Romanticism Art essays

RIW1 Neoclassism/Romanticism Art papers The time of Neoclassical craftsmanship started in the eighteenth century and covered with the eighteenth century Time of Enlightenment. The Neoclassical workmanship time frame proceeded into the nineteenth century. The Neoclassical workmanship period grasped expressive attributes and regularly looked like craftsmanship from the antiquated Greco-Roman culture. Neoclassical craftsmanship was bombastic, ready, and self-controlled. This period held a conviction that society was excessively careless, fun loving, and liberal. The period looked for to furnish society with past ideals, morals, and profound quality. The time of Romanticism started around the 1770s and proceeded until the second 50% of the nineteenth century. The time of Romanticism clashed with the Age of Enlightenment and the Neoclassical craftsmanship period in the eighteenth century. Reluctance was a key component to the period of Romanticism. Sentimentalism advanced from fantasy and imagery while grasping nature. Sentimental people were uncertain about their general surroundings and many turned out to be socially included while looking for inclusion in governmental issues accordingly. Numerous others turned out to be socially disconnected. Craftsmen during the time of Romanticism communicated their perspectives with feeling, frequently taking open stands and communicating these feelings through their works and workmanship. The craftsmen of this period felt the working class didn't get them and were not interested in their qualities and The specialists of the Neoclassical time frame were frequently seen as having a higher social class than the craftsmen of the time of Romanticism. The specialists during the Neoclassical time frame didn't look for to stir feelings and were wary. Specialists of the time of Romanticism were the inverse. They looked to mix feelings of society and make more independence and suddenness. They ... <!

Othello by Shakespeare Essay

This is the magnificence of incredible masterpieces in any of its structures; mankind doesn't change. All through time, we still and consistently will welcome the things that mix our feelings: love, respect, selling out, mental fortitude, distress, passing. Is it accurate to say that you know about Shakespeare’s grasping story of â€Å"Othello†? Provided that this is true, here is your chance to become re-familiar with this perfect work of art while getting a charge out of extraordinary acting, adroit cinematography and the engrossing awful story consistent with its birthplace. In the event that you are new to the story, set yourself up for some, awe-inspiring exciting bends in the road at the hands and lips of the ace shrewdness conniver, Iago. The Plot†¦ Very Simplified: Othello, a regarded Army General, furtively weds Desdemona, a lot to the jealousy of his companion, Iago. Iago, inspired by envy and complete absence of empathy toward others, has â€Å"hatred and jealousy† to propel his each move†¦ and abhorrence doings helpless before a splendid controller and merciless rebel implies colossal difficulty and distress for all. However, I lose track of the main issue at hand. To start, Iago stirs Desdemona’s Father with the updates on the covert joining: â€Å"A dim smash is beating your white ewe†¦. â€Å"Ah! Shakespeare! Desdemona is a stunning and delicate young lady with too much of admirers ~ Othello, whom she beyond all doubt adores, yet Iago, who pines for her. Others end up being the apparatuses that Iago controls to stop the newlywed’s satisfaction. With ploys excessively many-sided and shrewd for most personalities to consider, and surely unreasonably included for me to detail here, Iago starts his cunning and ruinous plan to subvert the couple’s association. As Iago says, â€Å"There are numerous occasions in the belly of time†¦ which will be delivered†. Iago controls individuals and occasions to cast doubt on Desdemona and cause it to seem like she might be having an unsanctioned romance. He utilizes her own caring soul and considerate mindset against her: â€Å"I will transform her integrity into pitch and out of her own decency make the net that will unmesh them all†, admits Iago to the survey crowd! By deduction and the planting of bogus proof, Iago effectively raises doubt of an affection triangle to Othello. Othello is effectively getting fixed by seeds of doubt. The situation starts to get interesting. What's more, it weaves and bounces and exciting bends in the road and takes us on a tasty yet disrupting serpentine pursue through foul play and guile. This is Shakespeare, after all †an ace narrator! In any case, †¦. shouldn't something be said about the creation? Is a cutting edge recording of Shakespeare for everyone’s taste? Plainly, no. The Language True to the Bard’s unique, â€Å"Othello’s† discourse originates from the pages of Shakespeare’s work. What's more, it is difficult†¦ from the outset. The elevated discourse of the day isn't we are habituate to: there are no alternate ways taken †characters communicate at incredible length and with extraordinary expert articulation and mind. What's more, one can't prevent the excellence from claiming the language †sensitive in any event, while being intense; amiable, in any event, while being terse. In any case, don’t be rashly put off by this. Hold on for it a brief timeframe and it pays off. On the off chance that you make it past the initial five minutes, you may in the long run become agreeable, as the beat begins to become disguised and before long starts to sound very available. In spite of the underlying troubles in appreciation, I got riveted in the plot and the exceptional focus required demonstrated to my advantage , as I turned out to be totally engaged with the dramatization. The Acting To commend the language, the acting demonstrates faultless and essential! The characters loan energetic outward appearances that sell out their thought processes and feelings. Truth be told, one can say that in any advanced rendition of Shakespeare, normal crowds must depend intensely on different prompts †like outward appearances and activities, to carry more noteworthy comprehension to the quickly moving discourse and storyline. This adaptation is an extraordinary achievement! I have never been more dazzled with Laurence Fishburne’s acting than in this film. In this difficult creation, he showed his impressive aptitude. However, Kenneth Branagh , as Iago, was the genuine scene stealer! Few can do â€Å"ruthless† like Branagh! Also, however the job appeared to require less vitality and extension, Irene Jacob was convincingly the sweet and delicate Desdemona. The adoration among Othello and Desdemona is exhibited so obviously, so unquestionably, that as a watcher, I was enraged by Iago’s endeavors to decimate it. A decent film makes you give it a second thought! This is a decent film! I thought about Desdemona; I was despised at Othello’s ineptitude for accepting the snare set by Iago. It was frightful to watch the joyous joy of the new sweethearts become fixed. The view of the catastrophe to come was exceptional. I disdained Iago for his savagery and scorn! All the feelings crowds felt such a long time ago †they despite everything exist today. What Else? There two or three scenes that were irregular †when Iago addresses the camera †to the crowd and I guess this may have been initially a monologue. Be that as it may, they appear to be strange. Out of nowhere I was shocked out of my â€Å"suspension of disbelief† and comfort of the play, by the interruption of an individual message from one of the on-screen characters! Then again, Iago, however a brutal character, is a treat to look as he turns his snare of misdirection at that point looks intentionally at the camera. This is one of Branagh’s most roused jobs! In spite of the fact that it has been numerous years since I read â€Å"Othello†, the film appears to stay consistent with its unique while profiting by new innovation and imaginative discernments. It is a recognition to William Shakespeare (however he doesn’t need it from me) just as the Director and entertainers who moved the creation from â€Å"theatre in the round† to â€Å"Castle Rock Productions†. Show review just The above see is unformatted text This understudy composed bit of work is one of numerous that can be found in our GCSE Miscellaneous area.

Marco Polo Essays (1762 words) - Marco Polo, Niccol And Maffeo Polo

Marco Polo Marco Polo Marco Polo is one of the most notable chivalrous explorers and merchants around the globe. In my paper I will talk about with you Marco Polo's life, his movements, and his visit to China to see the incomparable Khan. Marco Polo was conceived in c.1254 in Venice. He was a Venetian traveler and shipper whose record of his movements in Asia was the essential hotspot for the European picture of the Far East until the late nineteenth century. Marco's dad, Niccol, and his uncle Maffeo had ventured out to China (1260-69) as shippers. At the point when they left (1271) Venice to come back to China, they were joined by 17-year-old Marco and two clerics. Early Life In spite of his suffering distinction, practically nothing was thought about the individual existence of Marco Polo. It is realized that he was naturally introduced to a main Venetian group of traders. He additionally lived during a hopeful time in world history, when the tallness of Venice's impact as a city-state matched with the best degree of Mongol victory of Asia(Li Man Kin 9). Controlled by Kublai Khan, the Mongol Empire extended all the route from China to Russia and the Levant. The Mongol swarms additionally compromised different pieces of Europe, especially Poland and Hungary, rousing trepidation wherever by their murderous advances. However the savage strategies brought a proportion of solidness to the grounds they controlled, opening up exchange courses for example, the popular Silk Road. In the end ,the Mongols found that it was more beneficial to gather tribute from individuals than to execute them through and through, also, this strategy too invigorated trade(Hull 23). Into this positive air a number of European brokers wandered, including the group of Marco Polo. The Polos had since quite a while ago settled ties in the Levant and around the Black Sea: for instance, they claimed property in Constantinople, and Marco's uncle, for whom he was named, had a home in Sudak in the Crimea(Rugoff 8). From Sudak, around 1260, another uncle, Maffeo, and Marco's dad, Niccol, made a exchanging visit into A mongol area, the place where there is the Golden Horde(Russia), managed by Berke Khan. While they were there, a war broke out between Berke what's more, the Cowan of Levant , obstructing their arrival home. Hence Niccol what's more, Maffeo voyaged further into a mongol area, moving southeast to Bukhara, which was controlled by a third Cowan. While holding up there, they met an emissary voyaging farther eastbound who welcomed them to go with him to the court of the incomparable Cowan, Kublai, in Cathay(modern China). In Cathay, Kublai Khan gave the Polos an inviting gathering, named them his emissaries to the pope, and guaranteed their protected travel back to Europe(Steffof 10). They were to come back to Cathay with one hundred scholarly men who could teach the Mongols in the Christian religion and the human sciences. In 1269, Niccol and Maffeo Polo shown up back in Venice, where Niccol discovered his better half had passed on while he was gone(Rugoff 5). Their child, Marco, who was distinctly around fifteen a long time old, had been just six or more youthful when his dad left home:thus; Marco was raised principally by his mom and the all-inclusive Polo family-and the avenues of Venice. After his mom's demise, Marco had presumably started to consider himself something of an orphan(Rugoff 6). At that point his dad what's more, uncle out of nowhere returned, as though from the dead, following nine years of going in far away, sentimental terrains. These encounters were the developmental impacts on youthful Marco, and one can see their belongings reflected in his character: a mix of affectability and durability, freedom and dependability, spurred by an excitement for experience, an adoration for stories, and a craving to please or impress(Li Man Kin 10). All consuming purpose In 1268, Pope Clement IV kicked the bucket, and a two- or then again three-year delay while another pope was being chosen gave youthful Marco time to develop and to assimilate the stories of his dad and uncle. Marco was seventeen years of age when he, his dad and uncle at long last set out for the court of Kublai Khan(Stefoff 13). They were joined not by one hundred astute men however by two Dominican monks, and the two great ministers turned around whenever there's any hint of affliction, another neighborhood war in the Levant. Aside from the pope's messages, the main otherworldly blessing Europe had the option to outfit the incomparable Kublai Khan was oil from the light consuming at Jesus Christ's alleged tomb in Jerusalem. However, it might be said, youthful Marco, the main new individual in the Polos' gathering, was himself a fitting delegate of the soul of European human progress just before the Renaissance, and the absence of one hundred scholarly Europeans ensured that

Plan For Development Of Human Capital Free Essays

The staff advancement and initiative preparing models and projects of Clark County School District incorporates different viewpoints like Specific objectives for understudy accomplishment, Time-headed objectives for understudy accomplishment, Strong, inner assessment practices and Time and Opportunity. (Wiedemann, 2006, 6) But from the point of view of current Human Resource and advancement there are despite everything spaces for enhancements. The fundamental point of a capable pioneer is to create sure, free students and bolster staffs exhaustive a limit with respect to self evaluation. We will compose a custom paper test on Plan For Development Of Human Capital or on the other hand any comparative point just for you Request Now The first of these elements manages profound element of the pioneers in the specific situation and impression of their understudies and bolster staffs. The subsequent factor manages physical measurement where the spotlight is for the most part set down on the study hall condition. The third factor is the instructional measurement where the encouraging abilities of the educators are contemplated. Ultimately there is the factor of administrative measurement which is centered around managing tending to understudy conduct. (Finnis, 2003) To keep up measures in instructive resilience and affectability, we should find out about every understudy separately. This would be for their advantage to understand their objectives and yearnings as well as to know their potential confinements and help them in the revelation of strategies toward outperforming those constraints so as to access their goals. Educators should likewise give the understudies the outside strategies toward accomplishing trust in their capacity to learn new abilities in sending their training. Steady instructing and learning is overseen so as to improve accomplishment assets for educating and learning as correction guides, coursework help, exercise plans, worksheets, assignments and connections to different locales. (Zimmerman, 2002) This has regularly brought about improved consistency in instructing and would likewise have empowered students’ access to helpful materials empowering free learning. It ought to likewise be referenced that Leaders and the part of authority must be proficient and savvy. Let us take the case of Peters and Waterman, who in â€Å"In Search of Excellence† thought of â€Å"being visible† and â€Å"management by walkabout†. The aptitude and skill of chiefs should bolster the undertakings of the Staffs. Staffs should feel that they are guided by the chiefs in scrutinizing their obligations. By sound administration methods the aspirations of participative authority and the human relations school can be accomplished. (Wright, 2004) By and large it very well may be expressed that procedures followed by the school are to EXPAND its understudy and staff base and upgrade the good by seeking after mixed media openings, DELIVER an honor winning degree of greatness, building open intrigue, trust and pride, PROVIDE fiery administration and backing in the establishment, INSTILL a domain of inward and outside greatness in client care, EMPOWER and perceive each staff’s special commitment, ACHIEVE the best expectations of value, IMPROVE inspiration quality and in this way develop an impressive degree of human capital. (Berkowitz, 2000) Taking everything into account it ought to be the principle expect to deliver certain, free students careful a limit with regards to self evaluation. As such picking up freedom in their instruction and the ability to accomplish will assist their yearnings toward more significant standards. Giving a standard to their comprehension and capacity to communicate with them and afterward first finding out their learning level preceding doling out the individual objectives just as the general objectives for every individual understudy is a significant advance toward increasing comprehension and the limit with regards to learning. Making the strides laid out in the Classroom Strategy and adjusting them to the differentials gave by the learning styles of every understudy is a significant angle for thought and would in truth figure out how to be one of the objectives set to accomplish as an educator. (Keeping an eye on, 2003) References: Berkowitz L; (2000); Leadership and Implementations: Findings and Enactment. New Haven and London: Yale University Press. Finnis, J. 2003. Essentials of Leadership; Georgetown University Press Keeping an eye on, Schissler Susan. (2003). Moral Leadership in Human Services: A Multi-Dimensional Approach, New York: Allyn and Bacon. Wiedemann, Denise; 2006; District School Improvement †Amao Plan; Clark County School District; Las Vegas: Nevada; recovered on 28.06.2007 from http://ccsd.net/schools/pdf/DSIP2006-full.pdf Wright, Robert; 2004; The Moral Animal: why we are how we are. Little, Brown Co Zimmerman, S; (2002); Introduction to Management Principals; National Book Trust Step by step instructions to refer to Plan For Development Of Human Capital, Papers

Measuring Economic Health Memo Research Paper Example | Topics and Well Written Essays - 500 words

Estimating Economic Health Memo - Research Paper Example By and large, markets experience blast bust cycles about at regular intervals (Mead, 1992). Knowing how GDP is getting along now assists with anticipating if were in a blast or a bust, which is critical to the business cycle. In any case, GDPs esteem as a monetary marker, and hence an indicator of the business cycle, is going under assault now. Roubini, for instance, calls attention to that, â€Å"The best guidance I can give you is to understand that there is an unavoidable measure of vulnerability in the economy. This is considerably progressively valid for firms and their budget summaries. So what do we do? My decision is to escape this game by and large, however not every person has this alternative - a firm, for instance, needs to move forward as well as can be expected. The main thing you should know is that theres a great deal of vulnerability out there, and no measure of business determining is going to change that†. Roubini is stating that GDP isnt ever for certain: It can be resolved one year then that year can be updated an entire rate point later! Its difficult to anticipate things like wars or psychological militant assaults. Truth be told, GDP is anything but difficult to â€Å"game† (Ritholtz, 2010). â€Å"[Y]ou just under-report expansion, and GDP seems, by all accounts, to be better than it is†. Since expansion relies upon tallying the estimation of a decent a year ago, and doing as such across numerous products to ensure that its not only a couple of merchandise that developed in cost for different reasons, theres a great deal of subjectivity and vulnerability in making it. Gross domestic product is additionally not as supportive as it could be on the grounds that it emphatically checks negative externalities (Ritholtz, 2010). That implies that contamination, which is an awful thing, is considered something to be thankful for in light of the fact that it makes individuals go through cash to go to the specialist or purchase new houses to move. â€Å"If you purchase a vehicle, the GDP goes up. On the off chance that you cut a tree, the GDP goes up. Be that as it may, in the event that you protect the tree, the GDP doesn't develop. Presently you need to choose whether you need the tree or the GDP† (Sharma,

Party of One

Party of One One of the great things about living in Boston is the close promixity to all sorts of cool places to visit. And one of the great things about going to MIT is that you have a long weekend nearly every month. Last weekend, I woke up early, packed some physics notes, and headed to Bostons North Station where I would board an Amtrak train for the day. Amtraks Downeaster service connects Boston with Portland, Maine and several intermediate stops along the way (in Mass., New Hampshire, and Maine). The schedule is advantageous and allows for many day trip opportunities throughout New England. Hop on board and see how to take some time off from the workload. :-) Leaving East Campus, I strolled down Amherst Street, passing Senior House (another undergrad dorm). A couple of minutes later, I arrived at Kendall Square. This is the location of the closest subway stop to East Campus (and indeed, most of MIT); you can also get a meal here at one of many eateries in either the surrounding area or in Kendall Squares own Food Court. A favorite stop of mine is Au Bon Pain, incorrectly referred to by many as the French McDonalds. Though its a very well-represented chain around the Boston area, the food is quite fresh, nutritious, and made out of good things. :-) I grabbed a bacon, egg, and cheese bagel sandwich here (they actually make it for you, a la sub sandwich shop) on my way to the T. Descending the staircase into the station, I caught the Red Line toward Park Street, where I would change to the Green Line bound for Lechmere. When you arrive at North Station, you emerge at the street level and walk a short distance to the FleetCenter sports arena, aka TD Banknorth Garden. Inside this structure lies the North Station that serves both commuter rail and Amtraks Downeaster. For an extra $5, Business Class affords you a less crowded seating cabin as well as a free beverage and newspaper. Essentially, you make back the value of the cabin upgrade with the amenities. :-) A full cafe/dinette service gives you the option of buying anything from a bag of nuts to a cup of authentic Chowder during your journey. Amtrak outsources their food service on the Downeaster to a company called Epicurean Feast, and I think theyre doing the right thing. The food selections were more lively than I remember from most Amtrak cafe cars. On the way to Portland Portlands Amtrak station is located just a few minutes from the city center. I lucked out by finding a city-sponsored bus called the Portland Explorer, which took me to the heart of downtown for a very reasonable $2. I headed to Old Port, a scenic area down by the harbor with a number of shops and restaurants. Commercial Street in historic Old Port. I caught lunch just a few steps away at Mims Brasserie if youre looking for a filling bowl of haddock chowder and a nice grilled sandwich on sourdough, this is the place. :-) Id definitely go back look for the yellow umbrellas on the corner. Walking toward the central business and arts districts I only had a couple of hours before my returning train to Boston was to leave, so I made a circle and ended up near Old Port again to catch the bus. As the week progresses, Ill bring you some scenes of homework after hours see how we do p-sets and study for our exams. :-)

Should Your Summer Plans Include Taking the SAT or ACT

The addition of the August SAT in 2017 and the July ACT in 2018 (not available in California or New York) provide added options to students for summer testing, but calendaring test dates still involves navigating a tricky set of logistical challenges. Getting it right is an important strategic component of good test preparation and guidance.   Save The SAT Date: August 25th, 2018 Students seriously considering the August SAT should be aware that test locations are more limited than usual and fill up quickly. The August date addresses the common desire to retake the SAT at least once. Until last year, most juniors chose to either test twice in the spring or wait until mid-autumn of senior year to test again. While both routes are still viable, many students now see the new summer option as the best available path. In its first year, the date saw more than 300,000 testers and was one of the most popular among Compass students. This test date is not offered at centers outside the U.S. Improved Choices Juniors who test in March can theoretically retest in May or June, but in practice, that plan can be problematic. First, late spring of junior year is notoriously impacted by increased academic and extra-curricular demands. Second, the May or June test dates are often wisely reserved for Subject Tests when students are peaking in the corresponding academic classes. Finally, for some students, late spring feels too soon to retest because there may not have been enough opportunity to significantly grow from where they were in March. Scores are unlikely to change much if the test taker hasn’t had time to improve. For these reasons, waiting until the fall to retest has traditionally had merit for many students, and August testing may work even better in certain cases. Families and counselors can regroup near the end of junior year and contemplate what lies ahead. With an almost â€Å"complete† transcript, a first-round of spring test scores, and a preliminary college list in hand, students, parents, and advisors can preface the summer with a reality-check conversation about a final testing and application strategy: Should I prepare over the summer to retest? When should I retest? Where will I likely apply? And what application deadlines will I encounter? The answers to these questions can be tangled for rising seniors. For starters, the notion of summer-only prep for a mid-October exam would mean taking an ill-advised six-week break before the next available testing opportunity. To avoid this, many seniors have maintained some form of test prep through September to stay sharp while also working on applications and returning to school. The August SAT helps tighten up the popular summer-only prep plan while introducing its own twist. Students need to consider getting started soon after junior year wraps up. Vacations can eat into preparation timelines and leave students feeling rushed as the August date approaches. Mid-autumn dates leave less cushion for students who apply to colleges Early Decision or Early Action. Students who sit for the August exam, however, will receive their test results well in advance of early application deadlines. In fact, should students find themselves dissatisfied with their August scores, they will still have fall options (always research college-specific deadlines). Summer Subject Tests? While much of the discussion around summer testing focuses on the SAT, it is important to note that most Subject Tests will be offered on August 25th, as well. The only subjects not offered in summer are several of the foreign languages: German, Modern Hebrew, Italian, Latin, and all of the â€Å"with listening† versions of the foreign language exams, which are still only offered in November. While Compass usually recommends taking Subject Tests toward the end of a second semester, the August date is a good makeup or retest opportunity for some students, as long as proper preparation is completed over the summer. Many Compass students choose to take Subject Tests in August last year. What about the new July 14, 2018 ACT*? When College Board announced its new August date, ACT was not far behind in responding with the introduction of a July date for 2018. This comes with an important asterisk *the July date is not offered in California or New York or at international test centers. California and New York have laws requiring that a certain proportion of tests be released to students, and that extra disclosure can cost ACT millions of dollars. This is also why the February ACT has no New York testing centers. The July ACT, then, is a non-starter for most Compass students. Even for students in the other 48 states, the July ACT falls at an odd time. It comes too early for students trying to complete summer-only preparation. It works a little better for students preparing in the spring. July can be thought of as a third option behind the popular April and June administrations. Compass expects that the September ACT will continue to be far more popular than the July date. September allows for summer preparation and results come in plenty of time for early applications. Some students may legitimately look to the July ACT as an interim exam before a final test in September. It bears repeating: short of traveling to another state, California and New York students do not have the option of taking the July ACT. What This Means for Compass Students The August SAT proved extremely popular to Compass students in the class of 2018, and we expect many rising seniors this year will also opt to take the summer date it fits well into testing plans. The August date is less appealing for rising juniors. Test preparation in the summer before junior year continues to be an excellent option, but rising juniors can afford to take a longer view of maximizing success on official test dates.   For students well-suited to an early start to testing, October, November, and December SAT dates are available; the October PSAT is an important waypoint for most students (and an essential one for National Merit candidates). Testing skills continue to develop over time, and rising juniors rarely need to rush the start of official testing. If you are considering the August option, be sure to register early.  Regular registration will close on July 27th, but center availability is limited compared to October and November. Students should sign-up well in advance!  Last year, some cities had only half or one-third of the normal test center options. Compass directors can give personalized guidance based on a students specific needs and achievements. Please dont hesitate to call or email us for testing advice or to register for a proctored practice exam.

Why Are You Interested in Our College Interview Tips

Like many of the most common interview questions, a question about why you are interested in the college seems like a no-brainer. After all, if you are interviewing at a school, you have presumably done some research and know why you are interested in the place. That said, it is easy to make missteps when answering this type of question. Key Takeaways Be specific. Make sure youve done your research and are aware of the features that distinguish the college from other schools.Give a well-rounded answer. Try to find features on the academic and non-academic fronts that you can address.Dont focus on selfish aspects of attending the school such as prestige or future earning potential. Weak Interview Answers Some answers to this question are better than others. Your answer should show that you have specific and admirable reasons for attending the college. The following answers are not likely to impress your interviewer: Your college is prestigious. This may be true, but what distinguishes the college from other prestigious colleges? And why does prestige matter so much to you? What exactly about the colleges academic and/or non-academic features make you eager to attend?Ill make lots of money with a degree from your college. This certainly may be an honest answer, but it wont make you look good. An answer such as this suggests you care more about your wallet than your education.All my friends are going to your college. Are you a lemming? Your interviewer will want to see that you have selected the college because of your own educational and professional goals, not because you follow your friends blindly.Your college is convenient and close to home. Here again this might be an honest answer, but college is preparing you for the rest of your life. Proximity to home suggests that location is more important than your actual education.My counselor told me to apply. Fine, but youll want a better answer. S how that you have done your own research and that you are eager to attend.Youre my safety school. No college wants to hear this even if its true. Colleges want to admit students who are eager to attend, not students who look down on the school and are likely to transfer after a year. Give Your Interviewer a Well-Balanced Answer The interviewer is hoping that you are interested in the college for reasons other than peer pressure or convenience. Similarly, if you say you applied entirely because of a parent or counselors recommendation, youll be suggesting that you lack initiative and have few thoughts of your own. From the Admissions Desk If a school asks this question, they are trying to be intentional about the community they are building and want to see that students will be active participants in the life of the university.–Kerr RamsayVice President for Undergraduate Admissions, High Point University When it comes to prestige and earning potential, the issue is a bit more fuzzy. After all, name recognition and your future salary are both important. The interviewer most likely is hoping that you find the college prestigious. That said, you dont want to come across as someone who is more concerned with material gain and prestige than with pursuing your passions and getting a high-quality education. Many students choose a college based on sports. If you love nothing more than playing soccer, youre likely to look at colleges that have strong soccer teams. During the interview, however, keep in mind that students who are interested in nothing except sports often fail to graduate. The best answers to this interview question provide a balance of academic and non-academic reasons for wanting to attend. Perhaps youve always dreamed of playing on the schools soccer team and you really like the schools hands-on approach to teaching engineering. Or maybe you like the opportunity to be an editor for the literary magazine, and you are eager to participate in the English departments study abroad program. Know the College What you most need to do when answering this question is show the interviewer that you know the colleges distinctive features well. Dont simply say that you want to go to the college to get a good education. Be specific. Let the interviewer know that you were drawn to the colleges innovative first-year program, its emphasis on experiential learning, its Honors Program, or its international focus. Also feel free to mention the schools wonderful hiking trails, its quirky traditions, or its amazing lilacs. Whatever you say, be specific. The college interview is a great place to demonstrate your interest in the school, but you can only do this if you have done your homework. Before you set foot in the  interview room, make sure you have done your research and identified several features of the college that you find particularly appealing, and make sure at least one of those features is academic in nature. Finally, make sure you make a good impression by dressing appropriately and avoiding common interview mistakes such as showing up late, answering questions with one-word responses, or proving that you are clueless about the school

Comparing and Contrasting the Chiaroscuros Between Othello...

In a work of typical literature, the blackness of something represents its darkness and how evil it is, and the whiteness represents the purity and goodness of something. William Shakespeare plays with the status quo of literature in his play Othello by giving Iago, a white man who should represent purity, an evil, black heart and by giving Othello, a black man, a noble, white heart when he should represent evil. Shakespeare â€Å"founds his play on the rupture between outward signifiers and inward signifiers, between the Moor’s evil-seeming black face and his ‘perfect soul’, between his ancient’s honest-seeming white exterior and the ulcerous evil that breeds around his heart† (Calderwood 59). Shakespeare brilliantly messes up the routine use†¦show more content†¦Othello’s nobility is extended in the Senate scene when he proves his virtue to the courts through his testimony and becomes an â€Å"honorary white man† through his honesty with the courts and his good intentions with Desdemona (Hall 82). The Duke even tells Brabantio that his â€Å"son-in-law is far more fair than black† (Shakespeare 5), showing the full admiration of the court and their ability to overlook the color of his skin and into his honest soul. Iago is also loved, but he has the advantage of being white. His skin, being the symbol for purity, allows others to welcome his council and his presence warmly. Othello and Cassio call him â€Å"honest Iago† and â€Å"good Iago† because his words are sweet and he appears to have wonderful advice and he gives the illusion of being a good friend. He â€Å"is not regarded as a gentleman with a gentleman’s humanistic as well as militaristic virtues† (Siegel 119) like Othello, but he is trusted and well liked. It is not until the end of the play when Iago kills Roderigo that a character in the play realizes Iago’s true virtues. When Emilia finally realizes that Iago, her husband, planted the handkerchief for Othello to see, she â€Å"curses Iago in similar terms of eternal damnation† (Hyman 51). This symbolizes the realization of all the characters that Iago is actually a devil. Othello accepts his blackness, but accepts the praises of his war victories. He is a gentleman and is adored by every character that knows him except for

Annotated Bibliography On Data Mining - 3115 Words

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Cyber Crimes, Moral And Ethical Implication - 1664 Words

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Othello and Iago Free Essays

In the 21 st century everything has become more visualized. The books do not have the same power as they used to have in the previous centuries. Nowadays, many books or written stories have been made into screen adoption . We will write a custom essay sample on Othello and Iago or any similar topic only for you Order Now William Shakespeare wrote Othello the Moor of Venice to be performed. There are more than fifty movies, ballet performances and musicals about Othello. Each of them is different and shows a director’s unique perspective. What is it about this piece that makes people perform it so many times? In each generation people are trying to visualize the immortal theme of how manipulation and jealousy can change people’s lives. For example, in the movie Othello (1995) Oliver Parker contradicts with the text and shows the audience his view and understanding of the literary text. In the movie Othello (1995) with Laurence Fishburne, Parker, the director, uses actor’s performance, symbolic scenes and decor to help the audience emotionally understand the text. Parker’s production of the movie is very close to the original play. He uses the same language and wording, but visualization and his perspective of the play helps the audience experience empathy towards characters. For example, in the text Desdemona’s father describes her, â€Å" A maiden never bold / of spirit so still and quiet that her motion blushed at herself †(I. III . 94-96). In the movie the actress is young, beautiful and seems very innocent. Othello is described in the text as an exotic character, who shows an animalistic side. Roderigo says about Othello, â€Å"To the gross clasps of a lascivious Moor / †¦An extravagant and wheeling stranger†. (I. I. 126, 136). When Iago talks to Brabantio and tries to convince him that his daughter is with Othello he compares Othello to an animal. Iago says, â€Å"You’ll have your daughter covered with a Barbary horse†. I. I. 112). Or he also says, â€Å"Your daughter and the Moor are now making the beast with two backs† (I. I. 116). In the movie Othello has an intimidating appearance. He has pierced ears, wears jewelry and has tattoos. The right casting of characters helps to reveal them and grow parti cular attitude towards these characters in the movie. The audience when looking at beautiful and young Desdemona will most likely take her side and have compassion towards her. In contrast to Desdemona, Othello is more brutal and reveals bellicosity and rigidity. In the text Shakespeare describes Othello as a great warrior, who has suffered a lot. He doesn’t know much about love or peaceful life without battles. Othello says about himself: â€Å"Rude am I in my speech, / and little blessed with the soft phrase of piece†¦ The story of my life / from year to year-the battles, sieges, fortunes / that I have passed†¦ (I. III. 81-83, 129-131). This describes Othello as unexperienced, impulsive person, who is more used to violence than love. In the text when Iago tells Othello that Desdemona is not honest with him, Othello burst out at Iago: â€Å"Be sure of it; give me the ocular proof; or, by the worth of mine eternal soul, thou hadst been better born a dog than answer my waked wrath! (III.. III. 361-364). Othello is jealous of Desdemona but because he has no proof of it, he works his anger on Iago. In the movie Parker introduces a scene where Othello tries to drown Iago in the sea to emphasize Othello’s anger. Another scene where Othello shows his violence is when he slaps Desdemona across her face. One thing that can explain Othello’s inability to control anger and be violent is that he is left without his duty. He was send to Cyprus to defend people from the Turks but the war has never happened because of the storm that killed the Turks. Othello is left with himself, his thoughts and relationships with Desdemona. Marriage is a new experience to him, he does not know how to behave. Othello doubt his decision of getting married to Desdemona. He says, â€Å"Why did I marry? †¦O curse of marriage, / That we can call these delicate creatures ours, / and not their appetites! † (III. III. 242, 268-270). He is not used to a peaceful life, but violence and anger. Iago is using Othello’s frustration and strategy to convince Othello in Desdemona’s unfaithfulness. In the movie Parker makes Iago talk to the audience that helps develop and understand his plan, how is going to implement it. His ideas are clear and make sense, but audience still doesn’t know how the other characters will react to it and whether he will be successful or not. Parker leave that to the last scene when wounded Iago lies on the dead bodies of Othello, Desdemona and his wife. In this production Parker chooses and correctly considers the historical element by using the medieval costumes corresponding to that time, settings and decor of Venice with old buildings and canals with gondolas. However, he adds couple scenes that changes the audience’s perception of the text. In the beginning of the movie the audience see a couple in the gondola. The man covers his face with a mask, and then the young woman runs on the empty streets of Venice covering her face. This shows the audience that this couple are involved in some kind of a secret. Parker uses a cliche of a secret relationship by making the first scene happened at night, covering man’s face with a mask. This scene intrigues the audience and make it believe that this could be a love story movie. Compare to the text where Iago and Roderigo are the first ones to be presented in the text. They talk about how Iago didn’t get position of the lieutenant and how both of them hate the Moor. Iago says: â€Å"Were I the Moor, I would not be Iago. / In following him, I follow but myself; / Heaven is my judge, not I for love or duty, / but seeming so, for my peculiar end;†(I. I. 58-60). Only in the middle of the act I scene I, readers understand that Brabantio’s daughter secretly got married to the Moor and that is how Iago and Roderigo can use this against him. Iago says: â€Å"I m one, sir, that comes to tell you your daughter and the Moor are now making the beast with two backs†. (I. I . 116-117). Parker’s deviation from text catches the viewers attention better than just dry talks of Iago and Roderigo. Another movie innovation is when Parker makes Othello dream about Desdemona and Cassio being together. This emphasizes how much Othello is moved by that news. In the text Shakespeare makes Othello fall into epilepsy instead. Parker is also using symbol of the handkerchief. The symbol of handkerchief is important in the play. Othello gives special power to it. He says: That handkerchief Did an Egyptian to my mother give. She was a charmer, and could almost read The thoughts of people. She told her, while she kept it, Twould make her amiable and subdue my father Entirely to her love; but if she lost it Or made a gift of it, my father’s eye Should hold her loathed, and his spirits should hunt after new fancies. †( III. IV.. 50-58). In the movie Parker makes the handkerchief fly or fall on the black background in a slow motion. By doing so, he shows the audience the end of Othello and Desdemona’s love and predicts their death. Another symbolic scene that Parker introduces into the movie and doesn’t exist in the text is when Iago stands next to a pit and makes two figures that represent Othello and Desdemona fall into that pit. Parker compares Othello and Desdemona to the figures on the chessboard that were played and manipulated by Iago. Basically, he says that all that it was just a tactical game. He though connects that scene to another scene when Othello’s and Desdemona’s bodies are dumped to the sea. This parallel shows the audience hopelessness of the situation. This symbolic scene with figures explains how Parker understands parallels and hidden tips shown in the play. Shakespeare uses words and repeats phrases in the text to predict the end and guide the reader through the play. For example, in the text when Brabantio says to Othello, â€Å"Look to her, Moor, if thou hast eyes to see: / She has deceived her father, and may thee. † (I. III. 291-292). Othello responds to him, â€Å"My life upon her faith! † (I. III. 294). Later in the text, Iago mentions it again to Othello. He says, â€Å"Look at your wife; / wear your eyes thus, not jealous nor secure†¦ She did deceive her father, marrying you;( III. III. 197, 198, 206). At the end of the play Othello does exactly what he said before- he gives his life upon Desdemona’s faith and kills himself. Movies that are based on the plays or the books are showing the audience only one perception of that play or book, which is presented by the point of view of the director. Talented directors know that it is very hard to present the correct idea better than the original text. However, by making minor changes such as introducing symbolic scenes, choosing the right actors or the appropriate decor, the movie can guide the audience to a better understanding of the play. It can also help to develop new interpretations of the text. How to cite Othello and Iago, Papers Othello and Iago Free Essays Iago has a reputation for honesty, for reliability and direct speaking. Othello and others in the play constantly refer to him as â€Å"honest Iago. † He has risen through the ranks in the army by merit and achievement, and Othello, whose military judgment is excellent, has taken him as  ancient  (captain) because of his qualities. We will write a custom essay sample on Othello and Iago or any similar topic only for you Order Now In Iago, Shakespeare shows us a character who acts against his reputation. Possibly Iago was always a villain and confidence trickster who set up a false reputation for honesty, but how can one set up a reputation for honesty except by being consistently honest over a long period of time? Alternatively he might be a man who used to be honest in the past, but has decided to abandon this virtue. Shakespeare has built the character of Iago from an idea already existing in the theatrical culture of his time: the Devil in religious morality plays, which developed into the villain in Elizabethan drama and tragedy. Iago says (I. 1, 65) â€Å"I am not what I am,† which can be interpreted as â€Å"I am not what I seem. † But it is also reminiscent of a quotation from the Bible which Shakespeare would have known: In Exodus, God gives his laws to Moses on Mt. Sinai, and Moses asks God his name. God replies: â€Å"I am that I am† (Exodus, iii, 14). If â€Å"I am that I am† stands for God, then Iago’s self-description, â€Å"I am not what I am† is the direct opposite. Iago is the opposite of God, that is, he is the Devil. Iago in this play, has the qualities of the Devil in medieval and Renaissance morality plays: He is a liar, he makes promises he has no intention of keeping, he tells fancy stories in order to trap people and lead them to their destruction, and he sees other’s greatest vulnerabilities and uses these to destroy them. Iago does all this not for any good reason, but for love of evil. Iago is surrounded with bitter irony: he is not as he seems, his good is bad for others, people repeatedly rely on him, and he betrays them. He likes to have others unwittingly working to serve his purposes. But for all this, as his plot against Othello starts moving and gathering momentum, he loses control of it and must take real risks to prevent it from crashing. Iago is a man with an obsession for control and power over others who has let this obsession take over his whole life. Necessity forces his hand, and, in order to destroy Othello, he must also destroy Rodrigo, Emilia, Desdemona, and ultimately himself. The one man who survived Iago’s attempt to kill him, Cassio, is the only major character left standing at the end of the play. For someone to constantly lie and deceive one’s wife and friends, one must be extremely evil or, in the case of Iago, amoral. In every scene in which Iago speaks one can point out his deceptive manner. Iago tricks Othello into believing that his own wife is having an affair, without any concrete proof. Othello is so caught up in Iago’s lies that he refuses to believe Desdemona when she denies the whole thing. Much credit must be given to Iago’s diabolical prowess which enables him to bend and twist the supple minds of his friends and spouse. In today’s society Iago would be called a psychopath without a conscience not the devil incarnate. Iago also manages to steal from his own friend without the slightest feeling of guilt. He embezzles the money that Rodrigo gives him to win over Desdemona. When Rodrigo discovers that Iago has been hoarding his money he screams at Iago and threatens him. However, when Iago tells him some fanciful plot in order to capture Desdemona’s heart Rodrigo forgets Iago’s theft and agrees to kill Cassio. Iago’s keen intellect is what intrigues the reader most. His ability to say the right things at the right time is what makes him such a successful villain. However, someone with a conscience would never be able to keep up such a ploy and deceive everyone around him. This is why it is necessary to say that Iago is amoral, because if you don’t his character becomes fictional and hard to believe. At the climactic ending of the play, Iago’s plot is given away to Othello by his own wife, Emilia. Iago sees his wife as an obstacle and a nuisance so he kills her. He kills her not as much out of anger but for pragmatic reasons. Emilia is a stumbling block in front of his path. She serves no purpose to him anymore and she can now only hurt his chances of keeping the position he has been given by Othello. Iago’s merciless taking of Emilia’s and Rodrigo’s lives is another proof of his amorality. | How to cite Othello and Iago, Essay examples

Racism and Slavery Essay Example For Students

Racism and Slavery Essay The Never-ending BattleSlavery has been a controversial issue in the United States for hundreds ofyears. Since the rise of slavery in the America, there have been numerousaccounts of resistance and opposition. Some of the more famous accounts ofresistance against slavery and racism are Harriet Tubman, the mastermind behindthe Underground Railroad, Rosa Parks, who refused to relinquish her seat on apublic bus to a White man, and Martin Luther King Jr.s movement and mostfamous speech I Have A Dream. Although slavery is illegal in the United Statestoday, I believe that the fight against slavery will never end. Slavery in theUnited States is about more than taking Blacks freedom; it is about equalrights for all races and ethnicities. Sadly, there is too much hatred and greedin the world to abolish slavery and racism forever. Frederick Douglass Independence Day Speech at Rochester in 1852, is one ofthe most profound speeches of American history. It is unthinkable that a Blackman would speak out so strongly against slavery and Whites during a time whenthere was so much tension between the Blacks and Whites. Douglass was the idealperson to give such a speech due to his experiences as a slave. With hispersonal life experiences, combined with his education achieved in England, hewas able to present himself with dignity and authority. Through his speech,Douglass reveals the hypocrisy of America. The best example of this is the lastline of the speech, which states, for the revolting barbarity andshameless hypocrisy, America reins without a rival (Douglass 5)Douglass plainly explains how phony the white leaders of that time were. Thisis my favorite quote from this article because he points out the hypocrisy ofthe laws written by the white male property owners. What is this but theacknowledgment that the slave is a moral, intellectual, and responsible being(Douglass 3). Douglass is explaining that a Black man can be put to death forseventy-two crimes in the state of Virginia when a White man can be put to deathfor only two. If a being, such as a Black man, committed any of these crimes,then doesnt that classify that being as intellectual and responsible? And ifby law, that the White man wrote, Blacks are considered to be intellectual andresponsible beings, then how can Blacks be considered by White men to be the beastsof the field (Douglass 3)? Therefore, law defines Blacks not only as menequal to whites, but as human beings too. Because the confederate flag has long been a part of southern heritage, it isstill hung over many businesses and government agencies. There has been adispute about this for many years, but was not heavily covered by the mediauntil the beginning of 2000. There are many mixed opinions about the Confederateflag. Numerous White southerners believe that the flag should fly over the stateCapital because, to them, it represents the freedom that was just out of reachduring the Civil War. For many others including myself, the Confederate flagsymbolizes more than the Confederate States of America. It stands for thepersecution of the Black race as well as other minority groups, in every way,shape, and form. Joe Neal, Black Caucus vice-chairman, has similar thoughts inLisa Goddards article entitled South Carolina Governor Signs Confederate FlagCompromise of WIS-TV in Columbia South. In it Neal states The flagrepresents the Confederacy that enslaved, exploited, murdered, raped and killedour peopl e for over three hundred years, but somehow it seems okay to ask us tofly it in front of our building (Neal). Nevertheless, there are many whoare in favor of keeping the flag flying over the Capitol building. .u4166bc56f4643a402f06f693d76cc5c2 , .u4166bc56f4643a402f06f693d76cc5c2 .postImageUrl , .u4166bc56f4643a402f06f693d76cc5c2 .centered-text-area { min-height: 80px; position: relative; } .u4166bc56f4643a402f06f693d76cc5c2 , .u4166bc56f4643a402f06f693d76cc5c2:hover , .u4166bc56f4643a402f06f693d76cc5c2:visited , .u4166bc56f4643a402f06f693d76cc5c2:active { border:0!important; } .u4166bc56f4643a402f06f693d76cc5c2 .clearfix:after { content: ""; display: table; clear: both; } .u4166bc56f4643a402f06f693d76cc5c2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4166bc56f4643a402f06f693d76cc5c2:active , .u4166bc56f4643a402f06f693d76cc5c2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4166bc56f4643a402f06f693d76cc5c2 .centered-text-area { width: 100%; position: relative ; } .u4166bc56f4643a402f06f693d76cc5c2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4166bc56f4643a402f06f693d76cc5c2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4166bc56f4643a402f06f693d76cc5c2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4166bc56f4643a402f06f693d76cc5c2:hover .ctaButton { background-color: #34495E!important; } .u4166bc56f4643a402f06f693d76cc5c2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4166bc56f4643a402f06f693d76cc5c2 .u4166bc56f4643a402f06f693d76cc5c2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4166bc56f4643a402f06f693d76cc5c2:after { content: ""; display: block; clear: both; } READ: Case Analysis of Sunflower Inc. EssayThroughout the entire Fourth of July speech, Douglass sarcastically comparesthe Negroes to the lowest forms on earth. The most blatant example of this is onthe third page where Douglass says that When the dogs in your streets, whenthe fowls of the air, when the cattle on your hills, when the fish of the seaand the reptiles that crawl shall be unable to distinguish the slave from abrute, then will I argue with you that slave is a man (Douglass 3). Douglassillustrates to his fellow Americans, White and Black, that the slave has fewerrights than most animals. It helps the listeners to see how inhumane the slaveswere being treated. In addit ion, how they were imprisoned in there own country. If they were considered by law to be human beings, how then could they havefewer rights and less freedom than the dogs in your streets and thefish of the sea (Douglass 3)? With this speech, Douglass revealed the truthto all the truth that Blacks were considered and treated like the mostinsignificant life forms on earth. Douglass continues by speaking in depth about the hypocrisy of America forcelebrating Independence Day. The Fourth of July for the American slave is aday that reveals to him the gross injustice and cruelty to which he is theconstant victim (Douglass 4) In my point of view, this is the strongest quotemade by Douglass because it supports his fact that most slave owners think thattheir slaves, are worth less than the ground of which they stand on. Once again,it shows the hypocrisy of the Fourth of July at that time. The Fourth of Julysymbolizes the freedom of the United States and all those who reside there, yetthe blacks have the least freedom of all. They are stuck in their own livinghell. One would assume that after decades of education about slavery and racism,racial conflicts would be rare. Unfortunately it is just the opposite. Only adecade ago was the highly publicized beating of Rodney King by four Los Angelespolice officers. Two of the officers were found guilty 1993, in federal court ofviolating Kings civil rights and served 30 months in federal prison. At themoment King is on probation until 2003, for being convicted of hit-and-runinvolving his wife and spousal abuse in a separate incident (AssociatedPress). Slavery has been a part of social dynamics for thousands of years startingwith the Pharos who forced the Egyptians into building the pyramids. And it wasnot until the Europeans brought Blacks from Africa that slavery became presentin America. To stop a problem like racism and slavery, on must find the sourceof the problem. I believe that slavery began as a result of mans greed andselfishness. From that, hatred between races grew until today when people arecharged as suspects of horrific crimes based on the color of their skin. It is avery sad reality. Although I believe that the fight against racism will never bewon, I do think that much progress will be made. Works CitedAssociated Press (2001). Rodney King reluctant symbol of police brutality. Retrieved March 5, 2001 from http://www.cnn.com/2001/LAW/03/02/beating.anniversity.king.02/index.htmlGoddard, Lisa (2000). Stateline.org. South Carolina Gov Signs ConfederateFlag Compromise. Retrieved March 5, 2001 from http://www.stateline.org/story.cfm?StoryID=78845Category: Social Issues

Classical Music Essay Example For Students

Classical Music Essay A Brief History of Classical Music At present, many people regard classical music as medicine either for a tensed mind or for a depressing soul. Even a prolific composer Johann Sebastian Back said, â€Å"Music is an agreeable harmony for the honor of God and the permissible delights of the soul.† However, from a technical point of view, classical music refers to musical compositions from a clearly stated period of history. That is the main reason why students face certain difficulties while writing a classical music essay. Since this particular topic has a strong link to history, completing such a challenging college assignment requires thorough research and significant efforts to be taken. However, if the individuals know the boundaries of classical music, they can find music they like without taking any efforts. Evolution of classical music Music in the Middle Ages (400-1400 A.D.) In the Middle Ages, music had mainly religious nature. Being chant-like, classical music of this particular period is considered to be monophonic. It is common knowledge that monophonic music does not imply an accompaniment, it consists solely of a melody. Meditative and relaxing Gregorian Chants are considered to be the most famous illustration of classical music in the Middle Ages. Music in the Renaissance Period (1400-1600 A.D) During this time, polyphony became more popular since music was written for a variety of different stringed, percussion, keyboard, and woodwind instruments. The most common stringed musical instruments include the rebec, the viol, the hurdy-gurdy, the guitar, the harp-like lyre, the cittern, the bandora, the lute, and the orpharion. While numerous percussion instruments including the tambourine, the Jew’s harp, the bells, the triangle, and different kinds of drums, the keyboard musical tools involved harpsichord and virginals. Finally, a list of woodwind instruments included the reed pipe, the bagpipe, the double reed showed, the transverse fleet, the dulcian, the recorder, and the crumhorn. In general, during the period of Renaissance, music was written for accompaniment to entertain the representatives of nobility at the ballroom dances. Baroque Music (Sometimes Rococo) (1600-1750 A.D) During a given historical period, music had a specific aristocratic context being considered important in courts and palaces. In the 1600s, the concepts of the sonata, concerto, and symphony emerged. One of the brightest examples of Baroque’s concerto is considered to be Antonio Vivaldi’s ‘Four Seasons.’ The Classical Period During this period, the position of classical music in the current society changed dramatically. First of all, the general population began to pay for attending the concerts of classical music. Hence, since the composers did not have to entertain the nobility anymore, they had a chance to write their unique compositions in a way they wanted. A balance was the cornerstone of Classical music composition. As a result, the gaudy and overly ornate style was left in the Baroque age. Such dramatic changed could be noticed when we pay attention to the titles of the classical music pieces. The composers did not use various flowery titles like, for instance, ‘The Four Seasons.’ In turn, the compositions appeared during that period were titled as â€Å"Piano Concerto No. 3.†, â€Å"Piano Concerto No. 9., and the others. The Romantic Period The Romantic Period in the history of Classical music can be characterized by complex rhythms, rich textures, use of syncopation, full chords, and chromatic harmony. What is more, during this time, the piano gained great importance. As the researchers say, â€Å"it   was the subject of much of the compositions of this period, including nocturnes, impromptus and, etudes.† 21st   Century-classical period of music Classical music of the 21st century is nothing but a genuine masterpiece since it does not have any limitations. The only limitation was the composers’ own imagination. The harmony of classical music of a given historical period can be characterized by â€Å"increased dissonance and use of chromatic, pentatonic and modal scales.† .ua5a0a9104b4c795761d8e0be74e1efed , .ua5a0a9104b4c795761d8e0be74e1efed .postImageUrl , .ua5a0a9104b4c795761d8e0be74e1efed .centered-text-area { min-height: 80px; position: relative; } .ua5a0a9104b4c795761d8e0be74e1efed , .ua5a0a9104b4c795761d8e0be74e1efed:hover , .ua5a0a9104b4c795761d8e0be74e1efed:visited , .ua5a0a9104b4c795761d8e0be74e1efed:active { border:0!important; } .ua5a0a9104b4c795761d8e0be74e1efed .clearfix:after { content: ""; display: table; clear: both; } .ua5a0a9104b4c795761d8e0be74e1efed { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5a0a9104b4c795761d8e0be74e1efed:active , .ua5a0a9104b4c795761d8e0be74e1efed:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5a0a9104b4c795761d8e0be74e1efed .centered-text-area { width: 100%; position: relative ; } .ua5a0a9104b4c795761d8e0be74e1efed .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5a0a9104b4c795761d8e0be74e1efed .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5a0a9104b4c795761d8e0be74e1efed .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5a0a9104b4c795761d8e0be74e1efed:hover .ctaButton { background-color: #34495E!important; } .ua5a0a9104b4c795761d8e0be74e1efed .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5a0a9104b4c795761d8e0be74e1efed .ua5a0a9104b4c795761d8e0be74e1efed-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5a0a9104b4c795761d8e0be74e1efed:after { content: ""; display: block; clear: both; } READ: The Southern Man in Sweet Home Alabama Essay The important thing to be mentioned is the fact that classical music of the 21st century tends to be polyrhythmic, unpredictable and atonable. What is more, the examples of classical music compositions tend to have a vague melody as well as a strong sense of dissonance. Quotes â€Å"I loved ‘Fantasia’ as a kid because it filled me with wonder, enchantment, and awe. It was my first real introduction to classical music.’ -Nicolas Cage â€Å"I used to like to set different film clips to classical music, not even my own songs  and conclusion, but make little movies.† Lana Del Rey â€Å"What is classical music if not the epitome of sensuality, passion, and understated erotica that popular music, even with all of its energy and life, cannot even begin to touch?† Lara St. John I think a life in music is a persuasive life beautifully spent, and this is what I have devoted my life to. Luciano Pavarotti

Apply For Social Work Careers Without Compromising Your Education

Apply For Social Work Careers Without Compromising Your Education'If you are looking for a way to enter the Social Work profession then you need to read this application essay sample from the following sources.' That's the claim I made a couple of months ago, and I was almost right. The good news is that if you are serious about a career in social work, this article is for you.After teaching Social Work for several years I have read many applications for grad school, internship, and entry-level positions. These 'easy' steps to make applying for grad school, internships, and entry-level positions nearly impossible. What we often end up with are a bunch of people who know what they want to do but nothing else.My goal with this article is to show how to get an application essay with Social Work information without compromising your education or quality of work. This isn't about 'cramming' yourself full of information so that you don't have to think, it's about being able to translate th at information into compelling material that convinces the interviewers that you will be a good fit for their program. The truth is that most graduates with a lot of social work experience do not get jobs with those programs; it's all about connecting with people.You can use this application essay sample to get to the part of the application process where you will actually have the opportunity to apply for an internship or grad school. For those just getting started, there are several programs that can help you improve your resume by making it more accessible. This means giving away some information to create more space.Let's say you meet a potential future supervisor at your church, and you spend time talking to him or her and learning more about the program. You can turn that meeting into a graduate school application essay. The key is to be honest and avoid covering anything up that you know will be important to them, because everyone knows that no one wants to see someone cover up their name.There is also another experience teaching kids that has been helpful for my job search. They actually hired me. So there is a lesson in that; even for a current graduate student, that experience really matters.So, if you are ready to apply for grad school, internships, or entry-level positions in Social Work, this article is for you. When you put your best foot forward you stand a better chance of getting interviews, getting the job, and finally making your dream come true. So I hope you will consider sharing this information with other graduates, and also with employers, so you can create the perfect application essay for yourself.

Platos Phaedo Essays - Socratic Dialogues, Dialogues Of Plato

Plato's Phaedo Essays - Socratic Dialogues, Dialogues Of Plato Plato's Phaedo In Plato's Phaedo, Socrates is explaining to his friends that the acquiring knowledge comes from a recollection of things from a previous life. Socrates uses this as a way to comfort his friends. Based on this, according to Socrates, if a human being can learn anything, they must have known something about what it is they are learning about. If a human being has known something without having been taught it (in this life), they must have learned it before their birth. If the soul existed prior to birth it stands to reason that it survives death, and thus Socrates' friends have no cause for grief. This prior knowledge is triggered into consciousness by sensory input. Plato is trying to work beyond a two-fold paradox. Namely, if a human being does not know something, they cannot learn it since they know nothing about it. If, on the other hand, a person knows it, they do not need to learn it. When Crito asks Socrates how he wishes to be buried when he dies, this is a mistake because it shows his lack of understanding. Crito's lack of understanding lies in the fact the he doesn't understand how the soul survives the body at death, and in fact Socrates will still in actuality be alive. By making this mistake, according to Socrates, he Crito is harming the soul. If Crito were in understanding of this, he would not have asked Socrates about burying his body, because Socrates is not merely a body, but rather the body is a casing for the spirit and who he is. Socrates does not take Crito's question seriously because to Socrates the body is not the basis of who he is. To Socrates, the fact that his body is going to die does not mean he will be dead. In fact, his soul will go on, be born in a different body, and go back to learning what the soul seeks to know. Socrates wants Crito to know that he will not be burying him, but instead just his body. Socrates is justified in his response to Crito's question because Crito's question goes against everything that Socrates says and stands for. I think that Socrates is upset with Crito for being so ignorant. He shows this by laughing at Crito for his question. He also shows this by telling the others that Crito only sees him as the body he will be burying, rather that the person talking to them. When it came time for Socrates to drink the poison, Crito again shows his lack of understanding by asking Socrates to wait awhile before taking it. Crito wants Socrates to try and enjoy the last bit of life that he can enjoy. Socrates again puts Crito in his place by saying that any human being would do this, but it is not right for Socrates. Socrates does not want to appear ridiculous for clinging to life when there is none left. Overall Socrates is trying to tell human beings that life is nothing more than an opportunity for the soul to learn what it is in search for. The human body is nothing more than an instrument for the soul to use. A person should not fear or run from death, but rather look at it as a chance for the soul to move on to something else and to another chance to learn more based on what was already learned

Take It Easy Quotes to Live By

Take It Easy Quotes to Live By Just about everybody feels rushed and stressed at times. Since we all know that stress can be harmful to our health, nows the time to take steps to reduce the amount of stress in our lives. Slow down as you do things. Accept that what has passed  is past. Take one step at a time instead of multitasking your way through the day. Identify  what you are doing when you feel totally relaxed and focus on these activities instead of ones that stress you out. No one can avoid all the stress in life, but you can cut back on it. Chill Out With These Quotes Jim MorrisonTime to live, time to lie, time to laugh and time to die. Take it easy baby. Take it as it comes. Christian Nestell BoveeThere is a German proverb which says that Take-it-Easy and Live-Long are brothers. David SelznickWhy do you knock yourself out? Take it easy. Elbert HubbardDo not take life too seriously; you will never get out of it alive. Johnny CashI recently found myself going through a period of uncertainty about my future as a performer, my status as a personality, the believability of my Christian witness and the knowledge of Gods will in my life. I felt a force bigger than myself saying, Lay back. Take it easy. Study hard. Read your Bible. Think, write and keep your mouth shut for awhile. Kate JacobsIts all about getting the hang of things. Easy does it; take it easy. Youll figure everything out in time. But for right now, just keep trying. Pay attention and avoid the temptation to go further than youre ready. Talk less. And listen more. Martin ScorseseThe problem with anger is that its so consuming. Youve got to take it easy on yourself at a certain point. Robert BreaultIts not that Im a Type-B personality. Its that Im driven by a passionate, all-consuming desire to take it easy. Jack Kerouac ï » ¿So long and take it easy, because if you start taking things seriously, it is the end of you. Jackson BrowneLighten up while you still can, dont even try to understand. Just find a  place to make your stand, and take it easy. Fats WallerTake it easy, be a sport. Just remember life is short. Oscar WildeLife is too important to be taken seriously. Ryan ReynoldsI see guys with, like, eyebrow art, and I wanna tell them, You dont have to go too crazy on your brows. Take it easy, man! Golda MeirMy dear, old age is like an airplane flying in a storm. Once youre in it, theres nothing you can do. You cant stop a plane, you cant stop a storm, you cant stop time. So you might as well take it easy, with wisdom. Mark GormanOnly 8 percent of our worry will come to pass. 92 percent of our worry is wasted. Dont panic!

RAN Clean Coal Report Case Study Example | Topics and Well Written Essays - 1250 words

RAN Clean Coal Report - Case Study Example In times like these, when the needs are growing and the resources are limited people, companies and industries need to come together in order come to terms with the current environmental issues that are depreciating day by day and which if not dealt in time and according may lead to a hazardous tomorrow or who knows there may not be a tomorrow. RAN or the Rainforest Forest Area Network is an organization that works with grass-root level supporters, shareholders and other partner NGOs in cultivating awareness among the masses, different companies and industries regarding issues concerning environment, the proper maintenance of the eco-system and the different ways companies can contribute to the sustainability of a greener future. The report depicts the inner urge of mankind which needs to be aroused within the society to truly break its oil and coal addictions, protect endangered forests, and promote human rights and sustainable finance, with everyone's participation. RAN or the Rainforest Area Network was founded by Randy Hayes in the year 1985 is an environmental organization based in San Francisco, California, USA consisting of 43 staff members from CA, Tokyo, Japan and all other concerned citizens across the globe. The main aim and objective that motivates the organisation and the people attached to it is the creation of a sustainable world which they believe can be created within one's life time if one is committed enough and immediate aggressive measures and actions are taken. Since its initiation RAN has been working with towards the protection of the rainforests by supporting the rights of its inhabitants through the means of education, grassroots organization and nonviolent direct action. By working together with the student groups, indigenous forest communities and NGOs and through the organizations own effective strategies RAN was able to accomplish its mission by organizing campaigns to redirect corporations away from the destruction and exploitation of non-sustainable forest resources (About RAN, 2008). This was RAN's first and one of the many accomplishments that followed, in their endeavor for a better, a greener future and a sustainable world. RAN's take on Clean Coal The latest of the environmental issues that RAN is involved in is coal and finding the truth that lies behind the term "clean coal". Coal is the dirtiest and yet the biggest source of electricity in America. It is the most carbon dioxide-intensive fossil fuel, for every pound of coal that is burnt, three pounds of carbon dioxide gets emitted. Naturally coal mines are the primary source of increasing number of asthma and lung cancer patients. In addition to this the extraction of coal requires strip mining which results in massive amounts of water pollution and generation of toxic wastes. However coal being the America's one of the most important resource for generating wealth and electricity for the present and for the future as well, the lure that it poses is insurmountable. Research and development over the last two decades on "clean coal technology" the term which describes the technologies that are being worked upon in

Managing In golbal market Essay Example | Topics and Well Written Essays - 5000 words

Managing In golbal market - Essay Example This internationalisation strategy report identifies two viable markets for entry, Kuwait and Brazil. In Kuwait, consumers are experiencing increased disposable income levels and consumer behaviour factors represent favourable conditions for consumer acceptance of Taco Bell and its diverse product lines. Brazil maintains stable economic conditions and also encouraging consumer behaviour which can enhance Taco Bell’s ability to improve its internationally-based revenue stream. With the chain’s intention of opening one new store, internationally, every few days (Wong 2014), Brazil and Kuwait can ensure this goal is achieved and market conditions in these two countries represent stability upon market entry. This strategy report utilises many strategic models to analyse market conditions in Brazil and Kuwait as viable markets for the chain’s growth. The report’s deliverables include a full understanding of the political, economic and social factors of both markets, the competitive environment, and specific strategic initiatives that must be established to make market entry a success and ensure profit longevity. The threats and risks in both markets are also identified that might contribute to challenges upon market entry with appropriate recommendations for overcoming any barriers to entering both markets. The Kuwaiti government recognises the opportunities for attracting foreign investment. Recently, Kuwait has established a Free Trade Zone in the city of Shuwaikh, a region closely adjacent to the Iran border, a region sustaining an important international airport, and sustaining a shipping port that facilitates recurring movement of goods via water transport systems. This Free Trade Zone provides foreign companies with complete tax exemption on earnings for 10 years upon market entry (Singh 2010). Hence, the endeavours of the Kuwaiti government to entice foreign investment provide Taco

Effect of Single Parent Household on Child Education

Effect of Single Parent Household on Child Education ABSTRACT The question of whether different family structures affect the educational achievement of children is one that has been debated over a vast amount of years and is still under scrutiny today. This theoretical study aims to contribute to our understandings of the links between single parent family structures and the affect it has on adolescents education (12 17 year olds). It particularly gives emphasis to single parent families, however also considers other family structures, such as, families that consist of two parents, step families, etc, which enables comparison between the data and gives an illustration of the educational differences between single parent family households and other family structures. This comparison has facilitated an analysis on positive or negative effects single parent families can possess on education. Lastly the study assesses the data available between educational attainment of adolescents from single-mother families and adolescents form single-father fam ilies. Research data has been collated from secondary sourced materials about single parent family structures and education, which were mainly in the form of journal articles all written by credible authors over the past 15 years. These statues of the sources used that influence the establishment of knowledge and policy are highly credible, as they are acknowledged by the accredited organisations that have allowed the primary research to be conducted and the data published. An analytical review has been conducted on all the research data examined and enabled the following findings; although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent and single parent families is fairly insignificant and adolescents will predominantly, not be affected in terms of educational achievement and occupational success. CHAPTER 1: RESEARCH PROCESS Prior to starting this study, a comprehensive and detailed research process around the area of interest on single parent families was undertaken, to provide the core foundations of the study. It was necessary to engage with a wide variety of secondary sourced materials, which needed an extensive and analytical review, in order to carry a successful theoretical study on the chosen title; A Critical Review: The Educational Performance of Adolescents from Single Parent Families. There was a vast amount of literature and different methods of conduct in the way the information needed could be obtained, therefore a search strategy was devised [Refer to Appendix 1 Research Journal Book; Page 5], which included a clear and logical plan to collating the necessary research data. The starting point for the research process was a search for relevant literature on the Manchester Metropolitan University library website. This enabled access to the basic electronic books, articles and on-line journals to provide the basic background reading around the topic under analysis. Later, a search for various journal articles that were not available on-line was carried out and copies were made of the relevant ones that could help with the study. Also, after conducting a library search on the books required, the ones that were unavailable were reserved for later, and once obtained, it was necessary to read them. Comprehensive notes were made of the issues acknowledged around single parenthood and the information perceived to be of high significance. Although, now a lot of background knowledge and data on the subject matter was established, it was noticed that the materials used were not very contemporary, as some of the books and articles were published over 30 years ago. T herefore it was essential to engage with various online articles, including, The Times and journal databases, such as Demos to allow an analysis of a wider range of contemporary materials on the topic of interest. After collating and examining all the research attained, the materials were synthesised to the most relevant ones that were produced over the past 15 years and those that were published by credited authors and organisations, to allow the study to hold validity. In addition, a timeline was created, which consisted of dates as to when certain tasks and research would be carried out, in order to ensure the research tasks and study was completed before the submission deadline. After the research process was complete, it was officially time to commence in a detailed critical analysis and evaluation on the role of single parent families and adolescents educational attainment. CHAPTER 2: INTRODUCTION Research Interest The nature of this research is to find out whether the educational performances of adolescents (12 17 year olds) living in single parent households is different (better or worse) to those adolescents living in other family structures. The area of research interest is based around single parent families, particularly in relation to education and how children growing up in one parent households can affect their educational attainment. The focus is specifically on adolescents, as it has been argued by some practitioners who have studied single parent families that; adolescence in particular is a crucial time in which to study school success because educational achievement in the teen years has a direct influence on indicators of overall attainment, such as high school graduation and college attendance (Heard, 2007; p.320). The curiosity for this subject matter has stemmed from an individual standpoint, through personal experiences of being raised in a single-mother household, and holding positive educational achievements, as average academic grades have always been met. However, there seemed to be negative expectations from people in society (teachers, extended family members, etc), who considered individuals from single parent households to be less intellectually capable and to perform less well in education than those children from stable two parent families. Hence, the nature of this study and the hoped outcome after the review of literature is; that adolescents are often stereotyped because of their family structure which may have no or little relevance to their educational performance. In the process of conducting the research required, a personal interest on this topic area has developed furthermore, because a lot of different and altering views on single parenthood were found, which were not considered at first. For example, different explanations were discovered on how a boys educational achievement is affected when he is living in a single-mother household, which can be significantly different to him living in a single-father household. As previously stated, the research was conducted by collating relevant research data on the topic area and reviewing each article and information in depth to allow a detailed analysis of the main contentious issues, which included; the notion that adolescents from single parent households perform less well in education than those living with two parents, single parent families have a lack of funds to invest in educational resources, boys are adversely affected than girls from single parent households, boys growing up without a father are more likely to do less well in education, same with girls without their mother, and, lastly, the idea that living in a single parent family consequences very little parental involvement in the adolescents education. After underlining the main contentious issues, a number of 3 questions were formulated to guide the study and allow a successful analysis and evaluation of the secondary research data. These comprised; are adolescents from single parent families at a disadvantage to those of two parents in educational achievement? Secondly, are there any similarities or differences of the educational performance of adolescents between single-mother and single-father households? Lastly, do single-parents have little involvement in their childrens educational attainment? Report Structure The structure of the report firstly consists of an abstract to give the reader an insight to the study and what it deals with. Chapter 1 consists of the research process undertaken to allow the analysis of the research data. The section outlines the necessary steps taken when collating the research materials and provides the reader with a notion of the type of primary research previously conducted on the topic of single parent families. Chapter 2 is the introductory chapter to clarify the nature of the research. It includes information about where the curiosity in this subject matter stemmed from, the main contentious issues discovered from the secondary source materials, the questions developed to guide the study and lastly, an overview of the main conclusion drawn. Chapter 3 compromise a critical analysis on reports identified that deal with research and statistics conducted by governmental bodies, including the Institute of Education. It evaluates the effectiveness of the secondary sourced materials used to complete the study and takes into account the strengths and weakness of the materials analysed; also indentifying the gaps within the topic area under scrutiny. The analysis on these reports allows the subject matter to be put into a contemporary context. Chapter 4 consists of an analysis and critique of academic literature conducted by various authors and publishers. This part identifies other issues, ideas and competing theories related to children from single parent households and enables further arguments to be constructed. It also analyses the sociological data collection and analysis methods used to obtain data to form the studies on single parent households. Chapter 5 deals with an examination of the previous sociological theories devised around single parent families and also the contemporary ones. This analysis allows an insight to theorists opinions and explanations of the differences in educational attainment. Chapter 6 includes the addition of a comprehensive conclusion, compromising a brief summary of the research and independent conclusions related to the study are offered. This section allows an understanding of personal arguments and ideas made to contribute towards the concepts of the study and competing theories or interpretations. It also consists of a section that outlines the future work and study that can be implemented to develop the study of single parent families. Chapter 7, the last section contains a personal reflection on the engagement of the research conducted. It includes how and what has been learnt throughout the course of the study, as well as, how personal interests have been impacted and changed as a result of the research process and the completion of the study. Main Conclusions The critical review has drawn together the evidence on adolescents educational attainment from single parent family households. There is evidence to show that although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent families and single parent families is fairly insignificant and adolescents will predominantly not be affected in terms of educational achievement and occupational success. The analysis has also exposed that family functioning and economic factors have a higher influence than the type of family structure on an adolescents educational success. Furthermore, various sociological theories have been devised on the matter of single parent families, which can be used in context with the topic in hand. Lastly, research indicates, the lack of educational success of adolescents being brought up in single parent families is not limited to one cause only; a lot of altering factors play apart. CHAPTER 3: ANALYSIS OF REPORTS There are a number of reports published by governmental bodies, such as, the Institute of Education, that deal with research and statistics established around single parent families and education. This chapter compromises a critical analysis of 5 major reports published in the last 15 years, which are all acknowledged by governmental bodies. Causes of Single Parenthood Over the space of a single generation the number of people marrying has halved, the number divorcing has trebled and the proportion of children born outside marriage has quadrupled (Lewis, 2001; p.37). It can be suggested, that all of the above contribute to the factors related to the causes of single parenthood. The context of this statement has been assembled from data provided by the Department for Children Schools and Families (DCSF) from the 1970s to the year 2000. However Lewis (2001) fails to look at contemporary data and statistics around the subject matter, which could alter the statement he has made. National statistics actually declare that the number of marriages in England and Wales steadily rose between 2001 and 2004 (Office for National Statistics, 2010), therefore although the number of marriages may have halved over the space of a single generation (Lewis, 2001; p.37), Lewis (2001) does not look at the rise of marriages in certain periods and does not offer any rationalisation for such trends [Refer to Appendix 2 Statistics Graph; Page 48]. In 2006 in Great Britain, 25% of dependent children were found to be living in single parent households with little or no contact with the second parent (Mooney et al, 2009). This figure holds credible status as it was obtained from the National Office for Statistics, however Mooney et al (2009) are unsuccessful in explaining how little or no contact is determined. There is no thesis or evidence of chapters that attempt to make clear how they approached and justified their declaration made, therefore making it questionable. Lewis (2001), Mooney et al (2009), amongst others also offer alternative explanations to single parenthood that are recognised within the majority of the reports under analysis, which will be addressed throughout the course of this study. Effects of Single Parenthood The levels of single parenthood are continuously rising; the effect that this has on the adolescents living with a single parent is contested. Some argue there are no adverse consequences, whilst others suggest that there are clear implications for the adolescents, arguing; evidence indicates unequivocally that those children whose parents separate are at significantly greater risk than those whose parents remain together, for a wide range of adverse outcomes in social, psychological, and physical development (Pryor and Rodgers, 2001; p.73). These two positions offered are both backed up with evidence, firstly showing the consequences for adolescents, mainly pointing at the fact that there is a considerable difference in educational achievement between those individuals from single parent families and those from nuclear family structures[1]. This evidence is mainly shown through the comparison of statistical data; those who were brought up by single parents were almost twice as likely to lack formal qualifications (Kiernan, 1997; p.9). Again, the contradicting argument also uses similar procedures, such as statistical data to illustrate the evidence that argues individuals form single parent families are not negatively affected; the difference between children from intact and non-intact families is a small one, and the majority of children will not be adversely affected (Mooney et al, 2009; p.3). Although both of these grand claims provide evidence to back up their statements, they are not a 100 per cent warranted as gaps within their claims still remain. For example, Mooney et al (2009) acknowledge that there is a small difference between single parent and nuclear family structures and claim the majority of individuals from single parent families are not affected. However they fail to recognise the small proportion of individuals who are affected, forgetting to address the reasons to how and why only a minority of adolescents from single parent families suffer the alleged adverse consequences. Separation or Divorce It is argued that adolescents whose parents separate have the double probability of experiencing long-term negative outcomes in education than adolescents from nuclear family structures (Mooney et al, 2009). The long-term studies that have been conducted to show this include the analysis of statistical data throughout a certain period of time and longitudinal studies, monitoring adolescents from single parent households over a course of their lives. There is no specific definition of the long-term outcomes, and studies have taken place over a variety of periods, including, 5, 10 and 20 years. There is also no precise measurement of a negative outcome, they tend to be the general opinions of the researcher or author rather than a factor defined through research or study; there are various chapters throughout all the reports that constantly refer to the negative child outcomes following parental separation (Mooney et al, 2009; p.13), however there is no mentioning of the measurements u sed to define these negative outcomes. A variety of research studies have indicated that adolescents who witness the breakdown of their own parents marriage in comparison to those who have not, hold lower educational qualifications, lower part-time or full-time incomes and more expected to be unemployed in later life (Kiernan, 1997). This expectancy is reasonably vindicated as Kiernan (1997) uses various statistical data from England to compare the educational achievements and employment roles of adults aged 33 who had been raised by single parents to those who had not. From her study, she found that there were a lower percentage of adults who experienced their parents separation than those brought up in nuclear family structures to commit to further educational studies. Also, there was a higher percentage of adults brought up by single parents who were unemployed than those brought up by both parents (Kiernan, 1997). Although, she provides some statistical evidence to indicate those from single parent families possess lo w levels of educational attainment, Kiernan (1997) does not take into consideration the fact that her statistics show; there was a higher proportion of individuals brought up by single parents holding O-Level qualifications in comparison to those who lived in a nuclear family structure [Refer to Appendix 3 Table of Statistics; Page 49]. She fails to provide an explanation for this statistic and in a sense seems to ignore this odd occurrence. The ignorance of this statistic suggests Kiernan (1997) is judging and concluding in a manner that does not necessarily match the evidence, which may indicate towards a personal or professional agenda. This personal agenda may simply be stereotypical views of those from single parent families, which can include the expectancy of academic failure and low employment prospects. Also, teenage girls who have witnessed their parental divorce or separation have a higher probability than their peers to begin early sexual relations, to cohabit at early ages and commit to teenage pregnancies. To start early sexual relations and conceive children young is one reason why a vast percentage of adolescent girls from single parent families perform less well in education than those living in nuclear family structures. The stresses of sexual relationships and pregnancy can often leave very little or no time to focus on study, commonly resulting in teenage mothers leaving education early and gaining little qualifications (Kiernan, 1997). Although Kiernan (1997) makes such claims, she does not provide any evidence to justify them. There is no evidence of statistical data showing that teenage pregnancies are the result of being brought up by a single parent and no mention of any imperative measurements used to suggests such outcomes can occur; thus her explanations lack in v alidity and can be contested in numerous ways. Economical Factors One economical factor that is argued to be common in single parenthood is the issue of living in poverty. In comparison to nuclear families, single parents tend to be considerably financially worse and statistics show 70% of single parents live in poverty (Evans et al, 2004). This is an accredited statistic obtained from the Department of Work and Pensions, which gives an insight of the scale of financial difficulties faced by single parents. Poverty has been identified as one major factor that affects educational attainment at schools and used to explain the low educational performances of adolescents from single parent households, as a vast number of children living in single parent family structures are only supported by one parental income or through welfare benefits. In Britain in the 1990s, approximately 80% of single mothers relied on governmental benefits to support themselves and their children (Kiernan, 1997). Again, this statistic is credited and provides a sound context t o the argument being made, however it is not a contemporary piece of research. Today in modern Britain a lot of people are facing financial difficulties because of different factors that can affect educational attainment, regardless of the type of family structure an individual is from. For example, in the current financial climate and the issues of the recession, many people are finding it difficult to maintain jobs and fund their familys educational needs, such as, university tuition fees, college expenses, etc; therefore adolescents from all family structures may have a lower educational attainment. Consequently there are more individuals today relying on governmental benefits to support their financial needs; from the start of 2008, 800,000 individuals were claiming Job Seekers Allowance, then rose rapidly in 2009, where there was 1.5 million claimants (National Office for Statistics, 2010: Refer to Appendix 4 Statistics Article; Page 50). Thus, Kiernans (1997) examination on f inance does not give a valid insight to the contemporary issues affecting educational achievement. Also, Kiernan (1997) suggests that single parents do not have the financial support from the second parent without any suitable evidence. Conversely this is not necessarily true, if parents have separated or divorced, the second parent is obligated to contribute to the finance of his/her family if any dependent children are involved; therefore although some single parents may face financial strain, there are others who still receive financial help from their ex-partners. Financial difficulty increases the chances of other variables connected with negative outcomes for the adolescents, including; poor nutrition, inadequate housing, health issues and limited access to educational resources. Adolescents with poor nutrition will find it significantly difficult to concentrate at school during lessons, limiting their educational performances. Evidence shows a balanced diet and the consumption of adequate vitamins and nutrients can boost the concentration levels of pupils at school, making them more alert and attentive during class sessions (Welsh et all, 2004). This evidence offered is of widespread knowledge and supported by nutritional specialists, such as, the British Nutrition Foundation (Stanner et al, 2010). Poor nutrition can also lead to various long-term health problems, including Anorexia, Cardiovascular Disease, etc, which may require adolescents taking a lot of time off school compared to those not living in poverty, therefore, again, limiting their educational performances (Mooney et al, 2009). A viable argument is made here, however there is a lack of evidence to support the suggestion that these health problems is a definite explanation as to why adolescents from single parent families can do poorly in education. Health problems can lead to taking time off school, however there is no reasonable clarification to why it specifically affects those from single parent families; Anorexia and Cardiovascular Disease can affect any individual, not just those who lack a balanced diet and may be living in single parent families; the causes of Anorexia range from a variety of factors, including, the media, social pressure and genetics (Russell, 2007). Inadequate housing conditions may make it difficult for adolescents to concentrate and complete coursework at home when required, resulting in another limitation in educational attainment (Mooney et al, 2009). Another viable argument, however, again, there is a lack of evidence to support this claim; it is not sufficient enough to suggest inadequate housing only affects those of single parent families, move valid knowledge and research is required to support such claims. Furthermore, it is contested; limited funds can often neglect the extra requirements of educational resources and materials to help during courses. For example, single parents may not be able to afford home computers, books, sportswear, etc that assist success in schools. Without the access to these resources adolescents from single parents are at a disadvantage in educational attainment compared to those adolescents living in nuclear families, supported by both parental incomes, thus an explanation for the questionable differences in educational achievement (Mooney et al, 2009). Although this is an explanation, Mooney et al (2009) fail to acknowledge the initiatives and support available for all family structures to overcome barriers when accessing educational resources. For example, public libraries are available to borrow books instead of buying them, libraries also facilitate free access to computers and schools also provide support free access to educational materials. Therefore the claim that adolescents from single parents do not have the access to resources available in order to perform well in education is not credible and lacks knowledge of contemporary support. In addition, it is also argued, adolescents living with single parents may leave education early to gain employment to help with the financial circumstances, or work long shifts whilst still at school to fund their own wants and needs, which can ultimately result in low educational attainment. Low qualifications and an early entry into employment can increase the prospects of low occupational achievement, little income, unemployment and state dependency (Kiernan, 1997). This argument is supported with evidence, as Kiernan (1997) uses statistical data to show that a lot of adolescents form single parent families do enter early employment to assist their familys financial needs. However, she has no evidence to suggest that an early entry into employment can increase the chances of low occupational achievement, this is an assumption made, that without further education individuals cannot succeed in the labour market. However this is not necessarily accurate, there are individuals in the media who have excelled within the labour market without an education to college or degree level, for example, Sir Allen Sugar, a successful business entrepreneur (BBC, 2009). Although there is a certain lack of acknowledgement of various factors when arguing poverty is a major factor of adolescents academic failure from single parent families, there has been a study conducted of 2 nuclear families in America who experienced a substantial decrease in income. This identified that the financial pressure lead to increased depression in both parents, conflicts throughout the family, behaviour changes in the adolescents and a drop in their educational success in schools and in exams. (Conger et al, 1992). Therefore, there is some valid evidence to associate single parent poverty with educational success. Never the less, consideration must be given to the fact that educational failure in single parenthood is not only limited to financial strain. Social Factors The single parent family structure is frequently associated with social factors, such as a decrease in the quality and quantity of personal contact between adolescents and their non-residential parent. This can affect a teenagers educational attainment due to the lack of support from both parents to perform well in school (Kiernan, 1997). Although this statement is made, there is no substantial evidence or research conducted to support the argument. There is the assumption that teenagers will automatically have a decrease in the quality and quantity of personal contact with their second parent. However, this is may not be the case, parents after separation can still have daily contact with their children on a regular basis; thus the support from both parents to do well in education may not decline. Misleading conclusions are being made, which suggest the author may hold biased views on this subject matter. It can be argued, single parents providing childcare may also have limited time and energy they can dedicate to their children, particularly if longer hours of paid employment is necessary to maintain financial stability. These decreases in parental resources, for example, help with homework, support and attention they can offer to their children, can increase the possibility of educational failure (Kiernan, 1997). Although the long working hours may have an impact on parental time available, there is no verification that declares a lack of parental time has a definite effect on educational attainment. Kiernan (1997) also ignores social networks that can provide support with educational attainment, such as, family, friends, neighbours, relatives, etc. It has been argued by many that social networks and support is crucial for the development of individuals intellectually, emotionally and socially; strong networks allow the foundations to achieving success in academic and occupational careers (Hooyman and Kiak, 2008). Psychological Factors Amongst these social and economical explanations are psychological explanatory factors that attempt to clarify the educational differences between teenagers from single parent and nuclear family structures. It is argued that the notion of family stress during bereavement, divorce, separation, etc, can provide a vast amount of strain on the children, which can add onto the predominant stresses of educational attainment. A number of studies have exposed that parental conflict during separation can have a harmful impact on the adolescents well-being. This can result to lack of concentration during school class sessions, less motivation to complete designated assignments and a lack of class participation, which usually lead to academic failure (Kiernan, 1997). There is substantial evidence to suggest stress can be related to educational achievement and affect academic results obtained; for instance there have been various observational and longitudinal studies that have discovered trauma tic stress can lead to a decline in academic success (Hall, 2000). Whilst Kiernan (1997) takes into consideration the stresses of parental separation, she fails to acknowledge the relief some marital breakdowns can have; for example, one where the child or partner was suffering physical abuse. In this situation a positive outcome could occur in educational attainment rather than the negativities of academic failure. Also research suggests that the parental ability to recover from distress of bereavement, separation and divorce can affect the childrens ability to adapt to new changes. Effective communication and frequent contact between the adolescents and both the resident and non-resident parents are important in assisting teenagers to adjust and adapt to change. If change is not accepted and the adolescents do not adapt, studies have discovered that there is a higher possibility of poor educational outcomes for teenagers from separated families than those from intact ones. The distress teenagers may face fro Effect of Single Parent Household on Child Education Effect of Single Parent Household on Child Education ABSTRACT The question of whether different family structures affect the educational achievement of children is one that has been debated over a vast amount of years and is still under scrutiny today. This theoretical study aims to contribute to our understandings of the links between single parent family structures and the affect it has on adolescents education (12 17 year olds). It particularly gives emphasis to single parent families, however also considers other family structures, such as, families that consist of two parents, step families, etc, which enables comparison between the data and gives an illustration of the educational differences between single parent family households and other family structures. This comparison has facilitated an analysis on positive or negative effects single parent families can possess on education. Lastly the study assesses the data available between educational attainment of adolescents from single-mother families and adolescents form single-father fam ilies. Research data has been collated from secondary sourced materials about single parent family structures and education, which were mainly in the form of journal articles all written by credible authors over the past 15 years. These statues of the sources used that influence the establishment of knowledge and policy are highly credible, as they are acknowledged by the accredited organisations that have allowed the primary research to be conducted and the data published. An analytical review has been conducted on all the research data examined and enabled the following findings; although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent and single parent families is fairly insignificant and adolescents will predominantly, not be affected in terms of educational achievement and occupational success. CHAPTER 1: RESEARCH PROCESS Prior to starting this study, a comprehensive and detailed research process around the area of interest on single parent families was undertaken, to provide the core foundations of the study. It was necessary to engage with a wide variety of secondary sourced materials, which needed an extensive and analytical review, in order to carry a successful theoretical study on the chosen title; A Critical Review: The Educational Performance of Adolescents from Single Parent Families. There was a vast amount of literature and different methods of conduct in the way the information needed could be obtained, therefore a search strategy was devised [Refer to Appendix 1 Research Journal Book; Page 5], which included a clear and logical plan to collating the necessary research data. The starting point for the research process was a search for relevant literature on the Manchester Metropolitan University library website. This enabled access to the basic electronic books, articles and on-line journals to provide the basic background reading around the topic under analysis. Later, a search for various journal articles that were not available on-line was carried out and copies were made of the relevant ones that could help with the study. Also, after conducting a library search on the books required, the ones that were unavailable were reserved for later, and once obtained, it was necessary to read them. Comprehensive notes were made of the issues acknowledged around single parenthood and the information perceived to be of high significance. Although, now a lot of background knowledge and data on the subject matter was established, it was noticed that the materials used were not very contemporary, as some of the books and articles were published over 30 years ago. T herefore it was essential to engage with various online articles, including, The Times and journal databases, such as Demos to allow an analysis of a wider range of contemporary materials on the topic of interest. After collating and examining all the research attained, the materials were synthesised to the most relevant ones that were produced over the past 15 years and those that were published by credited authors and organisations, to allow the study to hold validity. In addition, a timeline was created, which consisted of dates as to when certain tasks and research would be carried out, in order to ensure the research tasks and study was completed before the submission deadline. After the research process was complete, it was officially time to commence in a detailed critical analysis and evaluation on the role of single parent families and adolescents educational attainment. CHAPTER 2: INTRODUCTION Research Interest The nature of this research is to find out whether the educational performances of adolescents (12 17 year olds) living in single parent households is different (better or worse) to those adolescents living in other family structures. The area of research interest is based around single parent families, particularly in relation to education and how children growing up in one parent households can affect their educational attainment. The focus is specifically on adolescents, as it has been argued by some practitioners who have studied single parent families that; adolescence in particular is a crucial time in which to study school success because educational achievement in the teen years has a direct influence on indicators of overall attainment, such as high school graduation and college attendance (Heard, 2007; p.320). The curiosity for this subject matter has stemmed from an individual standpoint, through personal experiences of being raised in a single-mother household, and holding positive educational achievements, as average academic grades have always been met. However, there seemed to be negative expectations from people in society (teachers, extended family members, etc), who considered individuals from single parent households to be less intellectually capable and to perform less well in education than those children from stable two parent families. Hence, the nature of this study and the hoped outcome after the review of literature is; that adolescents are often stereotyped because of their family structure which may have no or little relevance to their educational performance. In the process of conducting the research required, a personal interest on this topic area has developed furthermore, because a lot of different and altering views on single parenthood were found, which were not considered at first. For example, different explanations were discovered on how a boys educational achievement is affected when he is living in a single-mother household, which can be significantly different to him living in a single-father household. As previously stated, the research was conducted by collating relevant research data on the topic area and reviewing each article and information in depth to allow a detailed analysis of the main contentious issues, which included; the notion that adolescents from single parent households perform less well in education than those living with two parents, single parent families have a lack of funds to invest in educational resources, boys are adversely affected than girls from single parent households, boys growing up without a father are more likely to do less well in education, same with girls without their mother, and, lastly, the idea that living in a single parent family consequences very little parental involvement in the adolescents education. After underlining the main contentious issues, a number of 3 questions were formulated to guide the study and allow a successful analysis and evaluation of the secondary research data. These comprised; are adolescents from single parent families at a disadvantage to those of two parents in educational achievement? Secondly, are there any similarities or differences of the educational performance of adolescents between single-mother and single-father households? Lastly, do single-parents have little involvement in their childrens educational attainment? Report Structure The structure of the report firstly consists of an abstract to give the reader an insight to the study and what it deals with. Chapter 1 consists of the research process undertaken to allow the analysis of the research data. The section outlines the necessary steps taken when collating the research materials and provides the reader with a notion of the type of primary research previously conducted on the topic of single parent families. Chapter 2 is the introductory chapter to clarify the nature of the research. It includes information about where the curiosity in this subject matter stemmed from, the main contentious issues discovered from the secondary source materials, the questions developed to guide the study and lastly, an overview of the main conclusion drawn. Chapter 3 compromise a critical analysis on reports identified that deal with research and statistics conducted by governmental bodies, including the Institute of Education. It evaluates the effectiveness of the secondary sourced materials used to complete the study and takes into account the strengths and weakness of the materials analysed; also indentifying the gaps within the topic area under scrutiny. The analysis on these reports allows the subject matter to be put into a contemporary context. Chapter 4 consists of an analysis and critique of academic literature conducted by various authors and publishers. This part identifies other issues, ideas and competing theories related to children from single parent households and enables further arguments to be constructed. It also analyses the sociological data collection and analysis methods used to obtain data to form the studies on single parent households. Chapter 5 deals with an examination of the previous sociological theories devised around single parent families and also the contemporary ones. This analysis allows an insight to theorists opinions and explanations of the differences in educational attainment. Chapter 6 includes the addition of a comprehensive conclusion, compromising a brief summary of the research and independent conclusions related to the study are offered. This section allows an understanding of personal arguments and ideas made to contribute towards the concepts of the study and competing theories or interpretations. It also consists of a section that outlines the future work and study that can be implemented to develop the study of single parent families. Chapter 7, the last section contains a personal reflection on the engagement of the research conducted. It includes how and what has been learnt throughout the course of the study, as well as, how personal interests have been impacted and changed as a result of the research process and the completion of the study. Main Conclusions The critical review has drawn together the evidence on adolescents educational attainment from single parent family households. There is evidence to show that although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent families and single parent families is fairly insignificant and adolescents will predominantly not be affected in terms of educational achievement and occupational success. The analysis has also exposed that family functioning and economic factors have a higher influence than the type of family structure on an adolescents educational success. Furthermore, various sociological theories have been devised on the matter of single parent families, which can be used in context with the topic in hand. Lastly, research indicates, the lack of educational success of adolescents being brought up in single parent families is not limited to one cause only; a lot of altering factors play apart. CHAPTER 3: ANALYSIS OF REPORTS There are a number of reports published by governmental bodies, such as, the Institute of Education, that deal with research and statistics established around single parent families and education. This chapter compromises a critical analysis of 5 major reports published in the last 15 years, which are all acknowledged by governmental bodies. Causes of Single Parenthood Over the space of a single generation the number of people marrying has halved, the number divorcing has trebled and the proportion of children born outside marriage has quadrupled (Lewis, 2001; p.37). It can be suggested, that all of the above contribute to the factors related to the causes of single parenthood. The context of this statement has been assembled from data provided by the Department for Children Schools and Families (DCSF) from the 1970s to the year 2000. However Lewis (2001) fails to look at contemporary data and statistics around the subject matter, which could alter the statement he has made. National statistics actually declare that the number of marriages in England and Wales steadily rose between 2001 and 2004 (Office for National Statistics, 2010), therefore although the number of marriages may have halved over the space of a single generation (Lewis, 2001; p.37), Lewis (2001) does not look at the rise of marriages in certain periods and does not offer any rationalisation for such trends [Refer to Appendix 2 Statistics Graph; Page 48]. In 2006 in Great Britain, 25% of dependent children were found to be living in single parent households with little or no contact with the second parent (Mooney et al, 2009). This figure holds credible status as it was obtained from the National Office for Statistics, however Mooney et al (2009) are unsuccessful in explaining how little or no contact is determined. There is no thesis or evidence of chapters that attempt to make clear how they approached and justified their declaration made, therefore making it questionable. Lewis (2001), Mooney et al (2009), amongst others also offer alternative explanations to single parenthood that are recognised within the majority of the reports under analysis, which will be addressed throughout the course of this study. Effects of Single Parenthood The levels of single parenthood are continuously rising; the effect that this has on the adolescents living with a single parent is contested. Some argue there are no adverse consequences, whilst others suggest that there are clear implications for the adolescents, arguing; evidence indicates unequivocally that those children whose parents separate are at significantly greater risk than those whose parents remain together, for a wide range of adverse outcomes in social, psychological, and physical development (Pryor and Rodgers, 2001; p.73). These two positions offered are both backed up with evidence, firstly showing the consequences for adolescents, mainly pointing at the fact that there is a considerable difference in educational achievement between those individuals from single parent families and those from nuclear family structures[1]. This evidence is mainly shown through the comparison of statistical data; those who were brought up by single parents were almost twice as likely to lack formal qualifications (Kiernan, 1997; p.9). Again, the contradicting argument also uses similar procedures, such as statistical data to illustrate the evidence that argues individuals form single parent families are not negatively affected; the difference between children from intact and non-intact families is a small one, and the majority of children will not be adversely affected (Mooney et al, 2009; p.3). Although both of these grand claims provide evidence to back up their statements, they are not a 100 per cent warranted as gaps within their claims still remain. For example, Mooney et al (2009) acknowledge that there is a small difference between single parent and nuclear family structures and claim the majority of individuals from single parent families are not affected. However they fail to recognise the small proportion of individuals who are affected, forgetting to address the reasons to how and why only a minority of adolescents from single parent families suffer the alleged adverse consequences. Separation or Divorce It is argued that adolescents whose parents separate have the double probability of experiencing long-term negative outcomes in education than adolescents from nuclear family structures (Mooney et al, 2009). The long-term studies that have been conducted to show this include the analysis of statistical data throughout a certain period of time and longitudinal studies, monitoring adolescents from single parent households over a course of their lives. There is no specific definition of the long-term outcomes, and studies have taken place over a variety of periods, including, 5, 10 and 20 years. There is also no precise measurement of a negative outcome, they tend to be the general opinions of the researcher or author rather than a factor defined through research or study; there are various chapters throughout all the reports that constantly refer to the negative child outcomes following parental separation (Mooney et al, 2009; p.13), however there is no mentioning of the measurements u sed to define these negative outcomes. A variety of research studies have indicated that adolescents who witness the breakdown of their own parents marriage in comparison to those who have not, hold lower educational qualifications, lower part-time or full-time incomes and more expected to be unemployed in later life (Kiernan, 1997). This expectancy is reasonably vindicated as Kiernan (1997) uses various statistical data from England to compare the educational achievements and employment roles of adults aged 33 who had been raised by single parents to those who had not. From her study, she found that there were a lower percentage of adults who experienced their parents separation than those brought up in nuclear family structures to commit to further educational studies. Also, there was a higher percentage of adults brought up by single parents who were unemployed than those brought up by both parents (Kiernan, 1997). Although, she provides some statistical evidence to indicate those from single parent families possess lo w levels of educational attainment, Kiernan (1997) does not take into consideration the fact that her statistics show; there was a higher proportion of individuals brought up by single parents holding O-Level qualifications in comparison to those who lived in a nuclear family structure [Refer to Appendix 3 Table of Statistics; Page 49]. She fails to provide an explanation for this statistic and in a sense seems to ignore this odd occurrence. The ignorance of this statistic suggests Kiernan (1997) is judging and concluding in a manner that does not necessarily match the evidence, which may indicate towards a personal or professional agenda. This personal agenda may simply be stereotypical views of those from single parent families, which can include the expectancy of academic failure and low employment prospects. Also, teenage girls who have witnessed their parental divorce or separation have a higher probability than their peers to begin early sexual relations, to cohabit at early ages and commit to teenage pregnancies. To start early sexual relations and conceive children young is one reason why a vast percentage of adolescent girls from single parent families perform less well in education than those living in nuclear family structures. The stresses of sexual relationships and pregnancy can often leave very little or no time to focus on study, commonly resulting in teenage mothers leaving education early and gaining little qualifications (Kiernan, 1997). Although Kiernan (1997) makes such claims, she does not provide any evidence to justify them. There is no evidence of statistical data showing that teenage pregnancies are the result of being brought up by a single parent and no mention of any imperative measurements used to suggests such outcomes can occur; thus her explanations lack in v alidity and can be contested in numerous ways. Economical Factors One economical factor that is argued to be common in single parenthood is the issue of living in poverty. In comparison to nuclear families, single parents tend to be considerably financially worse and statistics show 70% of single parents live in poverty (Evans et al, 2004). This is an accredited statistic obtained from the Department of Work and Pensions, which gives an insight of the scale of financial difficulties faced by single parents. Poverty has been identified as one major factor that affects educational attainment at schools and used to explain the low educational performances of adolescents from single parent households, as a vast number of children living in single parent family structures are only supported by one parental income or through welfare benefits. In Britain in the 1990s, approximately 80% of single mothers relied on governmental benefits to support themselves and their children (Kiernan, 1997). Again, this statistic is credited and provides a sound context t o the argument being made, however it is not a contemporary piece of research. Today in modern Britain a lot of people are facing financial difficulties because of different factors that can affect educational attainment, regardless of the type of family structure an individual is from. For example, in the current financial climate and the issues of the recession, many people are finding it difficult to maintain jobs and fund their familys educational needs, such as, university tuition fees, college expenses, etc; therefore adolescents from all family structures may have a lower educational attainment. Consequently there are more individuals today relying on governmental benefits to support their financial needs; from the start of 2008, 800,000 individuals were claiming Job Seekers Allowance, then rose rapidly in 2009, where there was 1.5 million claimants (National Office for Statistics, 2010: Refer to Appendix 4 Statistics Article; Page 50). Thus, Kiernans (1997) examination on f inance does not give a valid insight to the contemporary issues affecting educational achievement. Also, Kiernan (1997) suggests that single parents do not have the financial support from the second parent without any suitable evidence. Conversely this is not necessarily true, if parents have separated or divorced, the second parent is obligated to contribute to the finance of his/her family if any dependent children are involved; therefore although some single parents may face financial strain, there are others who still receive financial help from their ex-partners. Financial difficulty increases the chances of other variables connected with negative outcomes for the adolescents, including; poor nutrition, inadequate housing, health issues and limited access to educational resources. Adolescents with poor nutrition will find it significantly difficult to concentrate at school during lessons, limiting their educational performances. Evidence shows a balanced diet and the consumption of adequate vitamins and nutrients can boost the concentration levels of pupils at school, making them more alert and attentive during class sessions (Welsh et all, 2004). This evidence offered is of widespread knowledge and supported by nutritional specialists, such as, the British Nutrition Foundation (Stanner et al, 2010). Poor nutrition can also lead to various long-term health problems, including Anorexia, Cardiovascular Disease, etc, which may require adolescents taking a lot of time off school compared to those not living in poverty, therefore, again, limiting their educational performances (Mooney et al, 2009). A viable argument is made here, however there is a lack of evidence to support the suggestion that these health problems is a definite explanation as to why adolescents from single parent families can do poorly in education. Health problems can lead to taking time off school, however there is no reasonable clarification to why it specifically affects those from single parent families; Anorexia and Cardiovascular Disease can affect any individual, not just those who lack a balanced diet and may be living in single parent families; the causes of Anorexia range from a variety of factors, including, the media, social pressure and genetics (Russell, 2007). Inadequate housing conditions may make it difficult for adolescents to concentrate and complete coursework at home when required, resulting in another limitation in educational attainment (Mooney et al, 2009). Another viable argument, however, again, there is a lack of evidence to support this claim; it is not sufficient enough to suggest inadequate housing only affects those of single parent families, move valid knowledge and research is required to support such claims. Furthermore, it is contested; limited funds can often neglect the extra requirements of educational resources and materials to help during courses. For example, single parents may not be able to afford home computers, books, sportswear, etc that assist success in schools. Without the access to these resources adolescents from single parents are at a disadvantage in educational attainment compared to those adolescents living in nuclear families, supported by both parental incomes, thus an explanation for the questionable differences in educational achievement (Mooney et al, 2009). Although this is an explanation, Mooney et al (2009) fail to acknowledge the initiatives and support available for all family structures to overcome barriers when accessing educational resources. For example, public libraries are available to borrow books instead of buying them, libraries also facilitate free access to computers and schools also provide support free access to educational materials. Therefore the claim that adolescents from single parents do not have the access to resources available in order to perform well in education is not credible and lacks knowledge of contemporary support. In addition, it is also argued, adolescents living with single parents may leave education early to gain employment to help with the financial circumstances, or work long shifts whilst still at school to fund their own wants and needs, which can ultimately result in low educational attainment. Low qualifications and an early entry into employment can increase the prospects of low occupational achievement, little income, unemployment and state dependency (Kiernan, 1997). This argument is supported with evidence, as Kiernan (1997) uses statistical data to show that a lot of adolescents form single parent families do enter early employment to assist their familys financial needs. However, she has no evidence to suggest that an early entry into employment can increase the chances of low occupational achievement, this is an assumption made, that without further education individuals cannot succeed in the labour market. However this is not necessarily accurate, there are individuals in the media who have excelled within the labour market without an education to college or degree level, for example, Sir Allen Sugar, a successful business entrepreneur (BBC, 2009). Although there is a certain lack of acknowledgement of various factors when arguing poverty is a major factor of adolescents academic failure from single parent families, there has been a study conducted of 2 nuclear families in America who experienced a substantial decrease in income. This identified that the financial pressure lead to increased depression in both parents, conflicts throughout the family, behaviour changes in the adolescents and a drop in their educational success in schools and in exams. (Conger et al, 1992). Therefore, there is some valid evidence to associate single parent poverty with educational success. Never the less, consideration must be given to the fact that educational failure in single parenthood is not only limited to financial strain. Social Factors The single parent family structure is frequently associated with social factors, such as a decrease in the quality and quantity of personal contact between adolescents and their non-residential parent. This can affect a teenagers educational attainment due to the lack of support from both parents to perform well in school (Kiernan, 1997). Although this statement is made, there is no substantial evidence or research conducted to support the argument. There is the assumption that teenagers will automatically have a decrease in the quality and quantity of personal contact with their second parent. However, this is may not be the case, parents after separation can still have daily contact with their children on a regular basis; thus the support from both parents to do well in education may not decline. Misleading conclusions are being made, which suggest the author may hold biased views on this subject matter. It can be argued, single parents providing childcare may also have limited time and energy they can dedicate to their children, particularly if longer hours of paid employment is necessary to maintain financial stability. These decreases in parental resources, for example, help with homework, support and attention they can offer to their children, can increase the possibility of educational failure (Kiernan, 1997). Although the long working hours may have an impact on parental time available, there is no verification that declares a lack of parental time has a definite effect on educational attainment. Kiernan (1997) also ignores social networks that can provide support with educational attainment, such as, family, friends, neighbours, relatives, etc. It has been argued by many that social networks and support is crucial for the development of individuals intellectually, emotionally and socially; strong networks allow the foundations to achieving success in academic and occupational careers (Hooyman and Kiak, 2008). Psychological Factors Amongst these social and economical explanations are psychological explanatory factors that attempt to clarify the educational differences between teenagers from single parent and nuclear family structures. It is argued that the notion of family stress during bereavement, divorce, separation, etc, can provide a vast amount of strain on the children, which can add onto the predominant stresses of educational attainment. A number of studies have exposed that parental conflict during separation can have a harmful impact on the adolescents well-being. This can result to lack of concentration during school class sessions, less motivation to complete designated assignments and a lack of class participation, which usually lead to academic failure (Kiernan, 1997). There is substantial evidence to suggest stress can be related to educational achievement and affect academic results obtained; for instance there have been various observational and longitudinal studies that have discovered trauma tic stress can lead to a decline in academic success (Hall, 2000). Whilst Kiernan (1997) takes into consideration the stresses of parental separation, she fails to acknowledge the relief some marital breakdowns can have; for example, one where the child or partner was suffering physical abuse. In this situation a positive outcome could occur in educational attainment rather than the negativities of academic failure. Also research suggests that the parental ability to recover from distress of bereavement, separation and divorce can affect the childrens ability to adapt to new changes. Effective communication and frequent contact between the adolescents and both the resident and non-resident parents are important in assisting teenagers to adjust and adapt to change. If change is not accepted and the adolescents do not adapt, studies have discovered that there is a higher possibility of poor educational outcomes for teenagers from separated families than those from intact ones. The distress teenagers may face fro