towards Sensei. Narrator Boku provides no self-introduction and no nice explanation for his interest in Sensei. Instead, he continuously feeds the reader small clues pieces to the obtain of Sensei to gain the readers curiosity.I cannot tell you why, Sensei said to me, exactly now for a very good reason I wish to go to that grave alone. Even my wife, you see, has never come with me. End of departure2Sudden breaks in narrative are often utilize to offer these clues hanging, helping to compound the incredulity felt by the reader. Additionally, disdain having already experienced all the scourts he describes, Boku chooses to pitch them in the original chronological launch and to narrate his original thoughts count oning each event.I wondered also why Sensei felt the way he did towards mankind.3Revealing his thoughts and experiences in this port assists Boku in linking with the reader, as it constructs between them a shared interest towards Sensei. Soseki seeks to direct this interest, as evident in the sentenceHad I been curious in an im face-to-face and analytic way, the bond between us would surely not have lasted.4This explanation of the disposition of Bokus curiosity can be interpreted as a hint to the reader in order to stand in the puzzle of Sensei, the reader needs to explore Sensei on a more personal level not simply to essay from a third person perspective, but rather to attempt to interpret Bokus regard for Sensei by examining the similar attitudes and value that the both espouse.In the third part of Kokoro, Soseki switches to a new narrative frame, and we read Senseis letter through the eyeball of Boku. Sensei directly addresses Boku in the lett er driving us as readers even at hand(predicate) to Boku, as we to try to interpret Senseis words through the mindset of Boku.Contrastingly, despite the title My Parents and I, part two of the novel serves to distance the reader from Bokus family. As readers, our interest draws to a rosiness when Sensei agrees to tell Boku astir(predicate) his past. However, Sensei does not, and instead Bokus fathers illness forces Boku to leave for home. This is frustrating for Boku, and for the reader, as is revealed in the passage there was much that I did not know about Sensei. He had not told me about his past, as he had promised. I could not be content until he was fully revealed to me.5Even as Bokus father lies on his deathbed, Bokus thoughts twist towards Sensei physically represented by his pitiful back and forth between his bedchamber and his fathers bedroom.In the suffice of affiliation with Sensei and Boku, the reader is exposed to the two characters disdain towards external app earances and opinions.Both Sensei and Boku come out their trim for academia. Boku shows little regard for his parchment he pretends his lambskin is a scope surveys the world outside his window in it, and then throws it checkmate on his desk. Similarly, Sensei does not know where he put his diploma.In contrast, Bokus parents hold Bokus diploma in the highest regard. They scold Boku for not having taken better care of the diploma, and display it in the house.Bokus narration shows that he also is not interested in the appearance of things. He tends to observe, conclude and investigate on it. Just like what happened when he saying Sensei at the beach centre. He unnoted at Senseis appearance and focused his attention more on his demeanour thus speculating Senseis state of mind.He was always aloof and seemed totally absorbed to his surroundings.6Sensei bears a similar disregard towards appearances to others and describes itI used to consider it a disgrace to be found beastly by other people. But now, I find that I am not ashamed of knowing less than others 7sometimes people tend to pull themselves down because they think they know less about things. But come to think of it, even though a person does not graduate high school or college, it means that he is more unspiritual than those who have graduated. People know diametric things and not all individuals can check up on everything.With these, it forms a sharp contrast with Bokus parents. The parents of Boku have a high regard for the physicality of things while Sensei and Boku do not. Bokus parents seem to relate the physical looking of a thing with its value just like the diploma. For them, being able to have a diploma is something that should be cherished, precious and be well cared of. While for Sensei and Boku, a diploma is somewhat like a representation of the knowledge acquired while in the university. A diploma is just a paper, nothing more, nothing less. What is important are the learning o btained during the years studying in the university.In conclusion, Kokoro is a classic spokesperson of presenting two characters that may turn out to be indifferent from one some other at first but by and by on saw their similarities. Even though these two characters obviously come from different generations, they still were able to find a common ground. These two started out as complete strangers and tended to avoid the fact that they inevitable each others accompany but in the end, it just proves that no matter the distance of two persons, they still are close when always remembered.BibliographySoseki, Natsume. Kokoro (Part 2) pelf Regnery Gateway, 1957. 21 Jan. 2000.http//www.eldritchpress.org/ns/k2.html1 Natsume, Soseki. Kokoro. Online Version, 2001. part 2 2 Natsume, Soseki. Kokoro. low-key Vision Publishing, 2001. p11 3 Natsume, Soseki. Kokoro. unruffled Vision Publishing, 2001. p22 4 Natsume, Soseki. Kokoro. tranquillity Visio n Publishing, 2001. p11 5 Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p65 6 Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p5 7 Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p37