Everyday Use

A Contrast between Dee and Maggie’s View Concerning Their Heritage In my writing essay I shall analyze the way in which heritage can be conceived in Alice Walker’s novel Everyday Use, trying to point out the author’s main ideas concerning the theme of the story. I would also try to describe the two daughter’s points of view, Dee and Maggie’s, about their ancestral heritage. The contrast between these two daughters is more than obvious not only in their appearance but also in their behavior when it comes to quilts from their grandmother. Everyday Use is a story narrated by a rural black woman, who is the mother of the two girls Maggie and Dee Johnson. Mrs. Johnson, is a simple woman but who, in spite of all difficulties that she passed through, she tried to give her daughters if possible, a good education and of course the most important thing, to make them aware of what heritage is indeed, the fact that traditional culture and heritage is not represented only by the possession of old objects, but also by one’s behavior and customs. She outlines in the story that she is not a very educated woman, but this does not mean that the lack of education is also reflected in her capacity to understand, to love and to respect her ancestors. Since the beginning of the story, the narrator makes obvious the contrast between Maggie and her elder sister Dee. Dee is a very ambitious girl, with a well-defined character, the one who had always been successful and ambitious. Maggie thinks â€Å"her sister has held life, always in the palm of one hand, that â€Å"no† is a word the world never learned to say to her. (Walker 2469). Dee denies her real heritage by changing her given name, after her aunt Dee, to the superficially more impressive one Wangero Leewanik Kemanjo, arguing to her mother that â€Å"Dee is dead and I couldn’t bear it any longer, being named after the people who oppress me† ( Walker 2472), what she does in fact is to reject her family identity. She inspires in her mother â€Å"a sort of aw e and fear more suitable to the advent of a goddess than the love one might expect a mother to feel for a returning daughter† (Farell, â€Å"Flight†). On the other hand, Maggie is the type of simple girl, like her mother, with little education. She is not ambitious like her sister Dee, living somehow in her mother’s shadow. But this might be also because Maggie hadn’t her sister luck and she burned severely in the house fire when she was a child, becoming now a shy and fearful person. These features are more visible in her attitude while waiting for her sister to come home. Mama is projecting her own anger and frustration onto her younger daughter when she speculates that Maggie will be cowed by Dee’s arrival. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe† ( Walker 2469). As Marianne Hirsch says in one of her critical essays: â€Å"the mother sees in Maggie’s angerless, fear an image of her own passive acceptance of Dee’s aggression, her ow n suppressed anger† Moreover, we can see through the lines of this story that, at the beginning, Dee was the daughter that mother preferred most because of her authority and because she wanted to succeed in life by following her instincts. But when she saw her totally changed, not only physically but also in her mentality, mother realized that Maggie was the one that understood the meaning of â€Å"heritage† and tried to give her justice. It is relevant â€Å"Mama’s awakening to one’s daughter’s superficiality and to the other’s deep-seated understanding of heritage† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). However, Dee seems to despise her sister, her mother and the church that helped to educate her. Intentionally or not, she is selfish and she treats her sister with indifference. While Dee escaped from the poor life she was supposed to live, Maggie, next to her mother, represents the multitude of black women who must suffer. Scarred, graceless, not bright and uneducated, â€Å"Maggie is a living reproach to a survivor like her sister† (Cowart, â€Å"Heritage†) . The contradictions about heritage and culture between Maggie and Dee become more extensive when the quilts take part from the story. After dinner, Dee discovers some old quilts which belonged to her grandmother. She is very excited that found them, thinking that these quilts represent the testament of her ancestors. Without taking into account Maggie’s opinion, she asks her mother if she can have those quilts, arguing that she is the only one who can appreciate and have the right to keep them. At first, mother hesitates to give her an answer and offers her other quilts but Dee gets upset and then mother explains to her that the quilts were from Maggie as a wedding gift. Maggie’s tolerance in the story contrasts with Dee’s boldness. When Dee insists that her sister would ruin grandma’s quilts by using them everyday, and that hanging the quilts would be the only way to preserve them, Maggie â€Å" like somebody used to never wining anything, or having anything reserved for her† says â€Å" She can have them, Mama. I can remember Grandma Dee without the quilts† (Walker, 2474). Mrs. Johnson then realizes what makes Maggie different form her sister. She sees her scarred hands hidden in her skirt and says: â€Å"When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in the church and the spirit of God touches me and I get happy and shout† (Walker, 2475). This powerful feelings determines Mama to do something she had never done before: â€Å"she snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap† ( Walker, 2475). Mama’s behavior here is almost like Dee’s because she rebuffs her wishes for the first time and give justice to the most patient Maggie. The fact that she takes the quilts from Dee and gives them to Maggie, â€Å"she confirms her younger daughter’s self-worth: metaphorically, she gives Maggie her voice† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). In conclusion, I can say that Everyday Use is a story about understanding heritage. This concept is very well exposed by the two characters Alice Walker created, Dee and Maggie. These two daughters have a completely different view in what concerns the heritage from their ancestors; in this case their origins and their inheritance, the quilts from Grandma Dee. Maggie is the one who understands that heritage is about respecting family’s traditions and customs while Dee destroys the traditional image kept by Mrs. Johnson and her sister. She denies her true origins by changing the given name into more fashionable one, Wangero Leewanik Kemanjo. One should appreciate his legacy because it represents indeed what we are. We can not hide our roots and even if we want, this would not be possible because it always remains present in our souls and our minds, we like it or not. WORKES CITED PRIMARY SOURCE: Walker, Alice. Everyday Use. In Love and Trouble: Stories of Black Women New York: Harcourt Brace Jovanovich, 1973. SECONDARY SOURCE: Cowart, David . †Heritage and deracination in Walker's â€Å"Everyday Use. † Studies in Short Fiction. FindArticles. com. Farrell Susan. â€Å"Fight vs. Flight: a re-evaluation of Dee in Alice Walker’s â€Å"Everyday Use†- Critical Essay†. Studies in Short Fiction. FindArticles. com. Hirsch, Marianne. â€Å"Clytemnestra’s Children: Writing the Mother’s Anger. † Alice Walker: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House, 1989. Tuten, Nancy. â€Å"Alice Walker’s Everyday Use. † The Explicator 51. 2,1993 Everyday Use Everyday Use Symbolism The Quilts These quilts represent Mama's family and her heritage, they were made by Grandma Dee and Big Dee. Symbolically, each piece of material was made from scraps of clothing that once belonged to someone in their family, including pieces of their great-grandfather's Civil War uniform. . To Maggie, they represent her family; she still remembers with love her grandmother who made one of them and she says it is okay if Dee takes them because she does not need the quilts to remember Grandma Dee. To Dee, however, the quilts have no emotional value.She regards them as a type of folk art that will look impressive hanging upon her walls. (Dee embraces her African heritage while rejecting her personal family history. ) Mama gives those quilts to Maggie because she knows Maggie, unlike Dee, will honor the culture and heritage by using it, or continuing it the way it was originally intended. ‘Maggie can's appreciate these quilts! she said. ‘She'd probably be backward enough to put them to everyday use. ‘ The Butter Churn and the Dasher The author also uses the butter churn and the dasher as a symbol to show mama’s understands of heritage.When Mama takes the dasher handle in her hands, she is symbolically touching the hands of all those who used it before her. Her appreciation for the dasher and the quits is based on the love fort the people who made use of them. Dee wants to use the churn top as a centerpiece for the alcove table and do something creative with the dasher. Mama views and honors her heritage as practical by appreciating what she acquired from previous generations and putting the passed down items into everyday use. Dee views and honors her heritage as superficial by appreciating the passed down items for their materialistic and artistic value Everyday Use A Contrast between Dee and Maggie’s View Concerning Their Heritage In my writing essay I shall analyze the way in which heritage can be conceived in Alice Walker’s novel Everyday Use, trying to point out the author’s main ideas concerning the theme of the story. I would also try to describe the two daughter’s points of view, Dee and Maggie’s, about their ancestral heritage. The contrast between these two daughters is more than obvious not only in their appearance but also in their behavior when it comes to quilts from their grandmother. Everyday Use is a story narrated by a rural black woman, who is the mother of the two girls Maggie and Dee Johnson. Mrs. Johnson, is a simple woman but who, in spite of all difficulties that she passed through, she tried to give her daughters if possible, a good education and of course the most important thing, to make them aware of what heritage is indeed, the fact that traditional culture and heritage is not represented only by the possession of old objects, but also by one’s behavior and customs. She outlines in the story that she is not a very educated woman, but this does not mean that the lack of education is also reflected in her capacity to understand, to love and to respect her ancestors. Since the beginning of the story, the narrator makes obvious the contrast between Maggie and her elder sister Dee. Dee is a very ambitious girl, with a well-defined character, the one who had always been successful and ambitious. Maggie thinks â€Å"her sister has held life, always in the palm of one hand, that â€Å"no† is a word the world never learned to say to her. (Walker 2469). Dee denies her real heritage by changing her given name, after her aunt Dee, to the superficially more impressive one Wangero Leewanik Kemanjo, arguing to her mother that â€Å"Dee is dead and I couldn’t bear it any longer, being named after the people who oppress me† ( Walker 2472), what she does in fact is to reject her family identity. She inspires in her mother â€Å"a sort of aw e and fear more suitable to the advent of a goddess than the love one might expect a mother to feel for a returning daughter† (Farell, â€Å"Flight†). On the other hand, Maggie is the type of simple girl, like her mother, with little education. She is not ambitious like her sister Dee, living somehow in her mother’s shadow. But this might be also because Maggie hadn’t her sister luck and she burned severely in the house fire when she was a child, becoming now a shy and fearful person. These features are more visible in her attitude while waiting for her sister to come home. Mama is projecting her own anger and frustration onto her younger daughter when she speculates that Maggie will be cowed by Dee’s arrival. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe† ( Walker 2469). As Marianne Hirsch says in one of her critical essays: â€Å"the mother sees in Maggie’s angerless, fear an image of her own passive acceptance of Dee’s aggression, her ow n suppressed anger† Moreover, we can see through the lines of this story that, at the beginning, Dee was the daughter that mother preferred most because of her authority and because she wanted to succeed in life by following her instincts. But when she saw her totally changed, not only physically but also in her mentality, mother realized that Maggie was the one that understood the meaning of â€Å"heritage† and tried to give her justice. It is relevant â€Å"Mama’s awakening to one’s daughter’s superficiality and to the other’s deep-seated understanding of heritage† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). However, Dee seems to despise her sister, her mother and the church that helped to educate her. Intentionally or not, she is selfish and she treats her sister with indifference. While Dee escaped from the poor life she was supposed to live, Maggie, next to her mother, represents the multitude of black women who must suffer. Scarred, graceless, not bright and uneducated, â€Å"Maggie is a living reproach to a survivor like her sister† (Cowart, â€Å"Heritage†) . The contradictions about heritage and culture between Maggie and Dee become more extensive when the quilts take part from the story. After dinner, Dee discovers some old quilts which belonged to her grandmother. She is very excited that found them, thinking that these quilts represent the testament of her ancestors. Without taking into account Maggie’s opinion, she asks her mother if she can have those quilts, arguing that she is the only one who can appreciate and have the right to keep them. At first, mother hesitates to give her an answer and offers her other quilts but Dee gets upset and then mother explains to her that the quilts were from Maggie as a wedding gift. Maggie’s tolerance in the story contrasts with Dee’s boldness. When Dee insists that her sister would ruin grandma’s quilts by using them everyday, and that hanging the quilts would be the only way to preserve them, Maggie â€Å" like somebody used to never wining anything, or having anything reserved for her† says â€Å" She can have them, Mama. I can remember Grandma Dee without the quilts† (Walker, 2474). Mrs. Johnson then realizes what makes Maggie different form her sister. She sees her scarred hands hidden in her skirt and says: â€Å"When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in the church and the spirit of God touches me and I get happy and shout† (Walker, 2475). This powerful feelings determines Mama to do something she had never done before: â€Å"she snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap† ( Walker, 2475). Mama’s behavior here is almost like Dee’s because she rebuffs her wishes for the first time and give justice to the most patient Maggie. The fact that she takes the quilts from Dee and gives them to Maggie, â€Å"she confirms her younger daughter’s self-worth: metaphorically, she gives Maggie her voice† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). In conclusion, I can say that Everyday Use is a story about understanding heritage. This concept is very well exposed by the two characters Alice Walker created, Dee and Maggie. These two daughters have a completely different view in what concerns the heritage from their ancestors; in this case their origins and their inheritance, the quilts from Grandma Dee. Maggie is the one who understands that heritage is about respecting family’s traditions and customs while Dee destroys the traditional image kept by Mrs. Johnson and her sister. She denies her true origins by changing the given name into more fashionable one, Wangero Leewanik Kemanjo. One should appreciate his legacy because it represents indeed what we are. We can not hide our roots and even if we want, this would not be possible because it always remains present in our souls and our minds, we like it or not. WORKES CITED PRIMARY SOURCE: Walker, Alice. Everyday Use. In Love and Trouble: Stories of Black Women New York: Harcourt Brace Jovanovich, 1973. SECONDARY SOURCE: Cowart, David . †Heritage and deracination in Walker's â€Å"Everyday Use. † Studies in Short Fiction. FindArticles. com. Farrell Susan. â€Å"Fight vs. Flight: a re-evaluation of Dee in Alice Walker’s â€Å"Everyday Use†- Critical Essay†. Studies in Short Fiction. FindArticles. com. Hirsch, Marianne. â€Å"Clytemnestra’s Children: Writing the Mother’s Anger. † Alice Walker: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House, 1989. Tuten, Nancy. â€Å"Alice Walker’s Everyday Use. † The Explicator 51. 2,1993 Everyday Use A Contrast between Dee and Maggie’s View Concerning Their Heritage In my writing essay I shall analyze the way in which heritage can be conceived in Alice Walker’s novel Everyday Use, trying to point out the author’s main ideas concerning the theme of the story. I would also try to describe the two daughter’s points of view, Dee and Maggie’s, about their ancestral heritage. The contrast between these two daughters is more than obvious not only in their appearance but also in their behavior when it comes to quilts from their grandmother. Everyday Use is a story narrated by a rural black woman, who is the mother of the two girls Maggie and Dee Johnson. Mrs. Johnson, is a simple woman but who, in spite of all difficulties that she passed through, she tried to give her daughters if possible, a good education and of course the most important thing, to make them aware of what heritage is indeed, the fact that traditional culture and heritage is not represented only by the possession of old objects, but also by one’s behavior and customs. She outlines in the story that she is not a very educated woman, but this does not mean that the lack of education is also reflected in her capacity to understand, to love and to respect her ancestors. Since the beginning of the story, the narrator makes obvious the contrast between Maggie and her elder sister Dee. Dee is a very ambitious girl, with a well-defined character, the one who had always been successful and ambitious. Maggie thinks â€Å"her sister has held life, always in the palm of one hand, that â€Å"no† is a word the world never learned to say to her. (Walker 2469). Dee denies her real heritage by changing her given name, after her aunt Dee, to the superficially more impressive one Wangero Leewanik Kemanjo, arguing to her mother that â€Å"Dee is dead and I couldn’t bear it any longer, being named after the people who oppress me† ( Walker 2472), what she does in fact is to reject her family identity. She inspires in her mother â€Å"a sort of aw e and fear more suitable to the advent of a goddess than the love one might expect a mother to feel for a returning daughter† (Farell, â€Å"Flight†). On the other hand, Maggie is the type of simple girl, like her mother, with little education. She is not ambitious like her sister Dee, living somehow in her mother’s shadow. But this might be also because Maggie hadn’t her sister luck and she burned severely in the house fire when she was a child, becoming now a shy and fearful person. These features are more visible in her attitude while waiting for her sister to come home. Mama is projecting her own anger and frustration onto her younger daughter when she speculates that Maggie will be cowed by Dee’s arrival. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe† ( Walker 2469). As Marianne Hirsch says in one of her critical essays: â€Å"the mother sees in Maggie’s angerless, fear an image of her own passive acceptance of Dee’s aggression, her ow n suppressed anger† Moreover, we can see through the lines of this story that, at the beginning, Dee was the daughter that mother preferred most because of her authority and because she wanted to succeed in life by following her instincts. But when she saw her totally changed, not only physically but also in her mentality, mother realized that Maggie was the one that understood the meaning of â€Å"heritage† and tried to give her justice. It is relevant â€Å"Mama’s awakening to one’s daughter’s superficiality and to the other’s deep-seated understanding of heritage† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). However, Dee seems to despise her sister, her mother and the church that helped to educate her. Intentionally or not, she is selfish and she treats her sister with indifference. While Dee escaped from the poor life she was supposed to live, Maggie, next to her mother, represents the multitude of black women who must suffer. Scarred, graceless, not bright and uneducated, â€Å"Maggie is a living reproach to a survivor like her sister† (Cowart, â€Å"Heritage†) . The contradictions about heritage and culture between Maggie and Dee become more extensive when the quilts take part from the story. After dinner, Dee discovers some old quilts which belonged to her grandmother. She is very excited that found them, thinking that these quilts represent the testament of her ancestors. Without taking into account Maggie’s opinion, she asks her mother if she can have those quilts, arguing that she is the only one who can appreciate and have the right to keep them. At first, mother hesitates to give her an answer and offers her other quilts but Dee gets upset and then mother explains to her that the quilts were from Maggie as a wedding gift. Maggie’s tolerance in the story contrasts with Dee’s boldness. When Dee insists that her sister would ruin grandma’s quilts by using them everyday, and that hanging the quilts would be the only way to preserve them, Maggie â€Å" like somebody used to never wining anything, or having anything reserved for her† says â€Å" She can have them, Mama. I can remember Grandma Dee without the quilts† (Walker, 2474). Mrs. Johnson then realizes what makes Maggie different form her sister. She sees her scarred hands hidden in her skirt and says: â€Å"When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in the church and the spirit of God touches me and I get happy and shout† (Walker, 2475). This powerful feelings determines Mama to do something she had never done before: â€Å"she snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap† ( Walker, 2475). Mama’s behavior here is almost like Dee’s because she rebuffs her wishes for the first time and give justice to the most patient Maggie. The fact that she takes the quilts from Dee and gives them to Maggie, â€Å"she confirms her younger daughter’s self-worth: metaphorically, she gives Maggie her voice† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). In conclusion, I can say that Everyday Use is a story about understanding heritage. This concept is very well exposed by the two characters Alice Walker created, Dee and Maggie. These two daughters have a completely different view in what concerns the heritage from their ancestors; in this case their origins and their inheritance, the quilts from Grandma Dee. Maggie is the one who understands that heritage is about respecting family’s traditions and customs while Dee destroys the traditional image kept by Mrs. Johnson and her sister. She denies her true origins by changing the given name into more fashionable one, Wangero Leewanik Kemanjo. One should appreciate his legacy because it represents indeed what we are. We can not hide our roots and even if we want, this would not be possible because it always remains present in our souls and our minds, we like it or not. WORKES CITED PRIMARY SOURCE: Walker, Alice. Everyday Use. In Love and Trouble: Stories of Black Women New York: Harcourt Brace Jovanovich, 1973. SECONDARY SOURCE: Cowart, David . †Heritage and deracination in Walker's â€Å"Everyday Use. † Studies in Short Fiction. FindArticles. com. Farrell Susan. â€Å"Fight vs. Flight: a re-evaluation of Dee in Alice Walker’s â€Å"Everyday Use†- Critical Essay†. Studies in Short Fiction. FindArticles. com. Hirsch, Marianne. â€Å"Clytemnestra’s Children: Writing the Mother’s Anger. † Alice Walker: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House, 1989. Tuten, Nancy. â€Å"Alice Walker’s Everyday Use. † The Explicator 51. 2,1993

Anthology of Poems

â€Å"When someone loves you, the way they say your name is different. You know that your name is safe in their mouth. † This persuasive essays purpose is to persuade the reader to include three phenomenal poems in an anthology of Indigenous Poetry. Each of the poems that will be introduced have been written by indigenous Australians, and each includes a form of a relationship within them, not only with people, but with culture, and Aboriginal and European Australians. The first poem to be introduced is Aboriginal Australia, by Jack Davis.This gut wrenching poem is about the treacherous acts that the Europeans committed against the Aborigines. The second poem that will be discussed is Took the Children Away by Archie Roach. This poem, or song, is about the Stolen Generation, and the repercussions that it had on the children that experienced that event. Finally, the poem Son of Mine by Oodgeroo Noonuccal will be introduced. Son of Mine is about the emotions behind the fighting of the Europeans and Aborigines. Each of the three poems has a rightful place in an anthology of Indigenous Poetry.The first poem that will be introduced is Aboriginal Australia written by poet Jack Davis. Aboriginal Australia is a raw and overwhelming poem about what the Europeans did to, and the effects that it had on most indigenous Australians. To support this heartfelt poem, Davis uses metaphors to accentuate the bold words that he has felt. The line, â€Å"I would find a pen to probe your freckled mind,† demonstrates the emotions that he was feeling in detail. It shows that between particular people relationships do not always have a strong foundation, and are often weak.Likewise Davis’ use of imagery in, â€Å"The smile on the Governor’s face,† validates not only the emotion that the Governor was feeling, but what he thought about everything that was happening to the aborigines. Aboriginal Australia is a heart wrenching poem about the tumultuous ev ents that were caused by the white people when they unjustly murdered and kidnapped a large sum of the indigenous population. The poem demonstrates the idea that at one point in time the relationships between white and black people was that of hatred.The second poem that I wish to discuss is Took the Children Away, by Archie Roach, is a heartfelt story about the Stolen Generation. Having been one of the children that were taken away by the whites, Roach takes an insightful approach to his lyrics. The emotive and accusatory tone that Roach acquires, gives real meaning to his poem. Using the simile, â€Å"And how they fenced us in like sheep,† to convey the idea that the Aborigines didn’t really think that they had a say in how their life went, they were metaphorically trapped in their own skin.The aboriginal children started to lose their relationship with their land and culture. The Aboriginal children were taught how to act and live, being told that it was good manner s to always do what they were told, no matter how ridiculous the order was. Likewise, Roach’s shrewd use of visual imagery in, â€Å"said to us come take our hand, sent us off to mission land,† creates an idea of juxtaposition as they told the children that they were going to help and teach them, when all they did was send them off to white families as servants.The aboriginal people were told that they would be treated with respect, and they would be educated, but were treated the exact opposite of what they were told. Took the Children Away deserves to be in the anthology of Indigenous Australian poetry as it has been written from a personal perspective, and has the exact emotions that were felt by one of the stolen children. The third and final poem that I would like to talk over is Son of Mine by Oodgeroo Noonuccal.Son of Mine is a short and straight to the point poem on the experiences that the Aboriginal people went through while fighting the Europeans. It discuss es the good and bad emotions, and actions that the Aboriginals went through, including the heartbreak, and brotherhood that both races experienced. Noonuccal has great pride in her tone when she mentions the, â€Å"†¦ brave and fine,† men that put others before themselves during the often hard and tumultuous events that occurred. She describes the different relationships between the two different races.Noonuccal really defines the large gap between the two different relationships, and how quick the relationship could change. Noonuccal’s use of juxtaposition in, â€Å"black and white entwine,† deeply expresses the relationships between the two different cultures of indigenous, and European. Son of Mine definitely deserves to be in an Anthology for Indigenous Australians as it is one of the only texts that include both the hatred, and the brotherhood between the white and indigenous Australians. It would be a great addition to the anthology.All three of these poems demonstrate some sort of a relationship. They show great compassion for whatever topic they are artistically discussing. Aboriginal Australia, Took the Children Away, and Son of Mine all demonstrate feelings of hurt, happiness and heartbreak, thus making them beneficial for the anthology. The three poems that have been introduced each have a theme of relationships, whether between race, or culture. They definitely deserve a spot in an anthology of Indigenous Poetry.

An Introduction to Creativity and Creative Arts Essay

Domain 5 of the Head Start Child Outcomes Framework is The Creative Arts, which includes four elements: music, art, movement, and dramatic play. Each of these Domain Elements supports children’s imaginative thinking and self-expression and enhances their progress in other Domains. For example, children may count musical beats, experiment with mixing colors to make a new one, create dialogue for a story drama, or move like the animal characters in a story. In such activities, they are learning in several Domains and using a variety of social, cognitive, and creative processes. The creative arts engage children’s minds and senses. They invite children to listen, observe, move, solve problems, and imagine, using multiple modes of thought and self-expression. Active involvement in the creative arts stimulates brain connections that support children’s learning. A growing body of research on the effects of early arts experiences shows their positive relationship to improved, overall academic performance. Research in the arts also demonstrates that when creativity is developed at an early age, its benefits are continual and are transferred to many intellectual tasks (Arts Education Partnership 2000). All areas of creative arts can incorporate the diversity of children in the program. Dance, art, pantomime, and creative expression are areas where English language learners can be included without needing to rely on language skills in English. Music can be particularly effective since it can be fun for children to learn a song in either English or ano ther language. Music experiences for young children involve listening to, learning about, and making music. Children can listen and respond to different kinds of music by moving, dancing, painting, or talking about how it makes them feel, what instruments they hear, how it compares to other pieces they have heard, or what they do or do not like about it. They may use simple rhythm instruments to create music or to accompany live or recorded music. Children also enjoy singing favorite songs, learning new ones, and making up their own. Art experiences allow children to convey their ideas, feelings, and knowledge in visual forms. Individually and in groups, children use materials such as crayons, paint, playdough, clay, found objects, glue, tape, and paper, along with tools such as scissors, brushes, rolling pins, cookie cutters, and more. They explore the processes of art using materials, tools, and techniques and create products such as drawings, paintings, sculptures, mobiles, and collages. Developing an appreciation for and aesthetic awareness of art is also a part of this Domain element. Movement includes dancing to music and moving in various ways to learn what the body can do or to express an idea or feeling. Children might imagine how an animal moves, then try to imitate it. They could focus on a specific feeling, such as joy or fear, and create movements to express the feeling. Movement facilitates spatial awareness and sensory integration, contributes to overall health and fitness, and promotes development of physical skills. Dramatic play and drama involve make-believe. Children take on roles such as mother, waiter, mail carrier, or doctor. They put objects to imaginative uses—for example, transforming a large box into a spaceship or cave. Dramatic play also offers a wide range of opportunities for children to use and expand their cognitive, language, literacy, and social skills (as described in other Domain sections). To support children’s involvement in the creative arts, Head Start teachers need to focus on what it means to be creative. Individuals are creative when they take existing objects or ideas and combine them in different ways for new purposes. They use their ever-growing body of knowledge to generate new and useful solutions to everyday challenges. Early childhood teachers are creative when they invent new ways to individualize the environment, curriculum, and interactions with young learners. In addition to understanding and recognizing the creative process—in themselves and in children—Head Start teachers can encourage learning through the creative arts by introducing children to excellent and varied examples of art forms. They can involve children in noticing, thinking about, and discussing artistic productions. Using open-ended questions, teachers invite children to examine critique, evaluate, and develop their own aesthetic preferences. Teachers also provide raw materials, props, tools, and appropriate spaces so that children can create in their own ways. They observe and respond to children in ways that communicate acceptance for creative expression. They can plan and offer integrated experiences to take advantage of the many ways creative arts support learning in other Domains.

The UN system for the protection of Human Rights Essay

The UN system for the protection of Human Rights - Essay Example 146). Over the past few decades, there has been a heated debate over the justiciabilty of social, economic and cultural rights. In the recent past, many countries have expanded the scope of their constitutions to include social, economic, political and cultural rights to its citizens and many domestic courts, federal courts, regional bodies and international organisations have issued several ruling over social and economic claims (Baderin & Ssenyonjo, 2010, p. 479; Schutter, 2010, p. 173). This has led many experts to conclude that the debate regarding the justiciabilty of social, economic and cultural matters is over and that these rights are justiciable. With Inter American Court of Human Rights, European Court of Human Rights, African Court on Humans and People’s Rights and other regional courts extending their number of judgements on such matters, the common view is that social, economic and cultural rights have become justiciable (Sepulveda, et al., 2003, p. 67). Therefor e, when the United Nations General Assembly adopted the Optional Protocol to the International Covenant of Economic, Social and Cultural Rights many human rights activists and people all over the world termed the same as â€Å"victory for socio-economic rights’. However, this paper makes an attempt to evaluate, critically, this statement by presenting both sides of the story. The paper would begin with introducing brief histories and background of the International Covenant on Economic, Social and Cultural Rights, Committee on Economic, Social and Cultural Rights and Optional Protocol to the International Covenant on Economic, Social and Cultural Rights, which would be followed by the evaluation of the Justiciability debate. Discussion International Covenant on Economic, Social and Cultural Rights Drafted in the year 1954 and signed on December 16, 1966, the International Covenant on Economic, Social and Cultural Rights (ICESCR) is a United States General Assembly Resolution . As the name suggests, it binds its parties towards ensuring the protection and provision of the economic, social and cultural rights of individuals. Currently, this multilateral treaty has 160 parties that have signed and ratified the covenant. However, 32 states have either not signed or signed but nor ratified the covenant up till this point in time (Young, 2012, p. 113). Interestingly, the United States of America, which signed the covenant on October 5, 1977, even after 35 years is yet to ratify the constitution. Six then, the United States has been governed under six different administration of Cater, Reagan, George W. H. Bush, Clinton, George W. Bush and Obama administration (Baderin & Ssenyonjo, 2010, p. 479). As conservative republicans, Reagan, George W. H. Bush and George W. Bush administrations did not see economic, social and cultural rights as â€Å"inalienable human rights†, but as desirable economic, social and cultural goals that should not be the object of binding covenants. On the other hand, Carter, Clinton and Obama administration have recognised the same as â€Å"human rights†, but have delayed ratifying the covenant into the US constitution because of various political reasons (Sepulveda, et al., 2003, p. 67). In essence, ICESCR is an extension of the Universal

CF&F in Light of the Aforementioned Areas Research Paper

CF&F in Light of the Aforementioned Areas - Research Paper Example A need arose to change management of the organization. The following are some of the problems: Training for the hourly employees and the management – after the promotion of the frontline supervisors, none of them received any managerial development training. The management of the company has been promising the hourly employees that they will get training and promotion but this has never happened. They are now afraid that the management is not adhering to the company policies. Communication – there is lack of communication in the organization. The absence of communication is felt all over the organization, that is, between the managerial positions and between the management and the employees. Teamwork – teamwork lacks in the organization. This can be ascertained by the allegations raised by both the frontline supervisors and the employees. The employees allege that the frontline supervisors do not offer them enough training. On the other hand, the frontline supervisors allege that the upper management does not support and respond to the concerns raised. There are a number of causes of the mentioned problems. These causes stem from the past management, for example, the frontline supervisors were promoted within the company and the once promoted, they did not receive any management development training, the management has been promising the hourly employees that they will get training and promotion but this has never been fulfilled, the management of the company has not been adhering to the company policies and they are forcing the employees to follow the policies, this has made the employees feel resentment, the lack of training among the employees is attributed to the fact that the frontline supervisors are overwhelmed by the production schedule.

Management Styles of Ursula Burns Essay Example | Topics and Well Written Essays - 1750 words

Management Styles of Ursula Burns - Essay Example The world continues to grow and flourish because of management and its leaders. This report will involve a study of management and its history in brief; further, an attempt will be made to understand management in contemporary times using an example of a current thriving business. A brief study on Xerox Corporation and its evolution under the able leadership of its CEO Ursula Burns will help in understanding the challenges in modern businesses. In this process, management qualities of Ms Burns that helped Xerox will be highlighted. 2. Management: Management may be defined as the process of designing and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected aims (Koontz, H & Koontz, H.W, p.5). These individuals and groups accomplish their aims through a systematic approach that forms the main functions of management, such as planning, organizing, staffing, leading and controlling (p.6). Managers own the responsibility of performin g and/or supervising these functions, and hence need specific skills and knowledge related to these functions. 2.1 History of management: The concept of management has existed since centuries back, but it has received much attention only during last century. One important historical development related to the study of management can be traced back to the writings of Walter Puckey’s writings named ‘What is This Management?†(Witzel, p.4). Studies related to this concept were begun at the Harvard Business School by the then dean, Edwin Gay, during 1908 (p.5). The main areas of focus in management study at that time included the terms manager, factor, administrator and executive, with each term having specific meaning based on the functions performed by these individuals. However, the concept of managers is the most cited one in management texts, owing to their functions (pls see appendix 1). 2.2 Current management concerns and challenges: Trends in management have be en constantly changing because of technological advancements, changes in attitudes of customers and clients, changes in employee expectations, changes in market, globalization etc. Hence, the most prominent challenge in management field relates to ‘change.’ Managers are under constant pressure from superiors and external entities to bring about improvement in their performance outcomes in every manner. This subsequently challenges skills and knowledge. In most of the cases, managers also own leadership responsibilities besides managerial functions, which necessitate constant interaction, coaching, guidance, supervision and motivation of their team members. Constantly changing circumstances put greater pressure on managers to meet their employees’ expectations in terms of skill upgradation, mentoring, motivation, conflict resolution, etc. Managers should also deliver constant improvement in order to sustain their organization’s good performance, or have to compete against better performance from rivals in the field in order to sustain the organization’s position in the market. 3. Who is Ursula Burns? Ursula Burns, the CEO and Chairman of Xerox Corp, USA, is one of the most powerful women in the world as per Fortune magazine’s list. Her success at Xerox stands as an example of efficient and effective management overcoming all hardships and leading the company to success. A brief study on Burns life and career would help in understanding the underlying reasons for her achievement. 3.1

War as Threat to Value of Life Essay Example | Topics and Well Written Essays - 1750 words

War as Threat to Value of Life - Essay Example There was a time when war had been the order of the day, and warriors used to be looked with great reverence and admiration. Somehow, the two Great Wars of 20th century have realized the people the fatal aftereffects of the bloodshed and aggression, where hundreds of thousands of people died and turned wounded and disabled, along with the reversal of financial and scientific achievements man had invented and devised after the hard efforts of many decades. Hence, wars brought ruination to progress, prosperity, unity and moral values, and crush all ethics and quality of human life under their chariot wheels. It is fact beyond suspicion that the history of war is as old as the history of human arrival on the very face of the earth. â€Å"Distinguished philosopher Immanuel Kant emphatically argues that the state of peace among the people living side by side and remaining in constant interaction with one another cannot be remained peaceful, as it is in the nature of man to contain differ ences with other fellow-beings. It is therefore it is war rather than peace which could be stated as the natural one.† (Porter, 2003: 310) One of the most imperative reasons behind the aggression and antagonism against others includes the innate avaricious nature of humans, which urges them to take the life of the rival out of the feelings of envy, jealousy, anger and fear. It is therefore the individuals and nations attack their opponents in order to deprive them of the privileges they have obtained. The Old Testament also narrates the tale of the Abel’s murder at the hands of his real brother Cain, who was killed because of God’s favor upon him in the form of the acceptance of Abel’s sacrifice. (Genesis 4: 1-17) Thus, the flow of first human blood on the earth paved the way towards the series of killings, assassinations, bloodshed and wars for the future generations to come. However, it was an individual enmity that resulted into fratricide; as the human s are still busy in killing their brethren for the last several centuries, yet their lust of dominating over other individuals has witnessed no satiety at all. History demonstrates the very reality that the wars are commenced, inflicted and fought in the sacred name of religion, justice, peace, solidarity, freedom and human rights, where war mongers destroy human societies, cultures and civilizations just to acquire pelf, power, prestige and possession. It is therefore the warfare inflicted upon humanity during ancient Greek, Hellenistic, Roman and Medieval eras just meant to subjugate the weak neighbors in order to snatch their wealth and resources by killing their men, enslaving their women and annexing their territories to their own countries. The European scramble for Asia and Africa during 17th century onward also reflected the brutality and butchery exercised by the big powers upon the weak and defenseless humans just to declare themselves as the world power. The recent war

Discuss the evidence for and against schachters theory of emotion Essay

Discuss the evidence for and against schachters theory of emotion - Essay Example Interestingly, and significantly, some theories complement or reinforce each other, while some negate or refute each other. One of the most cited and discussed about theories on emotions is the Two-Factor Theory of Emotions which Stanley Schachter, together with Jerome Singer, proposed in 1962. It posits that emotion has two components or factors, the physiological arousal and cognition. In simpler terms, this means that our environment as well as our thought processes influence the kind of emotions we have in certain situations. What the theory tells us is that our emotional response to any given situation is influenced by an interplay of factors. First, the environment arouses bodily response such as change in heartbeat, sweating, etc., and, sensing these bodily changes, the individual now appraises what emotion he/she is feeling in that particular situation. Appraisal would be based on past experiences of similar events. To further understand the theory, it would be helpful to picture this out: A man is left alone in a big house which is believed to be haunted. He hears some noise upstairs. He suddenly feels his heartbeat quicken, his sweating becomes excessive. Realizing that he is alone in that house which is believed to be haunted, he now concludes it is scary and so he feels scared or frightened. Several experiments and further scrutiny by other scholars and psychologists to prove or refute the theory were conducted. There were some that supported or reinforced his theory, but there were also others that refuted it. Schachter and Singer themselves conducted experiments to prove the validity of their theory. They conducted the â€Å"Suproxin† experiment among 184 male students of a university wherein they grouped the subjects into informed and uninformed groups in two emotional conditions, which were euphoria and anger. The environmental factors introduced were the adrenaline

History, Consuption of BLUE JEANS (FASHION in U.S History) assignment Research Paper

History, Consuption of BLUE JEANS (FASHION in U.S History) assignment - Research Paper Example It looked dark blue as it was generally colored with indigo, a type of colorant derived from plants in India and America. Almost 20 million tons of indigo is produced for the dyeing of jeans every year, though each pair of jeans requires only a few grams of the dye. It was worn by workers as the fabric was very durable and strong. Gold was found in California in the year 1848 which gave rise to the popular Gold rush, the workers of the gold mine required long lasting cloths that would last long and not be worn off easily. A man called Leob Strauss who lived in New York shifted to San Francisco which is quite close to California and started a wholesale business of supplying clothes, later he changed his name to Levi from Leob, who the founder of the well known Levis Jeans Company. The major problem faced by the miners was that the pockets of their jeans would easily tear away from the jeans, so a person called Jacob Davis thought of an idea to overcome this problem. He had the idea of using metal fasteners to prevent the pockets from tearing away and to hold the pockets and the jeans together. Davis wanted to copyright his idea but due to lack of funds. He could not do so. In the year 1872 Davis sent a written proposal to Strauss, offering him a deal if Strauss agreed to pay fort the copyright, the proposal was accepted by Strauss and Davis started manufacturing copper fasteners. Levi attached a leather label on their jeans in the year 1886; it displayed two horses pulling a pair of jeans from in opposite directions, this was to display and advertise the strength of the jeans, and represented that even if it is pulled by two horses it would not tear apart. Hollywood stared making many western movies in 1930’s, where cowboys generally wore denim waist overalls; jeans were called that back then. This denim waist overall that

The Importance of Knowledge Managment to Organisations in 21st Century Essay

The Importance of Knowledge Managment to Organisations in 21st Century - Essay Example Today’s work force is heavily involved in work like sales, education, health care, banks, insurance firms, and law firms. They also provide business services such as coping, computer programming, or making deliveries. These jobs primarily entail working with, distributing, or creating new knowledge and information. In such knowledge and information oriented economies the market value of the firms is based largely on the value of intangible assets for instance proprietary knowledge, information, unique business methods, brands and other intellectual capital. In the current business scenario physical assets like building, machinery, tools and inventory account for just 20 percent of the market value of many public firms (Beijerse, 1999). Knowledge and information in today’s era provide the foundation to companies to come up with or produce new products and services. Such product innovations include the credit card, overnight package delivery, or world-wide reservation sys tems. Even certain products can be classified as knowledge and information intensive products, such products include computer games, requiring a great deal of knowledge to produce. Traditional products also are making use of knowledge for instance in the automobile industry both design phase and production phase rely heavily on knowledge and information technology (Sparrow, 2001). These changes which have been described above along with considerable amount of corporate restructuring have lead to the creation of a digital firm. A digital firm is one in which all of the organisation’s significant business relationships are digitally enables. In this kind of digitally enable business model an organisation is connected to its customers, suppliers and employees by means of digital networks. Core business activities are carried out through these networks spreading across the organisation and linking multiple organisations in a way that these networks create a value web (Valkokari a nd Helander, 2007). These digital firms are quick and nimble in sensing and responding to their environment. This capability is the fundamental difference between a digital firm and a traditional firm. This capability enhances the survival chances of a digital firm in turbulent times. Digital firms can be grown in to global organisations having global management practices in them. By restructuring their work to fit digital means of operating, a digital firm has raised its chances to achieve unprecedented levels of profitability and competitiveness. A digital firm makes use of internet and digital technology to integrate its key business processes with its channel partners. In this way vital information can be shared with important constituents of the business in a seamless way. In order to reap the potential benefits of becoming a digital firm, organisations are investing heavily on information technology, which enable them to integrate internal business processes and build close wo rking ties with channel partners (Wong, 2005). Since knowledge is the key word over here for an organisation therefore it is important to highlight the distinction between data, information, knowledge and wisdom. Data is the flow of event or transactions captured by an organisation’

Why should anyone study philosophy Essay Example | Topics and Well Written Essays - 750 words

Why should anyone study philosophy - Essay Example The meaning of this is that as long as an individual has his ideological persuasions guiding his life’s decisions and principles, that person may be said to be having his own philosophy. This means that philosophy can be defined broadly or even narrowly, depending on a person’s preference (Proffitt & Webster). The broad aspect of philosophy and its definition are underscored by the fact that during the classical era, even linguistics was considered part of philosophy. In itself, the phrase philosophy is a Greek compound philo and Sophia, meaning loving and knowledge, respectively. Although one may compound philo and Sophia and conclude that philosophy is the love or quest for knowledge, yet this definition barely suffices. Philosophy is indeed a love and a quest for knowledge but not all love and quest for knowledge are philosophical or philosophy. One can agree with Wallenmaier’s attempt at a more tenable definition of philosophy as the attempt to acquire knowle dge by rational means, concerning topics which are not amenable to empirical investigation (Wallenmaier, 340). The foregoing does not only reveal the difficulty which man has encountered in his attempt to define philosophy, but the simple-yet-so-complex nature which graces and characterizes philosophy. For instance, although Wallenmaier’s attempt seems the most plausible so far, yet it has its deficiencies. The plausibility of Wallenmaier’s definition is seen in the facts that: seeing philosophy as an attempt to acquire knowledge separates philosophy from creative disciplines such as music and literature; the rational aspect of philosophy which Wallenmaier mentions disassociates philosophy from religion and mysticism; and topics that are not amenable to empirical investigation as the focus of philosophy distinguish philosophy from empirical sciences such as biology and physics. Nonetheless, the difficulty in defining philosophy is underpinned by the broad nature of phi losophy which suffuses even into all other disciplines such as law, medicine, mathematics, art, linguistics and anthropology. In a separate wavelength, the reasons for studying philosophy may not be as difficult as the definition of the same may be. This is because taking an interest and having a passion in philosophy is inherent to philosophers or those who aspire to become philosophers. One may see the importance of studying in light of its three branches- epistemology, metaphysics and ethics, though these are not the only sub-disciplines of philosophy. Metaphysics examines or studies the nature of reality, especially in light of the relationship between the mind and substance, matter and attribute and fact and value. Conversely, metaphysics may be defined as the study of the essence of things and of the fundamental principles which pattern or organize the universe. In a conventional systems philosophy, the organization of the universe is construed as the fundamental principle of existence (rather than the laws of nature, matter or God). Because of this nature of metaphysics for instance, philosophy may help one investigate where the organization and complex patterning of the universe comes from. Herein, it is fit to posit that studying metaphysics will help the student have a more comprehensive understanding of ontology. This is because, in the study of metaphysics, the learner will also encounter evolutionary-systematic philosophy where essence is qualified as a process by which organization is created. In this light, ontology proceeds from elementary actions, in lieu of static objects,

Democratic Education Essay Example for Free

Democratic Education Essay Democratic Education should be a mainstream style of teaching, and should be taught specifically to anyone aspiring to become any type of successful instructor. Everywhere you go the world is constantly changing, people adapt, time ticks away, and the days come and go, every waking moment is progression to the future. Why is the one thing that we as a society depend on for survival going backwards? Our education system and the way we educate children is the only tool we as a society use to ensure our existence, think of the world as a well oiled machine. If you neglect certain parts, yes maybe it will keep working for a short while. Eventually the machine will fall apart because of the mistreating and lack of or poor maintenance, if we keep neglecting our education system by turning a blind eye to the type of educators we give teaching credentials to or the way our current teachers or professors are instruction our future, then our existence is headed for an abrupt halt. Schools need to embrace interesting, interactive-learning environments throughout the curriculum. â€Å"If you do not want to do something, you will not, period.† This thought means if someone is in a place that does not at least entertain the senses, let alone stimulate the mind then why even waste the time to just be physically be present? By doing that it wastes money, and more importantly the teacher and the students time. Democratic education as a teaching style is based on â€Å"affirmative authority without disrespect of freedom†; Democratic Education, by bell hooks. Authoritative guidance with inspiring, limitless, encouragement should be the goal of every type of educational course offered in the United States. We need to input this style of teaching into our aspiring teachers required classes to graduate at any institution or university across the country. We need democratic education because this type of teaching inspires the students, just because someone passes a test or any kind of written exam does not determine someones intelligence. The definition of the term intelligence, according to www.google.com, means the ability to acquire and apply knowledge and skills. This applies to institutions and their instructors because if a pupil is not taught how to apply these skills he or she has been taught how does this apply to the fast-pace times that we live in today? The answer is, it does not. Democratic education benefits the entire classroom rather than just a select few because of the more upbeat style of teaching. The beauty of democratic education is that it can also be incorporated with the old style of a more text-geared curriculum as well. It has the potential to improve teaching as a profession because it would lengthen the required courses to become a teacher, therefore narrowing the number of instructors produced. With that being said, the teaching salaries can improve because of the new demand for this productive style of teaching that K-12 schools would require the employed instructors to have completed during their college career(s). Our future generations upbringing needs to be updated according to the new age that we live in today. Democratic education needs to be a mainstream style of teaching, not for our benefit, but for the future of the precious world that you and I share. This is not a type of thing to be organized and implemented to help certain individuals succeed but for everyone, we need to teach our children that as a country we are a collective, and as individuals we are our own. Democratic education be used as another tool to help us educate the country and create a more successful tomorrow.

The Woman Warrior by Maxine Hong Kingston

The Woman Warrior by Maxine Hong Kingston The theme of finding one s own personal voice is the central aim of Kingston in her memoir The Woman Warrior. She makes various references to the physical and emotional struggle of this aim throughout the text by exploring the silence of the women in her family and Chinese culture. By adding her experience as a Chinese-American woman she discovers her voice. Kingston uses autobiography to create identity and therefore breaks out of the silence that has bound her culturally to discover a resonant voice of her own (Wong 58). Kingston supplies a voice to many voiceless women enabling them to discover their identities as individuals. In The Woman Warrior, Kingston utilises her different voices to depict the stories of her ancestors. Through these stories told to her by her mother and her aunt, she is able to express a part of her which her own experiences cannot explain as a Chinese-American female. Her memoir is an intensely autobiographical work, yet her first person presence ranges from constant to, at times, almost non-existent. Overall , throughout the five chapters of The Woman Warrior, there is a movement from the theme of silence in the first line of the first chapter You must not tell anyone to a voice in the final line and the last chapter It translated well (Hong Kingston 3, 209). For Kingston, silence equates to a lack of voice, which she associates with the loss of identity as a woman, which is her main aim of the text. However, she is also aware of the risks involved in asserting independence from her own Chinese community. This idea is explored in the first chapter of the memoir, No Name Woman , where Kingston s aunt acted against her community s standards of suitable behaviour and the villagers punished her for acting as if she could have a private life, secret and apart from them (Hong Kingston 36-37). However, Kingston fear that in staying silent and not finding her own voice, she risks becoming a substitute for her nameless aunt, who remained silent her entire life. Kingston s anxiety is increased by her mother s warning: Don t tell anyone you had an aunt (Hong Kingston 18). But in writing the No Name Woman story, Kingston reacts against the family imposed silence and tells everyone of her aunt. Her aunt s silence, by refusing to name the father of her child, protects the man and simultaneously oppresses her. Kingston gives a voice to the silence woman by writing the aunt s story and theorising how her aunt became pregnant. In doing this, she removes her aunt s guilt and solidifies her identity as a Chinese-American woman. She feels that to remain silent about her aunt would be the same as rejecting her own sense of self. The theme of silence in the text is also linked to the cross-cultural problems that Kingston comes across throughout her own life. Kingston notes that The Chinese I know hide their names; sojourners take new names when their lives change and guard their real names with silence (Hong Kingston 6). The mention of silence not only refers to the hiding of names but also to the confusion of Chinese culture to first-generation Chinese-Americans. Although the women of traditional Chinese culture do not have voices, the stories and myths that female family members pass onto their daughters may contain subversive messages. For example, in the chapter entitled White Tigers , the legend of the Chinese woman warrior Fa Mu Lan is a constant reminder to young Kingston that women can transcend socially enforced limitations. Kingston discusses how as a child, she imagined herself to be like Fa Mu Lan, who saves not only her family but her community: the villagers would make a legend about my perfect filiality (Hong Kingston 45). It is in this chapter that we see how, even as a child, Kingston dreamt of transcending a life of insignificance. Brave Orchid s story of the woman warrior proves how stories and legends of tradition Chinese culture can create alternative, subversive voices for women who otherwise would spend their life in silence due to the dominance of a patriarchal society. Kingston extends her empowerment of women, by providing them with individualised voices, to her own mother. Brave Orchid, her mother, is effectively voiceless in America as although she has lived in America for many years, she does not speak English. As with all the lives of the women in The Woman Warrior, Kingston vocalises and records her mother experiences. The memoir displays Brave Orchid s sacrifices and distinguishes her from the nameless Chinese women living in America. In the chapter At the Western Palace , Kingston s aunt Moon Orchid, reveals how costly remaining silence can be. Moon Orchid relays the tale of a woman, deserted by her husband, who has completely submitted to the patriarchal view that woman should always remain silent and never question male authority. The voicelessness of s Chinese woman living in a traditionally patriarchal society is shown when the woman reluctantly confronts her Americanised husband and is unable to voice her years of rage and grief: But all she did was open and shut her mouth without any words coming out (Hong Kingston 152). Ironically, her loss of speech is the deciding factor in her husband s decision that she has no place in his American life, stating, I have important American guests who come inside my house to eat You can t talk to them. You can barely talk to me (Hong Kinston 153). However, by Kingston writing Moon Orchid s story in her memoir, she is also providing Moon Orchid with an individual voice. In the final chapter of The Woman Warrior, A Song for a Barbarian Reed Pipe , Kingston deals with the generational and cultural conflicts as regards the voice of Chinese-American women. Through her American education, Kingston imagines that Americans hear the language of Chinese as chingchong ugly (Hong Kingston 199). In order for a young Kingston to feel even partially accepted by her American peers, she retracts her voice: We American-Chinese girls had to whisper to make ourselves American-feminine (Hong Kinston 172). However, even as a child, Kingston is aware of the consequences of being without a voice. She describes the hatred she felt for another Chinese girl who refused to speak and how she physically bullied the girl to make her talk. Her hatred for the unspeaking girl is highlighted be her similarity to the girl. The young Kingston fears becoming like this silent girl, who functions as Kingston s alter ego. In this last chapter, Kingston simultaneously questions the customs of the Chinese and the indirect way in which the Chinese speak through observing their code of silence towards Americans regarding their cultural origins and history. This lack of a voice further marginalises Kingston and other first-generation Chinese-Americans as during Kingston s discovery of her voice; she resists putting herself in a state of submission but does, however, purposely present herself poorly to her peers. In Kingstons final look at her past, she tells the story of the poet Ts ai Yen to represent the possibilities of two cultures coming together harmoniously. Kingston identifies with Ts ai Yen s strength in expression and sees them both as women warriors symbolically fighting to link the cultural gap between America and China. In conclusion, Kingstons different voices culminate to constitute the voice of her own subjectivity, to emerge from a past dominated by stories told to her into a present articulated by her own storytelling (Wong 59). The writing of The Woman Warrior, an outlet for her to explore her past, becomes Kingston s remedy for silence her way of discovering her own personal voice and a place as a Chinese-American woman in society.

Child And Young Person Development

Child And Young Person Development Physical development is usually very rapid early on in the childs development. Within weeks of being born a baby will start to smile and respond to sounds and environments around them. By 6 months as their muscles begin to develop they will reach for and hold objects which they will also put into their mouths. By one year old they are beginning to crawl or shuffle, pulling or pushing on furniture to stand and then explore using furniture or adults for support. Sitting has progressed to unaided and they are rolling from their front to their back. They are beginning to be curious with objects, passing them between hands, handling them in different ways and looking for things that are hiding. Their hand to eye co-ordination improves as items are passed from hand to hand. Their first teeth may start to appear and solid foods may start to be introduced. Between one and two years walking will begin and toys will start to be pulled/pushed along whilst walking. Objects will be picked up and banged together or built to make a small tower. A preference for one hand may start to appear as they begin to hold crayons etc when mark making on paper. They enjoy trying to feed themselves both with finger foods and with a spoon, and will drink from a cup with both hands. Waving goodbye becomes fun, they will begin to point to what they want and shake their head to mean no. Between the ages of 2 and 3 mark making on paper will progress to scribbles as they begin to use pencils etc. Balls start to be kicked and thrown. Bricks will be built into larger towers than before, and they will start to experiment with liquids in play by pouring. At 3 years children begin to gain more independence. Their mobility and climbing skills will be advancing as they run, jump, catch, walk up and down stairs etc. Dexterity increases with small objects like puzzles, threading beads etc. Dressing and undressing will be assisted but more cooperative. At 4 years boys gross motor skills tend to be more developed when it comes to throwing and aiming, building, climbing, pedalling etc, whereas girls fine motor skills tend to be more developed with the use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc. At 5 years children will have more pencil control and will begin to copy letters and shapes, and draw people. Ball games will develop more structure as they begin to kick with aim. They will begin to learn to hop on one foot, then the other and also to skip. At 6 years dressing becomes independent at they learn to do buttons, laces etc. Writing becomes more fluent as copying letter shapes has progressed to words and sentences with greater pencil control. Confidence has increased when playing outside in climbing, jumping from heights and riding a bike. At 7 years children begin to enjoy playing team games as they are now hitting a ball, running, jumping, skipping, swinging. However until around the age of 9 they may misjudge their ability. The age between 12 and 19, between childhood and adulthood is referred to as adolescence. Physical development during this period is very different in each child. As some may be just beginning to mature physically, others may have already reached full physical maturity. Sequence is the order that development happens in. Rate is the speed that it happens for example: sequence = a babys physical development may begin with rolling over then sit up, crawl, walk, run. Another may sit up, walk, run missing out rolling over crawling. Even though elements are missed the development still proceeds in whats viewed as an expected pattern. rate = where one baby may achieve walking unaided at 10 months another may accomplish it at 12 months another at 16 months. This is important because sequence is needed in order to plan effectively for children, looking at rate of development is also essential to help us to know weather a childs rate of development is at the correct stage for their age group. Task 2 There is a range of external and personal factors that influence the development in children and young peoples lifes: Personal factors such as, health and disability. Health is determined by our genes , diet, environment and stress. Some children may be born with a condition that will automatically effect their lifes, such as a blood disorder. Disability can also effect a childs development, for example if a child has a hearing impairment they may not be able to learn properly in school unless they have help from an adult. External factors can also influence a childs development such as, poverty and diet. Poverty affects children and their families in many different ways. Families living in poverty may not be able to afford good food which leads to poor diet. Having a poor diet can affect a childs growth, behaviour and development. Current practice is influenced by theories of development, such as: à ¢Ã¢â€š ¬Ã‚ ¢ Cognitive (e.g. Piaget) à ¢Ã¢â€š ¬Ã‚ ¢ Psychoanalytic (e.g Freud) à ¢Ã¢â€š ¬Ã‚ ¢ Humanist (e.g. Maslow) à ¢Ã¢â€š ¬Ã‚ ¢ Social Learning (e.g.Bandura) à ¢Ã¢â€š ¬Ã‚ ¢ Operant conditioning (e.g. Skinner) à ¢Ã¢â€š ¬Ã‚ ¢ Behaviourist (e.g. Watson) Cognitive Vygotsky like piaget posited children learn from hand on experiences. However unlike piaget he claimed that timely and sensitive invention by adults when children are learning a new task (zone of proximal development) could help children to learn new tasks. Vygotsky also stressed the importance of social interaction he felt other children can guide each others development as well as adults. Vygotsky also thought that children needed to be active in their own learning and that play is important for holistic learning. Humanist Abraham Maslow hierarchy of needs need to be met for a child to reach full potential take anything away from that and child might never reach their potential. This is taken into account daily with the child centred care and holistic approach to child care and well being. Practitioners need to look at the environmental factors such as warmth, food clothes as well as the psychological needs like promoting self esteem, and love. Behaviourist Bandura Showed that children learnt through copying and observing, this can be applied today as if an early years worker with demonstrates an activity the child can learn to do it through copying. Or if a child has a good role model then they are likely to copy the behaviour. But if they see bad behaviour then they will copy the bad behaviour. Behaviourist Skinner Skinners operant conditioning negative and positive reinforcement, this theory can be applied though stickers praise and reward for good behaviour and through disapproval, time out and ignoring unwanted behaviour. Psychoanalytical Freud Freuds work may not be proven but Freuds work with unconscious actions and peoples mind skills are still used like when a child tells a lie they smile or put their hand over their mouths as if to stop the lie. John Bowlby Worked on attachment theories which are used in the day to day practice in education and social care at all stages they are given key workers who they build strong attachments to this helps children make transitions in their lives and to be able to make lasting friendships. Frameworks support development including à ¢Ã¢â€š ¬Ã‚ ¢ Social pedagogy Social pedagogy Is a practice concerned with human beings learning, well being and inclusion to society treating children in a child centred way and a holistic way making sure that every childs needs are met especially those who are in need. Task 3 There are many ways to monitor children and young peoples development, for example: Observation: Observations can be taken during lessons or in the playground. They record what the child is doing in a subjective way. Its most appropriate to use this method when childs development is causing concern. Assessment framework: It is the way in which child is assessed to decide whether they have any particular needs and what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example when a child reads; we write it in their reading records. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are invaluable, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about childs development its good to ask/share information. Disability can affect several areas of development at the same time but early support might help minimise the effects of the disability. Emotional reasons, if a child is not settled and having good attachments they are more likely to have low confidence and self esteem they might not try new tasks and have a lack of motivation. Physical development might be effected by genetics this can mean physical growth difficulties or may be the child might be a slower learner. Environmental, there are many reasons that can effect child development like poverty, where a child lives, education and their family structure can effect a childs development. Culturally how people bring up their children can differ vastly like in china a girl is deemed second class to a boy. Other cultures have restrictions on childrens freedoms this can adversely affect the childs development. Social reasons are that for children born into poverty and families whose parents are separated are likely to have negative effects of childrens development or if a family might give less time to activities which aid childrens developments like a lack of play this can also effect child development. Learning difficulties children might have these due to genetic diseases, birth difficulties, and cognitive difficulties or might just have difficulties with writing or reading. Communication may be affected by medical reasons such as hearing impairment or being tongue tied. These can cause communication problems, children who have communication needs find it hard to express themselves and can show aggressive behaviour when frustrated. Children who experience communication needs might have problems with reading and writing. Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves. The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff. Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them. Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the childs needs. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a childs development . A psychiatrist is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level. Referrals can take the shape of common assessment form which are filled in then in my setting passed upstairs to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room. Speech and language also have their own referral forms which will be filled in and checked by the senco before being passed to the speech and language therapists. Early years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and secondary schools they also have school action plans which will be run through their senco and the school run individual learning plans. Task 4 All young Childrens brains are still developing as they grow. Early identification can change the impact of any difficulty if support is provided early enough. Finding ways for children to communicate is vital for their emotional well-being as some children who have language and communication difficulties can become isolated or may develop antisocial behaviours. once parents and carers have identified that a child needs additional support, a multi-agency approach may be used. If the parent/carer goes to see their health visitor or gp they will then help to make an appropriate referral, this may just be to help rule out hearing or visual impairments. In some cases the gp might refer the child directly to a speech and language service. Some children may need to be assessed by an educational psychologist. Once it is established what kind of support a child needs the right approach can then be carried out in order for parents and the setting to work together. Children learn their language and communication skills by being around adults and other children especially whilst they are having fun. When children are playing and doing activities that interest them they are usually used to help support their development, language and speech because theyre being motivated; for example singing a nursery rhyme with children this will encourage speech movements and will be more engaging for the child instead of just having to repeat the movements in isolation. Task 5 There are different types of transitions that can affect children and young people such as à ¢Ã¢â€š ¬Ã‚ ¢ Emotional personal experiences such as parents separating, bereavement, begining or leaveing a place of care. à ¢Ã¢â€š ¬Ã‚ ¢ Physical change in environments à ¢Ã¢â€š ¬Ã‚ ¢ Intellectual moving from one educational establishment to another. à ¢Ã¢â€š ¬Ã‚ ¢ Physiological puberty or medical conditions An example of a transition that could affect a child could be starting a before or afterschool club, this could affect a child because they may not know any other children at the setting and also may not know any of the staff, there for it could lead to the child being anxious and scared about meeting new people. A way to resolve this is to make sure the child is entering a friendly environment and be sure to introduce them to the other children and adults so that they feel more comfortable in the setting and also maybe ask another child to show them around and be their buddy to help them settle in. Also the child may be given a key person to help form a positive relationship with. The idea behind a key person is so that a child has that one person who they should feel they can go to and feel secure within their company. The key person should have a warm relationship with the child and be able to reassure them should they need to, also the key person will monitor the childs reactions in their new situation as this can provide a warning in some cases where this transition is not temporary.

Can cell phones cause cancer? :: essays research papers

Technology has always made an impact on our society. Over the last few decades, there have been many inventions that have changed our lifestyles. Cellular Telephony has, by all accounts, modified how we interact with others; but at what cost? Are there health issues associated with this technology? More explicitly can cell phones cause cancer? This question is the basis of this review. The researcher has compiled articles that cover this topic from diverse scholarly sources, and diverse countries. It is undeniable that cellular technology has become main stream. â€Å"It was estimated that there were 92 million cell phone users in the US, a number growing by one million every month.† (Frumkin, Jacobson, Gansler & Thun 2001). The arrival and widespread use of cell phones has peaked interest of the health effects of radiofrequencies in the human body. Cell phones use radio frequencies to transmit signals. Radio Frequencies (RF) are a form of electrical waves similar to those used in radios, microwaves, radars or satellite stations. They are emitted from a transmitter, and received using an antenna. This telephony technology is restricted geographically to small zones called â€Å"Cells†. Every cell has a base station capable of sending and receiving radio waves. When a call is started a signal leaves the handheld unit headed to the closest base station. This station answers by allocating a specific channel to the unit. When this â€Å"channel† is established, modulated radio frequency signals are both received and transmitted. The head of the user is in the near field of use because the distance from the antenna to the head is a few centimeters. (Blettner & Berg 2000) If the antenna is inside the body of the phone, the exposure to Radio Frequencies is greater. The antenna might be requesting a stronger signal to cont est with the interference of the battery or the actual shell of the phone’s body. The level of RF a person receives is related to many factors, not only the placement of the antenna. Factors that can increase the level of RF are the number of â€Å"cells†, the distance to the â€Å"base station†, or the obstacles between the caller and the station. The number of cell zones depends on the user population. Heavily populated areas have more cells allowing for more telecommunication traffic. Being close to a cell site lowers the power needed to sustain a call, hence reduces the exposure to RF.

You Must Depend Only on Yourself :: Arguementative

Depending on Yourself Have you ever been told something by somebody, acted upon what you were told, then found out what they told you was wrong? This just goes to show that you should never rely on anybody else's word. I have always been told that attitute is everything. If you want to do accomplish something, your attitute towards your goal is the most important factor in your success. However, my personal experiences say otherwise. In seventh grade P.E. class, I had taken up the attitute that P.E. is a waste of time, and was not motivated to actively exert effort in the class. This kept up throughout the year, and my grade at the end was a "B". The next year, I decided I had better change my ways. I made sure to show enthusiasm and effort throughout the year. My final grade this time? Still a "B". This has forever disheartened me from trying to get an A in P.E., since it seems that nothing you do can change your grade. Even if you change your attitute, the result can be the same. The necessity of self-reliance becomes more and more apparent if you start to search for examples. For instance, several of my friends had a certain teacher for a physics class, who was often wrong in his teachings, but unwilling to admit to his mistakes. They had to compare what he had taught them with information in other places, to make sure he wasn't teaching the lessons incorrectly. Due to his mistakes, they had to rely on themselves, not the word of the teacher. My parents always tell me that if I don't want homework to be such a chore, that I have to motivate myself. I took their advice with an open mind, and got myself motivated for a history essay. But when the time came to write it, it was just as bad as any other. You Must Depend Only on Yourself :: Arguementative Depending on Yourself Have you ever been told something by somebody, acted upon what you were told, then found out what they told you was wrong? This just goes to show that you should never rely on anybody else's word. I have always been told that attitute is everything. If you want to do accomplish something, your attitute towards your goal is the most important factor in your success. However, my personal experiences say otherwise. In seventh grade P.E. class, I had taken up the attitute that P.E. is a waste of time, and was not motivated to actively exert effort in the class. This kept up throughout the year, and my grade at the end was a "B". The next year, I decided I had better change my ways. I made sure to show enthusiasm and effort throughout the year. My final grade this time? Still a "B". This has forever disheartened me from trying to get an A in P.E., since it seems that nothing you do can change your grade. Even if you change your attitute, the result can be the same. The necessity of self-reliance becomes more and more apparent if you start to search for examples. For instance, several of my friends had a certain teacher for a physics class, who was often wrong in his teachings, but unwilling to admit to his mistakes. They had to compare what he had taught them with information in other places, to make sure he wasn't teaching the lessons incorrectly. Due to his mistakes, they had to rely on themselves, not the word of the teacher. My parents always tell me that if I don't want homework to be such a chore, that I have to motivate myself. I took their advice with an open mind, and got myself motivated for a history essay. But when the time came to write it, it was just as bad as any other.

Biology of Mangroves :: Research Essays Term Papers

Biology of Mangroves One of the most unique and least understood environments found in nature is that of the mangrove. This ecosystem is found at the junction between land and sea. Author, Loren Eiseley (1971) wrote vividly about his encounter with a mangrove forest in the book The Night Country: A world like that is not really natural. Parts of it are neither land nor sea and so everything is moving from one element to anotherÃâ€"Nothing stays put where it began because everything is constantly climbing in, or climbing out, of its unstable environment. The actual word à «mangroveà ­ can be used in two ways. It can refer to an individual species of plant or it can indicate a group or forest of plants that contains many species (Figure 1). To determine what constitutes a mangrove species many aspects are considered including: (1) air temperature within a certain range, (2) mud substrate, (3) protection, (4) salt water, (5) tidal range, (6) ocean currents and (7) shallow shores. To clarify, each of these aspects will be considered in turn. The best mangrove development has been found to occur only when the average air temperature of the coldest month is higher than 20 degrees Celsius and where the seasonal range does not exceed ten degrees. Most extensive mangroves are associated with muddy soils along deltaic coasts, in lagoons and along estuarine shorelines. In order for mangroves to survive a protected coastline is essential as mangrove communities cannot develop where high levels of wave action prevent the establishment of seedl ings. In terms of salt water, there is increasing evidence that most mangroves have their optimal growth in the presence of some additional sodium chloride. The tidal range plays an important role in mangrove development. The greater the tidal range, the greater the vertical range available for the community. Also for a given tidal range, steep shores tend to have narrower mangrove zones than do gently sloping ones. Another aspect of mangrove communities is ocean current. The currents are essential since they act to disperse the mangrove propagules and distribute them along the coasts. The need for a shallow shore is the last major aspect of mangrove forests. This is apparent when considering that seedlings cannot become anchored in deep water and that the mangrove requires a large proportion of its body to be above the water (Hutchings and Saenger, 1987). Mangrove forests are established in various regions of the world and one of the most prominent regions is the continent of Australia.

Single-Sex or Co-Ed Schools: Which Do You Prefer?

Many parents are agonizing about aspects between single-sex school and co-ed school (coeducational school) in relation to what is best for their children. Hence, to justify which is a much preferred choice in respect to differences between the two kinds of school as well as its benefits and disadvantages. It is only natural, of course, for parents to be concerned especially in matters that concern their children.A minority of parents will choose to send their children to single-sex school because they are concerned about their children’s studies in terms of the possible distraction of the opposite sex, knowing the teenage trends in this modern century. Looking at the modern trends, most teenagers begin having relationships at young ages of 13. It is highly understandable that parents worry. However, parents should also have the confidence in their children, whom they have tirelessly instilled values since the day of their birth, to be able to manage these relationships so that it will not negatively affect their studies.There are percentages of students who are affectionately fond of each other, but did not negatively affect their studies and even made them work harder because they didn’t want their parents to be against the relationship. Besides that, some teachers pay more attention to the boys because usually boy tend to slack in comparison to girls, and sometimes teachers will encourage boys to put in more effort and try harder to solve difficulties. In contrast to that, when girls were having difficulty, the teacher often provides the answer.This may in turn affect girls, thinking that they do not receive equal opportunities of the challenge and lack enjoyment in their studies. While some may send their children to single-sex schools, many still send their children to co-ed school because they are of the opinion that schools are just places where students get acquainted with the basics of the life, which further helps them to foster their pro ficiency level in different aspects of life required in this competitive world.In many cases, students who come from single-sex school face difficulties adapting or even coping with society because they lack experience in associating themselves with the opposite sex. According to reports from the Australian Government, test results of students from single-sex school are higher in marks than students from co-ed school. This is because children in single-sex schools are more focused in revising for they do not have the distraction students in co-ed classes have. Another eason why single-sex schooling is a good idea is that students are going to have more study time to get more work done, thereby leading to less undone homework and reduce procrastinations. Boys and girls learn in two different ways. That's why having a single sex school is more rewarding than a co-ed school. According to the report, the difference between the way boys and girls learn are the type of weather boys and gi rls preferred. Boys prefer to learn in a cool, dark room but girl prefer to learn in warm and light room. Boys like the subject that around math and science but girls usually like around language.So when there are two different people wanting two different things it’s hard to please both sides. In conclusion, whether sending children to Single-sex or co-ed schools a type of love from parents. Going to the two kinds of school actually doesn’t affect the behaviour or a child’s study, it basically just focuses on the student whether they want to study or not. Therefore, I think going to either single- sex or Co-ed school doesn’t actually matter that much as long as you can keep up with your study then having opposite sex around you is an absolute fine thing. Single-Sex or Co-Ed Schools: Which Do You Prefer? Many parents are agonizing about aspects between single-sex school and co-ed school (coeducational school) in relation to what is best for their children. Hence, to justify which is a much preferred choice in respect to differences between the two kinds of school as well as its benefits and disadvantages. It is only natural, of course, for parents to be concerned especially in matters that concern their children.A minority of parents will choose to send their children to single-sex school because they are concerned about their children’s studies in terms of the possible distraction of the opposite sex, knowing the teenage trends in this modern century. Looking at the modern trends, most teenagers begin having relationships at young ages of 13. It is highly understandable that parents worry. However, parents should also have the confidence in their children, whom they have tirelessly instilled values since the day of their birth, to be able to manage these relationships so that it will not negatively affect their studies.There are percentages of students who are affectionately fond of each other, but did not negatively affect their studies and even made them work harder because they didn’t want their parents to be against the relationship. Besides that, some teachers pay more attention to the boys because usually boy tend to slack in comparison to girls, and sometimes teachers will encourage boys to put in more effort and try harder to solve difficulties. In contrast to that, when girls were having difficulty, the teacher often provides the answer.This may in turn affect girls, thinking that they do not receive equal opportunities of the challenge and lack enjoyment in their studies. While some may send their children to single-sex schools, many still send their children to co-ed school because they are of the opinion that schools are just places where students get acquainted with the basics of the life, which further helps them to foster their pro ficiency level in different aspects of life required in this competitive world.In many cases, students who come from single-sex school face difficulties adapting or even coping with society because they lack experience in associating themselves with the opposite sex. According to reports from the Australian Government, test results of students from single-sex school are higher in marks than students from co-ed school. This is because children in single-sex schools are more focused in revising for they do not have the distraction students in co-ed classes have. Another eason why single-sex schooling is a good idea is that students are going to have more study time to get more work done, thereby leading to less undone homework and reduce procrastinations. Boys and girls learn in two different ways. That's why having a single sex school is more rewarding than a co-ed school. According to the report, the difference between the way boys and girls learn are the type of weather boys and gi rls preferred. Boys prefer to learn in a cool, dark room but girl prefer to learn in warm and light room. Boys like the subject that around math and science but girls usually like around language.So when there are two different people wanting two different things it’s hard to please both sides. In conclusion, whether sending children to Single-sex or co-ed schools a type of love from parents. Going to the two kinds of school actually doesn’t affect the behaviour or a child’s study, it basically just focuses on the student whether they want to study or not. Therefore, I think going to either single- sex or Co-ed school doesn’t actually matter that much as long as you can keep up with your study then having opposite sex around you is an absolute fine thing.