Thursday, March 19, 2020
Free Essays on Americas Changing Families
America's Changing Families Time and time again, we hear people talking about the eroding American family. From politicians to religious leaders, we hear that we need to return to â€Å"Traditional Family Values.†So what are these â€Å"Traditional Family Values,†and what happened to them? The 1950s are quite frequently used as the perfect example of a time with these â€Å"Traditional Family Values,†but history tells us that is not the case. According to Stephanie Coontz (Post, Lawrence, & Weber, 2001), there are large numbers of people, who tell stories of tormented childhoods in alcoholic, abusive or conflict ridden families. These people can’t understand why anyone would regret the passing of the 1950s, while there are others who are grateful they were unaware of their parent’s problems. This latter sheltered group of people are grateful for whatever kept their family together, and they are also thankful the media did not expose them to many of the adult realities that today’s children see or read about. Stephanie suggests the way to get past these polarized viewpoints, is to put their strengths and weaknesses into historical perspective. I believe it is easy to look backwards in time, and to forget the bad things that occurred, and to remember the good things, possibly better than they were. Instead of saying we should go back to â€Å"Traditional Family Values†, I feel we should discuss how we can improve life for today’s busy and diverse families. The most often discussed value from the 1950s, has to be that some believe the woman’s place is in the home. A large percentage of households had a stay at home mom, with a dad as the breadwinner. This is where many people get the idea, that the lack of traditional values in modern society, is a result of women in the workforce. According to Stephanie Coontz (Post, Lawrence, & Weber, 2001), historically, productive work by mothers, fathers and by young people ha... Free Essays on Americas Changing Families Free Essays on Americas Changing Families America's Changing Families Time and time again, we hear people talking about the eroding American family. From politicians to religious leaders, we hear that we need to return to â€Å"Traditional Family Values.†So what are these â€Å"Traditional Family Values,†and what happened to them? The 1950s are quite frequently used as the perfect example of a time with these â€Å"Traditional Family Values,†but history tells us that is not the case. According to Stephanie Coontz (Post, Lawrence, & Weber, 2001), there are large numbers of people, who tell stories of tormented childhoods in alcoholic, abusive or conflict ridden families. These people can’t understand why anyone would regret the passing of the 1950s, while there are others who are grateful they were unaware of their parent’s problems. This latter sheltered group of people are grateful for whatever kept their family together, and they are also thankful the media did not expose them to many of the adult realities that today’s children see or read about. Stephanie suggests the way to get past these polarized viewpoints, is to put their strengths and weaknesses into historical perspective. I believe it is easy to look backwards in time, and to forget the bad things that occurred, and to remember the good things, possibly better than they were. Instead of saying we should go back to â€Å"Traditional Family Values†, I feel we should discuss how we can improve life for today’s busy and diverse families. The most often discussed value from the 1950s, has to be that some believe the woman’s place is in the home. A large percentage of households had a stay at home mom, with a dad as the breadwinner. This is where many people get the idea, that the lack of traditional values in modern society, is a result of women in the workforce. According to Stephanie Coontz (Post, Lawrence, & Weber, 2001), historically, productive work by mothers, fathers and by young people ha...
Tuesday, March 3, 2020
Plural Nouns Forms
Plural Nouns Forms Nouns are words that indicate objects, things, places and people such as: computer, chair, beach, janitor, etc. Nouns are one of the eight parts of speech in English. Nouns that speak about objects you can count have two forms: the singular and the plural. This guide to the plural noun forms will help you understand how to make regular and irregular noun plurals. There are also irregular verb forms in English that need to be studied, as well as changes in the comparative and superlative forms that are very similar to the plural changes in noun forms. Regular Noun Plural Forms - Just Add S For most nouns, just add s to the end of the noun. singular noun s plural noun computer - computersbag - bagsbook - bookstable - tableshouse - housescar - carsstudent - studentsplace - placesetc. Irregular Noun Plural Forms - Nouns Ending in Consonant Y Nouns that end in a consonant y drop the y and add ies to the end of the noun. singular noun - y ies plural noun baby - babiesparty - partiespaddy - paddieshobby - hobbieslady - ladiesferry - ferriessherry - sherriesdandy - dandiesetc. Irregular Noun Plural Forms - Nouns Ending in SH, Ch, S, X, or Z For nouns that end in sh, ch, s, x, or z, add es to the end of the word. singular noun ending in sh, ch, s, x or z es plural noun beach - beachesbox - boxeschurch - churchesbuzz - buzzesloss - lossesfox - foxeswatch - watchesdress - dressesetc. Irregular Noun Plural Forms - Nouns Ending in O Many nouns that end in o proceeded by a consonant require an e before s to be placed at the end of the word. Unfortunately, there are also nouns that end in o that do not require changes. To begin with, here are examples of nouns that do need to change. singular noun ending in consonant o es plural noun tomato - tomatoeshero - heroeszero - zeroespotato - potatoesecho - echoesetc. Other nouns that that end in o proceeded by a consonant DO NOT require an e before s to be placed at the end of the word. Nouns ending in o proceeded by a vowel do not change. kilo - kilosradio - radioslogo - logospiano - pianossolo - soloscargo - cargoshalo - halosetc. Unfortunately, there is no clear rule as to when to add an es or just s. These plurals need to be learnt on their own. Irregular Noun Plural Forms - Nouns Ending in LF Nouns ending in the consonant combination lf drop the lf and end in ves. singular noun ending in consonant lf - lf ves plural noun leaf - leaveshalf - halvesself - selveswife - wivesknife - knivescalf - calvesshelf - shelveswolf - wolvesetc. Irregular Noun Plural Forms - Different Spellings There are a number of irregular plurals that change spellings in different ways such as man to men and ouse to ice here are some of the most common: man - menwoman - womenchild - childrenfoot - feetperson - peoplemouse - micetooth - teethdie - diceetc. Animal Plurals There are many animals that have irregular plural forms. Some animals do not change when forming the plural. deer - deerfish - fishsheep - sheeptrout - troutsquid - squid Other animals change form in the plural. mouse - micegoose - geeseox - oxenlouse - lice Irregular Noun Plural Forms - Nouns That Remain the Same in Singular and Plural Nouns that do not have a plural form are also known as uncountable or non-count nouns. These nouns include concepts, materials, liquids as well as others. concepts: advice, fun, honesty, information, ambition, etc.materials: steel, wood, plastic, stone, concrete, wool, etc.liquids: water, wine, beer, soda, oil, gasoline, etc. Still other nouns remain the same whether in the singular or plural. These nouns take the plural conjugation of tenses, but remain the same spelling. Here are some examples with sentences to indicate the difference between singular and plural usage. crossroads - crossroads There is a crossroads at the end of this street.There are a number of crossroads between here and downtown. series - series The new series about a robot is great.There are four new series on ABC this month.
Saturday, February 15, 2020
Agency and partnershipl law assessed coursework Essay
Agency and partnershipl law assessed coursework - Essay Example An agent’s actual authority may be either implied or express. As regards to express authority, there will be no issues as everything will be explained or predetermined. An ostensible authority will occur when if the authority has been conferred on the agent, even if such authority is not bestowed upon him by express words. For instant, if an insurer permits his agent to have in possession of blank cover notes, then the insurer implicitly permits him to create temporary insurance contracts on behalf the insurer. If temporary oral contracts entered by an agent are being continuously adopted by the insurer, then it will confer an ostensible authority on that agent1. This research essay will make an earnest attempt to establish that there is no any difference between the acutual and ostensible authority as it appears to be . Analysis Usual Authority of an Agent An agent’s usual authority is interpreted by the courts in the background of actual implicit power, which is being conferred to an agent due to circumstance of a specific case like usual power of an agent from a specific custom or particular trade. Thus, usual authority of an agent is viewed as a feature of apparent or actual authority. . In Watteau v Fenwick , the manager of a beer house had the express authority to buy cigars from the defendant onlyHowever, the agent (manager) bought the cigars from the plaintiff. In a suit for claiming to settle the amount due to the plaintiff, it was held that as the plaintiff was not aware of the express restriction, and since, it fell within the usual power of the manager of a beer house to place an order for this type of goods, the principal was held accountable3. However, in Daun v Simmins4, the decision held in Watteau v Fenwick was contrasted where it was observed that if an agent (manager) of a â€Å"tied†public house only has the power in general to purchase spirits from a specific source. In cases like this, no reliance on an implied author ity can be made by a supplier so as to sue the principal5. Implied or Ostensible or Apparent Authority An implicit or implied or apparent or ostensible authority means where a third party is enticed to enter into a contract with a principal through a party who seems to have power to function or act but in reality , he is lacking such power or authority. In â€Å"Freeman & Lockyer v Buckhurst Park Properties (Mangal) Ltd†, Diplock, LJ held that there is vast difference between apparent authority and actual authority. Despite these, terms are always coincided and co-existed without the other and their relevant background may be diverse. In actual authority, there is a relationship which exists between an agent and the principal legally which is ushered by an unanimous agreement to which they are regarded to be parties6. In ING Re (UK) Ltd v R & V Versicherung AG7, the apparent authority of an agent was explained by Toulson J as one, which is footed upon estoppel by representati on. Where a third party (X) is being caused or represented by a Principal (P) that the agent (A) has the power to function on P’s behalf, and X is dealing with A as an agent of P purely on the reliance of such representation, P is liable to the acts of A to the same magnitude as if A had the required power which he was demonstrating as possessing8. In Zurich General Accident and Liability
Sunday, February 2, 2020
Retention of Novice Teachers who Migrate to Arizona to Begin their Dissertation
Retention of Novice Teachers who Migrate to Arizona to Begin their Teaching Careers - Dissertation Example Induction programs, which typically have several goals, are the most common support structure for new teachers (Killeavy, 2006). Among those goals are to instruct new teachers in the methods, culture, and background of the school or district; to increase student achievement, and; to help new teachers experience success in their first year (Breaux & Wong, 2003). Success of a first year teacher is commonly measured by both student academic success as well as the novice teacher’s desire to continue in the teaching profession (Strong, 2005). Unfortunately, attrition rates for teachers new to the profession continue to be high with as many as half of all new teachers leaving the profession within their first three years of teaching (Ingersoll & Smith, 2011; Greiner & Smith, 2006; Darling-Hammond, 2004). According to Rosenow (2005) as many as 10% of novice teachers in high-poverty schools fail to finish their first full year of teaching. While these numbers are alarming, alone they do not provide adequate insight into the factors that influence a novice teacher’s intent to stay or leave the profession. Factors influencing a teacher’s decision to leave the profession range from job stress to low pay to inadequate support (Reiman & Corbell, 2007). However, induction programs with strong support elements have shown promise in increasing retention rates of novice teachers (Corbell, Osborne, & Reiman, 2010; Hammer, 2005). American public schools are at a critical crossroads. In the next decade, it is estimated that an additional 200,000 teachers will be needed as a result of teacher retirements, increasing birthrates, and immigration, and the popularity of class-size reduction initiatives (Zumwalt & Craig, 2009; Graue & Rauscher, 2009). Compounding the problem is the fact that some states, like Arizona, fail to produce enough college graduates to fill the demand for new teachers (Berry, Fuller, & Williams, 2007). This has resulted in some school distr icts, particularly rural ones, recruiting and hiring teachers from other states resulting in novice teachers who migrate across state lines to begin their careers (Allen, 2005). Little is currently known about the factors that influence the intent to stay for the sub-population of novice teachers who migrate across state lines to begin their teaching careers. However, current research on new teacher retention suggest that induction programs with strong mentor, colleague, and administration support help to increase retention of novice teachers (Corbell, 2008). Statement of Problem Despite the efforts by administrators and policy makers to increase the retention of novice teachers, research consistently shows that between 30-50% of teachers leave the profession within their first three years (Ingersoll & Smith, 2011; Greiner & Smith, 2006; Darling-Hammond, 2004) Furthermore, Merkel (2004) describes the problem of new teacher attrition in Arizona as â€Å"chronic†. Many Arizona districts, particularly rural ones, experience the â€Å"revolving door†described by Ingersoll (2003) in which new teachers are hired, trained, and supported but not retained beyond their first few years. Therefore, the purpose of this quantitative study will be to examine the factors that influence retention rates of novice teachers who migrate to Arizona from out of state to begin their careers. Significance of Study It is not known if novice teachers w
Saturday, January 25, 2020
Aggressive Driving Can Lead To Road Rage Essay -- essays research pape
     It starts with just a moment of tailgating, or maybe the guy in front of you cut you off or wouldn’t let you into the fast lane. In some cases it appears that incidents of road rage are caused by simple misunderstandings between drivers. A driver may make a momentary error of judgment but the perception of another driver is that he or she is driving aggressively. Then suddenly it turns into World War III on the highway. It matters little what causes it; a bad day at the office, a love affair going bad, credit cards maxed to the credit limit. All it takes is a sudden movement of someone else’s wheels, and within seconds a normally mild mannered motorist is consumed with a red-eyed, mouth-foaming surge of anger that grabs more of us every day. Road Rage, something that has always simmered on the back burner of motoring America, is now going off like fireworks.      Motorists who have snapped and committed incredible violence are mostly men and women with no known histories of crime, violence, or alcohol and drug abuse. They are the people typically described by neighbors â€Å"the nicest woman or man†or â€Å"a wonderful mother or father.†     Father, mother, son, daughter, they all have their own ways of getting mad. Some slam on the brakes, jump out of their cars, open the trunks and grab anything that they get their hands on. Others use baseball bats, knives, mace, pepper spray, fists, or some simply pull out a pistol and start firing away. Why are these drivers turning their anger and frustrations into road rage and what solutions can we propose to stop this road rage?      Some say that one of the main causes of aggressive driving which usually leads to road rage is highway congestion. The road construction on the major interstates adds to                                         lane closures and distractions to motorists. A motorist is driving the speed limit and then immediately has to slam on their brakes because another motorist sees the lane closures and decides to cut in front of them. This type of driving makes motorists mad because they know tha... ...sp;                                  We can attack and reduce the dangers of aggressive driving. Each of us should take a look at our own driving habits and those of our friends and loved ones. The government can help with road improvements and law enforcement, but solving this problem will require people to change their behavior. Working together, we can make our roads safer and prevent deaths and injuries. Works Cited Bowles, Scott and Overberg, Paul. â€Å"Aggressive driving: A road well-traveled.†USA      TODAY 12 July 1999. USA TODAY on America Online. America Online. 27 September 2000. Ledford, Joey. â€Å"Women taking their rage to the road.†Post-Dispatch 19 Sept. 2000.      Post-Dispatch on America Online. America Online. 21 Sept. 2000. Leiser, Ken. â€Å"ROAD RAGE: COMMUTER COMBAT IN AMERICA.†Post-Dispatch      19 June 2000. Post-Dispatch on America Online. America Online. 19 September 2000.
Friday, January 17, 2020
Children of Polygamy Essay
With reasonable guidelines in place to prevent human right violations, should polygamy be legal in Canada? First of all, a clear definition of the term is required: â€Å"Polygamy occurs when one husband is married to two or more wives†(Ozkan,M et al,215) . This scenario is not common in North America however has been known to occur in the past. To gain an insight to the world of polygamy, it seems that research has been undertook investigating its effects in areas of the world where it is more common, for example, the Muslim world. The decision as to whether Polygamy should be legal in Canada will be based on the research found on the effects of Polygamy on both the children of the senior and junior wife. â€Å"A senior wife is defined as a woman who was followed by another wife into the marriage. A junior wife is the most recent wife joining the marriage†(Al-Krenawi,447). In-depth research has taken place into the emotional, psychological and behavioural effects on children from polygamous families, as well as the effects on academic achievement compared to that of monogamous families. Most experts agree that children from Polygamous families are negatively affected by polygamy in terms of their academic achievement, behaviour, and their emotional and physiological stability. Therefore, Polygamy should not be legal in Canada, in order to protect children from the harmful effects associated with it. An Investigation into the effects on education on Bedouin-Arab school children showed significantly higher scholastic achievement in the children from monogamous families when compared with children from polygamous families, based on grades in Hebrew, Arabic, Arithmetic and reading comprehension, recorded in their school files. (Krenawi & Lightman, 350) As for behavioural problems, Krenawi, Graham et al describe how the â€Å"Competition for support and resources among wives in polygamous families may lead to tensions between co-wives and between the children of different co-wives†(456). The conflicts between the wives are often fuelled by jealousy which, in turn, increases the chances of conflict between the siblings of the wives. The increase in conflict and violence is likely to result in earlier drop out from school and higher probability of succumbing to other social problems such as drugs. (Krenawi & Lightman,353). Al-Krenawi’s journal links the children’s behavioural problems with their emotional state: â€Å"Jealousy, competition and fighting among the different wives leads to the children regarding the children of the other wife not as siblings but as enemies. The resulting hatred and hostility affected the children both emotionally and socially. †(37). Research has shown that â€Å"Such problematic maternal psychosocial dynamics, in turn, may adversely influence adolescents’ self-identity, self-esteem and psychological well-being†(Shek 159). Self-esteem is looked at in great deal throughout the research. Krenawi and Graham define self-esteem as a wish to think well of one’s self; It also relates to self-respect and the person’s perception of worth. Children from polygamous families are especially prone to this, due to low-interest from their fathers, especially children of senior wives. Studies showed lower parental interest, lower interest when compared with other siblings contributed to low self-esteem among children in polygamous families. (457). Another table from this journal has results which show children from Polygamous families scored higher in areas including depression, anxiety, hostility, paranoid ideation and psychotism and scoring lower in family functioning (which includes relationships, functioning and communication within their family) as well as the self-esteem test. (452), We see that these psychological problems that polygamous children face are the major contributor to their lack of academic achievement, it is not as first thought a direct consequence of polygamy. It is more of an indirect consequence of polygamy. Observing from another perspective, evidence is found by Cherian that reveals â€Å"A positive and statistically significant relationship was found between parental interest and children’s academic achievement, regardless of whether the family was monogamous or polygamous†(736). Throughout the research into polygamy there were occasions where interviews were conducted with members of polygamous families, first hand evidence can be very powerful however we see contrasting views here first we will look at those in favour of polygamy. In the paper ‘Polygamy and its Impact on the Upbringing of Children’ by M. Khasawneh et al, we see a mother asked about the impact of polygamy, to which she answers â€Å"Did not affect the children†(577). There is also a statement from a child who states â€Å"Polygamy is a very appropriate process†. Clearly displays that both the mother and a child of polygamy both seem to support polygamy. However, if we look at the experts’ opinion of the mother Khasawnehs’ paper, we see that they believe that the wives views may not be accurate. Since the families would be aware of their responses, it made it difficult for the wife to make an honest declaration, as this could negatively affect her family life (572). Although there is little doubt that the child’s statement was not an honest one, we see that there are other responses which do not show the children in favour of polygamy. Although a number of children believed that their fathers did not discriminate between or separate them, several also did not approve of polygamy and seen it as â€Å"something they were forces to adapt to†(572). This view is further supported by a child who is asked their opinion and views on polygamy to which he answers: â€Å"Polygamy is for necessity only, and with conditions to be just and fair. I do not support polygamy at all no matter what the reasons are. †(577). Another child answers the same question with: â€Å"I encourage polygamy because there is a large number of girls. †(577) This brings up the condition which is very important for polygamy: If there is an imbalance in the ratios of male to female then it is a valid argument that polygamy is a solution to spinsterhood. However Referring back to the question on Canada, we find from Statistics Canada online that the population of males and females is approximately equal 17. 6 to 17. 3 million (StatCan) . As for the argument on education, although we have observed that parental interest influences both monogamous and polygamous children’s academic achievement, equally, it is clear that other behavioural, emotional and physiological factors contribute and can potentially have a harmful effect on academic achievement too. In conclusion it is clear, from studies on Polygamy in Muslim countries, that there is overwhelming evidence to show that Polygamy has a detrimental effect on the upbringing of children, and this is made clear in the research surrounding its negative effects on the wives, the senior wives in particular. Krenawi and Graham make that point that in order to reduce problems which associated with polygamy arising, early interventions by school officials and other services may help improve academic achievement, socioeconomic status as well as improved family functioning. (455) . Referring back to the idea of parental interest being a big contributor to the academic achievement of the children no matter what family structure they belong to however it is clear to see that a father will have a certain about of time available to give to his children if this time which was once for one family alone is not split between 2 families in 2 different households, it becomes obvious that it will become impossible for the father to give an equal amount of his time that he was able to give in the past. Therefore even with reasonable guidelines put in place ,possibly similar to the one practiced in Muslim countries, where the husband must prove he can financially look after his wives and children, I still feel there are a far greater number of disadvantages to this and therefore it should not be made legal in Canada. Word Count (1,442) Bibliography Al-Krenawi,A. Graham. J. R & Sonim-nevo, V. (2002) Mental Health Aspects of Arab-Israeli adolescents from polygamous versus monogamous families. Journal of social Psychology, 142, 446-460. Al-Krenawi, S. Lightman, (2000). Learning, Achievement and Family conflict Among Bedouin-Arab children from polygamous and monogamous families. The journal of social psychology 140(3), 345-355. Cherian,V. I. (1993) . The Relationship between Parental interest and academic achievement of Xhosa Children from Monogamous and Polygamous families. The Journal of Social Psychology, 133, 733-736. M. Khasaweh,o,Y. Hijazi, H. Salman. N( 2011). Polygomy and Its Impact on the Upbringing of children. A Jordanian Perspective, Journal of Comperative Family Studies. 563-577 Ozkan,M,Altindag,A. ,Oto R & Sentunali,E (2006) . Mental Health Aspects of Turkish Women from Polygamous Versus Monongamous Families. Turkey. International Journal of Social Psychiatry, (52), 214. Shek,D. T. L (1998) A Longitudinal Study of the Relation between Parental-adolesent conflict and adolescent psychological well-being. The Journal of Genetic Psychology, 159, 53-67.
Thursday, January 9, 2020
Essay on Abraham Lincoln and the Gettysburg Address
Ever since I was a small boy in elementary school, and all throughout my grade school days, there were many great names that were spoken of and taught about. Names such as George Washington, (our first president) John Hancock, John Adams, and Mark Twain were among many others who contributed to the betterment of our great country, the United States of America. Yet there was one name that resounded in my classrooms, and in my ears. That name was Abraham Lincoln. As a child, I had heard of great things this man had done, and wonderful things he had said. Of the many great things said by Abraham Lincoln, I recall most vividly the Gettysburg address, given on November 19, 1863. Listening to the words of my teachers and reading from my†¦show more content†¦When Nancy Lincoln got pregnant for the first time, both she and Thomas wanted to have a baby boy, however, their first child was a girl, whose name was Sarah. Their second child was our president, Abraham Lincoln, and two years after Abraham, Thomas was born, but later died in infancy. Abraham Lincoln was not unlike the typical young boy who liked to laugh and play with his friends. He attended school on Knob Creek in Kentucky, and it was once said by one of his classmates, Austin Gollaher, that he didnt attend classes much, and that he didnt even have a textbook of his own. Gollaher also recalled Abraham Lincoln not having a hat. In those times, hats were hard to come by and if you had a wool hat, you were in style. (Pg. 79 vol. 1) I find this to be an interesting recollection due only to the fact that almost all of the most common pictures or paintings of Lincoln, show him in a top hat of some sort. Prior to the Lincoln family leaving Kentucky, Abraham and his sister were sent to schools called A B C schools. (Pg. 86 vol. 1) These were also known as blab-schools. The blab-schools received their name from the method in which was used to teach the students. As proof that the students were actually studying, the students would be required to study out loud. (Pg. 86 vol.1) Consider this brief testimony given by Abraham Lincoln: I had been fishing one day and caught a little fish which I was taking home. I met a soldier in the road,Show MoreRelatedAbraham Lincoln and the Gettysburg Address1685 Words  | 7 PagesAbraham Lincoln and the Gettysburg Address History remembers Abraham Lincoln as one of the greatest leaders. He has made many significant contributions to the history of the United States and is considered one of the greatest presidents. He sacrificed himself for what he believed in, even if it meant starting a war against his own country. He believed in equality for everyone and that all men were created equal. 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Lees plan to invade the North and force an immediateRead MoreRhetorical Analysis Of Abraham Lincoln s Gettysburg Address981 Words  | 4 Pagesâ€Å"Fourscore and seven years ago†¦Ã¢â‚¬ is the statement in which Abraham Lincoln started â€Å"The Gettysburg Address†.152 years ago, Lincoln delivered this well-known speech in front of an audience who was searching for help during a time of war. Some may believe it was not an inspiration why others will say it was. To some Americans, it might have even brought faith. Just like any other work, this essay was composed of a rhetorical situation and rhetorical devices; which can be broken down into specific fa ctorsRead MoreRhetorical Analysis Of Abraham Lincoln s Gettysburg Address1564 Words  | 7 Pages The Gettysburg Address is one of the most notorious speeches. A rhetorical analysis of this legendary speech would reveal the key components that made it so prominent. 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