thematic essay on identity -- essays research papers fc

Thematic Essay on Identity   Ã‚  Ã‚  Ã‚  Ã‚  There are many aspects of identity in the poem â€Å"Sex without Love,† by Sharon Olds. I can relate my own thoughts to how the author views the subject that she talks about in this poem. There has been a situation in my own life where I was thinking to myself, just as the author was, â€Å"How do they do it, the ones who make love without love?† (Olds 740). Having been raised as a well-rounded and disciplined person, as well as religious, I know the discouragement of having premarital sex. It’s not just the immorality that these characters are experiencing that the author is talking about, but they probably have personal issues that have to do with a their self worth and identity. These characters think they know what love is, but the truth is that they are in denial of what they are really doing. Even though religion is an issue to the characters, their identity pushes that concept to the side so that they can do what they desire most. I believe that the author is trying to stress the point that these people are not obeying the word of God and leading themselves into their own temptations. Olds compares the truly religious to the ‘lovers’ by introducing them as people who have sex without being in love by saying, â€Å"These are the true religious, the purist, the pros, the ones who will not accept a false Messiah, love the priest instead of the God† (Olds 740). Part of this poem is ironic because the author starts by questioning... thematic essay on identity -- essays research papers fc Thematic Essay on Identity   Ã‚  Ã‚  Ã‚  Ã‚  There are many aspects of identity in the poem â€Å"Sex without Love,† by Sharon Olds. I can relate my own thoughts to how the author views the subject that she talks about in this poem. There has been a situation in my own life where I was thinking to myself, just as the author was, â€Å"How do they do it, the ones who make love without love?† (Olds 740). Having been raised as a well-rounded and disciplined person, as well as religious, I know the discouragement of having premarital sex. It’s not just the immorality that these characters are experiencing that the author is talking about, but they probably have personal issues that have to do with a their self worth and identity. These characters think they know what love is, but the truth is that they are in denial of what they are really doing. Even though religion is an issue to the characters, their identity pushes that concept to the side so that they can do what they desire most. I believe that the author is trying to stress the point that these people are not obeying the word of God and leading themselves into their own temptations. Olds compares the truly religious to the ‘lovers’ by introducing them as people who have sex without being in love by saying, â€Å"These are the true religious, the purist, the pros, the ones who will not accept a false Messiah, love the priest instead of the God† (Olds 740). Part of this poem is ironic because the author starts by questioning...

The Changing Meaning of The Taming of The Shrew Essay -- Shakespeare T

The Changing Meaning of The Taming of The Shrew    Through the ages, it is common for words to change in meaning. As the world around us changes, words often take on new meanings to accommodate the changes in lifestyle and society caused by progress. Thus, it is easy to become confused when reading literature that was written several centuries before, since the very same words may hold varying significance. In "The Taming of the Scold," D.E. Underdown offers background information which makes Shakespeare's The Taming of The Shrew much more understandable in terms of the discordant ideas on women in society in different time periods. The Taming of the Shrew has a much different effect on contemporary readers than it may have had on 16th century readers, since the world has changed and society is vastly metamorphosed. When Shakespeare wrote The Taming of the Shrew, it was widely known that women should be subservient to their husbands. Today, however, in America this notion seems ludicrous. After the feminist movement, the fight for equality, women have gained much more liberty and respect than they once had. With the increased liberty, it is difficult to seriously consider how women were once treated as possessions. Because of the incongruity in views of the two eras, pieces like Underdown's "The Taming of the Scold" are crucial to a modern understanding of literature that deals with archaic social norms, chiefly since it puts the literature into the context of its creator's social mentality. Through Underdown's piece, I was able to achieve a much better understanding of the significance of Petruccio's "taming" o f Kate in the examples which explain the common practices and occurrences of the age. Kate experienced a chariv... ...low the direction of their leaders or rulers. Through explaining the relationship between the family and society, Underdown divulges the intent with which Shakespeare wrote the play. In Kate's surrendering to Petruccio, Shakespeare maintains familial and social order. Since words and the meaning or ideas behind them change over time, it is important to be able to put the literature into social context in order to derive from it its full meaning. Underdown addresses many issues in "The Taming of a Scold" which are relevant to Kate and Petruccio's behavior that are not known or understood today. Pieces like Underdown's serve as a bridge between two eras - the one in which the story was read and the one in which it was written. With the assistance of such pieces, it is possible for one to gather a much better understanding of the writer's meaning in the story.   

War of 1812 :: essays research papers

John Marshall was Chief Justice in many early cases that would help get the Supreme Court up to the level of power and equal amount of say as the other branches. His ruling in the first few important cases helped bring the Courts uses of Judicial Review up to balance the powers. John Q. Adams, son of John Adams and he was the leader behind the signing of the treaty of Ghent. Daniel Webster was the great spokesperson of the North as well as a warhawk. He was also very devoted to the Union. Henry Clay was known as the great compromiser and helped to put together and organize the Missouri Compromise, he was kind of the middle man who suggested compromises between the north and the south. He is also known for his American System, which improved banking systems, tariffs, roads, and canals. John C. Calhoun was the spokesman of the south and was also a warhawk. He was responsible for the writing of the "South Carolina Exposition". The McCulluh vs. Maryland was a case when Maryland wanted to be able to tax the Bank of the United States of America. Because of this privilege that they wanted they would have the power to tax this Bank out of existence. Marshall did not see this as necessary therefore did not grant Maryland power to do so. Gibbons vs. Ogden was a case when New York granted a monopoly to a private company owner of a ferry company between the two States of New York and New Jersey. The monopoly was not valid in the state of New Jersey therefore it gave the court Judicial Review over interstate commerce and was turned down. Fletcher vs. Peck was a case when the Georgia legislature was influenced by bribery and granted 35 million acres in the Yazoo River country to private speculators. The case was turned down because the state laws were not allowed to tamper with the contracts. Dartmouth College vs. Woodward was a case when a college was chartered by the King of England New Hampshire wanted to change t he contract that the King had made out. Dartmouth won the case because of private property rights as well as enhancing judicial review. Cohens vs. Virginia was a case when Cohens was selling illegal lottery tickets and was found guilty by the Virginia court and Cohen’s argument was the monopoly that was granted to the state was unconstitutional.

Econ Macroeconomics

Approach to Learning and Teaching in the Course The philosophy underpinning this course and its Teaching and Learning Strategies are based on â€Å"Guidelines on Learning that Inform Teaching at NUNS†. These guidelines may be viewed at: www. Straightforwardness. Nuns. Du. AU. The specific approach to teaching and learning in Macroeconomics 1 is to engage students in the analysis of macroeconomic models and their applications in a relevant and interesting manner. The lectures, tutorials and assessment tasks have been designed to appropriately challenge students and support the achievement of the desired learning outcomes.A climate of inquiry and dialogue is encouraged between students and teachers and among students (in and out of class). The lecturers and tutors aim to provide meaningful and timely feedback to students to improve learning outcomes. With appropriate guidance, students are encouraged to take responsibility for their own learning. 4 3. 2 Learning Activities and T eaching Strategies The examinable content of the course is defined by the content of the lectures, the designated reading from the textbook (and any other required readings) and the content of the Tutorial Program.Lectures The purpose of lectures is to provide a social structure for the topics that make up the course; to emphasize the important concepts, models and methods of each topic, and to provide relevant examples to which the concepts and methods are applied. Not all examinable material can be covered in lectures. Lecture material is supplemented by required reading of the appropriate parts of the textbook and the material covered in the tutorial program. Tutorials The purpose of tutorials is to provide an opportunity for small group discussion of the issues to which economic concepts and methods developed in the lectures can be applied.Attendance at tutorials is compulsory. The Tutorial Program contains problems and questions that review and build on the lecture material. Th e economic concepts and models introduced in lectures. Students should attempt the set of weekly exercises before each tutorial and be prepared to contribute to tutorial discussion. Solutions to the problem and review questions will be posted on the course website at the end of each week. The Tutorial Program will be available on the course website. On-Line Multiple Choice Quizzes There will be a number of informal on-line quizzes provided for you to attempt during the session.This will give you the chance to acquire feedback on your progress and understanding of important concepts. There will be no grade attached to these quizzes. The quizzes can be accessed via the course website from the end of Week 3. The purpose of the quizzes is to allow ongoing review of the material covered and provide continuous feedback on your performance. Out-of-Class Study While students may have preferred individual learning strategies, it is important to note that most learning will be achieved outsid e of class time. Lectures can only provide a structure to assist your study, and tutorial time is limited.An â€Å"ideal† strategy (on which the provision of the course materials is based) might include: 5 Reading of the relevant chapter(s) of the text and any readings before the lecture. This will give you a general idea of the topic area. Attendance at lectures. Here the context of the topic in the course and the important elements of the topic are identified. The relevance of the topic should be explained. Attending the tutorials and attempting the tutorial questions prior to the tutorial. This will also provide a self-test of your understanding, and identify those parts of the topic with which you have problems.ASSESSMENT 4. 1 Formal Requirements To be eligible for a passing grade in this course, students must: ; achieve a composite mark of at least 50 out of 100; AND ; make a satisfactory attempt at all assessment tasks. This means attendance at 80% of tutorials and a ma rk of 40% in all assessments items. AND ; Achieve a satisfactory level of performance in the final exam. This usually means a minimum mark of 46 per cent. Any student having an overall mark of 50 or more but less than 46 per cent in the final examination will be given an IF grade (unsatisfactory fail). . 2 Assessment Details Weighting 10% 5% 20% 65% 100% Length As required As required 30 miss 2 hours University Exam Period Assessment Task Hand in Tutorial Questions Chart Book Submission In-Tutorial Test Final Exam Total 4. 3 Tutorial Participation No marks will be awarded for tutorial attendance. However a record of attendance at tutorial will be kept. Students should note that 80% attendance is required by NUNS and ASP rules. Attendance at 8 out 10 tutorials will be deemed as meeting the requirement.In certain circumstances, such as where a request for special consideration is made in relation to an assessment item, tutorial attendance will be oaken into account in determining your final assessment or whether special consideration is granted. 6 4. 4 Hand in Tutorial Questions Each week students are required to submit to their tutorial a written answer to one of the tutorial questions for that week. The questions for which a written answer is required will be indicated in the Tutorial Program. Answers must be submitted at the beginning of the tutorial and attendance at the entire tutorial is required.During the semester FOUR of the submitted answers (selected at random) will be graded and given a mark out of five. Each of the graded tutorials will have a weight of 2. 5% awards the overall assessment. 4. 5 Chart Book Submission In preparation to the guest lecture in Week 10, an assignment will be handed out (to be available online on Blackboard) where students will be asked to find various macroeconomic variables from the Reserve Bank of Australia or Australian Bureau of Statistics website, plot their time-series using Excel and Powering, and provide a one-page summary/analysis.Students will be asked to submit their findings online through Turning. Com as well as submit the hardcopy to the Assignment Box. More details will be announced close to the guest lecture in Week 10. In-Tutorial Test One short-answer test (the test has a weight of 20 percent) will be held during tutorials in the following week: ; Tutorial Test Week 8 (16-20 September) Students will have 30 minutes to complete each test. No notes, lecture or course material will be permitted to be used during the in tutorial test. The question must be answered on the answer sheet provided by your tutor.A list of potential questions the test will be provided on the course website (one week prior to the test). Questions asked in the tutorial test will be based on those posted on the website. However there may be some slight differences in the actual test questions, e. . Numbers could be changed for questions that involve calculations. Students must sit the tutorial test in the tutoria l group to which they have been allocated. There will be NO supplementary tests offered for the in tutorial test. You should make every effort to take the in tutorial test.Students who fail to attend the test will need to apply for Special Consideration. In cases of serious illness, students will need full and convincing documentation of that illness. Students who are found genuinely to be too ill to have attended an in tutorial test will have their mark on the final exam re sighted to include the mark reserved for the missing test. In all other cases on non- attendance by students will receive a grade of zero. Employment obligations or holiday plans of any kind are not acceptable reasons for absence from any test/ examination.Application for special consideration must be lodged through nylons with 3 working days of the assessment. (Log into mynas and go to My Student Profile 7 tab > My Student Services channel > Online Services > Special Consideration). Then submit the originals or certified copies of your completed Professional Authority form PDF – download here) and any supporting documentation to Student Central). 4. 7 Final exam The purpose of the final exam is to assess understanding of the macroeconomic concepts and models introduced in the course and to test the ability to use these to interpret and analyses real world situations.

Concepts Of Essential Medicine Health And Social Care Essay

The Alma-Ata declaration during the International Conference on Primary Health Care in 1978 reaffirms that wellness is a cardinal human right and the attainment of the highest possible degree of wellness is a most of import worldwide societal end[ 1 ]. The Alma Ata declaration has outlined the eight indispensable constituents of primary wellness attention and proviso of indispensable medical specialties is one of them. Medicines are built-in parts of the wellness attention and the modern wellness attention is unthinkable without the handiness of necessary medical specialties. They non merely salvage lives and promote wellness, but prevent epidemics and diseases excessively. The medical specialties are doubtless one of the arms of world to contend disease and unwellness. Accessibility to medical specialties is therefore the cardinal right of every individual.Concepts of ‘Essential Medicine ‘Harmonizing to World Health Organization ( WHO ) â€Å" drug is any substance or m erchandise which is used or intended to be used to modify or research physiological system and pathological province for the benefit of the receiver † . The WHO introduced the construct of indispensable medical specialties in 1977[ 2 ]. Essential medical specialties are those that satisfy the precedence wellness attention demands of the population. They are selected with due respect to public wellness relevancy, grounds on efficaciousness and safety, and comparative cost-effectiveness. Essential medical specialties are intended to be available within the context of working wellness systems at all times in equal sums, in the appropriate dose signifiers, with assured quality and equal information, and at a monetary value the person and the community can afford. The execution of the construct of indispensable medical specialties is intended to be flexible and adaptable to many different state of affairss ; precisely which medical specialties are regarded as indispensable remains a national duty. Experience has shown that careful choice of a limited scope of indispensable medical specialties consequences in a higher quality of attention, better direction of medical specialties ( including improved quality of prescribed medical specialties ) , and a more cost-efficient usage of available wellness resources. The WHO has developed the first indispensable medical specialties list in 1977 and since so the list has been revised every 2 old ages. The current versions are the 17th WHO Essential Medicines List and the 3rd WHO Essential Medicines List for Children updated in March 2011. The indispensable medical specialty list contains limited cost-efficient and safe medical specialties, while the unfastened pharmaceutical market is flooded with big figure of medical specialties many of which are of dubious value. The exemplary list of WHO serves as a usher for the development of national and institutional indispensable medical specialty list. The construct of indispe nsable medical specialties has been worldwide accepted as a powerful tool to advance wellness equity and its impact is singular as the indispensable medical specialties are proved to be one of the most cost-efficient elements in wellness attention.Standards for choosing indispensable medical specialtiesWhich intervention is recommended and which medical specialties are selected depend on many factors, such as the form of prevalent diseases, intervention installations, the preparation and experience of available forces, fiscal resources, and familial, demographic and environmental factors. The undermentioned standards are used by the WHO Expert Committee on the Selection and Use of Essential Medicines: Merely medical specialties for which sound and equal grounds of efficaciousness and safety in a assortment of scenes is available should be selected Relative cost-effectiveness is a major consideration for taking medical specialties within the same curative class. In comparings between medical specialties, the entire cost of the intervention – non merely the unit cost of the medical specialty – must be considered, and be compared with its efficaciousness In some instances, the pick may besides be influenced by other factors such as pharmacokinetic belongingss or by local considerations such as the handiness of installations for industry or storage Each medical specialty selected must be available in a signifier in which equal quality, including bioavailability, can be ensured ; its stableness under the awaited conditions of storage and usage must be determined Most indispensable medical specialties should be formulated as individual compounds. Fixed dose combination merchandises are selected merely when the combination has a proved advantage in curative consequence, safety, attachment or in diminishing the outgrowth of drug opposition in malaria, TB and HIV/AIDS.Use of Essential Medicine ListThe construct of indispensable medical specialties has besides been adopted by many international organisations, including the United Nations Children ‘s Fund ( UNICEF ) and the Office of the United Nations High Commissioner for Refugees ( UNHCR ) , every bit good as by non-governmental organisations and international non-profit supply bureaus. Many of these organisations base their medical specialty supply system on the Model List. Lists of indispensable medical specialties besides guide the procurance and supply of medical specialties in the populace sector, schemes that reimburse medical specialty costs, medicine contributions and local medica l specialty production, and, moreover, are widely used as information and instruction tools by wellness professionals. Health insurance strategies excessively are progressively utilizing national lists of indispensable medical specialties for mention intents. The theoretical account list serves as a baseline for farther alteration ( add-on and omission of new medical specialties ) , right dose strength, and signifier depending upon the national precedence and available groundsEssential medicine list of IndiaOne of the critical constituents of the wellness attention is medicine, as they account for a significant portion of family outgo. The overall budget of medical specialties varies widely in different provinces in India. The outgo form on medical specialties of the State Government shows that there are wide-ranging differences across provinces, from every bit small as less than 2 % in Punjab to every bit much as 17 % in Kerala during 2001-02[ 3 ]. The southern provinces such as Ke rala and Tamil Nadu spend over 15 % of their wellness budget on medical specialties. Many rearward provinces, both in economic and wellness index footings, incurred the lowest outgo on medical specialties. States such as Assam, Bihar, U.P. , and Orissa spent approximately 5 % or less of their wellness budget on medical specialties. The Cardinal Government ‘s portion of medical specialties in its entire wellness budget is about 12 % . In all, approximately 10 % of the wellness budget goes into securing medical specialties in India. Even so, handiness of medical specialties frequently is a large issue. The non-availability of required medical specialties jeopardizes the credibleness of the public wellness system. Access to indispensable medical specialties is closely linked to wellness system public presentation and its use. The non-availability of indispensable medical specialties in the wellness installations is non the lone issue ; there are jobs of affordability and handines s despite passing a big proportion of resources on medical specialties. The handiness of medical specialties is undermined by several factors: hapless medical specialty supply and distribution systems ; deficient wellness installations and staff ; and low investing in wellness, and the high cost of medical specialties. The Essential Medicines List can assist states apologize the buying and distribution of medical specialties, thereby cut downing costs to the wellness system. This construct of indispensable medical specialties is comparatively new to India and Tamil Nadu is the first province to develop the indispensable medical specialty list every bit early as in 1994. Then authorities of Delhi excessively had developed its ain list. The authorities of India and many other single provinces have their ain indispensable medical specialties list, and the current national list was compiled during 2011. The list has been updated after 8 old ages. As the list needs to be developed locally and should be based on grounds non simply on single ‘s experience, it is necessary foremost to develop clinical guidelines, called criterion intervention guidelines ( STG ) . Then based on STG the list is compiled. Delhi took the lead in developing a comprehensive Drug Policy in 1994 and was the lone Indian province to hold such a comprehensive policy[ 4 ]. The policy ‘s chief aim is to better the handiness and handiness of quality indispensable drugs for all tho se in demand. Now many province authoritiess excessively have developed STG for usage within the province authorities wellness installations. The Armed Forces Medical College ( AFMC ) has developed STGs for rather big figure of common conditions and the intervention cost is besides calculated[ 5 ].Outstanding characteristics of National List of Essential Medicine ( NLEM ) 2011The medical specialties have been categorized harmonizing to curative country. Therefore a medical specialty with more than one indicant appears in more than one class. The strength of medical specialty dosage is mentioned. For essentialness of demand the medical specialties have been categorized as follows: P, S and T denote essentialness at Primary, Secondary and Tertiary degrees severally while P, S, T ( U in NLEM 2003 ) indicates essentialness at all the degrees. A sum of 348 medical specialties are present in NLEM 2011. In the NLEM 2011, 181 medical specialties autumn under the class of P, S and T, 106 medical specialties autumn under the class of S, T while 61 medical specialties are categorized as T merely. In comparing to NLEM 2003, 47 medical specialties have been deleted and 43 new medical specialties have been added.Some glaring errors in NLEM 2011Some glaring errors which catch the oculus while reading the NLEM 2011 are: NLEM includes pheniramine maleate, chlorpheniramine maleate and dexchlorpheniramine maleate as antiallergic. Even though these three different drugs are available in three different preparations, all the three need non be included in the indispensable list as these three medical specialties do non differ in efficaciousness but merely in their pharmacokinetic features Drugs from the same group which do non differ much from the paradigm need non be included in an indispensable list. Many antibiotics from the same category are included in the NLEM. For illustration, two antibiotics ( Erythrocin, and Zithromax ) have been included, as in the instance of Mefoxins Drugs for which best grounds for effectivity and safety exist are non included while some other drugs in the same group are added. For illustration, Tenormin has the best grounds among many I?-blockers, yet it is non included as an antianginal Even though both Amoxil and Principen are included in WHO EML and EMLc, the preparations differ. Amoxicillin is listed for unwritten usage and Principen parenterally. However, National EML lists unwritten preparations for Amoxil and Principen. Ampicillin is inferior to amoxicillin by unwritten path as it has less unwritten bioavailability and high incidence of diarrhea. Oral preparations of Principens need to be deleted from National EML.Significant skipsExcluding an indispensable drug can hold a important consequence on the entree to medical specialties. The NLEM 2011 has omitted some of import indispensable drugs such as: Iron and folic acid tablets do non organize a portion of the NLEM. Sing the high prevalence of anaemia in pregnant adult females in India, Fe and folic acerb supplementation during gestation is really of import. The fixed dose combination of ferric sulphate + folic acid should be made available in all primary wellness Centres ( PHCs ) so that every pregnant adult female has entree to it. The WHO EML includes it, but non the NLEM. Many drugs ( paracetamol, morphia, steroids such as Decadron, cortisol, Pediapred, many antibiotics, water pills such as Lasix, hydrochloro-thiazide, Aldactone and other drugs such as Valium, Coumadin, diphenylhydantoin, etc. ) do non hold either the dosage or dose signifier appropriate for kids. The riddance of diphenylhydantoin alterations from first order to zero order above the dosage of 300 mg/day. Titration of dose above this bound should be in the magnitude of 25 milligram. Hence, 25 milligram tablets are non merely needed for kids but besides for grownups and have hence been included in WHO EML and EMLc. The NLEM does non name phenytoin tablets of this strength. No fixed dose combination of first-line antitubercular drugs has been included in the NLEM. The combination of four drugs ( INH + rifampicin + ethambutol + pyrazinamide ) and two drugs ( INH + rifampicin ) are indispensable and should be included. No second-line antitubercular agent ( except ofloxacin ) is included in the NLEM. They are indispensable for secondary and third attention infirmaries. No drug other than Larium is included for prophylaxis of malaria.DecisionThe NLEM 2011 is significantly better than the NEML 2003. It has some errors and skips which hopefully can be corrected in the following alteration. While fixing such indispensable list demands of local people should be of the paramount importance. The Government should revise the list rather often.

Negative Effects on Children Essay

Parents are too busy earning a living so that they can feed, cloth and educate their children. Consequently, they spend much time away from home and from their children. Since their parents are not around, the children have no choice but to spend their time in front of the television. It then goes without saying that children spend a lot of time in front of the television set where they are exposed to sex and violence. The question then is; does the exposure to sex and violence have negative effects on children? There is no simple or obvious answer. Some people may argue that the sex and violence on television does not have negative effects on children. This group of people believe that that the amount of sex and violence on television is not enough to warrant the change in the behavior of the children. More over, that some children are too young to understand the scenes on television, anyway. Others yet may argue that exposure to sex and violence, however limited it may be, does have negative effects on the children. It influences them to commit antisocial and sometimes immoral behavior. Nevertheless, it is important to analyze the issue critically before settling for any one conclusion. SUMMARY OF INFORMATION The media has both positive and negative influences on children. On the one hand, it provides their growing minds with information. On the other hand, it also provides them with negative information in the form of sexual and violent content that corrupts their young minds (Singer & Singer, 2002). According to Josephson, when children watch television, they understand the content in very different ways. How they understand the television content is highly influenced by their ages, their attention spans and also their life experiences (1995). Case in point. Think about children who are less than five years old and the kind of attention span they have. Yes they may take the time to sit in front of the television, but after a few minutes they will have gotten restless and moved on to some other activity, say playing with their toys or just running around. More over, even though these children may appear to be paying close attention to the scenes on television, it is very likely that in their minds, they may fail to register what the exact content of program is. It is only the mature, much older, children and adults who are capable of discerning program content. According to Cameron, this is because most children under that age of seven cannot easily tell fantasy and reality from each other. To them it’s all one and the same thing. At this stage of their development, it is hard for the children to understand the motives and justifications for the violence on television (2009). Children are unaware of whether the characters on television are real or not. Consequently, Bugs Bunny is just as real as the news anchor. Therefore, since the child does not know what is real and what is not, it is then possible then possible that they will also not be able to distinguish whether or not to copy what they see. It is for this reason that it would be incorrect to conclude with certainty that indeed all the sex and violence on television does have negative effects on children. It is only after the age of two that children begin to really pay attention on what is on television. As the children grow older, they learn to differentiate between what they see on television and reality. By the time these children grow into teenagers and adulthoods they shift their focus from television preferring to instead spend their time on other activities such as developing relationships with their peers of the opposite sex. Nevertheless, it is during adolescent that sex and violence on television may have a greater impact on the children. Those without guidance may try out what they see on television. Thus, it is important to note that it is the amount of time that a child spends in front of the television that really matters. According to Huesmann, children who consistently watch violent programs on television are more likely to be negatively affected than their counterparts who do not. Think about it. A child who frequently watches Monday night wrestling, which by all standards may be described as a violent program, is more likely to try wrestling with his friends. What is even more interesting is that the child may also attempt using the same wrestling behaviors, as seen on television, as a way of solving conflicts with others (2001). Thus, children who watch/are exposed to violence on television are more aggressive (Jonassen & Harris, 2003). According to Greenspan, in the process, these children are bound to injure not only themselves but others in the process (2007). Concurrently, children who habitually watched television programs raced with sexual content were much more likely to be involved than their counterparts who were not. According to Stein, frequent watching of sexual content on television was a big influence in teen pregnancy (2008). It is probable that the children may want to try out what they may have watched and the consequences in this case are teenage pregnancy. Nathanson & Cantor (1998), argue that at some point in time children will be exposed to television; it is unavoidable. It may not happen in their homes. Children may go visiting their friends where they may have to watch television meaning they may be exposed to sex and violence. It is therefore up to parents to protect their children from prolonged exposure to sex and violence on television. The simplest way of doing this is by restricting the number of hours that children actually spend in front of the television. Rather than letting children watch television after school, parents may choose to enroll their children in such after school activities such as soccer practice or ballet. Such activities are sure to keep children away from exposure to negative TV programs. Even when children are left under the care of a nanny, parents should leave strict instructions on just how much time their children should be allowed to watch television. It would also be important if the parents themselves were to change their television watching habits. In most instances, toddlers are heavily influenced by their parents (Josephson, 1995). Therefore, if the parents were to stay away from the television but instead partake in other activities, their children would follow suit. This way the parent’s would not have to worry about the television negatively affecting their children. Another way that parents may protect their children is by letting children watch television programs that have PG rating. The idea behind this concept is that parents should watch a television program first before they let their children. The main idea here is for the parents to determine the suitability of the program. PG also means that parents should watch the program with their children so that they may offset any negative effects. By all standards, PG rating is good and workable idea. However, according to Cameron, very few parents may want to do this (2009). SUMMARY OF THE RESEARCH STUDY Most of the research that has been carried out has focused on the effects of television violence on children. However, according to Eyal & Kunkel, there has also been research whose aim was to show the association between the watching of sex on television and pregnancy among teenagers. The argument is that there is a relationship between the exposure of children and young adults and their expectations about sex and also their engagement in premarital sex (2008). One such study was published in 2008 in the Journal of American Academy of Pediatrics. According to Chandra, Martino, Collins, Elliot, Berry, Kanouse & Mlu, while there was increasing evidence (from previous studies and research) that the exposure of children/youth to sexual content on television is a big influence on their sexual attitudes and behavior, the studies were yet to establish the king of association that existed between the exposure of children to sexual content and adolescent/teen pregnancy. Accordingly, the study by Chandra et al, sought to establish this relationship (2008). The participants were some 2000 children between the ages of 12 and 17 years. These children were tracked for period of three years; till they were aged 15 and 20 years. The participants by interviewed by telephone. According to Chandra et al, the participants who constituted the sample were drawn from a list of house holds that had been commercially purchased. the researchers were careful to select the households that had a high probability of housing adolescents aged between the ages of 12 and 17 years. The final study sample therefore comprised of 57% males, 665 white, 12% Hispanics and 17% blacks all of them adolescents with an average age 18. 1 years. Survey, was the chosen research design. The survey was meant to measure and collect data on the television viewing habits of the adolescents, their knowledge of sexual matters, In addition, their behaviors and attitudes towards sex plus demographic and psychosocial variable, such as age, sex and education level which are known to predict sexual behavior, were also measured (2008). As a way of encouraging the participants to respond to the survey questions, the survey was conducted in private. From the survey, it was established that to a great extent the exposure of children/teens to sexual content on television was a big predictor of teen pregnancy. From the research, the teens that were exposed to high levels of sexual content on television were found to be twice as likely to experience pregnancy in the subsequent three years. The reverse was true for those who had lower levels of exposure. So, 25% of those who watched frequently watched sexual content on television were involved in a pregnancy. The number was high compared to that of the adolescents who watched the least; which stood at 12% (Chandra et al, 2008). The results of the study go to show that indeed habitual exposure to sexual content on television does have negative effects on children. From the study, most of the children who frequently watched sexual content on television were subsequently involved in a pregnancy compared to their counterparts who did not watch sexual content on the television much. Accordingly, there is a link between the exposure of children to sex and sexual content on television and the negative effects of pregnancy. Thus, it is clearly evident that sex, and even violence, on television has negative effects on children, more so when the exposure is frequent, prolonged and unsupervised. It is for this reason that the exposure of children and violence on television should be restricted. For instance, by watching television with their children and discussions the depictions of sex on television, they may be able to tone down the influence of the sex and the violence (Chandra et al, 2008). CRITICAL ANALYSIS Most of the information contained in internet sites, into the question of whether all the sex and violence on television has negative effects on children, does indeed provide information to the affirmative. Children spend a lot of time in front of the television from an early age. When children are young, say between the ages of two and five, the sex and the violence cannot be said to have influence on them. This is because children are very young and are not able to tell fantasy from reality. More over, they have a limited attention span which makes their concentration and internalization of the content on television impossible. However, it is when children are all grown up, into their teens that the sex and violence can be said to have some kind of effect on children. When children are older, they are also more mature and therefore able to differentiate fantasy from fiction. Furthermore, the fact that they are older means they may try out what they watch on television. There is strong evidence behind this information. For instance, it has been reported that children who watch wrestling duplicate the same aggressive behaviors that they watch on television. They are openly aggressive towards their peers. Sometimes, they even use the same behaviors to solve their conflicts with their peers. However, the internet information goes on to explain that children have to be exposed to prolonged sex and violence on television for there to be negative effects. More over, that the children who are frequently exposed to the sex and violence on television are more susceptible to the negative effects. It is for this reason that parents restrict how much time their children spend in front of the televisions. The research study also goes to provide information on the link between frequent exposure of children to sexual content in television and negative effects, in this case pregnancy. There is strong evident in support of this. Of the 2000 children who were surveyed in the research, 25% of those who had frequent exposure to sexual content were found to be more likely to be involved in a pregnancy in subsequent years. This was as compared to 12% of those who were not as frequently exposed to sex and sexual content on television. Just like the information compared in the internet sources, as soon as children are old enough to differentiate between fantasy and reality it is very likely that with prolonged exposure, they may want to try out what they see in television. Again, it is prolonged exposure that makes all the difference. The best way of mitigating the negative effects of exposure to sex and violence on television, parents should watch and discuss how sex and even violence is portrayed in television. This would also help to reduce the number of teenage pregnancies. CONCLUSION It is evident that television content, sex and violence, has some negative effects on children. It is true that quite a large number of children watch television and are therefore exposed to sex and violence. Nevertheless, it is important to note that not all these children who are exposed are susceptible to the negative effects. Certain groups of children are more prone to acting out what they see on television. It is this group that is likely to aggressive and or immoral. This is the group of children that has prolonged and frequent exposure to sex and violence on television. It is for this reason that exposure to television is limited. Thus, it may be correct to conclude that all the sex and violence on television has negative effects on children. However, it is also important to note that it is only prolonged exposure to the sex and the violence that results in the negative effects. It is the children who frequently watch television programs laced with sex and violence that are more likely to be aggressive and promiscuous as compared to their counterparts who do not. According to the information contained in this report, negative influences of sex and violence on television only become visible when the children are much older. Thus, it remains largely unclear as to why frequent exposure of adolescents to violence and sex on television influences then negatively, After all, are they not at an age where they are capable of differentiating right from wrong; fiction (what is on television and reality (what they should not do); and therefore refrain from engaging in certain activities? More research may be necessary to provide insight into the reasons why children prefer to act out the negativity they view on television rather than on the positive. Is there, for instance, more gratification in doing what is considered negative as compared to doing what is right? Answers to these questions may shed more light on to why sex and violence has negative effects on children at all. REFERENCES Cameron, J. (2009). The view on TV violence. iafrica. com. Retrieved 15 April, 2009 from http://lifestyle.iafrica. com/parenting/fatherhood/274094. htm Chandra, A. , Martino, S. , Collins, R. , Elliot, M. , Berry, S. , Kanouse, D. & Mlu, A. (2008). Does watching sex on television predict teen pregnancy? Findings from a national longitudinal survey of youth. Pediatrics. 122(5): 1047. Eyal, Keren & Kunkel, D. (2008). The effects of television drama shows on emerging adult’s sexual attitudes and moral judgments. Journal of Broadcasting and Electronic Media. 52 (2): 161.

“a Fable” by Mark Twain

John Alarcon American Lit. Mr. Mason Research paper â€Å"A Fable† by Mark Twain- Close reading In this short story a painting is the reason for the occurrences described. Animals in this story are portrayed in a human like manner, each having their own ideas and feelings and a common method of communication. The painter’s cat is portrayed as a well-mannered and intelligent being. In the sentence â€Å"The animals out in the woods heard of this through the housecat, who was greatly admired by them because he was so learned†¦Ã¢â‚¬  the cat is made to look astute because the other animals are oblivious to many of the things he tells them. To a human, what the cat says may not sound accurate or right but to a group of animals that’s don’t know any better the cat seems brilliant. The vocabulary used by the cat to describe the painting and the mirror, also indicated that the cat is smart. The adjectives he uses are large and descriptive, the way he speaks and constructs his sentences shows how his level of thinking is superior. The Other animals were not described and interacted with in-depth enough to identify a personality for each of them. They were all made to be similar to one another because they were all in the same situation with the same opinions and ideas toward the painting . The only animal that stood out besides the cat was the ass. This being that he was the only one to have a doubt in the toward the greatly admired cat’s story. The cat aroused the interest and curiosity of the animals. He was the one that informed then of said painting. It was the doubts of the ass that provoked the animals to finally get a look at the painting. The ass was the first to investigate the situation; all the other animals after him got the same result from looking in the mirror. They stood in front of the painting which and all they saw was a reflection of themselves. Being that a different animal looked in the mirror every time, every animal got there own unique reflection of them self’s and were convinced it was the only thing inside the mirror and there was no â€Å"dainty and charming† painting. What the author is trying to explain in this story is that every person has their own meaning and opinion to a story. The painting being a story or work of literature and the mirror being your imagination that gives its own unique reflection and understanding of the text.