La Llorona, an Oral Tradition

The legend of La Llorona Lechner, J. V. (2004). Allyn & Bacon anthology of traditional literature. Boston: Pearson A and B. Lyons, G. (1972). Tales the people tell in Mexico. New York: J. Messner. The legend of La Llorona (The weeping woman) is a well known Hispanic tale in the Southwestern part of the United States, Mexico, Central and South America and also Puerto Rico. Many versions of the story exist allowing them to fit the community where the story is being told. The story is about a beautiful woman named Maria from a town near the present day city of Monterrey, NL.Mexico. She falls in love with a handsome revolutionary Sergeant that was passing by during the Independence War of Mexico from Spain that occurred in the 1800s. They marry each other and have three children, due to the traveling of the revolution her husband is always absent. One day he comes back with another women to visit his children and pays no attention to Maria the whole visit. In furry of the event she takes her children to a nearby river and drowns them; blaming her children for her husband leaving.She then comes to realization of the horrible mistake she has done and the water takes her kids out of her hands. She begins to yell â€Å"Ay, mis hijos! † meaning â€Å"Oh, my children! † and decides to kill herself. It's been told that her grief was so great that it was carried with her after death and since then she has been looking for her children in areas where water is near. It is said that every foggy night around eleven she will wonder the area and pick up kids who are walking or outside near water. The legend is used to scare children away from water areas at night and staying out to late.One of the characteristics that we find in the genre of legends and the story of La Llorona is that they are told and received as truths and are set in a historical point of view. Lechner says in her book that people tell legends because they often endure because they convey somethi ng important about the community's values, perception of who they are, or concerns for their safety and well-being. It is very clear that safety is a concern when keeping the story alive of La Llorona to the children. I decided to chose The legend of La Llorona after reading the fifth chapter f the book Allyn & Vacon anthology on traditional literature because after finishing the story it reminded me of my childhood growing up in Mexico. To refresh my memory I also read Tales the people tell in Mexico, called my parents, and called my brother asking for their version of the story. Even though it is a tragic and sad story to be told I believe is a great story to keep alive telling and retelling not just among my own culture but to share it with other people whom may not be familiar with the story.I think it might even be a great ghost story to be told in the middle of a woods at a bong fire and if a river or creek is nearby you might even get to hear her torturing weeping noise of â €Å"Ay mis hijos†. I also had a firsthand experience with La Llorona while growing up. In a dark foggy night I decided to follow my older brother Francisco and his friends into a nearby woodlands. I had heard that they had built a secret wooden house and created a swing that was used to jump off into a small river which was the motivation of my secret following. After a couple of minutes of following from the distance I had lost them due to excess fog.I found myself alone in the middle of the woods when I started to hear some weeping sounds. At first those sounds were unclear and I couldn't distinguish them but as the seconds went by it sounded louder and louder until I clearly heard â€Å"Ay mis hijos! Ay mis hijos! † meaning â€Å"Oh, my children! † I then noticed a body of a women wearing a white dress floating on top of the low fog coming in my direction, I could say that is where I developed my talent as a runner because I made it back to my house in a flas h. After that I never wondered the woods alone at nights and respected the legend of La Llorona.

Vampire Academy Chapter 14

FOURTEEN I CONTINUED SPYING ON LISSA over the next couple of days, feeling mildly guilty each time. She'd always hated it when I did by accident, and now I did it on purpose. Steadily, I watched as she reintegrated herself into the royal power players one by one. She couldn't do group compulsion, but catching one person alone was just as effective, if slower. And really, a lot didn't need to be compelled to start hanging out with her again. Many weren't as shallow as they seemed; they remembered Lissa and liked her for who she was. They flocked to her, and now, a month and a half after our return to the Academy, it was like she'd never left at all. And during this rise to fame, she advocated for me and rallied against Mia and Jesse. One morning, I tuned into her while she was getting ready for breakfast. She'd spent the last twenty minutes blow-drying and straightening her hair, something she hadn't done in a while. Natalie, sitting on the bed in their room, watched the process with curiosity. When Lissa moved on to makeup, Natalie finally spoke. â€Å"Hey, we're going to watch a movie in Erin's room after school. You going to come?† I'd always made jokes about Natalie being boring, but her friend Erin had the personality of dry wall. â€Å"Can't. I'm going to help Camille bleach Carly's hair.† â€Å"You sure spend a lot of time with them now.† â€Å"Yeah, I guess.† Lissa dabbed mascara across her lashes, instantly making her eyes look bigger. â€Å"I thought you didn't like them anymore.† â€Å"I changed my mind.† â€Å"They sure seem to like you a lot now. I mean, not that anyone wouldn't like you, but once you came back and didn't talk to them, they seemed okay ignoring you too. I heard them talking about you a lot. I guess that's not surprising, because they're Mia's friends too, but isn't it weird how much they like you now? Like, I hear them always waiting to see what you want to do before they make plans and stuff. And a bunch of them are defending Rose now, which is really crazy. Not that I believe any of that stuff about her, but I never would have thought it was possible – â€Å" Underneath Natalie's rambling was the seed of suspicion, and Lissa picked up on it. Natalie probably never would have dreamed of compulsion, but Lissa couldn't risk innocent questions turning into something more. â€Å"You know what?† she interrupted. â€Å"Maybe I will swing by Erin's after all. I bet Carly's hair won't take that long.† The offer derailed Natalie's train of thought. â€Å"Really? Oh wow, that would be great. She was telling me how sad she was that you're not around as much anymore, and I told her†¦Ã¢â‚¬  On it went. Lissa continued her compulsion and return to popularity. I watched it all quietly, always worrying, even though her efforts were starting to reduce the stares and gossip about me. â€Å"This is going to backfire,† I whispered to her in church one day. â€Å"Someone's going to start wondering and asking questions.† â€Å"Stop being so melodramatic. Power shifts all the time around here.† â€Å"Not like this.† â€Å"You don't think my winning personality could do this on its own?† â€Å"Of course I do, but if Christian spotted it right away, then someone else will – â€Å" My words were interrupted when two guys farther down the pew suddenly exploded into snickers. Glancing up, I saw them looking right at me, not even bothering to hide their smirks. Looking away, I tried to ignore them, suddenly hoping the priest would start up soon. But Lissa returned their looks, and a sudden fierceness flashed across her face. She didn't say a word, but their smiles grew smaller under her heavy gaze. â€Å"Tell her you're sorry,† she told them. â€Å"And make sure she believes it.† A moment later, they practically fell all over themselves apologizing to me and begging for forgiveness. I couldn't believe it. She'd used compulsion in public – in church, of all places. And on two people at the same time. They finally exhausted their supply of apologies, but Lissa wasn't finished. â€Å"That's the best you can do?† she snapped. Their eyes widened in alarm, both terrified that they'd angered her. â€Å"Liss,† I said quickly, touching her arm. â€Å"It's okay I, uh, accept their apologies.† Her face still radiated disapproval, but she finally nodded. The guys slumped in relief. Yikes. I'd never felt so relieved to have a service start. Through the bond, I felt a sort of dark satisfaction coming from Lissa. It was uncharacteristic for her, and I didn't like it. Needing to distract myself from her troubling behavior, I studied other people as I so often did. Nearby, Christian openly watched Lissa, a troubled look on his face. When he saw me, he scowled and turned away. Dimitri sat in the back as usual, for once not scanning every corner for danger. His attention was turned inward, his expression almost pained. I still didn't know why he came to church. He always seemed to be wrestling with something. In the front, the priest was talking about St. Vladimir again. â€Å"His spirit was strong, and he was truly gifted by God. When he touched them, the crippled walked, and the blind could see. Where he walked, flowers bloomed.† Man, the Moroi needed to get more saints – Healing cripples and blind people? I'd forgotten all about St. Vladimir. Mason had mentioned Vladimir bringing people back from the dead, and it had reminded me of Lissa at the time. Then other things had distracted me. I hadn't thought about the saint or his â€Å"shadow-kissed† guardian – and their bond – in a while. How could I have overlooked this? Ms. Karp, I realized, wasn't the only other Moroi who could heal like Lissa. Vladimir could too. â€Å"And all the while, the masses gathered to him, loving him, eager to follow his teachings and hear him preach the word of God†¦Ã¢â‚¬  Turning, I stared at Lissa. She gave me a puzzled look. â€Å"What?† I didn't get a chance to elaborate – I don't even know if I could have formed the words – because I was whisked back to my prison almost as soon as I stood up at the end of the service. Back in my room, I went online to research St. Vladimir but turned up nothing useful. Damn it. Mason had skimmed the books in the library and said there was little there. What did that leave me with? I had no way of learning more about that dusty old saint. Or did I? What had Christian said that first day with Lissa? Over there, we have an old box full of the writings of the blessed and crazy St. Vladimir. The storage room above the chapel. It had the writings. Christian had pointed them out. I needed to look at them, but how? I couldn't ask the priest. How would he react if he found out students were going up there? It'd put an end to Christian's lair. But maybe†¦maybe Christian himself could help. It was Sunday, though, and I wouldn't see him until tomorrow afternoon. Even then, I didn't know if I'd get a chance to talk to him alone. While heading out to practice later, I stopped in the dorm's kitchen to grab a granola bar. As I did, I passed a couple of novice guys, Miles and Anthony. Miles whistled when he saw me. â€Å"How's it been going, Rose? You getting lonely? Want some company?† Anthony laughed. â€Å"I can't bite you, but I can give you something else you want.† I had to pass through the doorway they stood in to get outside. Glaring, I pushed past, but Miles caught me around the waist, his hand sliding down to my butt. â€Å"Get your hands off my ass before I break your face,† I told him, jerking away. In doing so, I only bumped into Anthony. â€Å"Come on,† Anthony said, â€Å"I thought you didn't have a problem taking on two guys at the same time.† A new voice spoke up. â€Å"If you guys don't walk away right now, I'll take both of you on.† Mason. My hero. â€Å"You're so full of it, Ashford,† said Miles. He was the bigger of the two and left me to go square off with Mason. Anthony backed off from me, more interested in whether or not there'd be a fight. There was so much testosterone in the air, I felt like I needed a gas mask. â€Å"Are you doing her too?† Miles asked Mason. â€Å"You don't want to share?† â€Å"Say one more word about her, and I'll rip your head off.† â€Å"Why? She's just a cheap blood – â€Å" Mason punched him. It didn't rip Miles' head off or even cause anything to break or bleed, but it looked like it hurt. His eyes widened, and he lunged toward Mason. The sound of doors opening in the hall caused everyone to freeze. Novices got in a lot of trouble for fighting. â€Å"Probably some guardians coming.† Mason grinned. â€Å"You want them to know you were beating up on a girl?† Miles and Anthony exchanged glances. â€Å"Come on,† Anthony said. â€Å"Let's go. We don't have time for this.† Miles reluctantly followed. â€Å"I'll find you later, Ashford.† When they were gone, I turned on Mason. † ? ®Beat up on a girl'?† â€Å"You're welcome,† he said drily. â€Å"I didn't need your help.† â€Å"Sure. You were doing just fine on your own.† â€Å"They caught me off guard, that's all. I could have dealt with them eventually.† â€Å"Look, don't take being pissed off at them out on me.† â€Å"I just don't like being treated like†¦a girl.† â€Å"You are a girl. And I was just trying to help.† I looked at him and saw the earnestness on his face. He meant well. No point in being a bitch to him when I had so many other people to hate lately. â€Å"Well†¦thanks. Sorry I snapped at you.† We talked a little bit, and I managed to get him to spill some more school gossip. He had noticed Lissa's rise in status but didn't seem to find it strange. As I talked to him, I noticed the adoring look he always got around me spread across his face. It made me sad to have him feel that way about me. Guilty, even. How hard would it be, I wondered, to go out with him? He was nice, funny, and reasonably good-looking. We got along. Why did I get caught up in so many messes with other guys when I had a perfectly sweet one here who wanted me? Why couldn't I just return his feelings? The answer came to me before I'd even finished asking myself the question. I couldn't be Mason's girlfriend because when I imagined someone holding me and whispering dirty things in my ear, he had a Russian accent. Mason continued watching me admiringly, oblivious to what was going on in my head. And seeing that adoration, I suddenly realized how I could use it to my advantage. Feeling a little guilty, I shifted my conversation to a more flirty style and watched Mason's glow increase. I leaned beside him on the wall so our arms just touched and gave him a lazy smile. â€Å"You know, I still don't approve of your whole hero thing, but you did scare them. That was almost worth it.† â€Å"But you don't approve?† I trailed fingers up his arm. â€Å"No. I mean, it's hot in principle but not in practice.† He laughed. â€Å"The hell it isn't.† He caught hold of my hand and gave me a knowing look. â€Å"Sometimes you need to be saved. I think you like being saved sometimes and just can't admit it.† â€Å"And I think you get off on saving people and just can't admit it.† â€Å"I don't think you know what gets me off. Saving damsels like you is just the honorable thing to do,† he declared loftily. I repressed the urge to smack him over the use of damsels. â€Å"Then prove it. Do me a favor just because it's ? ®the right thing to do.' â€Å" â€Å"Sure,† he said immediately. â€Å"Name it.† â€Å"I need you to get a message to Christian Ozera.† His eagerness faltered. â€Å"What the – ? You aren't serious.† â€Å"Yes. Completely.† â€Å"Rose†¦I can't talk to him. You know that.† â€Å"I thought you said you'd help. I thought you said helping ? ®damsels' is the honorable thing to do.† â€Å"I don't really see how honor's involved here.† I gave him the most smoldering look I could manage. He caved. â€Å"What do you want me to tell him?† â€Å"Tell him I need St. Vladimir's books. The ones in storage. He needs to sneak them to me soon. Tell him it's for Lissa. And tell him†¦tell him I lied the night of the reception.† I hesitated. â€Å"Tell him I'm sorry.† â€Å"That doesn't make any sense.† â€Å"It doesn't have to. Just do it. Please?† I turned on the beauty queen smile again. With hasty assurances that he'd see what he could do, he left for lunch, and I went off to practice.

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Adversarial system of justice - Essay Example Adversarial system of justice We can argue that Gideon V. Wainwright lost his case in 1963 because he lacked the funds to hire a lawyer to prepare his defense. This was after he requested the court to appoint a lawyer for him which the court refused. He defended himself in the trial and got convicted by a jury leading the court to sentence him to five years in a state prison (Fridell 69). It gets speculated that the state court’s lack of assigning Gideon a counsel violated his right to a fair trial. This clearly shows that this system is adversarial in name only. Question is, does a system that places value on winning encourage manipulation and deception? The clear answer to this indicates vividly if this system of justice is losing or gaining. This system is full of deception because the law gets highly manipulated to favor the side that can argue best. We are losing more because truth and justice do not play a role in its operation. Winning and losing is the main goal of the adversarial judicial system (McBride 94). It is a game of words where every side attempts to discredit the other’s witnesses and evidence. Lawyers get obligated to challenge the evidence against their clients even if it means impugning the police. They even attack a victim’s or witness’s character. Any judicial system should ensure justice. The adversarial judicial system is increasingly leading to injustice because lawyers bargain for less punishment or no punishment at all for even those that are guilty. This means that more and more people are suffering injustice with this system.

Formative Assessment Essay Example for Free

Formative Assessment Essay Assessment is regularly conducted by classroom teachers to determine whether students learn the lessons or have acquired the skills they have been taught. However, the prevailing concept of assessment is that it is given after lessons. It is also viewed as extra work that consumes time that would have been better spent in teaching. Some teachers do not even have the adequate knowledge as to how to assess properly having focused more on how to teach (in contrast with how to assess) during their years in teacher training school. As a consequence, assessment results tend to function as a periodic â€Å"snapshot of student progress and as predictors of student performance on the end-of-year statewide tests (Heritage, 2007) rather than a tool to help teachers during instruction. This need is the reason why formative assessment should be implemented. Heritage defines formative assessment as â€Å"a systematic process to continuously gather evidence about learning. The data are used to identify a student’s current level of learning and to adapt lessons to help the student reach the desired learning goal (2007). † It involves strategies which can be categorized into three types: On-the-fly-assessment which requires the teacher to provide quick â€Å"pop-up† lessons right during discussions to correct students’ misconceptions; Planned-for-interaction which requires teachers to think of questions beforehand which would make students think and explore ideas during discussion time; and, Curriculum-embedded assessment where the teacher solicits feedback by talking with the students about ongoing classroom activities like seatwork, board work or students’ notes. There are four core elements of formative assessment (Heritage, 2007). First, it is a means for teachers to identify the gap between the students’ current status in learning and the desired educational goals. Second, it is designed to provide feedback at multiple levels. Third, it encourages student involvement in the daily classroom discussion. Finally, it aims to help teachers develop learning progressions. To use formative assessment successfully, however, teachers also need to possess certain knowledge and skills. Teachers must have domain knowledge of their subject area of expertise; pedagogical knowledge; knowledge of their students’ previous learning; and assessment knowledge or knowing a variety of proper assessment strategies. With regards to the required skills, the successful implementation of formative assessment can only occur if teachers are able to create classroom conditions where learners feel a sense of community and can critique each other without fear. They must also help students learn how to assess themselves. Teachers must be skilled in analyzing student inferences. Finally, they must be able to match instruction to the gap in the present skill level or knowledge of the learner. Heritage’s article provides a convincing argument for formative assessment as it points out the ineffectiveness of current assessment methods to actually help the learner. When students perform poorly in periodical and annual exams, it becomes too late to do something about things. Students either get low grades or are not promoted to the next level. Something could have been done halfway through the school year had formative assessments been conducted. However, formative assessment can only be seen today as an alternative to the existing views since year-end statewide assessments, for example, would be a hard practice to do away with. The present school system, specifically the public schools, have been practicing traditional assessment methods for decades, even the new curriculum and programs do not change things. Nevertheless, the article introduces a challenge to educators and administrators to try this alternative if it is being lamented that the quality of the aptitude skills of the students has been regressing every year. School administrators should mind the rationale behind formative assessment, which is placing more emphasis towards reforming student performance rather than the punishment-reward system that the traditional method offers. Of course, this would mean additional training for teachers who are not used to employing formative assessment in their own classrooms and changes in the curricula of teacher training schools. Then again, the benefits of formative assessment as enumerated in the article far outweigh all cost considerations. Reference: Heritage, Margaret. (2007, October). Formative Assessment: What do teachers need to know and do? Phi Delta Kappan, pp. 140-145.

Domestic Violence around the World

Domestic Violence around the World Domestic Violence around the World Domestic violence or abuse occurs when one a partner, ex-partner or a family member tries to physically emotionally or sexually dominate the other (Buzawa, 2002). Domestic abuse has been happening around the world and the United Nation through a research found out that, there is a correlation between the poor performing economies and womens discrimination. Countries that have high rate of women violation incur very high costs that are detrimental to their economies and therefore all governments should aim at reducing the rate of sexual violation and other discrimination that women undergo. Living conditions of women have been improving since the year 1994 when 179 governments met in Egypt and decided to improve women living conditions. Stan Bernstein, a senior researcher said that they are still many cases of women discrimination around the world that constitute to grave human rights violations and therefore we should all try to eradicate this in our society as this would improve our economies. According to a report titled state of the world population 2000, it is claimed that 1% increase in the number of women attending secondary school it would lead to an increase of 0.3 of the countrys economy. If, for example the Pakistani government increased its education budget by only a small percentage this would translate in to an economic growth worth $262 million. The report shows bleak statistics about women abuse. One out of three women is abused and in most cases, by people that they know. Sexual abuse results to deaths, stillbirths, unwanted pregnancies and abortions that are committed to get rid of the unplanned child. More than 80 million children are not planned for. Women all over the world fear discussing family planning methods and ways of having protected sex with their husbands for fear of being physically abused. This has resulted to increase in HIV/Aids leading to poor economies. The report suggests that governments should do more to change these scenarios. Some remedial measures planned are banning female genital mutilation, the sale of low dosage oral contraceptives, adding in the constitution laws that govern sexual and reproductive rights and gender equality of all women. If all this are embraced by all the countries of the world then women violence would be reduced or even eliminated. References Buzawa, C. (2002). Domestic violence: the criminal justice response. London: SAGE, 2002. United, Nations.2000. Womens unequal treatment hurts economies. Worldwide abuse a massive violation of human rights. Retrieved on August 26, 2009, from http://edition.cnn.com/2000/WORLD/europe/09/20/un.population.report/index.html

Health Indicators for Diverse Groups in New Zealand

Health Indicators for Diverse Groups in New Zealand Introduction Public health is the science and art of promoting and protecting the life and well being of the population as a whole, by preventing the ill health and prolonging the life through the organized efforts of the state and the society. This assessment aims to discuss and present the health status indicators for diverse groups in the National and International perspectives. It also includes the causative factors in health. Current Health Status indicators for Three Diverse Groups from National and international perspectives. New Zealand New Zealand is located in the South Pacific. It is a multi-cultural country and a very supportive on health of the society and its program. There are several diverse groups that living in New Zealand namely: the Maori, The Pacific people, the Pakeha or Europians and the Asian migrants. a. The Maori Maoris are the most important ethnic groups in New Zealand. They are the original settlers of the country. One indicator that compromises the health of the Maori is smoking. Smoking was identified as the most prevalent health status indicator and it is significantly observed in areas inhabited by the Maori. Broughton (1996) stated that traditionally the Maori society was tupeka kore (tobacco free). Maoris’ first encounter with tobacco was through the British, it was used as a tool of colonization by gifting or trading it in return for land and other resources. Currently, 32.7 per one hundred of Maori identified as being regular smoker, more than twice the smoking rates of European and Asian ethnic groups. Among Maori males the regular smoking rate is 30.5 percent and among females it is 34.7 percent. For Maori women of childbearing age (20-44 years), 40.5 percent smoke regularly. (Statistics New Zealand, 2014) Moreover, the Maori youth aged 15 – 19 years has higher smoking rate than non-Maori. In this age group, 38.8 percent (CI 29.3–48.3%) of Maori were current smokers compared with 13.7 percent (CI 10.4–17.1%) of non-Maori. There were some findings that there were notable difference in the average of the Maori and non-Maori’s initial taste of cigarette. On average Maori youth, their first cigarette was as early as 11.5 years compared to non-Maori youth at 12.7 years. As a result, tobacco smoking is the primary cause of the preventable death for Maori in New Zealand. Approximately, three times as many Maori died from Lung cancer and other smoking related diseases as Non-Maori each year. Maoris’ current smokers are more likely to prefer on smoking a roll-your-own-cigarette than non- Maoris smokers. The frequency of roll-your-own-cigarette was 70.3 percent for Maori and 57.4 percent compared to non-Maori. The most common reason of Maori and non-Maori for using the roll-your–own-cigarette was that, it has less expense than the manufactured cigarettes. The other reason for Maori and non-Maori they gave was, it last longer and taste better. Another health indicator among Maori is the Life Expectancy. The life expectancy of Maori men is 73 years while the Maori women is 77.1 compared to the non-Maori men which is 80.3 years and 83.9 years for the non-Maori women. The life expectancy at birth has narrowed the gap to 7.1 years between Maori and non-Maori people. In comparison with 8.2 years in 2005-07, 8.5 years in 2000-02, and 9.1 years in 1995-97 based on death rates of New Zealand in 2012-2014 (Statistics New Zealand, 2014). The differences in the life expectancy rate of Maori people compared to non-Maori are due to the number of factors including rates of smoking and socioeconomic status. b. The Pacific people The Pacific community in New Zealand are consist of different ethnic groups like the Samoans who are the largest group with 50% of the population, the Cook Islanders, 20%, the Tongan, 18%, the Niuaen, 8% and the Fijans who have the smallest group of 4%. (Ministry of Public Island Affairs, 2013) Obesity is one of the biggest issue in health for the Pacific Islanders. Among the New Zealand diverse groups, the Pacific adults had the highest rate of obesity with 67 percent followed by 46 percent Maori adults. Contrasting to, only one in seven Asian adult is obese, with a rate of 14 percent. On the other hand, Pacific children aged 2-14 are 55 percent obese or overweight, compared to 29 percent of the total child population in New Zealand. Based on body mass index, it was found out that almost one out of three adults from age 15 years and above were obese with a rate of 31 percent while about 34 percent were overweight. In ages 2-14 years, one in nine children were obese or 11 percent. Furthermore, high rate of overweight children of the Pacific people were also found, which was 22 %. c. The Asian group The Asian adults are generally in good health. They have the positive focus on health and well-being. In fact, Asian adults have comparatively low rates of smoking, hazardous drinking, asthma, arthritis, chronic pain, diagnosed mood or anxiety disorders (Asian Health, 2006). However, Asian adults are about 1.8 times as likely to have been diagnosed of type 2 diabetes as non-Asians. Self noted diabetes rates are common among Indian people, more than three times than the normal average. Asian adults generally report lower use of primary health center because of the language and cultural barriers that affect the access to health services (source). It was noted that after migration, Asian people may have increased risk of diabetes and cardiovascular diseases due to the lifestyle changes, physical activity and change in diet. United States of America United States of America is among the world’s good provider on health for its people. The total population of America as of 2013 is 320,051,000, with a gross national income per capita of 53,960. The allocations for health per capita is 8,895 international dollar in 2012 and the total expenditures for health as percentage of GDP as of 2012 is 17.9. (WHO, 2015) United States of America is a multicultural country and they have several diverse groups namely: the Whites Americans, the African Americans, the Asian Americans, the Native Americans/ American Indians and Alaska Natives, the Native Hawaiians and other Pacific Islanders and Hispanic and Latino Americans. a. American Indians and Alaska Natives Tobacco remains the largest preventable cause of disease and death in the United States. Every year 480,000 of Americans are killed through cigarette smoking, and 41,000 of these deaths were due to the second hand smoking. (U.S. Department of Health and Human Services, 2014). Cigarette Smoking is the most prevalent case for the American Indians and Alaska Natives in the United States of America with significantly the highest percentage rate among other racial groups, of 26.1 percent compared to 19.4 percent of the White Americans, the African Americans with 18.3 and the Hispanics has 12.1 percentage respectively. The Asian American has the lowest percentage of smoking with 9.6 percent. Men in the United States are the most frequent smokers with 20.5 percent compared to women who has 15.3 percent. Among the adults in America, ages 25 to 44 years are the most habitual smokers with a 20.1 percent, followed by the ages 45 to 64 years with 19.9 percent and 18.7 percent for ages 18 to 24. The least frequent smokers are at the age of 65 years and older with 8.8 percent. (Centers for Disease Control and Prevention, 2015). b. The African American Obesity is based on the body mass index(BMI) of a person of 30 or higher. The body mass index is measured of an adult’s weight in relation to his or her height, calculated by the adults weight in kilograms divided by the square root of his or her height in meters.(U.S. Center for Disease Control and Prevention,2014). In the United States more than one-third or 34.9% or 76.8 million of adults are obese. The African American have the highest rates of obesity with 47.8 percent, followed by the Hispanic with the rate of 42.5 percent, the White comes third with a percentage of 32.6 percent, and for the American Asian has the lowest rate of obesity with a rate of 10.8 percent. (Journal Of American Medicine, 2014) Obesity are more prevalent among middle age group from 40 tp 59 year old with a rate of 39.5% compared to the younger adults, the 20-39 years age group with a percentage rate of 30.3%, and the adults of over 60 years and above has a percentage rate of 35.4 percent. (Journal of American Medicine, 2014) Another indicator among African American is Diabetes. Diabetes is the sixth leading cause of death in the United States of America, killing 71.5 thousand people in 2012. (WHO, 2012) Diabetes is a chronic disease characterized by hyperglycemia or high glucose levels in the blood. In a healthy person the blood sugar level are kept in an acceptable range by insulin. Insulin is a hormone, that is produced in the pancreas, that will help the body absorb excess sugar from the blood stream. Among diabetic people, blood sugar levels are not adequately controlled by insulin. (Agency for Healthcare Research and Quality, 2010). Diabetes is most prevalent among African American adults, from ages 18 and over, with a percentage rate of 13.2 percent compared to the Hispanics with 12.2 percent, while, 7.3 percent for both White Americans and Native Hawaiians.(CDC, 2014) In 2012, 44.2 per 1000 population of African American adults were hospitalized for lower extrimity amputation in contrast with 12.5 per 1000 population of the White and 25.4 of the Hispanics. (National Healthcare Quality and Disparities, 2014) c. White Americans The Center for Disease Control and Prevention(CDC)2014, gathered the information about the mortality in the U.S., including the death by suicide. In 2013, there were 41,149 suicide cases reported. This makes the suicide, as the tenth primary cause of death in America. The CDC calculates the suicide rate each year by the number of the accounted suicide deaths that occur for every 100,000 people in the population. White americans got the highest rate of suicide death with 14. 2%, followed by the American Indians and Alaska natives with a rate of 11.7%. Much lower and nearly the same rates are common among Asians and Pacific Islanders with 5.8%, Hispanic with 5.7%, and African American with 5.4% respectively.(Centers for Disease Control and Prevention, 2014) In 2013, Men were most likely to commit suicide compared to women with a significant rate of 20.2, and women had a rate of 5.5, that is four times higher in men. It was noted in in 2013 that 77.9% of males died in suicide in comparison to much lower rate in female for only 22.1%. Among the age group, 45 to 64 years had the highest suicide rate of 19.1%, followed by 85 years and older with 18.6%. The younger groups aged 15 to 24 years had lower suicide rate of 10.9%.(CDC,2014). Causative Factors a. National Causative Factors The influence of the family members or growing up in the house or environment where people regularly smoke has a great impact for the prevalence of smoking among Maori people. The total lack of discouragement since some or all of the family members are smoking. In general, the peer pressure for the teen agers that caused them to start smoking at an early age and the feeling of relief from stress and fatigue. Lastly, the use of the roll-your–own-cigarette which has cheaper cost. (The Buzzle, 2015) The factors that influence the obesity of the Pacific people are, there lifestyle, habits and food consumption. For age fifteen years and above, less than half or about 40.9% of the Pacific males and Pacific females (48.9%) met the recommended vegetable intake that was notably lower than non-Pacific group. In addition, Pacific males and females consumed more servings of soft drinks or energy drinks per week. In particular, Pacific female, were three times as likely to eat fast food and takeaways in comparison to non-Pacific people. Children aged 2-14 years were less likely to have eaten breakfast at home compared to non-Pacific. (The Pacific Peoples Health, 2014) One causative factor of Diabetes is obesity. Atleast 80% of Type 2 diabetes are overweight. Due to today’s sedentary and westernised lifestyle, people will become overweight and eventually become obese. Obesity causes insulin resistance, meaning that the fats and muscle cells of obese people do not seem to react to the insulin, so there is an uncontrollable blood glucose level in the body, thus, leading to Type 2 diabetes. (Diabetes Info NZ, 2014) b. International Causative Factors The factor that triggers the prevalence of smoking among American Indians and Alaska Natives is that, it is included in a sacred tobacco ceremonial rights, religious practices and as medicinal roles for native culture. In addition, tobacco sold in tribal lands are exempted from state and national taxes, thus, it is cheaper and affordable. (U.S. Department of Health and Human Services, 2015) The causative factor of obesity of the African American is the limited access to safe places for outdoor physical activities. In order to carry out a a good and a balance healthy living, one must participate in a sufficient physical activity. In addition, lower incomes and poverty contributes to the increasing obesity, since less nutritious foods or calorie-loaded foods are often less expensive and affordable than healtier foods. (Racial and Ethnic Disparities in Obesity, 2014) The risk factor of diabetes which is prevalent among African Americans are due to lifestyle choices. The lesser chance of regular physical activity and consuming high-calorie foods in larger amount than necesarry will have the high risk of devloping type 2 diabetes. Another factor is heriditary, if someone in close family has diabetes, other members might also develop diabetes.(Endocrineweb, 2014). Based from the causative factors of the different health problems encountered from the national and international aspects, it is observed that they have almost the same common factors that triggers the prevalence of diseases. Lower incomes and living in more deprived areas are more prone to such diseases. Regular physical activities and proper nutrition is the key to have a healthy life. 3. Discussion Smoking is one of the major problem that the government of New Zealand is facing especially with the Maori group who is the leading cigarette or toabcco smoker than other ethnic groups. It is further noted, that there is a strong relationship between smoking and neighborhood deprivation. It means that there are more people who are engaged in smoking in most deprived areas than the least deprived areas. The government should continue to dessiminate information and awareness for the effects of smoking for the active and passive smokers most especially to the deprived areas where smoking is rampant. Conduct counselling for the addictive smoker and the family. Create programs or provide facilities that promotes physical activities to different groups. There should be a thorough emphasis and education for the tremendous effect of smoking like: smoking can harm every organ and systems in the body, cause 80% of lung cancer, and respiratory condition like emphysema and chronic bronchitis. Smoking is also a major cause of heart disease, stroke and other cancers. In addition, smoking around children increases the risk of lung infection like croup, bronchitis and peumonia. There are a lot of health problems that the United States of America is facing, one of them is obesity and it is quite alarming that more than one-third of the population in America are obese. Among the diverse groups, Afrian Americans has the highest percentage of obesity. One factor of obesity for Black Americans is that they have limited access to safe areas for outdoor activities. To carry out a balance and healthy living one must indulge in a regular physical activitivities. It is also observed that lower income and poverty contributes to the increasing obesity since they will opt to consume the cheaper, less nutritious and high calorie foods. Being obese increases the persons risk to developing heart diseases (cardiovascular heart disease, stroke), type 2 diabetes and and other forms of cancer. In order to prevent obesity and the risk of developing long term diseases the government should continue to support programs that involves physical activities. Provide facilities for indoor and outdoor sports and a safe playground for children. The government should also provide a team that will monitor the intake of nutritious foods especially in the deprived areas where obesity is common. A quarterly checks of the blood for blood sugar, lipid profile and blood pressure for the obese persons.

Powerful Imagery in To His Coy Mistress :: Andrew Marvel, To His Coy Mistress

Andrew Marvel's "To His Coy Mistress" has the persuasiveness of a late night informercial. But in this instance the narrator does not want money for his "product": he wants a girl's virginity. Informercials have an advantage over Marvel. They not only persuade consumers with words but images pf their products as well. Marvell overcomes this obstacle in his use of descriptive imagery. He utilizes if not maximizes imagery to magnify his persuasiveness. . The first stanza opens the poem "Had we but world enough, and time,/ This coyness, Lady, were no crime"(1-2) as though he were a victim of her reserved nature. He tries to pull some reverse psychology here to make her think that it is her fault for not having sex with him (against her will). He goes on to say that he would indeed love her "Till the conversion of the Jews," (10) ithere were time enough, but the narrator never directly says "forever." Instead he uses phrases that conjure images of eternity: "ten years before the Flood(8); "An age to every part"(17). His descriptive use of imagery makes forever seem an overused word that does not fully encapsulate the time he would spend waiting for her. "But" makes the transition from eternity to the present. He continues, "at my back I always hear/ Time's winged chariot hurrying near"(21-22)). Again the narrator makes himself the victim, first of the lady's coyness and now of death. With death soon to knock on his door,, the narrator reminds his mistress of her inevitable death. "They beauty shall no more be found, in they marble vault..."(25-66). They virginity that his mistress is trying to withhold from hom will be lost is she waits too long. Yes. she is at the prime of her youth and beauty today, but it will soon be "turn[ed] to dust"(29)/ This dust and the "deserts of eternity"that lie before them both are used in stark contrast to their ripe youth. This stanza appeals to the girl's immortality and youth. They should both be "like amorous birds of prey" who do not deny their primal instincts. Amorous, meaning eortic, is the pivotal word of this excerpt and one of the most subtly descriptive passages in the entire poem. This words seems to be carefulyy (and craftily) chosen to epitomize the lust he has for this woman; his desire for her to feel the same (or at least act on what she is feelingn). Powerful Imagery in To His Coy Mistress :: Andrew Marvel, To His Coy Mistress Andrew Marvel's "To His Coy Mistress" has the persuasiveness of a late night informercial. But in this instance the narrator does not want money for his "product": he wants a girl's virginity. Informercials have an advantage over Marvel. They not only persuade consumers with words but images pf their products as well. Marvell overcomes this obstacle in his use of descriptive imagery. He utilizes if not maximizes imagery to magnify his persuasiveness. . The first stanza opens the poem "Had we but world enough, and time,/ This coyness, Lady, were no crime"(1-2) as though he were a victim of her reserved nature. He tries to pull some reverse psychology here to make her think that it is her fault for not having sex with him (against her will). He goes on to say that he would indeed love her "Till the conversion of the Jews," (10) ithere were time enough, but the narrator never directly says "forever." Instead he uses phrases that conjure images of eternity: "ten years before the Flood(8); "An age to every part"(17). His descriptive use of imagery makes forever seem an overused word that does not fully encapsulate the time he would spend waiting for her. "But" makes the transition from eternity to the present. He continues, "at my back I always hear/ Time's winged chariot hurrying near"(21-22)). Again the narrator makes himself the victim, first of the lady's coyness and now of death. With death soon to knock on his door,, the narrator reminds his mistress of her inevitable death. "They beauty shall no more be found, in they marble vault..."(25-66). They virginity that his mistress is trying to withhold from hom will be lost is she waits too long. Yes. she is at the prime of her youth and beauty today, but it will soon be "turn[ed] to dust"(29)/ This dust and the "deserts of eternity"that lie before them both are used in stark contrast to their ripe youth. This stanza appeals to the girl's immortality and youth. They should both be "like amorous birds of prey" who do not deny their primal instincts. Amorous, meaning eortic, is the pivotal word of this excerpt and one of the most subtly descriptive passages in the entire poem. This words seems to be carefulyy (and craftily) chosen to epitomize the lust he has for this woman; his desire for her to feel the same (or at least act on what she is feelingn).

Piracy :: essays research papers

Piracy Recently, The Toronto Star published an article entitled "RCMP seizes BBS, piracy charges pending." The RCMP have possessed all computer components belonging to the "90 North" bulletin board system in Montreal, Quebec. The board is accused of allowing people the opportunity to download (get) commercial and beta (or commercial) software versions. I feel that the RCMP should not charge people that are linked to computer piracy, because the pirated software offers valuable opportunity to programmers and users. Also, revenue lost to the large software companies is such a small amount that the effect won't be greatly felt by them and so it is not worth the policing effort required to track down the pirates. When pirates distribute the illegal software, one could say that they are helping, than hurting the software companies. By distributing the software world wide, it creates great advertisement for the software companies and their products. Although the software company is losing profits from that particular version, it could generate future sales with other versions. Also, when the pirates distribute the software this could be a great source of test data for the software companies. This is an effective way to catch any unfounded bugs in the software program. From debugging to hacking, hackers can benefit the most. They can study and learn from the advancements with in the programming. So what does all this activity tell us? This tells us the people are willing to go to great lengths to get software at a lower cost, or possibly in exchange for other software and that they are succeeding in their efforts. Although more than 50% of their software income is from other companies which do not pirate, this poses a problem for the software industries. By fining a single bulletin board out of the thousands in North America, there would be little accomplished. Not to mention the fact the it is extremely difficult to prove and convict people under the Copyright Act. In today's society, revenue from software is such a small income source for corporations such as WordPerfect Corp. These companies make their money mainly from individuals purchasing extra manuals, reference material, supplementary hardware, and calling product support. Software companies are conscious of the pirate world and the changes they have made. Some companies actually want you to take the software by using the SHAREWARE concept. In SHAREWARE one gets a chance to use demo programs and then pay for the full purchase if he feels it is worthwhile. It is a bit like test driving a car, before one buys. In most cases, users are happy and end up

Comparing Communism and Capitalism :: comparison compare contrast essays

Communism vs. Capitalism In Karl Marx's Communist Manifesto, he describes the Communists as the party that "fights for the interests of the working class"(136), while in a Capitalist society, the "living person is dependent and has no individuality-----only capital is dependent and has individuality"(84). That is not the case of today's society once you take a closer view at the comparison and contrast of communist Vietnam versus the democratic United States of America through their economy systems, educational systems, judicial systems, and the life style of their citizens in general. In a capitalist, democratic nation such as the U.S., freedom gives us just about everything and anything that the Vietnamese do not have under their communist government. Contrary to what Karl Marx has written in his manifesto, the living people of a capitalist nation (i.e. USA) of today are more independent and possess more individualities than ever. Economic-wise, Americans are the most progressive people in the world. The U.S. government is not directing the flow of its economy, but the individual businesses of its people are. These people have all the rights in the world to improve their businesses, as long as they are conducting them under the legal guidelines of the government. Such freedom in a capitalist society gives the Americans much greater advantages over the Vietnamese in improving economic conditions. When we touch upon the subject of education, only eighty percent of Vietnam's population is educated. The government does not provide free public education to its people, and not everyone is fortunate enough to be able to afford it. Many children, especially those in the rural areas, are pulled out of schools as soon as they know how to read and write, for some parents also feel that learning Marxism-Leninism does not benefit their families' income, i.e., putting food in their mouth. Further education is really not an option, for these children also have to work in order to raise their families. Begging in the streets, polishing shoes, toiling on the farms are some of the many jobs that children at the age of five are actively doing, since finding food for themselves and their families is their sole occupation. Fortunately, children in many capitalist nations are provided with adequate tools and supplies in their public schools. Almost all of the American population has at least pass ed the elementary and middle school levels.

There Is a Conflict Between Science and Religion

There is a conflict between science and religion. To begin with there is the Galileo Controversy. Furthermore there is the issue of the use of In Vitro Fertilization (IVF). A third point is about how the universe was created. These three points clearly shows that there is a conflict between science and religion. To begin with there is the Galileo Controversy. Galileo was an Italian astronomer. He was the first man who suggested that the earth is actually the one which revolve around the sun and not the sun revolve around the earth which is what the people from the church believed at that time. When news about his theory was heard by the church they immediately told him to stop spreading his theory to other people because the people from the church interpreted that the bible said that the earth is the centre of the universe and it is in fix position and Galileo`s theory is contradicting with the bible. When he refuse to give up his theory he was placed under house arrest for the rest of his life. Furthermore there is the issue on the use of IVF. Science had found ways in which can help women to get pregnant that is through IVF. I must stress that my religion have no objection in using science to help sick people but using IVF is a different matter. Just the thought of a women getting pregnant by a man`s sperm, who is not her husband, disgust me not to mention it is against my principals, against my beliefs and above all It is against my religion. The reason why they can not get pregnant in the first place is because God did not want them to get pregnant and using IVF in against god`s wishes. Who are we to go and against God wishes? A third point is about how the universe was created. According to science the universe once was just a small space then it quickly expand when a huge explosion happened this is known as the Big Bang and it took 13 billion years for the universe to become what it is now. This is different from what my religion said. According to my religion when God wanted to make the universe he only need to say it and the universe was created instantly. These three points clearly shows that there is a conflict between science and religion. The fact that there is the Galileo Controversy, the fact that the use of IVF which is against God`s wishes and the fact that there is a contradicting explanation about how the universe was created. With this in mind it is clearly to conclude that there is a conflict between science and religion.

British Depth Study 1890-1918 Essay

What were the living and social conditions like in the 1890s? Living conditions: * Towns became overcrowded. * People lived in slums, often whole families lived in one room. * No internal water supplies. * Shared outside toilets. * Limited electricity, wealthy families were starting to get it. * Larger families but higher infant mortality. * Very limited birth control, moral distaste. * Church taught contraception was wrong. Working conditions: * Most workers worked in factories. * Peace work – women given work to do at home or in small workshops, sewing or making matchboxes or candles, many others worked in textile factories. It was used to supplement the man’s income. * No minimum wage or restrictions on the amount of hours worked. * No unemployment benefit, sick pay or pensions. * Many workers only had seasonal employment. * Safety at work had improved, rates of pay were still the same. The state believed it was down to the employee to accept a wage. State of education: * State education until twelve. * Church schools provided a different type of education, most school were church schools. * Factory schools educated the children of their workers. * Very limited secondary education, only available for the wealthy Victorian attitudes and solutions to poverty: * Rich deserved to be rich, poor deserved to be poor. * Deserving poor were morally correct, mainly women and children. * The undeserving poor spent money on beer, drugs and prostitutes and were morally irresponsible. * Had to help yourself. * People went to workhouses, worked for food and a bed. What were social reformers doing in 1890s and what motives were there for reforms? William Booth and the Salvation Army: * Like Christian groups gave hot soup and bread to people but did more. * William and Catherine Booth went out and found poor people within East London. * East London mission expanded until in 1878 had 45 branches and was called Salvation Army. * Organised like an army. * Used attention-grabbing techniques – smart uniforms, brass bands to get attention and money. * By 1900 it ran training centres, labour exchange to help people find jobs, a farm and brickworks. * Designed to help people and train poor. * Salvation Army gathered information about poor and causes of poverty, showed some people couldn’t help being poor – out of their control * William Booth described poverty in three circles; the starving and homeless (honest poor), those that lived by vice and those that lived by crime. Charles Booth: * Wealthy Liverpudlian, inherited business and moved to London. * Refused to accept Government statistic that 25% of working population in London was in poverty. * Spent 17 years with a team investigating living conditions, income and spending of over 4000 people. * Found 31% of Londoners lived below poverty line. * Many thought it was their own fault they were poor but Booth worked out 85% were poor because of wage and unemployment problems. Split the poor into four groups: * Class A – lowest class – street sellers, criminals, loafers – life of savages with extreme hardship – 11,000/1.25% population * Class B – causal earnings – widows, deserted women, part time labourers – shiftless and helpless – 110,000/11.25% population * Class C – occasional earnings – hit by trade depressions – 75,000/8% population * Class D – low wages, less than 21 shillings per week – dock labourers and gas workers -just enough to survive – 129,000/14.5% population Seebohm Rowntree: * Intrigued by Charles Booth’s findings he wanted to see how York compared. * Calculated a family of 5, 3 adults and two children could live off 21 shillings and 8 pence per week. * Found 28% of York families were below this line, divided them into two categories: * Primary poverty – no matter how hard a family worked, they would never earn enough money to provide themselves with adequate food, shelter and clothing. These families didn’t stand a chance. * Secondary poverty – These families could just about feed, clothe and shelter themselves, provided there were no additional calls on their income. These families lived on the edge. * 10% of York in Primary poverty, 18% in Secondary poverty. * Used Booth’s idea of poverty line to work out when may be above or below. Other motives: * Surveys like those of Charles Booth and Rowntree changed opinion. * Impact of the Boer War – 40% volunteers were unfit for the army and falling behind Germany. People feared Britain would no longer be great power imperially, economically and militarily unless looked after people better. * German government had already introduced social reforms like pension and insurance schemes. * Labour party formed in 1900 poised a threat and Liberals feared losing working class votes unless they acted. * In 1906 Liberals won landslide majority and were expected to act. * Some New Liberals were in Cabinet and had the power and responsibility to help the state. What reforms were brought in? Elderly: Pensions Act (1908) * Gave weekly pensions from government funds to the elderly. * Only for over 70s * Promised to be introduced in 1908 and made law the year after. * Single person could receive 5s (s=shillings) per week. * Married couple could receive 7s 6d (d=pence). Later increased to 10s. Children: Free School Meals (1906) * Local councils given power to give free school meals to children from the poorest families * Paid for from the local rates * By 1914, 158,000 children were getting free meal once per day School medical inspections (1907) * Doctors and nurses went to schools and gave compulsory medical checks. * Recommended any treatment that should be done. * Checks were free, treatment wasn’t. * In 1912 treatment became free Children’s Act (1908) * Children became ‘protected persons’, people could be prosecuted for cruelty against them. * Poor law authorities had to visit and supervise children who had suffered cruelty or been neglected. * All children’s homes were registered and inspected. * Children under 14 who broke the law couldn’t go to adult prisons. * Juvenile courts were set up to try children accused of a crime. * Children who committed a crime were sent to Borstals, specially built and equipped for young offenders * Children under 14 couldn’t go in pubs. * Cigarettes couldn’t be sold to under 16s. School clinics (1912) * Network of school clinics set up to provide free medical treatment. * Necessary because some parents could not afford the treatment needed that was discovered during medical inspections. The sick and unemployed: Labour Exchanges Act (1909) * National string of labour exchanges set up. * Unemployed workers went to labour exchange to look for work. * More efficient than tramping around workplaces and more efficient for those offering work to people. * Like modern job centre. National Insurance Act (1911) * Insurance scheme aimed to prevent poverty because of illness. * Workers could insure themselves against sickness and draw money from the scheme if they fell ill and could not work. * All manual workers and people in low-paid white-collar jobs had to join. * Workers paid 4d for insurance stamps which they stuck on a special card. * Employers contributed 3d per worker. * Government contributed 2d per worker. * If a worker fell ill they got sick pay of 10s for 13 weeks, then 5s for 13 weeks in any one year. National Insurance Act, Part 2 (1911) * Aimed to prevent poverty because of unemployment. * Insured workers for the periods of time that they were out of work. * At the start scheme open to mainly men who worked in jobs where there was a great deal of seasonal unemployment such as shipbuilding and engineering. * Workers, employers and Government each paid 2d in insurance stamps per week. * When unemployed workers could claim 7s 6d per week for 15 weeks. How effective were these reforms? Children Benefits: * Free school meals for the poorest families’ children. * Free medical checks at school and after 1912 free treatment. * New laws passed to protect children. Drawbacks: * Had to pay for medical problems between 1907 and 1912 despite free checks. * Only some councils gave free school meals. * Limited enforcement of new laws. Elderly Benefits: * Funded by the state (non-contributory). * Provided some state assistance. * Kept elderly out of workhouse. Drawbacks: Couldn’t get it if: * Had been in prison within the last ten years. * Earned over  £31 2s per year. * Hadn’t been a British citizen for twenty years. The Sick Benefits: * 10 million men and 4 million women involved. * Stopped people falling into poverty through sickness. * Allowed people to get money if they were ill. * Got 9d for every 4d paid in. Drawbacks: * Cost worker 4d for insurance stamps, employers paid 3d and Government 2d. * Could only claim for 26 weeks per year, half at reduced rate. * Was compulsory. The unemployed Benefits: * Stopped people going into poverty because of unemployment * Labour exchanges. * Helped people who were in seasonal employment. Drawbacks: * Cost worker, employer and Government 2d per week. * Only available for 15 weeks per year. * Limited to a number of professions (2.25m eligible). Female Suffrage What were the social, political and legal positions of women in the 1890s? Working class: * Before 1870, most didn’t go to school. In 1870 state education set up and became compulsory by 1880. * By 1900 97% of all children could read and write. * At school predominantly taught to be good housewife. * Most working class women had small job – supplement man’s income. * Near end 19th century new jobs for women appearing e.g. typing. * Got less pay for same wage as men and worked long hours. Middle and upper class women: * Educated to be good companions. * In 2nd half of 19th century women got more freedom. * Still hard for women to get into higher education. * Women’s colleges had been set up but women still couldn’t get degrees. * New employment opportunities opened up for middle-class women; teaching, nursing and clerical work. Marriage: * Inferior position to husbands. * Became property of husband when they married, transferred all belongings. * Could rape and batter wives, women couldn’t instigate divorce. * Some changes came in in 1900: women could divorce men for cruelty, desertion and bigamy, women kept property after marriage, women couldn’t be kept in husband’s home against will. Votes: * Women had good jobs but couldn’t vote. * In 1867 Parliament had considered giving women the vote but decided against it. For and against female suffrage For: * Women had wealth and careers but were not allowed to vote. * It would get men to raise their moral standards like women. * Equality would stop pre-marital sex, prostitution and venereal disease. * Britain is not a democracy until women get the vote. * Voting is a right to which women are entitled. * Other countries were giving women the vote. Against: * Women and men have separate spheres. * Most women do not want the vote. * Women are represented by their husbands. * It is dangerous to change a system that isn’t broken. * Women’s role is in local affairs. * Women do not fight to defend their country. How effective were the activities of the suffragists and the suffragettes? Suffragists: * Bulk of campaigners; they encouraged, educated and persuaded people. * Didn’t undertake direct action campaign. * Entered political pact with labour party. Suffragettes: * Were the minority. * Set up by Emmeline Pankhurst and her two daughters. * Frustrated in 1906 when the vote wasn’t given to women. * At start causes nuisance and attacked symbols of the state. Winning the vote: * Propaganda – newspapers, posters and pamphlets * Meetings and demonstrations – held mass meetings and parades drawing over 20,000 protestors. * Civil disobedience and petitions – not paying taxes, boycotted 1911 census, 1910 petition to parliament in support of Conciliation Bill, over 250,000 signatures. * Hunger strikes – 1909 a number of WSPU supporters went on hunger strike whilst in prison to be recognised as political prisoners. Authorities force-fed them and passed cat and mouse act in 1913. * Suffragette violence – Slasher Mary destroyed paintings at the National Gallery, Lloyd George’s second home was firebombed, Emily Davidson dies at the Derby in 1913. Cat and Mouse Act: * Women began going on hunger strike in 1909 to be recognised as political prisoners. * Government couldn’t allow them to die and be seen as martyrs. * First started releasing them after a few days then started force-feeding. * In 1913 Cat and Mouse Act was passed allowing the women on hunger strike to be released after a few days and re-arrested once they had gone back to a healthy weight. Conciliation Bill: * WSPU calls off violence when Asquith agrees to give women the vote. * Asquith stalls on Conciliation Bill. * WSPU protests and turns into Black Friday, fights with police leading to WSPU members being assaulted. Date| Actions by Parliament| Actions by Militants| 1906| Liberals elected to Government| Start to disrupt liberal’s meetings to get votes for women discussed.| 1907| Government shows no interest in votes for women| NUWSS organises march to London| 1908| Herbert Asquith becomes Prime Minister| Suffragettes step up campaign to prove to support for women’s votes to Asquith| 1908| Some WSPU members arrested| WSPU smash windows in Downing Street and chain themselves to railings| 1909| Start force-feeding in prisons| WSPU step up campaignsHunger strikes in prison start| 1910| Discussions about Conciliation BillGovernment stall about Conciliation Bill| WSPU suspend campaignBlack Friday, when Government stalls.| 1911| Government abandons Conciliation Bill and gives more votes to men| WSPU furiously restart and step-up campaign| 1912| | Massive window smashing campaign by WSPUWSPU headquarters raided and many arrests, Cristobel Pankhurst flees to Paris| 1913| Introduction of the Cat and Mouse Act| Violence is increasedEmily Davidson dies at the Derby| 1914| Cracks down on WSPUWSPU prisoners released at start of the war| Continues with more violence, lose public supportHalts campaign when war breaks out| Did the violent methods of the Suffragettes help? Yes: * Made female suffrage front page news, brought to the attention of the public and Government. * When the issue had been raised it wouldn’t go away. Sooner or later they’d get the vote. * The idea of women voting became less strange. * The violence didn’t change Asquith’s opinions, he was already against it. No: * Violence played into Government’s hands, gave them an excuse not to give them the vote. * Government at time appeared close to giving vote but couldn’t be seen to be giving in to violence. * Violence turned moderate MPs against female suffrage, why bills for suffrage failed. * Supported the view women were not responsible enough to vote. * In 1913/14 NUWSS was growing in popularity at expense of WSPU, turning away from violence. How did women contribute to the war effort? Attitude of campaigners to the outbreak of war: * WSPU called off campaign and contributed to the war effort. * Emmeline and Cristobel Pankhurst started ‘Right to serve’ campaign demanding bigger roles for women. * Sylvia Pankhurst headed a breakaway pacifist movement opposing the war. * NUWSS – Millicent Fawcett backed the effort and NUWSS helped enrolling women to work in factories. Continued to campaign for suffrage but more low key. Roles of women during the war: * Supporting men – run families whilst men away fighting (extra responsibility) * Occupied position in the workforce. * Worked in expanded armaments factories and other jobs vacated by men. * Vital especially after munitions crisis of 1915 and by 1918 6 million women in employment (mainly munitions). * Suffered poor conditions e.g. ‘canaries’ who worked with dangerous chemicals (sulfur) * Canaries skin went yellow, some were sterilised by chemicals and some got kidney and liver disease. * Women’s land army – 16,000 women joined army to grow food, act as nurses and drivers. Problems women faced: * Balancing work and home * Food problems – rationing and food prices * Monetary problems – rent strikes, resolved by Rent Restriction Act. * Separation allowances – money paid to wives of servicemen and a pension if he died at war. Changing social attitudes: * Motherhood – Mother’s day introduced in 1916 to celebrate importance of women. Raised profile of mothers and encourage growth of birth rate, including recognition of unmarried mothers. * Greater social freedom – utilised extra income and numerous affairs leading to growth of STDs, some councils attempted a curfew to solve problem. Why women were given the vote in 1918 Problems with the franchise: * Wartime problems – many men lost the right to vote and registers out of date * Lobbying by Fawcett and NUWSS – petitioned electoral conference held in 1917 Details of the 1918 Representation of the People’s Act * All women over 30 allowed to vote and become MPs, all men over 21 could vote * There were some concerns over the majority of the electorate being women and young women lacking maturity Reasons for female suffrage in 1918: * Changing attitude of politicians – more sympathetic Lloyd George now PM * Contribution to the war effort – war work gave ideal reason for many politicians to end opposition * Limited female suffrage – appeased moderate opponents * Fear of return to suffragette militancy – avoid prospect of locking women up who had helped the war effort Campaign did not end until 1928 when the age of voting was equalised to 21 Impact of WWI How were civilians affected by the war? Recruitment: * Initial voluntary campaign led by Kitchener *  ½ million men joined in first month, 2.5 million by March 1916 * Men kept together in ‘Pals Battalions’ * Liberal Government wouldn’t force people to join up * In 1914 Britain had a huge empire but army of only 250,000 men * January 1916 Conscription Act passed making all men ages between 18-41 eligible for military service * Those in vital war industries were kept back Conscientious Objectors: * People who would not join up – mainly religious or humanitarian reasons e.g. Quakers * Mostly viewed as cowards by general public and referred to as ‘conchies’ * Given white feathers to shame objectors into joining up * Government – set up tribunals to decide if there were genuine reasons not to go to war * Could force them to help war effort in non-combatant roles on front line * Those who refused were imprisoned, if refused orders they were shot. Threat of shells, bombs and fear of invasion: * Shelling of coastal towns – December 1914 shelled Scarborough, Whitby and Hartlepool killing 119 people * Zeppelin and Gotha bombing raids – smaller zeppelins started bombing January 1915 – responsible 564 deaths and 1370 injuries. Later larger Gotha airships from May 1917 responsible for 835 deaths and 1990 injuries. First time UK vulnerable to foreign air attack. * Preparation for invasion – shelling of costal ports lead to plans issued in event of invasion. Organising Britain for war: * Defence of the Realm Act (DORA) – August 1914 * DORA gave government powers over nearly all areas of life including seizing businesses, land and controlling the spread of information * Control of industry – mining industry taken over by government, improved wages of workers. * Lloyd George headed new Ministry of Munitions created after shell crisis of May 1915. * Introduced modern techniques and dramatically improved efficiency – controlled over 20,000 factories. * Took over shipbuilding, mines and train networks. * Brought in drinking laws, controlled pubs (watered down beer) and controlled football fixtures. * Railways – needed to move troops around to ports to send them to France. Guaranteed the companies the same profit levels as 1913. Same thing happened with mines. Controlling food production: * Threat to food imports – UK relied on foreign imports of food and with the unrestricted German U boat campaign from 1916 faced severe food shortages and by April 1917 had 9 weeks supply left. * Germany wanted to ‘starve Britain to the negotiation table’ * Imported: 80% wheat, 50% milk, 50% fruit and veg, 100% sugar. * Improve supply of food – focus on expanding cultivation by increasing amount of arable land and expand agricultural workforce with Women’s Land Army. * Rich people bought more food than they needed causing prices to rise. Rationing – Also Ministry of Food of food set up anti-waste campaign and subsidised price of bread. * Voluntary rationing replaced by compulsory scheme in 1918, rationing included meat, sugar and butter. Ended in 1920. * Changes to British lifestyle – Asquith ran war effort as ‘business as usual’. * Lloyd George attacked waste, idleness and drunkenness and introduced restrictions on public entertainment (e.g. banning sports event and public holidays) and the sale and consumption of alcohol – introduced idea of total war effort. * Loss of holidays lead to strikes in 1917 and 1918. How effective was Government propaganda during the war? Newspapers: * Tight controls on what journalists on the front line could say. * Censored the wording of the reports. * No casualty lists until May 1915. * Ministry of Information censored letters home from soldiers, soldiers felt betrayed that their families believed the lies produced by the newspapers. Posters, postcards and cartoons: * Useful visiual impact, 110 were published during the war, 5 million copies issued. * Range of messages – anti-German, anti-waste and morale raising themes, recruitment. * All avoided any explicit description of the war. * Used postcards to develop themes e.g. ‘Telling the Story’ which showed the progression of a young soldier to his proud parents and family. Official photographs and paintings: * Low number of official photographers at the start of the war, 4, compared to Germany’s 50 and France’s 35. * Weren’t allowed to photograph dead bodies. * Later when Lord Beaverbrook became Minister of Information he gave the photographers more freedom as he wanted to collect a record of the war. Official films: * Used as newsreels. * Aimed to persuade people to help the war effort by mocking German’s and praising the British effort. * Most famous, The Battle of the Somme, consisted of staged and real footage. * Played to huge audiences and shocked many people with graphic scenes of death. Why did some women get the vote after the war? * Lloyd George had replaced Asquith in 1916 and he was more sympathetic to the idea. * Soldiers had lost right to vote by being abroad for a long time, needed more voters. * War work by women destroyed arguments of MPs against votes for women. * Many men were now in favour of women getting the vote after their contribution to the war effort – Britain may have lost the war without their help. * One of the arguments against women getting the vote was that they couldn’t help to defend their country, this argument was now invalid. * Conservative MPs were happy women under 30 wouldn’t get vote as they were worried young working-class women vote Labour. * Liberal and Labour MPs were happy all women over 30 would get the vote. This meant working-class, middle and upper class, so they wouldn’t all vote Conservative. * The Government was afraid that the suffragettes would restart their campaign after the war and didn’t want to imprison those who helped them win the war. On the other hand: * Many men, especially those in trade unions, did not welcome women workers in the First World War. They were worried that they would work for lower wages and take their jobs. They were not impressed by the work that women did! * Some women did not support the war effort, for example, Sylvia Pankhurst. She campaigned against the war. Some members of the NUWSS continued to campaign for votes for women. Did the Government really feel it wanted to reward these women? * The women who did much of the really dangerous, hard, and crucial work in the war were young and working class, for example, the munitions workers. And yet they were not given the vote in 1918! After the war What was the attitude of the British people at the end of the war towards the Germans and the Paris Peace Conference? Attitudes towards Germany: * Impact of wartime propaganda and casualty figures – effect of anti-German propaganda and UK casualties of over 600,000 * Felt Germany should be severely punished as they started the war * Public mood and the 1918 election – Lloyd George and the Conservatives dominated the collation given mandate to ‘hang the Kaiser’ and ‘squeeze Germany Attitudes towards war in general: * Influence of war poets – Sassoon etc. changing the image of war * Rise of pacifism – anti-war mood, First World War seen as the ‘the war to end all wars’ * Changing attitudes towards the Peace Treaties – Keynes and other criticisms of peace treaties leads to change in public attitude

Correlation Paper Essay

Correlation Correlations measure the relationship between two variables. Establishing correlations allows researchers to make predictions that increase the knowledge base. Different methods that establish correlations are used in different situations. Each method has advantages and disadvantages that provide researchers information that is used to understand, rank, and visually illustrate how variables are related. The Pearson’s, Spearman, Kendall Rank, and positive and negative correlation are methods used to establish a correlation between variables. The Pearson method is a simple linear correlation used or illustrate how strong of a relationship two variables have. The Spearman method ranks data by order or name and is often used because the equation is simpler than Pearson’s. The Kendall Rank method measures the strength of dependence between two sets of random variables. Depending on the use of the information will determine the best method for the research project. Each metho d has advantages and disadvantages. The research project and individual researcher weigh out the positive and negatives in order to determine the best method. It is agreed that the Pearson’s method is easy to understand and illustrates the strength of the correlation. A prominent disadvantage is there can be confusion because it may be assumed that correlation establishes causation. The Spearman advantage is it can rank order or name data in various ways, depending on the data collected. The disadvantage discussed is there may be a focus on ranking and not on the information that creates the rank. The positive and negative correlation method has the advantage that a lot of variables and situations can be used. Variables can be studied using this method that experiments cannot be conducted on. The clear disadvantage discussed is that no cause and effect relationship can be assumed. Another discussed disadvantage of this method is that it does not account for other variables th at may contribute to studied variables. Information reveals creating  correlations in research using the Pearson method would be useful in domestic violence because it is a method that is easy to understand. The Spearman method that ranks data was discussed to be useful in the area of ranking of comfort qualities provided by hospice and GPA or SAT rankings. The Kendal Rank method measures strengths of dependence between two sets of variables like GPA and job performance in the degree field. Discussion about reading proficiency in children was an example that would utilize the positive and negative method the best. As determined correlation determines the relationship between two variables and is used to make predictions in research. Each method has clear advantages and disadvantages, but it is agreed that the easier the method is to understand the more useful it is. One key point that causes confusion is the relationship between correlation and causation. It was determined that to avoid the error that a cause can be assumed based on a correlation attention must be paid to the specific method. Not every method is designed to illustrate cause and affect relationships. References Ling, R. F. (1982). Reviewed work (s): Correlation and Causation. by David A. Kenny Source: Journal of the American Statistical Association, Vol. 77, No. 378,(Jun., 1982), pp. 489-491 Published by: American Statistical Association. Journal of the American Statistical Association, 77(378), 489. Wright, S. (1921). Correlation and causation. Journal of agricultural research, 20(7), 557-585.