Reasons for bullying behaviour Essay

Olweus (1980) identified that bullying children are usually impulsive and have an aggressive temperament and children who are bullied have a shy or weak temperament. Some of the children who are bullied lack assertiveness skills. Also, being different in some way such as being from a different ethnic group increases the chances of being bullied. In addition, children with special educational needs, with a physical disability or mild or moderate learning difficulties are also at risk of getting bullied. Researches conducted by Petterson, DeBaryshe and Ramsay (1989) also identifies factors at home as reasons for bullying. Factors such as lack of warmth between the parents or among other members of the family, use of physical violence within the family or lack of clear guidance for behaviour to the children or even lack of monitoring of children’s activities. Study conducted by Olweus (1980) in Norvegia also indicated links of family background to bullying. For bullied children, Olweus (1993) found that over-protective parenting may increase the risk of being bullied. Children in over-protected family environments usually do not develop skills as much as children who are independent and hence become vulnerable by the bullies. Bowers, Smith and Binney (1992) conducted research on the children’s, who are either the bullies or the victims, perception of their families. They studied and compared the perceptions of bullies, victims, bully/victims and control children. The study indicated that many bullies and bully/victims perceived that their families were relatively lacking affection among the family members. The study also revealed that there were very poor monitoring procedures. The children who are only involved in bullying perceived that their families have power relationships between the siblings and the other members of the family. In this case of bully/victims the children perceived difficulties with the parental behaviour such as punitive ness and lack of involvement. The children perceived that their parents were more concerned about their own position in the family. (Smith, P. K. et al, 2007) Peer-level characteristics associated with bullying and victimisation Peers are considered to be the most influential group in issues related to bullying. Various studies such as Espelage et al (2003), Pellegrini & Long (2002), Rodkin et al (2000) have studied the influence of peers in how individuals take to aggression and bullying. Homophily Hypothesis This hypothesis is based on the similarity of individuals within a group. In the late childhood and early adolescence, the peer group becomes extremely important for the individuals. During this time, the peer group involves in similar behavioural dimensions such as smoking, academic achievements and so on. This similarity within the group is called homophily. In studies conducted on middle school students, homophily was found to be true in explaining the extent of how much the peer influenced each other in bullying their peers. The effect of peers was found to be higher for bullying than fighting. This provided evidence that peer influence plays an important role in low-level aggression than fighting. It was found that students generally hang out with the kids who bullied others. It was found that the students who bullied at similar frequency were found to hang out more. Dominance theory Dominance theory is based on the observation that during the early adolescence, children look to increase their dominance. Pellegrini (2002) observed that the transition to middle school requires children to renegotiate their dominance relationships. Bullying is found to be a deliberate strategy for attaining the dominance, especially in a newly formed peer groups. Studies indicate that bullying was used more frequently by boys who targeted their aggression towards other boys during this transition. This theory is structured around the complex interaction among the adolescent for the need of dominance, changes in the social surroundings and peer-group structure and the desire to interact with the opposite sex. Attraction Theory Attraction theory is based on the change in behaviour of young adolescents. It focuses on their need to establish a separation from their parents and also become attracted to other people in their age group who possess characteristics that is a reflection of independence. This independence can be interpreted as delinquency, aggression, disobedience and similar characteristics. In this period, these adolescents are less attracted to individuals who possess characteristics of childhood such as compliance and obedience. This makes these early adolescents attracted to peers who are aggressive. This was also found during a study of 217 boys and girls by Bukowski, who found that the girls and boys were more attracted to aggressive peers when they entered the middle school. The increase in attraction for aggressiveness was more for girls. The different theories, especially the homophily hypothesis, dominance theory and attraction theory demonstrate the complex nature of bullying during the early years of adolescence.

Reclining Nude

Faith Kim Prof. Hight Introduction to Visual Arts 4 June 2012 Reclining Nude The artwork is called Reclining Nude by Jean-Antoine Watteau and I found this artwork in the Norton Simon Museum. I was captivated by the sensuality and the delicacy in the painting. I first noticed in the painting was her robust ivory figure contrasting with the dark chocolate background because I felt that these contrasting colors evoked a sense of purity and light against the mysterious darkness. She seems to have turned around and noticed something. Perhaps someone just entered the room and surprised her or she could have been waiting for her lover.I also noticed that in this painting, that there are only three objects: the bed, the girl, and the dark background. This painting seemed so simple to me and yet I felt there was so much more to it. What was it about her that was so special? Why was she painted? These thoughts whirled in my head as I looked at this masterpiece. I studied this painting’s importance by researching the important formal elements that composed this artwork such as color and light, the historical context in which the artwork was made, and Watteau’s intent for this artwork.These factors have contributed in the Reclining Nude’s significance not only for me, but in art history. I first analyzed the usage of the formal elements-the color and shape- and Watteau’s skill sets in the Reclining Nude. The woman’s â€Å"creamy pink flesh is wonderfully warm and sensuous against the ivory-white of the bedclothes and the dark, chocolate-brown of the background† (Posner 385). The creamy color adds life to the woman and distinguishes her from the pale white bed sheets, thus giving the effect that her skin has â€Å"a marvelous translucency† (Posner 385).The translucency of her skin could possibly imply her innocence and purity. The rosy blush gives the young girl a sense of modesty that even though she might be alone and lying comfortably on her bed; she is aware of her nudity. Her â€Å"shape [and] weight†¦of the breasts and the firm flesh of [her] stomach†¦are exactly defined by varying values and densities of the paint surface† (Posner 385). Watteau must have applied a certain amount of weight in applying the paint, to give the painting life. This made â€Å"the boldly painted bedding seem buoyant and responsive to the weight of the lithesome figure† (Posner 385).His â€Å"brushwork is free and broad,† especially around the woman’s right elbow where there is apparently â€Å"a lack of clarity about the relationship of weight support† (Posner 385). Despite these irregularities, â€Å"the picture’s handling and description of forms are typical of Watteau† (Poser 385). Watteau was known for his â€Å"freedom of the hand, the lightness of touch, a subtlety in the profiles of heads and the drawing of hair, the expressiveness of the figures and com positions, [and] the pervasive feeling of [his artworks]† (Oxford).Watteau used the Rococo style in the Reclining Nude and this certain style reflected the change in mentality during 18th century France. According to Art: A Brief History, â€Å"The Rococo style may be seen partly as a reaction at all levels of society, even among kings and bishops, against the Grand Manner of Baroque art, indentified with formality and rigidity of seventeenth-century court life† (Stokstad 412). The Baroque style prior to the Rococo style magnified the grandeur of the powerful-the royalty and nobility.They were portrayed as godlike and were painted in a formal and rigid manner. Rococo was a much more relaxed notion and is â€Å"characterized by pastel colors, delicately curving forms, dainty figures, and lightheartedness† (Stokstad 412). The Reclining Nude represents these ideas of the Rococo style. Her body has a delicate curve especially around her hips adjacent to the dark back ground and her fingers are so delicate, it seems as if she has never used them before.During this time was the early emergence of the Enlightenment when â€Å"radical technological advances† and changes in philosophy were happening (Stokstad 469). People were starting to become curious, questioned their surroundings, and were thinking more realistically. The change in France’s notion is reflected in the Reclining Nude. The woman is more humanized with her lying comfortably than posing like a goddess in stupendous fashion. Also, the details of her anatomy, such as the indent of fat between her left breast and hip, give her a more realistic look as well.The Reclining Nude carries the characteristics of the Rococo style and embodies the cultural shift of France. No one knows for certain the true meaning behind Watteau’s Reclining Nude. There are theories that Reclining Nude has no meaning and is a simply a copy of Watteau’s other artwork, The Remedy. The Rem edy â€Å"shows the same reclining nude woman who appears in the painting. But in addition, it includes a maid with a syringe approaching her mistress to administer an enema, and also a night-table at the left and more of the bed at the bottom of the composition† (Posner 386).Only difference is that in the Reclining Nude, the focal point is not the action between the woman and her nurse, but just the woman. However, Watteau might have intended for the painting to be an erotic artwork. Watteau might have portrayed her as the ideal woman and to make love to this woman is as beautiful as her. This type of work would have reflected the â€Å"intellectual and social libertinism†¦ especially in France† (Posner 387). Expressing eroticism such as this was radical, but so was the culture and time period of France.The woman has also been noted to be a pagan goddess for she is â€Å"wonderfully seductive† and shares the modesty of a pagan goddess (Posner 388). Unlike what art historians and theorist say, I believe that Watteau’s intent was for us to just relax like her and enjoy the beauty of life. I think he would have wanted us to unwind and shift our focus from materials and more into the natural beauty. Watteau definitely displayed characteristics of the Rococo style and might have meant to use this style to display some very simple and yet beautiful forms of life.Instead of the opulence of the rich like in the Baroque style, he focused more on the natural beauty. He points out the delicacies and the loveliness of the woman that further attribute to her exquisiteness. Although there are many things I would love to know more about the Reclining Nude, I have learned a lot from my research. I feel satisfied of my discoveries and researching the Reclining Nude has reminded of the great importance art history is in our society. Studying art history gives us glimpses of life during those time periods.They show us their people, cultures, sty les, etc. Utilizing art, we are able to study from past people, cultures, and styles and therefore, apply this knowledge for the future. Jean-Antoine Watteau’s Reclining Nude provides history and meaning to society and can be studied to understand the mentality then, compared to how we are today. The visual techniques, the historical context, and the meaning of the Reclining Nude have helped enlighten me about this painting’s significance on myself and in art history.

Zen and the Way of the Sword: Arming the Samurai Psyche

Winston L. King is a known Buddhist writer who has mainly presented the different issues of Buddhism in a well versed manner that it could be assessed as a major practice of discipline that could be applied to different activities in the society today. In this particular reading, Buddhism has been noted to assist in the process of using meditation as a matter of increasing concentration among samurai practitioners to make their activity a more efficient and applicable practice of defense and art. About the Book As mentioned earlier, the book further discusses the major issues that relate Zen meditation to the practices of Samurai. More than just the relation of Zen to Samurai practice, the book further notes the needed thought that provokes the possibilities of making the Zen meditation as a major source of discipline among different practices of martial arts and self defense among several enthusiasts of the said practice. Content and Summary Zen is a sect of Buddhism that emphasizes religious meditation. It was a belief introduced in China in 520 by Bodhidharma. It has mainly two branches both concentrating on meditation practices on different aspects. One is the za-zen which is plain meditation while the koan is a meditation problem with no logical solution. Other forms of meditation, which were not discussed in this part of the discussion, could well be described as simple forms of medical advancement to deal with stress. But still, many others rooted out from religious beliefs and practices such as the Yoga and the Zen practice. Still regarding meditation, a Neurologist, James H. Austin M. D. talks about the Zen meditation and its relation to the brain. For him it is more than just a religious practice. Zen, according to him has a reasonable biological explanation behind all the practices it promotes. As he has written in his book, he shows that chemical messengers (hormones) are affected by the sensory input, also he points out how the brain is wired and how are its parts like the Thalamus acts as a sensory gate. It also includes the fact that the olfactory system bypasses the thalamus and acts directly on the mid-brain and affects the chemical signals. With regards to these details, Austin makes it clear how the Zen meditation practice works for a person as it directly involves how the brain along with its parts and functions help in making the Zen practice a successful one. Reaction and Critique It is through this reading that the Zen practice is noted as a major source of discipline for individuals practicing the art of self defense. Although it cold be noted that the author prepared a much effective way in presenting the said meditation in more positive view, he at least forgot, or might as well said overlooked the fact that there are certain spiritual elements of the people practicing the said meditation that might be affected by the belief that Zen practice itself suggests. Moreover, being a Buddhist himself, King may have better presented his claims and explanations about the Zen practice in a more general perspective that could assist in making the procedures of discipline much applicable for all other groups of people. Considerably, the manner by which samurai practitioners apply Zen in their way of living could also be used by other non=samurai individuals who are simply wanting to have an idea of how the meditation actually works. This way, the book would not only be able to cater to samurai enthusiasts but also to other people who are simply wanting to know something about the Zen meditation. Undeniably though, the book of King could be considered a fine read for those who are wanting to appreciate the benefits of personal discipline through the different approaches of meditation.

Queen Anne Style Essay Example | Topics and Well Written Essays - 250 words

Queen Anne Style - Essay Example This offers various means of designing the inside of the house, enabling different shapes of rooms and corners to present a rather complicated but purposeful form. The steep roofs common in Queen Anne homes give the Victorian touch, giving a sense of antiquity which to me symbolizes wealth. Probably, what make the style so attractive are its ornamental spindles and brackets that give off a romantic ambiance to the home, making it simply a welcoming place to stay in. The beauty in the aforementioned parts of the house reflects the strength and artistic design of an era that survived until the modern age because of its value not only historically but aesthetically as well. Having a touch of Queen Anne in my dream house may give the magical sense of being in another age, near famous people who built this modern world with their wisdom and artistry. For the centuries that the style survived, it only shows the immortality of such art and I wish to be a part of those who preserve such beauty in my

The attitude of Saudi students in Brighton towards teaching English Essay

The attitude of Saudi students in Brighton towards teaching English - Essay Example This section presents the results and analysis of the data gathered as well as their interpretations. A questionnaire made up of eight close-ended items was built and administered to Saudi students in Brighton, United Kingdom. The results were statistically treated to ascertain percentages, means and standard deviations and interpreted.Numerous studies showed that FLES does not have a negative effect on students’ academic achievements and their first language. Attitudinal studies that dealt with Arab students’ attitude towards learning EFL showed that Arab students are instrumentally motivated to learn English. An attitudinal study was conducted to measure Saudi secondary public schools students’ attitude towards EFL. The study revealed that the students desired to speak English for instrumental reasons and also wanted it to be included in the curriculum.With respect to whether English should be introduced in the elementary state schools’ curriculum or not , the results indicate that an extremely high percentage of respondents support the statement. 52.6% strongly agree and 63.8% agree while one participant is neutral (5.3%) and one disagrees (5.3%). The mean score is 4.37 and the standard deviation is 0.831. Therefore, it can be said that the majority of the participants encourage introducing English as a foreign language in the elementary state schools. Participants also support the statement that learning English will not have a negative outcome on students’ identity.

The role of the spectator Thesis Proposal Example | Topics and Well Written Essays - 1250 words - 1

The role of the spectator - Thesis Proposal Example Apparently, the passive spectator is a quite new state of art experience, but however has become quite widespread that it is the status quo for the majority of art performances in the West. The passive spectator actually only emerge in the nineteenth century, as art performances initiated its separation into entertainment and artistic forms. Professionals and scholars such as Wagner, with he and Henry Irving with their murky theater, and his ‘mystic chasm’, began several of the numerous initiatives in the nineteenth century that concretely detached the spectator from the performance and dampened ‘spectatorial acts of ownership or displeasure’, or even loud agreement. This projection of the passive spectator has become quite recognized that in a 1991 article in New York Times on the ill behaviors of theatre spectators, the journalist Alex Witchel did not include the rationale underlying his request for courteousness or admit that genuinely good theatre usually moves or stirs in its audiences just the contrary of the passive silence he wanted. This courteous, overwhelmed response has become the standard. However, we are at a decisive period in performance studies in which we have to perceive contemporary performance beyond the very same borders from which it is breaking out. This study argues that it is wholly impossible to observe and study contemporary performance while remaining grounded on the perspective as the traditional audience. Not merely do we have to keep on creating and experimenting new performance tactics, but we also have to move our focus to ‘response strategies’, to directly reconstruct the role of the spectator as a contemporary audience. I request the contemporary audience to become engaged in a new form of agreement with the creators of new performance. Through this study, I request this contemporary audience for several things: to take

The Role of the Courts in Education Essay Example | Topics and Well Written Essays - 500 words

The Role of the Courts in Education - Essay Example Three of the issues where the courts have successfully resolved the problems in the education arena are the teaching of religion in public schools, the racial integration issue and the issue regarding the education of handicapped or disabled persons. The first amendment under the Bill of Rights states that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances." This is the basis when the Supreme Court ruled in 1962 that prayer as sanctioned by the public school system has no place education (Prayer and the Public Schools n.d., par. 3). It simply meant that the state must stay out of what is basically a matter of private belief and at the same time, it protects the rights of all students who have different religious beliefs. The group called Americans United for the Separation of Church and State states that the 1962 ruling has been misinterpreted by some sectors that it forbids religious activities inside schools (Prayer and the Public Schools n.d. par. 4).

Oedipus the King by Sophocles Essay Example | Topics and Well Written Essays - 750 words

Oedipus the King by Sophocles - Essay Example The passage tells readers that eternal laws were born in Heaven, Olympus alone is their father; they were not brought forth by the mortal nature of man, nor shall forgetfulness ever put them to sleep. A god is great in them, and he does not grow old.' The prayer of the chorus is for a life lived in accordance with these laws. Described as they are with beautiful and passionate emphasis, they are laws of divine origin, Olympian laws, comprehensive and universal. The stanzas following depict the sinner against these laws, the man full of hybris which 'begets the tyrant'. The chorus prays that the Polis may keep its old traditions. The god must remain the State's prostates, its guardian and leader. For if this is not so, if impiety takes hold of the city, then, the chorus sings, 'what need I dance (896). Then its service in honour of the gods has become senseless. In obvious retort to Iocaste's sceptical utterances on the value of Apollo's oracles, the chorus appeals to Zeus to show his power and the truth of the oracles: 'No longer Apollo is honoured, worship is dead' ( +). This passage reflects the features of a code of belief and behavior which is opposed to all only man-made beliefs and rules. The song does not repeat the striking mention of the unwritten laws, but their spirit could hardly be made more manifest. Not only does the poet stress, once more and with words of the most emphatic conviction, that the world in general as well as the Polis are ruled by eternal and divine laws, and that the political ruler who does not submit to them will become unjust and a tyrant. The eternal laws are the rules of a world, of a kosmos, of divine ordering and man's pious devotion, not of human morality and political common sense. When the Sophists discovered 'natural law', they denied the traditional (and Sophocles') divine order. For Sophocles there was only Oneness, unity: nature was divine, physis was nomos. In opposing the unwritten laws to Creon's decree Sophocles made what could perhaps be called a logical mistake. Not the slightest hint is given, and it is in itself entirely unlikely, that Creon's law was written law. It was a , a pronunciamento or proclamation. Taken quite literally, there was no conflict between written and unwritten laws. Sophocles uses the expression in a way suggesting that it was not a newly invented phrase. It is certain that in fifth-century Greece most laws were regarded as valid just because they were written. Creon's decree is fundamentally of the same kind, and Sophocles' mistake (if readers may call it so) is easily explained. He did not invent either the phrase or the matter, but he used the concept in his own way and to his own purposes; in fact, it was probably he who gave it its most forceful expression. Heraclitus was perhaps the first to speak of one divine law from which all human laws derive. He coined a striking phrase for the idea which, howev er vaguely, was generally held, that all law was of divine origin.

Coral Reefs in the Philippines and the trophic levels and organism Research Paper - 1

Coral Reefs in the Philippines and the trophic levels and organism localization and interaction specific to this area - Research Paper Example Moreover, they provide food security and livelihoods to people in the country. However, the stability of reefs in the region is under threats. This has occurred due to destructive fishing methods and overuse of resources (Unico Conservation Foundation, 2012). The threat in this ecosystem is seen as a threat to Philippines livelihoods due to a higher level of reliance on reefs. In coral reefs, there exists a feeding relationship between various organisms. The relationship helps in the transfer of energy from one level to another (Rose, 2009). A reef in a normal environment ensures stability and sustenance of these organisms. In the lower level of the reef are the producers. These ensure there is a creation of food for other organisms up in the system. There are a number of producers in the coral reef ecosystems. The most common are phytoplankton, algae, and species of seaweed (Rose, 2009). However, the major producer in the system is the phytoplankton (Rose, 2009). The organisms at this stage live in close association with the corals. Hence, they contribute to the make up of the reefs. Consumers occupy the second level (Rose, 2009). However, the consumers are divided into primary, secondary, and tertiary. The first level in this stage is occupied by primary consumers (Rose, 2009). The consumers at this level are herbivores (Rose, 2009). Some of the major herbivores in the marine environment include zooplankton, invertebrate larvae, benthic grazers, sea urchins, some corals and crabs as well as green sea turtles and herbivorous fish (Rose, 2009). However, the most abundant consumers at this stage are zooplankton (Rose, 2009). However, the feeding mechanism of creatures at this level varies. For example, the benzic grazers and some coral species adopt a different mechanism in which they feed through filtration (Rose, 2009). The form of feeding helps them to filter phytoplankton out of the water. Other creatures eat algae and seaweed directly. The

Critical analysis on the novel Of Mice and Men Essay

Critical analysis on the novel Of Mice and Men - Essay Example In the 18th and 19th centuries, the frontier of the United States of America was expanded westwards as European immigrants swarmed to the ports of the eastern seaboard. Many of these immigrants were members of persecuted minorities, such as Russian Jews escaping the 19th-century pogroms, or Irish Catholics fleeing the poverty and discrimination of British imperial rule. They were attracted by dreams of a better life, and regardless of whether or not they achieved this life in reality, Steinbeck’s characters still dream of a better life, even in the depths of the 1930s Great Depression. George and Lennie, as Stephen emphasises, dream of owning a small farm which they can work themselves – surely a dream shared by thousands of rootless young men during that era of mass unemployment and economic uncertainty. (Stephen 37). Their dream is introduced towards the beginning of the novel. It is recited by George to comfort Lennie, although it is clear that the recitation offers comfort to them both. George states that ‘we’re gonna have a little house and a couple of acres an’ a cow and some pigs...’, and Lennie that they’ll ‘live off the fatta the lan’’ (Steinbeck 16). Their dream of independence strengthens them both, and even attracts Candy and Crooks for a time. For Attell, this dream ‘responds directly to the limitations placed on their lives’. As nomadic labourers, they lack independence and security. They are dependent on odd jobs on the ranches they come across, which are highly seasonal and temporary. Living from hand to mouth in this way, and in rough accommodation shared with other workers, their dream involves a permanent residence, where they must work for no one but themselves to earn their keep. The itinerant and uncertain nature of George and Lennie’s lifestyle is thus emphasised from the beginning, and Attell justifiably sees their portrayal as Steinbeck’s critique of

Manifestations of Truth in How to Tell a War Story by Tim O’ Brien Essay Example for Free

Manifestations of Truth in How to Tell a War Story by Tim O’ Brien Essay How to Tell a War Story by Tim O’ Brien has taken into account various thematic expression and he uses an unusual style to narrate these thematic expression. It a balance-mix of story and reflective essay. O ‘Brien major concern remain the reality of truth. He illustrates various manifestations of truth and manifests that imagination is the major tool to locate the truth. In addition to that he develops a criterion for narrating a war story. â€Å"O’Brien shares the criteria with which the writer or teller and the reader or listener must be concerned by giving an extended definition of what a war story is or is not. The chapter How to Tell a True War Story focuses most extensively on the features that might be found in a true war tale. (Calloway, 1995) So story is multifaceted and its narrative technique is advanced as well unique. Tim O’ Brien has critically evaluated the criterion for writing a true war story. O’Brien demonstrates that memory and reminiscence are transient in nature and one can tell a story purely based on his memory. Memory is always prone to mental faculty of creating fiction. Sometime the character or the narrator admits the elements of fictionality in a true war story but mostly it goes unnoticed and unobserved. Same is the case with How to Tell a War Story as Mitchell Sanders admits to Tim O Brien (the protagonist) that although most of his tale is based on fact but there are elements of fiction. Hew says, â€Å"Last night, man,' Sanders states, I had to make up a few things . . . The glee club. There wasnt any glee club . . . No opera,' either (O’ Brien, 1998). But,' he adds, its still true' (O’ Brien, 1998). This is not distortion of truth but it is the limited nature of memory to recall things in proper order with minute details that urges human faculties to invent certain details. Furthermore, plain truth is not interesting enough to captivate the attention of the reader and amuse. In a Vietnam War story there can be pathos and miseries, deaths and destruction, but there is nothing pure to tell in the form of a story. O Brien himself explain this; â€Å"I think exercising the imagination is the main of finding the truth†¦Ã¢â‚¬  (Naparsteck, 1991, p. 10) So memories are true and well as invention simultaneously. In â€Å"Things They Carried†, collection short stories from which this story was taken, O’ Brien he acts as the narrator. So readers suppose that he himself was veteran of the war and observed everything on his own but his are not the first hand account of these tales. They are told by various veterans of wars and were later crafted by O’Brien. So both veterans and the writers has invented certain situations and mingled it with the real story. O’Brien says that it is not unethical or wrong to develop a story in this way. He says, â€Å"â€Å"You’d feel cheated if it never happened. †(O’ Brien). A story is developed on its own and follows a natural pattern. In this way, O’Brien implies that truth distorts when it passes through the mental processes. Various pre-conceived notions, past experiences, prejudices and men’s inventive powers cast its own impression on it. But it is natural phenomenon. O’Brien explains this in the story; In any war story, but especially a true one, it’s difficult to separate what happened from what seemed to happen. What seems to happen becomes its own happening and has to be told that way. The angles of vision are skewed. When a booby trap explodes, you close your eyes and duck and float outside yourself. When a guy dies, like Lemon, you look away and then look back for a moment and then look away again. The pictures get jumbled; you tend to miss a lot. And then afterward, when you go to tell about it, there is always that surreal seemingness, which makes the story seem untrue, but which in fact represents the hard and exact truth as it seemed. (O’Brien, 1998) Readers accept this balance mix-up of reality and invention but O’Brien, however, does not allow his readers to take these things for granted and inquires the whole idea of memoirs, recollections, and the short capability of memory to communicate the reality with accuracy. As far as the narrative structure is concerned, O’Brien himself calls it a mix of essay and fiction. In an interview to Naparsteck (1991) he says that, â€Å"In a way, it’s part essay and a part fiction but in a way it’s neither†¦To me, it has singleness or unity to it. Rather than part things this and part things that, it’s all those things together. †(p. 9) This manifests his idea of truth as a whole. He does not differentiate genuine reality from perceived reality and considers them conflation of each other and they as whole constitute the truth. Unquestionably, truth and fabrication is another theme that Tim O Brien takes into consideration in the story. He is of the view that in narrating a war story, untruth is not conflicting with truth. They are the facets of a single reality. One is real and other is inventive but both are genuine. During the war, truth is unclear and mostly uncertain. It takes varies semblances band is manifested in various contradictory forms. So both true and inventive part of the story seems contradictory but in reality, they are same and equivalent. This paradoxical manifestation of truth is symbolized by the death Curt Lemon. O’Brien as narrator is familiar with the situation in which Curt was killed. He was shot dead by a 105mm round while â€Å"he was playing catch with Rat Kiley†. But as O’Brien recollect this in his mind; he perceives that Curt was killed by daylight. This narration is different from the first one. But none is untrue. 105 round was tool but sunlight also played a major role in his death. Sunlight is also chief cause thus. In this way, O’Brien differentiates between the reality that took place and the reality that appears to take place. No account is untrue but both a different manifestation of same reality i. e. one is real and other is perceived as real. Tim Obrien does not use proper literary devices to convey this dichotomy like Golding does in â€Å"Lord of The Flies† where he use symbol of fire and convey its paradoxical nature. Conventionally, fire refers to destruction and damage but Golding uses it as a rescue symbol when boys trapped in an island use fire to get attention of the passing by ship and in the last, they are saved by the aero- plane that noticed the fire signaling rescue. But mostly, it is not possible to attach two opposite meaning to a single word as beautifully done by Golding in the novel. O’ Brien attempts the same. For example, he says, â€Å"it is safe to say that in a true war story nothing is ever absolutely true,† he generate a contradiction but it is not a single word or a symbols that he utilizes to communicate the paradox. It is the whole context that helps him make this statement. Stephen Kaplan sums up this thematic expression of reality in his book; Understanding Tim O’Brien. He says, â€Å"[O’Brien] completely destroys the fine line dividing fact from fiction and tries to show that fiction (or the imagined world) can often be truer, especially in the case of Vietnam, than fact. O’ Bren plays with truth in How to Tell a War Story and sometimes fabricates it. The chief purpose is to highlight the paradox of truth and to demonstrate its various facets and manifestations. He leaves it to the readers to discern between genuine truth and perceived truth. The writer’s use of a narrator Tim O’ Brien in this collection of short stories is at the same time appealing as well as disturbing. The confusion deepens when it told by the author that the narrator is a middle aged man telling the stories about the Vietnam War. The use of a narrator is interesting as it forces the readers to think that the story is basically rooted in some real life experiences. It also helps in joining together the disjointed elements in the tales. This tool also helps the writer to play and employ some untruths and marvelous things without suffering from the fear of being questioned for their authenticity. The readers suffer from the problem that is the narrator is just playing the role of a mouth piece for the writer or is he an independent character. However, by using this device the writer is able to convey the message to the readers that what is discussed in the story as truth is somewhat similar to what actually happened during the war. If the reader accepts that the narrator is reliable and he is telling the truth than he faced a dilemma. As in the beginning of the stories the narrator tells that he is a real person and going to tell real stories and in the end he tells them that everything that he has just told is just falsehood. The author might be using this illusion to convey the readers a way in which a war story should be told and the basic truths that these war stories carries. He might also be trying to make a point that the story is basically true and logical though it may not have actually happened in the Vietnam War. The construction of this collection of stories is not following the traditional way of telling the stories. There are stories within a story that are linked very beautifully together in a novel way. Each story is basically an endeavor, on the part of narrator, to make a point clear. In order to explain or discuss a thought or experience the narrator start telling another story. These stories, are however, not linked in the traditional way. On finishing the book the reader is made to realize the truth as an organic whole, in a strange way, and not in the ordinary way as is the truth in conveyed to them. In this style of story telling the writer is not bound to follow the chronological flow of time. He is free to roam about according to his will. He can discus the realities and the sequence of the happening of events according to how he deems it right and not by the traditional way of doing it. The writer is basically of the view that the ‘war stories’ need to present the ‘true illustration’ and it need not to indulge in ‘analysis’ so it is important that the short stories should remain true to the reality and the long story or the parent-story need not to be something actually happened in reality. Rosemary Kings explain this phenomenon in this way; OBriens word play in the title hinges on the definition of true, a word he uses alternately throughout the story to mean either factually accurate, or something higher and nobler. He does this through three embedded narratives: Mitchell Sanderss narration of Curt Lemons death; the narrators description of hearing Sanderss story; and Tim OBriens commentary on how to tell a true war story. (n1) Each narrator claims his story is an authentic retelling of events as they occurred in Vietnam, asserting the historicity of their narratives. (King, 1999) The structure of the book is such that the chapters and the short stories are basically there to help the readers understand the real story, the real and the tangible truth. These are basically the ‘things’ carried by the parent story. The comments of the narrator helps the reader understand the organic wholeness of the story just as the chapters in the long story are connected together by the connecting views and ideas of the author thrown here and there in the long story. Rosemary King also highlights the importance of title of the story; â€Å"OBriens title delivers punch not only through the conflated definition of true but also through the distinction of what makes a war story true. He underscores the importance of manipulating what actually happened to get at the essence of truth. † Above-mentioned discussion and supported arguments and evidence clearly manifest that O’Brien has successfully asserted that truth has paradoxical nature and it can be conveyed as a whole i. e. a balance mix- of what happened and what seems to happen. In reality this pradox dissolved in a complete whole. He further illustrated that human mental processes modifies the objective reality. His own description of reality from the subjective point of view of the narrators in the story is a skillful representation of this phenomenon. Thus his story is a successful example of metafiction.

The United States and China Essay Example for Free

The United States and China Essay China’s idea of economic advancement has transformed the country in a unequal titan. Reframing methods started by Deng Xiaoping in the early 1980’s, Chinese institutions started using inexpensive capital and labor to contest on the global economy. Beijing maintains to subsidize exports massively, though loans to institutions and exchange cost to non-domestic buyers of Chinese goods. The Chinese government enforces management on the expense of Chinese civilians that grant it to filter financial assets into Chinese institutions. China’s method of using financial repression has given this country financial power in the Global and American economy. This poses a threat to American Financial Foreign policy. In this research paper, I will explain the economic growth of China, from there I will tie that into their financial foreign policy in China, I will then discuss the cross-correlation method of America and China’s financial inputs/outputs into American Foreign Policy, from there I will present the threat that this poses to America. In 1970 China was under the direction of Mao Zedong, he retained a prepared economy. The country’s economic gain was conducted by the state of China, which set fixed controlled prices, manufacturing objectives, and resources available in the economy. The main goal of the Chinese government is to allow China’s economy to be a more relatively self-sufficient system. Trade was usually narrow to gain only goods that could not achieve in China. China theories made the economy comparably ineffective, inactive, by reason of many prospects of the economy of their centralized government. After the death of Mao in 1978 China decided to disconnect its ties that it had with the soviet-style policies. The economy was then reformed, corresponding to the free market ethic and trade and investment of the United States. China intent is to, boost both economic growth and living standards. Prior to 1970, 81 % of China’s people lived in rural communities. The economy had previously been interrupted by war. The victorious communist party installed applied economics. 40 to 30 million people died from famine. In the city living, standards increased for over 40 years. Students from Tsinghua,  University located in Beijing China, recorded a study that said the average pay level in the catering business exceeded wages in higher education in 2009. After market reforms In 1978 the GP growth was averaging 10% every year. And it had lifted over 600 million people out of the poor. All of the country goals have been reached or within reach with the population at about 1.3 billion this has made china the second largest economy, and increasingly playing an importance and influence in the global market. It is now the world’s, merchandise exporter, holder of foreign exchanges, and largest manufacturer. China’s brisk economic prosperity has excelled to a valuable merger in reciprocal monetary ties with the United States. Corresponding to American Foreign Policy trade data, overall trade between these two countries matured from 4.7 billion in 1980 to 560 billion in 2013. China is actively the United States second largest trading ally, it is the third largest export market, also adding the largest country of exported goods. Powerful U.S. companies tend to move their business aboard in China to see their products bloom in there market and to take advantage of the lower-cost of labor for exported manufacturing goods. Interest rates comparably stay low because it allows the U.S. to remain internationally competitive.

The Scarlet Letter | Character Analysis

The Scarlet Letter | Character Analysis Dimmesdale is the main male character in the world famous novel The Scarlet Letter, which is the masterpiece of Nathaniel Hawthorne. Although Dimmesdale commits adultery, it is not until the final part of the novel that he confesses his crime. From the time he commits adultery to the time he confesses his crime, everyday, he is tortured mentally. The conflicts of superego and id are best manifested in Dimmesdale. The purpose of this paper is to analyze the psychological situation of Arthur Dimmesdale based on Freuds psychological theory, especially the theory of id, ego and superego. Illustration of Id, Ego and Superego Freud is a famous psychologist, whose theory of psychology is a great contribution to the analysis of literature.  [1]  According to Freud, the mental processes can be assigned to three psychic zones: the id, the ego, and the superego. The id as defined by Freud is identical in many respects to the Devil as defined by theologians. Consequently, it is can be seen from this definition that the id is as dark as Devil. It is the dark aspect of human nature that cannot be touched by others. What is the id? Id, in short, is what people want. It is peoples desire of all kinds-desire for power, for sex, for amusement, for good. But this is only one aspect of id. Every one wants these things. There is no one in the world who does not want power, sex or amusement. So it can be said that id is in the human nature. Another aspect of id is that it is characterized by a tremendous and amorphous order. Its order is to satisfy its desire, without an eye to the consequences. In other words, id is lawless, asocial and amoral. Its function is to gratify our instincts for pleasure without regard for social conventions, legal rules, or moral restraint.  [2]  If one only wants to satisfy his or her impulses for pleasures, disregardi ng social rules and moral criteria, he or she will come to his or her self-deconstruction or do harm to other people, even the society. As it is stated above, id has dangerous potentialities. Consequently, there must be something that can prevent the id from doing dangerous things. In the book: A handbook of Critical Approaches in Literature, which is written by John K. Willingham, it is written that in view of the ids dangerous potentialities, it is necessary that other psychic agencies protect the individual and society. The first of these regulating agencies which protects the individual is the ego. This is the rational governing agent of the psyche. It regulates the instinctual drives of the id so that they may be releases in nondestructive behavioral patterns. In popular language, we may say that the ego stands for reason and circumspection, while the id stands for the untamed passions. Whereas the id is governed solely by the pleasure principle, the ego is governed by the reality principle.  [3]  While id is the dark aspect of human beings personality, ego is the rational, logical, waking part of the wind. As above has mentioned, ego is one of these regulating agencies that protect the individual and society, there is another psychic agency, superego. While ego is the rational, logical, waking part of the mind of each person, superego is the cultural taboos, such as social rules and moral criteria. In the book, A handbook of Critical Approaches in Literature, John K. Willingham also mentions that: The superego serves to repress or inhibit the drives of the id, to block off and thrust back into the unconscious those impulses toward pleasure that society regards as unacceptable, such as overt aggression, sexual passions, and the Oedipal instinct. Freud attributes the development of the superego to the parental influence that manifests itself in terms of punishment for what society considers being bad behavior and reward for what society considers good behavior. An overactive superego creates an unconscious sense of guilt  [4]  . If one only follows social taboos and neglects his or h er own feeling and desire, probably he or she becomes a machine which is runned by rules. Thus, the superego is in direct opposition to the id. The superego determines which desire the id contains can be fulfilled. And the ego, or the conscious self that experience the external world through the senses, between id and superego, and all three are defined by their relationship; no acts independently of the others; a change in one always involves changes in the other two. Then if can be concluded that the ego is the balance between the id and the superego. In this way, the ego is, to a large degree, the product of conflicts between what the society says we cannot have and what we want to have. à ¢Ã¢â‚¬ ¦Ã‚ ¢. Historical Background As superego is what the society says, historical background must be introduced so that a better understanding of the mental struggle of Dimmesdale can be achieved. Puritans came to New England to practice their religion, which is their chief incentive when they came to the new world. In this new world, they established a small civilized community out of the wilderness. At the beginning, they had to fight against nature; here the nature refers to the environment that had not been intruded by human being, in order to live. But later, they combated human naturesuppressing natural joys and pleasure, negating all passion, which they considered as wilderness. Puritans pretended that their own civilization had not and should not have any of the elements of the wilderness in it. They are, in fact, the enemies of nature and pretend to embody everything that is the opposite of the wilderness and nature. They focus on society and civilization extremely. All that they embrace is part of civiliza tion: the church, religious education, intellect rather than emotion; rigid forms and rules rather than freedom.  [5]  Because Puritans believe that God will punish the whole community if only one member of the community did bad behavior. So that is why Puritans are so aggressive in punishing moral infraction. à ¢Ã¢â‚¬ ¦Ã‚ £. Conflicts manifested in Dimmesdale As has mentioned above, the id is peoples desire of all kinds, such as the sexual desire, passion and ambition. All these three are possessed by Dimmesdale. Although these are in the nature of human being, they are considered as wilderness and suppressed by the Puritans society. Dimmesdale, in the eyes of local governors, his colleagues and the country members, is a holy minister. But first of all, he is a human being and a healthy young man, thus he possesses sexual desire, passion and ambition which is suppressed by the society. Dimmesdale is in a dilemma, on one hand, his id orders him to fulfill his pleasure, disregarding the social rules and moral criteria; on the other hand, his consciousness, reason and morality prevents him from doing bad things. Consequently, Dimmesdale is always in conflicts which can be explained by many examples in the novel. As stated above, the id is our desire of all kind such as sexual desire, which is in the nature of human being. But the sexual passion is repressed by the superego. The scarlet letter A stands for adultery, which is the result from sexual passion of Hester and Dimmesdale. Thus, Dimmesdale does have. In order to satisfy his sexual desire, he slept with a woman who is already married to someone else. As it is said before, the Puritan society established cruel punishment for these who had committed crime and the punishment for adultery in that time was death sentence. If a woman commits adultery, one can easily see from her physical form. For example, people can easily see that Hester has slept with other man because of the absence of her husband, in that she gave birth to a child. Consequently, she is punished by the society. Dimmesdale is a man, one can not tell whether he has committed adultery or not from his physical form. But does this mean that he is free from the social laws? No . Superego manifests itself in punishment. Also, an overactive superego creates guilty feeling. Although Dimmesdale by concealing his secret isnt punished, everyday he is tortured by his guilty feeling. The guilty feeling manifests itself in the physical decline of Dimmesdale: His form grew emaciated; his voice, though still rich and sweet, had a certain melancholy prophecy of decay in it; he was often observed, on any slight alarm or other sudden accident, to put his hand over his heart with first a flush and then a paleness, indicative of pain.  [6]  In Hawthornes point of view: evil educated. The adultery committed by Dimmesdale is evil, because it not only breaks the law but also the moral ethics. Dimmesdale learns from the evil. And afterwards he obeys social rules. This can be explained by one example, that is when he returns from the forest where he and Hester held a long talk, he meets the youngest sister of them all. It was a maiden newly-won-and won by the Reverend Mr. Dimmesdales own sermon, on the Sabbath after his vigil-to barter the transitory pleasures of the world for the heavenly hope that was to assume brighter substance as life grew dark around her, and which would gild the utter gloom with final glory. She was fair and pure as a lily that had bloomed in Paradise. The minister knew well that he was himself enshrined within the stainless sanctity of her heart, which hung its snowy curtains about his image, imparting to religion the warmth of love, and to love a religious purity. Satan, that afternoon, had surely led the poor young girl away from her mothers side, and thrown her into the pathway of this sorely tempted, or-shall we not rather say?-this lost and desperate man. As she drew nigh, the arch-fiend whispered him to condense into small compass, and drop into her tender bosom a germ of evil that would be sure to blossom darkly soon, and bear black fruit betimes.  [7]  He wants to take advantage of her to satisfy his sexual desir e, but the consciousness, the ego, stops him from doing wrong thing again. Then the result is that: So-with a mightier struggle than he had yet sustained-he held his Geneva cloak before his face, and hurried onward, making no sign of recognition, and leaving the young sister to digest his rudeness as she might.  [8]  This example can best explain that Dimmesdale learns from his misdoing and now he can balance the id and superego better. While superego is one of the psychic agencies that can repress or inhibit the drives of the id, such as sexual desire, if one only follows social rules, he might become something that is unnatural. For example, Dimmesdale leads the community to think that he is too pure to consider a sexual union even in marriage by refusing others suggestion that he should get married for the sake of his health. While he represses his sexual passion and pretends to be saintly, he attempts to confess the truth of his passionate nature as well as his act, of course in comfortably safe and general terms. At the same time, he also attempts to confess his evil. And this can be seen in his midnight vigil. He stands on the scaffold, and speaks out the secret which he dare not say in the broad daylight. Dimmesdale not only possesses sexual passion, but also the passion of another kind, anger. Dimmesdale, a pale and passive minister in others eyes, possesses anger, which is a decided part of his basic nature, which is the id of Dimmesdale. But it is not like sexual passion which he suppresses and refuses to acknowledge to the rest of the community, Dimmesdale loses his temper twice in the novel. The first time he loses his temper in when Chillingworth asks him to confess his secret to him, but Dimmesdale refuses and walks out of the room. And the old physician observes: But see, now, how passion takes hold upon this man, and hurrieth him out of himself! As with one passion so with another. He hath done a wild thing ere now, this pious Master Dimmesdale, in the hot passion of his heart.  [9]   Another example is when in the forest, Hester tells Dimmesdale the identity of Chillingworth, Dimmesdales fury is described as the violence of passion.  [10]   Ambition The id refers not only to sexual desire and passion, but also ambition, which is also, lies in human being. Ambition, on one hand, is the content of the id, which is the nature of human being; on the other hand, it relates to the society, relates to what the society thinks and says. Dimmesdale, as described in the novel, is young clergyman, who had come from one of the great English universities, bringing all the learning of the age into our wild forest land. His eloquence and religious fervour had already given the earnest of high eminence in his profession. He was a person of very striking aspect, with a white, lofty, and impending brow; large, brown, melancholy eyes, and a mouth which, unless when he forcibly compressed it, was apt to be tremulous, expressing both nervous sensibility and a vast power of self restraint. Notwithstanding his high native gifts and scholar-like attainments, there was an air about this young minister-an apprehensive, a startled, a half-frightened look-a s of a being who felt himself quite astray, and at a loss in the pathway of human existence, and could only be at ease in some seclusion of his own. Therefore, so far as his duties would permit, he trod in the shadowy by-paths, and thus kept himself simple and childlike, coming forth, when occasion was, with a freshness, and fragrance, and dewy purity of thought, which, as many people said, affected them like tile speech of an angel.  [11]  He comes to the new world to the new world to fulfill his ambition that is his desire to be a great and reverend minister in the Puritan world. What Dimmesdale concerns most is not his lover Hester nor his child Pearl, but what other people think about him and how it will affect his career. In the governors hall, when the governor and others want to take Pearl away from Hester, Dimmesdale does not stand out to help Hester until she asks for help. He helps Hester not because his love for her, but he is afraid that Hester may not keep the secre t any longer. It is for his own sake the he speaks for Hester. In the forest, when Hester reveals the identity of Chillingworth to him, he only thinks of his secret being exposed. He confesses to Hester that he has lived with horror that someone might figure out that Pearl looks like him and suspect that he is her father. When Dimmesdale returns to the town from his meeting with Hester, he feels relieved that she has not planned to leave Boston immediately. This can best illustrate his base ambition. The minister had inquired of Hester, with no little interest, the precise time at which the vessel might be expected to depart. It would probably be on the fourth day from the present. This is most fortunate! he had then said to himself. Now, why the Reverend Mr. Dimmesdale considered it so very fortunate we hesitate to reveal. Nevertheless-to hold nothing back from the reader-it was because, on the third day from the present, he was to preach the Election Sermon; and, as such an occasion formed an honorable epoch in the life of a New England Clergyman, he could not have chanced upon a more suitable mode and time of terminating his professional career. At least, they shall say of me, thought this exemplary man, that I leave no public duty unperformed or ill-performed!  [12]   Conclusion: It can be concluded that, the scarlet letter A on the bosom of Dimmesdale may stands for adultery, which is his sexual desire; anguish, his strong passion; and also ambition, his desire to success. Thus the scarlet letter A is the id of Dimmesdale, which is also his basic nature. But the society in which he lives fight against all these human nature, Dimmesdale on one hand wants to satisfy all his desire; on the other hand, he is aware of social rules and moral ethics and cares about what the society says. Consequently Dimmesdale is in a dilemma. Health Promotion Plan: Older People Health Promotion Plan: Older People Caspersen .et .al (1985) defined physical activity as any bodily movement produced by skeletal muscles that result in energy expenditure. The aim of this essay is to plan a health promotion based on older people. Inactivity can lead to health problems, such as obesity, coronary heart disease, stroke, cardiovascular disease and also accident prevention. This assignment will present a series of evidence based on the intervention and will use current theories and models of health that can help prevent, increase and maintain the uptake of physical activity among older adult. These will be formulated through the integration of published scientific literatures. This approach will involve identifying and producing findings which will include the characteristics of determinant of health and health inequality, such as age, belief, class, environment psychosocial whilst applying the Beattie health promotion model in conjunction of specialism and awareness of ethical implication when taking part in health planning. The rationale of choosing this group is because, due to their age they have reduce physical activity. The proportions of older people in the population are increasing quickly and older people are less active. According to Health Education Authority (HEA 1995b) three out of ten men (33%) and four out of ten women (38%) aged between 55 and 74 years are sedentary (i.e. participate in less than half an hour of moderate intensity physical activity a week). It is known that health-related problems increase with both age and inactivity (Mathers et.al 1999, WHO 1996). Hoffman et.al (1996), Rice et.al (1996) pointed out that 85% of individual aged 65-100 years have at least one chronic condition (cardiovascular disease, CHD, stroke, obesity, diabetes, etc) and the numbers continue to grow with advancing in age. However, evidence showing the rate of progression and severity of many diseases in older people can be prevented, minimized or delayed with the provision of effective health promotion programmes, therapeutic exercise or physical activities (Harvey 1991, Nutbeam et.al 1993). However, older adults are more likely to pull out of exercise programs than younger ones. Paterson (1982), Acheson (1998), Naidoo Wills (2005) argue that elderly people, for example, may have different health expectations from those who are young, as may those who live in poverty compared with those who live more affluently. Health Promotion represents a comprehensive social and political process, not only embracing actions directed at strengthening the skills and capabilities of individuals, but also action directed towards changing social, environmental, and economic conditions so as to improve their impact on public and individual health (WHO 1998b) but also defined as the process of enabling people to increase control over, and to improve their health (Ewles Simnett, 1996). The World Health Organisation (WHO, 1946) defined health as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. This definition is suitable for all groups who need to change to a developmental process Therefore this is evidence that peoples health will be determined by the factor surrounding them such as their beliefs, age, environment etc. Health promotion must be seen in preventing ill health and enhancing positive health. It must also try to develop positive health wit h an eye for prevention: for example, encouragement to physical exercise, through cycling, running and walking. Blaxter . However, Williams (1983) studied the health beliefs of elderly people living in Aberdeen, found that people could consider themselves, or others, healthy even though they may be badly diseased. The health of an individuals and populations can be affected positively and negatively by a range of interrelated factors influencing the determinant health (Keleher et.al (2002), Townsend et.al (1988), Acheson (1998). as a concept and set of practical strategies which remains as an essential guide in addressing the major health challenges faced by developing and developed nations, including communicable and non-communicable diseases and issues related to human development and health. Dahlgren and Whitehead (1991), Acheson (1998) see determinants of health as individual influenced by intrapersonal ( such as age, personal confidence, education, social class, and behavioural attributes and skills), socio-cultural, ( these include social support from peers, social support from ones spouse or family, and influence of a general practitioner), policy and physical-environmental, ( these include climate and seasonal factors, access to physical programmes and facilities), factors such as livi ng and working conditions, and community characteristics which are important to the changing and understanding adult health behaviours. Acheson report (1998), Naidoo and Wills (2005) and WHO (2003) for example, all pointed out that social environmental determinants are highly associated with health. The Office of National Statistics (2007a), Wilkinson (1986) also reported that major causes of sickness and death are circulatory diseases for example, coronary heart disease (CHD), stroke, cancers and respiratory disease, while Stansfield Marmot (2001) suggested that there may be other links between CHD and psychosocial factors, such as stress and lack of social support, depression and anger. Britton Macpherson (2000) also contributed that physical inactivity, smoking and raised blood cholesterol are major risk factors for CHD. Fennel et.al (1988) pointed out that growing old is far from necessarily accompanied by becoming sick. Again, in the late 1980s, this was considerably higher a mong those in higher social classes and the differences increased over the period from the late 1970s to the late 1980s, particularly for women. However, the social rise in classes according to the Office for National Statistics (2008), Townsend et al (1982); Acheson (1998) and Vent and Wise (1991, 1989) suggests that people in the lower social classes working in unhealthy conditions are more likely to experience poor health, life expectancy, longstanding illness and premature deaths than those in social classes I and II. Caplan (1964) argues that the prevention of disease takes places at different levels. The level of intervention is set out in three main approaches for health promotion action: the downstream primary care approach, the midstream lifestyles/behaviourist approach and the upstream socioecological approach (Murphy Keleher, 2003). Prevention is the notion of reducing the risk of occurrence of a disease process, illness, injury, disability, handicap or some other unwanted phenomenon or state (Tannahill et.al 1996). According to Naidoo and Wills (2000) tertiary prevention is reducing further disability and suffering in those already ill, preventing recurrence of an illness; e.g. rehabilitation, patient education and palliative care. It will address a normative need of the elderly. According to Ewles Simnett (1996) normative need is a need defined by an expert or professional according to her own standards, if it falls short of the standards there is no need. Normative need is based on the value judgements of professional experts, which may lead to two problems. Expert opinion varies over what the suitable standard and the other values and standards of the experts may differ from those of their clients (Ewles Simnett, 1996). According to Ewles Simnett (1996) all planning should have aims and objectives. The aim of the initiative is to raise awareness of the connection between inadequate exercise and coronary heart disease and how the elderly can partake in reducing their vulnerability to the disease. Cognitive Objective is making sure the client understands any given information and the development of intellectual skills (Bloom, 1956). Affective objective is the manner of ways client emotions are dealt with such as feelings, values, appreciation, enthusiasms, motivations and attitudes (Krathwohl et.al., 1973) . Psychomotor objective is concerned about client physical movement, coordination, and use of the motor-skill areas (Simpson, 1972). Planning helps elderly people to increase control over their own health, which is the aim of health promotion. Older people who attend the primary care setting have 10 minutes walk, which they find beyond their functional ability. In such a case it is appropriate to support specific activities to help improve mobility and muscular strength and it might require a specialist instruction and supervision from a trained practioner (Ewles Simnett, 1996). According to Beattie (1991) he suggested that there are four paradigms for health promotion. They are produced from the aspect of mode of intervention, which ranges from authoritative to negotiated and they lay as Health Persuasion: This intervention is directed at individual and led by professionals. Personal Counselling: This intervention is based on client led and focus on personal development that is the health promoter acts as a facilitator rather than an expert. Community Counselling: This intervention is a similar way to personal counselling that is seeking to enhance the skills of a group or local community. The chosen mode of intervention which will be used is the personal counselling for health because it brings together individual factors explaining physical activity that is attitudes, beliefs, and values; psychological characteristics such as enjoyment, motivation, perceived health and fitness, barriers, and physical activity self-efficacy (Sallis and Owen, 1999). Strengths are according to NICE (2006); Referral to well-trained staff who can draw on a range of experience and training including behavioural change theory that is physical activity expertise and experience in working with people with specific conditions. Programmes should offer a range of choice of activity and or a choice of venue. Programmes offering ongoing support in the community ideally linked to a support environment for physical activity. Programmes run in conjunction with partners often from the local authority or voluntary sector. Weaknesses are according to NICE (2006): Role or capabilities of individual health professionals. Lack of necessary systems in place within primary care, which limits the ongoing and systematic promotion of physical activity. Lack of a prevention culture within primary care. Lack of clarity and consistency on what constitutes an exercise specialist. Few incentives to promote physical activity within primary care systems. A pressure to demonstrate cost effectiveness Autonomy refers to a persons capacity to choose freely for themselves, the ability to make rational choices and the ability to act on ones environment. Ewles Simnett (1996) suggested that there are different ways in helping a client to take control over their health; encouraging people to make their own decisions and resist the advice to take over the decision-making. It is also used to support people to think for themselves, even if this takes much longer than simply telling them. Autonomy can be obstructed: If you impose your own solution on your clients problems; Telling them that their ideas are no good and will not work, without giving an adequate explanation or opportunity to try them out Telling them what to do because they are taking too long to think it out for themselves Tannahill et.al (1996) defined evaluation as the comparison of an object of interest against a standard of acceptability. The reasons to evaluate are to: To measure the extent to which projects are achieving their main objectives. To update the development of materials and methods. Evaluation helps to compare different looms or consider new refinement in methodology To guarantee ethical practice, that is health promotion activities planning to influence peoples lives in health-enhancing manner. According to Tannahill et.al (1996) evaluation can be classified according to the exact aspect of the programme, which is to be evaluated that is, the process and product or outcome. Long-term health promotion programmes will have objectives about changes in health status and evaluated in terms of outcome. Process evaluation allows analysis of the factor aspect of a project, that is yielding detailed information of direct importance to the development of materials and methods, the understanding of the relevant and reproduction of approach to other settings. Naidoo Wills (2000) also stated that process evaluation employed a wide range of qualitative or soft methods. For example, such methods are interviews, diaries, observation and content analysis of documents. The product or outcome evaluation deals with these questions. It is essential to differentiate between the ultimate outcome, (such as health status) and other outcomes, (such as cognitive or behavioural outcomes), that are di rectly related to the programme objectives. According to Naidoo Wills (2000) outcome evaluation is often the preferred evaluation method because it measures sustained changes that had stood the test of time. Health promotion needs to been seen as contributing to the ultimate outcome but measures with more direct alliance to health promotion projects in measuring the suitable effects of an intervention. In conclusion the essay has shown older people inactivity can lead to health problems, such as obesity, coronary heart disease, stroke, cardiovascular disease, and how health is defined according to the group involves different determinants of health affecting older people. It also shows measuring health is not a simple task and lack of agreement about which are the best ways to measure health exits. Finally, the use of different kinds of criteria is explored.

Culture of Fear Essay example -- Frank Furedi Western Culture Essays

Culture of Fear Culture of Fear, by Frank Furedi, is a book that looks at how widespread fear impacts Western cultures like the United States and Great Britain. Frank Furedi believed that society tends to panic too much, as we actually enjoy "an unprecedented level of safety." I admit that Frank Furedi's novel is based upon a novel concept, and an interesting one at that. However, Frank Furedi comes off to me as little more than a fear monger and an intellectual elitist. His book, to me, seems redundant more often than not. But sometimes part of college is learning about points of view that you may not agree with, so I tried to maintain that perspective when I read the book. Our assignment for class was to read the book, and every week or so we would write a reading log about a particular chapter. This was beyond a doubt a very difficult assignment for me. It involved reading a book I neither liked nor understood completely, and the writing logs seemed to never end. It was kind of a drag writing every week, and I usually procrastinated until the day it was due. The saving grace of the assignment was that the reading logs were informal, and for that I am grateful to my professor. I suspect that a major point in having regular logs was for all of us in class to have practice in regularly writing. The other point was to help us understand the concepts behind analyzing texts. We were given the liberty to write any random thought that we could conceive. Spelling and grammar did not count, and I believe that as long as we used thought and effort, then the teacher was satisfied. As a result, my logs are indeed far from professional. There may be occasional spelling errors, some swearing, and some pretty damn bizarre thoughts. ... ...n't paranoid of HIV, then this could happen, just one of the many cases of HIV infected people infecting many other people: http://www.findarticles.com/p/articles/mi_m1111/is_n1778_v297/ai_20952867 Political correctness was also mentioned. I think many people, especially in white America, are sick of PC. While America is a big melting pot, it would be nice if there was a lot more conformity. At least make English the official language. In post-9/11 America, racial profiling in under the gun. People say we can't use it because it isn't PC. I say fuck PC. If you take all emotion out of the situation, and focus on statistical fact and scientific information, then if racial profiling works, why take away a successful tool from law enforcement? Most middle-easterners are not terrorists, but most terrorists are middle-easterners. What's wrong with acknowledging that?

The Themes of Abortion and Pregnancy in Hills Like White Elephants :: Hills Like White Elephants Ernest Hemingway

Hills Like White Elephants, written by Ernest Hemingway, is a story that takes place in Spain while a man and woman wait for a train. The story is set up as a dialogue between the two, in which the man is trying to convince the woman to do something she is hesitant in doing. Through out the story, Hemingway uses metaphors to express the characters’ opinions and feelings. Hills Like White Elephants displays the differences in the way a man and a woman view pregnancy and abortion. The woman looks at pregnancy as a beautiful aspect of life. In the story the woman’s pregnancy is implied through their conversation. She refers to the near by hills as elephants; "They look like white elephants" (464). She is comparing the hills to her own situation, pregnancy. "They’re lovely hills. They really don’t look like white elephants. I just meant the coloring of their skin through the trees" (465). Just as the hills have their distinct beauty to her, she views pregnancy in the same fashion making the reference to the hills having skin—an enlarged mound forming off of what was once flat. The man views pregnancy just the opposite. When the girl is talking about the white elephants and agrees that the man has never seen one, his response is, "I might have, just because you say I haven’t doesn’t prove anything" (464). This sho ws the defensive nature of the man, and when the woman implies the he is unable to differentiate between what is beautiful and what is not. Another issue that is discussed in this story is abortion and two opposing views. When the conversation turns from the hills to the operation one is able to comprehend the mentality of the woman. "Then what will we do afterwards?" (465) shows the woman is concerned about what will occur after the operation. "And if I do it you will be happy and things will be like they were and you will love me" (465). Here, the woman implies she wants the reassurance that he will still be there after the operation, because an abortion places an emotional strain on the on the woman. Throughout the story it is evident that the woman is not sure if she wants to have the abortion—shown in her hesitation to agree. The woman feels that people gain freedom through experiences. "And we could have all of this, and every day we make it more impossible" (466).

Boarding a Horse: Pasture vs. Stable Essay -- Comparison Compare Contr

Boarding a Horse: Pasture vs. Stable For centuries horse and man have existed in a partnership which has provided mutual benefits. The horse has aided man's advancement toward civilization as a diligent worker, reliable transportation method, brave soldier, and trusted friend. In return, man has protected the horse from predators and disease, and provided food and shelter to ensure the continued health and well being of his equine companion. As well meaning as man's intentions may be, not all of the trappings of modern equine husbandry are beneficial to this proud animal. Originally a wild and free denizen of the plains, the horse can suffer psychological and medical disorders if its life is spent locked away in the confinement of a typical 12' x 12' barn stall. One of the most important medical conditions that can afflict a stabled horse is laminitis. Also known as founder, laminitis is the "inflammation of a lamina, especially in the hoof of a horse" (Webster's 671). The laminae are finger-like grooves where sensitive living tissue connects the dead hoof in a horse's foot (Encyclopedia 171) to the coffin bone (Rooney 114). An enzyme normally produced by the body in small amounts allows slow and even movement of the laminae to allow for growth. With laminitis, however, the enzyme is over-produced and causes large sections of the laminae to weaken and separate. Pressures from body weight and tendon strength allow the coffin bone, the single terminating digit (Encyclopedia 170), to rotate within the hoof pocket (Rooney 131). This rotation causes severe tissue trauma which results in painful lameness. In extreme cases the coffin bone protrudes through the sole of the hoof. It is understandable that the best treatment in the ... ...ves than those of their counterparts in the stable. Works Cited Denning, Dr. Charles H., Jr. First Aid for Horses: What to do until the veterinarian arrives. No. Hollywood, CA: Wilshire Book Company, 1969. Encyclopedia of The Horse. New York: Crescent Books, 1989. Hayes, Capt. M. Horace. Veterinary Notes For Horse Owners. New York: Simon & Schuster, 1987. The International Encyclopedia of Horses & Ponies. New York: Howell Book House, MacMillan Publishing, USA, 1995. Oglesby, Robert N., DVM. "Founder & Laminitis." Founder and Laminitis in Horses. April 1999. The Horseman's Advisor. 28 Jan. 2002 Rooney, James A. The Lame Horse: Causes, Symptoms, and Treatment. South Brunswick and New York: A. S. Barnes and Company, 1974. Webster's Ninth New Collegiate Dictionary. Springfield, MA: Merriam-Webster Inc., 1987.

John Locke’s Some Thoughts Concerning Education; Philosophy Essay

Daniel Dwyer Mykytyn, N. January 11, 2013 HZT 4U1-01 John Locke’s Some Thoughts Concerning Education John Locke, famous sixteenth century philosopher and â€Å"Father of Classical Liberalism† wrote a work based on the human mind and learning methods entitled Some Thoughts Concerning Education. This work outlines Locke’s views on how the brain absorbs and remembers new ideas through a theory known as the â€Å"tabula rasa† or blank slate. This theory constitutes that humans are born with a blank mind and that as we are taught new concepts, they are inscribed into this blank slate and remain there until we pass on.According to Locke, the goal of education is not to create a scholar, but to create a virtuous man. He believes that learning morals is more important than any other kind of learning. He believes that education should create a person who obeys reason instead of passion. One of the most emphasized points in Locke’s work is that children shoul d enjoy learning and that there is no good reason that they should dislike learning and love playing. This idea covers almost two thirds of his work on education as Locke believes that we should begin teaching humans correctly from a young age.All together, John Locke’s work emphasizes three base ideas, the concept of the tabula rasa, moral learning is more important than any other kind of learning, and that children should enjoy learning. The first subject being covered is the subject of the tabula rasa or blank slate that allows humans to think freely in a sense. The concept of the tabula rasa, as told by John Locke, delves into the human mind deeper than one could simply comprehend by studying the surface of the human mind. Locke explains part of a pre-established concept introduced by Aristotle, known as priori and posteriori knowledge.His work places more emphasis on posteriori knowledge in that this learning method imposes that humans are born with a blank slate in thei r mind and that as they learn, subjects and ideas are essentially burned into their minds. This is based off of the basic â€Å"nature versus nurture† concept in that humans learn in one of two ways. These are either through nature, in which we are born with knowledge and that we are basically unlocking it through experience and all learning is basically recollection.The other method emphasized by Locke is nurturing, humans are taught through action and all learning is just the basic collection of new ideas. Locke held firmly the idea that with the tabula rasa, one is given the ability to bend their mind and tailor themselves to certain ways of learning. This is an important point in Locke’s Some Thoughts Concerning Education because it is the basis for the entirety of this work. This lets people define who they are, or, their character. If every human were to learn through recollection then truly we have no freedom as this means our character and mind are virtually pr edestined for us.Tabula rasa gives humans the freedom to learn on our own and shape our own characters without having to worry about what might come in our predetermined fates. This also slightly mixes in a single quality of priori knowledge in that once we learn something, it is permanently engraved into our minds, and as we grow older, lose our knowledge as we might, it is simply because we can not recall it. It is held within the library of knowledge that is our brain, but we simply can not remember it. The second argument I would like to introduce is John Locke’s personal views on virtues.Locke was a general liberal Protestant Christian, meaning he held very strong his values and ethics. This is apparent when he explains that moral learning is more important than any other kind of learning. Locke believed that the goal of education was not to raise a man of passion, but to raise one of reason and morals. He also held that another goal of education was not to create a scho larly man, but to create a virtuous man, much like Locke himself. Normally, on the standpoint of religion, philosophers were men of science and logic.Locke directly opposed these earlier ideas by stating that morals, virtues, and ethics were a more important section of learning than any variety of math, algebra, chemistry, etcetera. More specifically, Locke wanted the educational system to instill what he named, the Principle of Virtue. This was an idea that Locke wished to impose that would divert a child’s mental attention from their appetites and desires to reason. Locke deeply rooted his philosophies in his devout dedication to Christianity. Locke strongly supports moral learning because e believes that one who holds strong morals and implements them in their daily lives can improve the quality of society as a whole. He believes that society looks well upon the virtuous because society profits from virtuous acts. Locke wanted to teach these values to young people still go ing through earlier stages of development so that they would be passed down through generations as the ideal behaviours. The third and final point is Locke’s strong emphasis on the teaching methods implemented on young children. He held a strong belief that children were the future of our society, and he was correct.This is why he disliked the educational system of his time. He did not like the concept of children being taught languages, mathematics, and science because he knew and he understood that children dislike learning these subjects. He believed that children could have fun learning due to his theory that children hate learning and love playing because they are forced to learn and they are not forced to play. Children enjoy playing because it is an instinct for children to prefer having fun and playing games than being forced to learn the difficult new concepts held within mathematics, algebra, science and languages.He says that children should be nurtured and taken s eriously regardless of their behaviour or situation. In saying this, what he means to say is that children should not be beaten, or scolded, and that behaviour, good or bad, should be taken lightly and that children should not be punished for causing trouble due to their age. Locke also puts emphasis on the point that every child’s mind is different, and that teachers should tailor their education towards certain students’ characters.Locke stresses that all children should learn a manual skill such as carpentry, painting, or playing an instrument as it offers relief from the stressful hours spent learning in school. The point of Locke’s essay is to take a stand against schools in a sense. He does this by criticizing their teaching methods and offering ideas on how children should learn and how they should grow. He implements his own opinion by utilizing a strong Christian background and by analyzing the minds of young children.He argues many points and opinions in Some Thoughts Concerning Education, but the most strongly emphasized are the concept of the tabula rasa, that moral learning is the most important form of learning, and that children should be taught through less strict methods of teaching. He believes that people grow through development of the mind, rather than recollection of complicated ideas. In the nature versus nurture argument, Locke strongly supports the notion of nurturing the brain and makes that a strongly opinionated statement through one of his most influential works, Some Thoughts Concerning Education.

Slavery in Rome and China

1. In ancient Rome slavery became the indispensable foundation of the economy, and social status was a way to have political privilege and was praised upon in society. But in ancient China, they didn’t have as many slaves as the Romans, the had more of peasants contributing to society by working in fields, laboring on imperial estates, and maintaining canal channels. Chinese slaves also had legal protections provided by contracts specifying and limiting what would be demanded of them. The government depended more on a large population of free peasants to contribute taxes and services to the state instead of ordering people to do it under a contract. Slaves weren't as important to China as to Rome because they did not rely on the labor of a large slave population, they were merely a provided service or someone to do chores more than an actual slave. The treatment of Chinese slaves was much less harsh of the Romans, mostly because it was against the law to kill your slave, kings even lost their kingdoms after it was found they had murdered their slaves. Slaves were mostly treated unjust and badly from their master, and were viewed as other forms of property. They were mostly treated like property when they were sold and purchased by masters. When they talked back or refused to work, most slaves were severely punished, although it was illegal to kill your slave in China. When they worked they were used to farm and fix things and with no rest or appreciation, inhuman things that were made for animals or tools. In ancient China the slaves â€Å"humanity† came into account when the Qin government sought to abolish slavery. However, the institution persisted into the Han dynasty and the Qin were unsuccessful in the abolishment of slavery, but it showed that the treatment of slaves were unjust and how they wanted to prohibit it. 3. Since slaves were overworked, and improperly treated most slaves tried some passive resistant tactics that slaves resorted to, to revolt against their master in a non violent manner. Most slaves made excuses not to work, blaming it on the weather, maybe even other slaves, and maybe the lack of tools or machinery for them to use. Some even slept too much to blame it on the lack of sleep their getting from overworking. The slaves did not really achieve anything but more work that had to be done. If it was raining outside, then they had to work inside, and if they complained about it they were punished. Slaves in china resulted in protection by a contract which made them protected by the government if masters broke the contract.

Global Economics Stakeholders Essay

Any business organization has to be competitive in the business sector so as to keep in line with other competitors, or else getting competitive advantage over the other competitors might not be easy. The business organization has to therefore satisfy all its stakeholders and be in a better business position. The organization has got to ensure that the human resources are completely satisfied. A human resource which is satisfied will ensure that all the strategies of the organization are undertaken so as to achieve the general objectives. With a dedicated human resource, the organization would be able to develop a culture that is completely accepted to all the stakeholders and thus increase output. In many occasion, the way the organization treats its human resource, it will be reflected on how these employees will treat the customers. The customers who are satisfied with organizational activities will tend to have confident in the goods and the services that will be offered and thus be loyal to the organization. Therefore, looking at these cases, it is completely the best ways in which the organization can ensure that it reduces unnecessary costs. With dedicated employees, the rate of turnover will be very low and thus reducing the cost of hiring and the procedures associated with it. Furthermore, with loyal and satisfied customers, the organization will be assured of the continuous available markets. With reduced costs, the organization would be able to have increased profits and thus become the largest motor industry by gaining much larger markets. It is therefore important to seek opportunities in the organization to reduce production costs without having to negatively affect the quality of the product (Galitsky & Worrell 2003). Reference: Galitsky c & Worrell E (2003): Energy Improvement and Cost Saving Opportunities For the Vehicle Assembly Industry, retrieved on 29th Jan 2008 from http://www. energystar. gov/ia/business/industry/LBNL-50939. pdf.

Coeducation in Pakistan

Coeducation is to educate both boys and girls together. in the modern world of today,coeducation is the new order of the day. most of the countries in the world have adopted this form of education. in Pakistan too, there are some schools where there is coeducation whereas, in many institutes there is sex-segregation. coeducation finds its origin in Sparta,Greece. at that time,there was no distinction between boys and girls. they studied and played together. they were given academic education along with physical training.Plato,the great philosopher theorized that coeducation was essential for the development of personality. he believed that coeducation was the only way to make boys and girls beneficial to the society. therefore,west has acknowledged and adopted the benefits of coeducation since long ago. In the subcontinent, during ancient times,coeducation was present at a few places. but,gradually girls education begin to be ignored. the educational system of that time was quite dif ferent from that of today. boys were sent to gurukuls where they spent most of their educational period.They were imparted physical and academic education. the former included warfare training while,the latter comprised of study of scriptures. in medieval india, women and people belonging to lower caste were forbidden from reading the scriptures. However,raja ramohan roy,the great social reformer revolted against this practice. his succesors also played a pivotal role in revolting against the illiterate practices. Islam has stressed upon the importance of education. infact, the first word revealed was â€Å"iqra† translated as† to read†. Islam has ordained both men and women to acquire education.Holy prophet P. B. U. H said â€Å"acquire education from cradle to grave†. similarly,islam also acknowledges that an illiterate and an educated man can never be equal. During the time of Holy Prophet(P. B. U. H),mosques were the only educational institutions. there are no instances recorded where holy prophet P. B. U. H forbade his wives from attending semon(khutba),the primary tool of education. Apart from this ,there are many examples which illustrate that muslim women accompanied there men to mosques and even inquired questions from Holy prophet in the presence of men.Even today,many liberal muslims acknowledge that morality emanates from heart. Quran, time and again, has emphasized muslims to guard themselves against immorality. it says â€Å"say to the believing men to lower their gaze and to guard their private parts†¦. †. many Islamic scholars acknowledge the fact that islam has not barred both the sexes from acquiring education together as long as morality is not infringed. Coeducation, in Pakistan has always remained a controversial issue. some people want this system to be adopted in all the institutions on the other hand, there is a sizeable portion of population that is opposed to it.Both the schools of thought present argument supporting their stance. proponents of coeducation argue that it is the need of hour and that it has the ability to eliminate the problems of the developing country. nonetheless,the opponents dare to disagree. to them,the system does not confirms to the religious, social and cultural values of the society. Coeducation has the ability to cope with the problems of developing countries. for instance,Pakistan is a developing country. it will be difficult for a developing economy to maintain separate instituitions for both sexes.if coeducation system is introduced in all the schools and colleges of the state, then the cost of separate infrastructure, stationary and recruitment personnel can be saved. A country can develop only by increasing the rate of literacy. unfortunately, for developing countries, there is a dearth of well trained teachers. if both girls and boys are taught together in the same class, at the same time then this issue can also be resolved. In coeducation, b oys and girls get the opportunity to intermingle and to understand each other. by studying together, they will develop mutual respect and understanding.Professor simon said â€Å" the only reason to support coeducation is that without it, boys and girls will not be knowing about each other for many years†. In a coeducational instite, boys and girls interact with each other freely. they become broadminded and overcome their shyness. There is no hard and fast rule that if girls will always intereact with girls and boys with boys when they grow up . therefore coeducation will boost their confidence level, which will be beneficial in their future life. such individuals will be more comfortable interacting with opposite sex be it at professional or personal level.Coeducation will provide both sexes an opportunity to learn to cooperate with each other. they will be working together in assignments and projects which will help them to understand the way opposite sex works. this will help them in their respective role taking when they enter practical lives. this cooperation will create a feeling a comradeship in both the sexes. Proponents of coeducation argue that such an educational system will be useful for their personality development. in a coeducation,boys will be free to intereact with girls.Doing so, will help them to understand opposite sexing a better way and allow them to develop a healthy personality.. they will,then not indulge in eve teasing. the students of today will be the citizens of tomorrow. it is the demand of today,to allow individuals to grow in a free atmosphere. In addition, coeducation will allow both the sexes to treat each other on equal terms. girls will become more confident and responsive and the boys will develop more tolerance. the relationship between them will be based on equality,respect and humanity. this will help them to overcome the centuries old system of male dominance.Researchers argue that coeducation has proved to be a better educational system as in such colleges,the results of exams are far better than in sex segregated schools. in coeducation, boys and girls compete with each other and try to remain ahead of the other one. this results in better academic results. A research conducted concluded that presence of girls in class prevents boys from indulging in unruly behavior. it also helps in fostering stronger bondage between teachers and students. generally, in coeducational classes, the number of violent outbursts are fewer. Presence of more than 55% girls in class room has shown better exam results.Particularly, at primary level,coeducation has shown exceptional results. Boys and girls in presence of each other become more conscious of their habits, style and appearance. they abstain from exhibiting immoral behaviour. they try their best to please the opposite sex by showing best behaviour. these habits become a part of the personality. Women of today are entering every profession in large nu mber. they are heading big organizations. They face similar challenges as boys while finding jobs or in professional life. therefore,it is imperative that they should be given education on similar grounds as boys.Although,it is a fact that both boys and girls have different ways of learning,but still it is observed that their joint education has a positive influence overall. Infact, the supporters of coeducation speak of its benefits as if it’s the only road to heaven. Every coin has two sides. An impartial eye should focus on both the silvery sides rather than adopting a biased attitude. The opponents of coeducation believe that in coeducation, boys and girls are exposed to each other. the temptation of flirting appears more attractive than the urge to open books.It also destroys the relationship between teacher and student as temptation cannot differentiate between teacher or student. People against coeducation state that it is not the panacea to the problems of developing countries,in reality it will sprout more problems. Anyone who has attended even a few schools and colleges in Pakistan knows the fact that they are frightfully overcrowded. even girls only institutes present a similar picture. therefore, new institutions are needed and if a few are reserved for girls and boys separately,it will not be an additional burden on the economy.Perhaps, the greatest harm that coeducation can cause is to lead to moral depravity. in coeducation, boys are girls are free to interact with each other. curiousity plays its role well in this regard. the immoral standards promoted by media fill up the gap created from the germs of curiousity implanted by satan. this coupled with the fact, that the students are deprived of sincere supervision, as the teachers themselves do not present an ideal picture of morality and decency. As a result, they fall victim to sexual impurity. Religious conservatives argue that coeducation will wreak havoc to the Islamic values.As boys and girls will be easily accessible to each other, this will promote development of immoral relations between them. they support their view by stating that during the time of Holy Prophet(P. B. U. H) educational instituitions were mosques where, though coeducation was present,but the chances of going astray were limited. they further emphasise that the present coeducational system are not at conformity with the Islamic approach to coeducational system. Supporters of coeducation believe that this system will promote understanding between both sexes.However, the opponents say that if boys and girls cannot understand each other in family and home then they will not be able to do so in coeducation. why is it that a person thinks he can understand the opposite sex only when he meets his neighbour’s daughter? Further, it is believed that coeducation is a western concept. many people want to adopt coeducation because it is prevalent in west. they think that if west has it then they must have it too. They want to be more western than the west. but,they should bear it in mind that a system should be adopted only if it goes along with cultural,social and religious values of a society.Certainly,our society does not accepts the present coeducational system. Antagonists of coeducation assert that it is an urban concept. boys will grow up to earn while girls will maintain their household. they emphasize that as both sexes will play a different role, there is no logic in teaching them similar curricula in a similar manner. Even teachers of some subjects such as biology hold opinion that it is easier to teach certain chapters more thoroughly in presence of only girls or boys in the class room. They find teaching certain topics embarrassing and difficult in coeducation.Nowadays, sex education is becoming a part of the curricular. this further acts as fuel on fire. Certain educationists believe that students do not remain focused in studies in the presence of opposite s ex. they remain more engaged in paying attention to opposite sex, than on lectures. Therefore,it is feared that coeducation will not raise the standard of education,instead will lower it. In coeducation institutions, boys and girls are more consumed by how they appear to the opposite sex. they spent countless hours contemplating what to wear, how to wear and where to wear.This leads to the loss of precious time which should have been dedicated to studies only. The only solution that springs to mind in view of Islamic injunctions and logic of common sense is that there should be sex segregated institutions. however, if a developing country like Pakistan is not able to do so in current situation then it is the responsibility of government to take measures to ensure that coeducation does not attacks the moral values preached by islam. Firstly, the curricula chosen should be such that does not risks morality.Secondly,government should be careful in choosing faculty. the teachers recruit ed should be an embodiment of decency and morality. meanwhile, the religiou conservatives should adopt an attitude of tolerance. Nonetheless,it is also important that some girl doctors should be educated in coeducation otherwise,our mothers and sisters will have compelled to expose their private parts before male doctors under ailment. but still,it is the responsibility of the government to ensure sex segregated educational instituitions whenever,it can bear the expenses.