Working Poor

The Struggle of the Working Poor Revised Essay Sociology 113 Yvonne Barney October 19, 2012 The Struggle of the Working Poor Society often describes the impoverished with one word, lazy. Society has taught us that if a person wants to be financially successful, it is a simple process of education and hard work that will equate to a successful income. This is the American dream. If the impoverished simply would get a job instead of being lazy, they would not need to rely on programs like welfare. The impoverished would succeed if they only would apply themselves.However, in an attempt to present another point of view, The Working Poor Invisible in America by David K. Shipler (2004) explored multiple variables this group struggles with daily. Chapter 1, â€Å"Money and Its Opposite,† explains the workings and effects of tax payments and refunds, the abuse of the poor by public and private institutions, the spending habits of the working poor, the consumerist culture of the Unite d States, and the omnipresence of money as a guiding factor in the lives of the working poor.Chapter 2, â€Å"Work Doesn’t Work,† chronicles the struggles of three working women as they attempt to climb out of poverty through employment. They hold jobs that pay between $6 and $7 per hour and attempt to eke out a living with the additional assistance of welfare checks, food stamps, Medicaid, and other services. However, a slight raise in their pay creates an offsetting loss in benefits. Chapter 3, â€Å"Importing the Third World,† addresses the poor immigrant workers, both legal as well as illegal, laboring in sweatshop conditions in the United States.Shipler recounts the working conditions of numerous sewing shops in Los Angeles, where legal and illegal immigrants from Mexico, Honduras, Korea, Vietnam, Ethiopia, Thailand, Cambodia, and other nations work for wages below the federal minimum wage and without overtime pay. Chapter 4, â€Å"Harvest of Shame,† tells of the harsh living conditions of migrant farm workers across the United States. They receive low wages—mostly minimum wage; live in deplorable housing; are exposed to azardous pesticides and herbicides; face little government enforcement of labor laws; are difficult to organize due to the transient nature of their work and the undocumented status of most; and are constantly on the move, which does not allow their children stable access to education. Chapter 5, â€Å"The Daunting Workplace,† addresses the diverse challenges the workplace holds for those from the lower rungs of the socioeconomic ladder. Many working poor have no work experience, no education, a criminal record, a drug addiction, and a lifelong absence of role models.Dysfunctional families in which no one works, or even ventures outside the neighborhood, have provided no support system or role models. Chapter 6, â€Å"The Sins of the Fathers,† begins by unveiling an epidemic of sexual abuse that affects all classes and races in the United States. Both the wealthy and the poor are abused; however, the wealthy tend to have the financial as well as the family resources that enable them to overcome abuse. Chapter 7, â€Å"Kinship,† emphasizes the role that kinship plays in overcoming the hardships of poverty.Shipler writes, â€Å"Kinship can blunt the edge of economic adversity† (p. 179). He describes a family of five that has faced all forms of hardship and poverty—from job loss to cancer to the death of the mother—yet holds together through bonds of love and caring. He also chronicles the story of a woman who chose to earn significantly less and be plunged into poverty and debt in order to spend time with her children, one of whom eventually attended Dartmouth College. Chapter 8, â€Å"Body and Mind,† addresses health issues affecting poor families.Shipler mentions malnourishment, susceptibility to infections, disease, chronic conditio ns (such as asthma, diabetes, and allergies), premature birth, retarded cognitive and physical development, stress, and emotional distress, as well as material support that can help a family endure. It is not uncommon for children in poor families to suffer from poor diets, which can be the cause of numerous related health problems. Chapter 9, â€Å"Dreams,† begins with the ambitious professional aspirations of sixth and eighth grade children from poor families in Washington, DC.Shipler contrasts these aspirations with the enormous faced problems beyond their control. Chapter 10, â€Å"Work Works,† is dedicated to the positive impact that job training and working has had on some poor individuals and families. Job training programs that teach soft skills as well as hard skills and are successful in instilling confidence and self-esteem are appreciated by employers. Chapter 11, â€Å"Skill and Will,† emphasizes that American society must understand what it can do using the skills and resources it has to combat poverty.The approach to remedying poverty, Shipler argues, must be holistic, tackling all problems associated with it at once. The United States is often described as a place where anyone can â€Å"pick themselves up by their bootstraps† and realize the American dream of a comfortable lifestyle. But, for over 30 million Americans, this dream is no longer possible. Though we live in the richest and most powerful country in the world, there are many individuals who are living under or at the poverty level. While the United States has enjoyed unprecedented affluence, low-wage employees have been testing the American doctrine that hard work cures poverty† (Shipler, 2004). The status of poverty translates to families of four making around $ 18,850 a year. And as soon as they find work or move just slightly above the $ 18,850 a year (which is still a meager and deprived way to live), they are cut off from welfare subsistence and lose other support designed to help them, such as food stamps and health insurance; This situation often leaves them no better off, and sometimes worse off, than when they were not working.Proponents of welfare reform have verbalized that the working poor are poor because of their lack of effort and laziness; this statement is an oxymoron. The working poor work longer hours, with less pay and few, if any, benefits. Some make the right choices and save a little money, avoid overwhelming debt, and live modestly. Even for those who live carefully off a working wage, it only takes one issue for their world to crumble around them. If the car breaks down or a family member is injured at work, what little savings they have accumulated could be gone in an instant.Why do people stay poor when popular opinion tells us if we work hard, we will be okay. The answer lies in the valued social inequalities; the opportunities available to each socioeconomic status level differ greatly. One factor t hat seems to distribute over the impoverished is lack of education. Lack of knowledge affects every aspect of life from basic health care to effectively raising children in a safe and secure environment. Children who come from a working-wage family should not be disadvantaged.There is no reason why the public education system should not give every child an equal opportunity to graduate high school and continue on to college or trade schools. The fact is public schools are funded to a large degree by property taxes. Impoverished schools receive considerably less funding and have to find ways to make their budgets work. Furthermore, the best teachers are often in school districts that can offer competitive salary. It is a well-known fact that children from affluent families tend to do better in school.Children from low income families tend to do poorer on tests, have a lower graduation rate, and are less likely to attend and complete college (Melville 2012). Yet the income divide has received far less attention from policy makers and government officials than gaps in student accomplishment by race. Now, in analyses of long-term data published in recent months, researchers are finding that while the achievement gap between white and black students has narrowed significantly over the past few decades, the gap between rich and poor students has grown substantially during the same period (Levitan, Magnum & Magnum 1998). We have moved from a society in the 1950s and 1960s, in which race was more consequential than family income, to one today in which family income appears more determinative of educational success than race,† said Sean F. Reardon, a Stanford University sociologist. Professor Reardon is the author of a study that found the gap in standardized test scores between affluent and low-income students had grown by about 40 percent since the 1960s and is now double the testing gap between blacks and whites (Tavernise 2012).A-1 In another study, by resear chers from the University of Michigan, the imbalance between rich and poor children in college completion — the single most important predictor of success in the work force — has grown by about 50 percent since the late 1980s (Tavernise 2012). Tavernise (2012) concluded that 8 % of the working poor hold college degrees compared to 26% of all workers. Although, two-thirds of the working poor hold high school degrees; this proportion is much lower than the 88% of all workers who hold high school degrees.The consequence of not holding a high school degree is often poverty. 22% of workers who do not hold high school degrees fall below the official poverty level which is $23,050 for a family of four, and 34% fell below 150% of the poverty level which is $ 34, 575 for a family of four (â€Å"Problems facing† 2012) . There is some evidence that the working poor are less likely to receive job training from their employers. The combination of lower education and lack of training compared to other workers make it difficult for the working poor to climb out of poverty.Only 30% of the working poor live in married couple families, compared to 65% of all workers. Single, female-headed families are especially overrepresented among the working poor. Among the working poor, 49% live in families headed by a si ngle woman. Of those who live in families headed by a single female, 28% work but live below 150% of the poverty level. In addition, almost half (46%) of all single parents who work and have children under six years old are in poverty.Workers who were never married or those who were once married also face relatively high rates of working poverty. Twenty percent of workers who have never been married and 21% of those who were divorced, widowed, or separated lived below 150% of the poverty level (â€Å"Problems facing† 2012). The working poor are less likely to be covered by health insurance by their employers. Only 18% of the working poor are co vered by health insurance available through their employer or their union, compared to 55% of all workers.Malnourishment, susceptibility to infections, disease, chronic conditions (such as asthma, diabetes, and allergies), premature birth, retarded cognitive and physical development, stress, and emotional distress can be a side effect of lack of health insurance. It is not uncommon for children in poor families to suffer from poor diets, which can be the cause of numerous related health problems. Although many of the working poor qualify for food stamp benefits, few receive them. The average food stamp benefit for a family of four is $ 496 per month (Center on Budget and Policy Priorities 2010).Of those who qualify for these benefits, two-thirds do not receive them. It is unclear why the working poor do not receive these benefits, but lack of need does not seem to be the reason. Research suggests that the working poor do not know that they qualify for these benefits. In addition, we lfare administrators in some states incorrectly tell applicants, especially men, that they do not qualify for these programs. Finally, often local agencies create added barriers to discourage welfare participation.The City of New York, for example, used to require that applicants return to the welfare office for a second visit in order to apply for food stamps. This requirement was eliminated only recently because of a court order (FamiliesUSA. org 2012). Many working poor families cannot find affordable housing. Almost one in six households are cost-burdened, paying more than 30% of household income on housing expenses. Median level shelter costs, including mortgage payments, real estate taxes, property insurance, rent, nd utilities, account for 20% of the average non-poor household's income. For poor households, the median expenditure can be as high as 60% of household income (Levitan, Mangum ; Mangum, 1998). In addition, poor families may face long waiting lists for available sub sidized housing units, especially in rural areas. However, access is improving as extension educators provide the working poor with information about home ownership and special mortgage programs, and how to access them. Balancing employment and parenting demands is especially challenging for the working poor.They have fewer financial resources, and the types of jobs for which most are eligible provide little independence, authority, and flexibility to respond to conflicting demands (Henly 1999). Child care is an important obstacle. Nationwide, high-quality child care is scarce and expensive. Respondents in one study paid, on average, $70 per week for child care, about 22% of their earned income. In the same study, about one-fifth of respondents reported they had no regular child care provider and had to piece together care for their children at the last minute or leave children home alone or with an older sibling.Thirty percent of respondents reported having left a job because of a child care disruption (Henly, 1999). According to a study conducted by the Urban Institute in 2005, more than two thirds of children ages 5 and under from low income families spend a significant amount of time in child care each week. This is significant because the quality of child care available to low income families is much worse than that available to higher income families, and the quality of the child care affects the child's development. High quality, center-based care is expensive and is simply not an option for many low income families.Instead, they turn to informal, sometimes unregulated child care (Melville, 2012). There are federal programs to improve and fund early childhood education, but these programs do not work with the hectic working schedule of low income parents. Child care subsidies are available in some states, but not available to all low income workers. In other words, low income families often have difficulty accessing support systems that help them balanc e work and family life. As a result, the children of low income families are not given the same opportunities as their middle class counterparts (Melville, 2012).Unfortunately, high-quality care tends to be more expensive, and childcare subsidies in many states pay only the average market rate. Moreover, childcare subsidies cover only a minority of the low-income workforce (Henly, 1999). Parents who choose to enroll their children in high-quality child care often would have to pay the additional costs; a choice many cannot afford to make given other demands on the family income. For many working poor families, these additional costs; make selecting high-quality child care financially impossible (Schulman & Adams, 1998).Extension educators can make sure the working poor know about and take advantage of available subsidies, and tax credits can offset the high costs of child care. Transportation is also a major barrier to financial self-sufficiency for many working poor families. Many of the working poor do not get to work with the ease that most working non-poor enjoy (Lambert, 1998). Even though some communities have identified creative solutions to local transportation needs, transportation remains a problem for many of the working poor. Mass transit, if available, is often sparse, not taking direct routes to most job locations.Outside of heavily populated metropolitan areas, public transportation is largely unavailable. Working poverty does not affect everyone to the same extent, and certain segments of our population are more likely to become members of the working poor. Individuals in this category include workers who are most likely to be allocated to the low-wage jobs that fail to provide full-year employment. Women make up a greater share of the working poor than do men, probably because on average they earn lower wages and work fewer hours.Although women comprise 47% of workers between the ages of 18 and 56, 56% of the working poor are women (FamiliesUS A. org, 2012). Non-citizens of the United States are also disproportionately represented among the working poor. Fifteen percent of such workers live below poverty, and 30% live below 150% of the poverty level. Blacks and Hispanics are especially affected; working poverty affects people of color to a much greater extent than it does white Americans. A surprisingly large number of blacks and Hispanics work below the poverty level.Twelve percent of all blacks who work fall below the poverty level, and 23% fall below 150% of the poverty level. Among working Hispanics, the poverty rates are even higher: 14% live below the poverty level and 29% of Hispanic workers fell below 150% of the poverty level (Shipler, 2004). The working poor face a number of difficulties: low wages, insufficient hours, layoffs, lack of skills along with limited health benefits affect their health and other conditions that may affect their work performance. Thus, prescribing one solution is not likely to solve th e problem of working poverty.The working poor need higher wages and jobs that offer full-year employment, wage supplements such as the Earned Income Tax Credit, and access to services such as health care and child care. Most importantly, we should not assume that we can solve the problems of working poverty without income supports. Because many of the working poor are disabled or suffer from other serious health limitations, some workers may not be able to work more hours or in higher paying jobs and must rely on income supports in order to survive above the poverty level. References Center for American Progress (2012. Retrieved October 10, 2012 from http://www. mericanprogress. org/issues/women/report/2008/10/08/5103/the-straight-facts-on-women-in-poverty/ Center on Budget and Policy Priorities. (2010). Retrieved October 10, 2012 from http://www. cbpp. org/cms/index. cfm? fa=view&id=1269 FamiliesUSA. org. (2012). Retrieved October 10, 2012 from http://www. familiesusa. org/resource s/tools-for-advocates/guides/federal-poverty-guidelines. html Henly, J. (1999). Challenges to finding and keeping jobs in the low-skilled labor market. Poverty Research News, 3(1), 1-5. Levitan, S. , Mangum, G. , & Mangum, S. (1998). Programs in aid of the poor.Baltimore, MD: John Hopkins University Press. Melville, J. (2012). Effects of low family income on children. Retrieved 0ctober 10, 2012 from http://www. ehow. com/list_6195251_effects-low-family-income-children. html Problems Facing the Working Poor. (2012). Retrieved September 30, 2012 from http://www. dol. gov/oasam/programs/history/herman/reports/futurework/conference/workingpoor/workingpoor_toc. htm Shipler, D. K. (2004). The working poor: Invisible in America. New York: Alfred A. Knopf. Tavernise, S. (2012, October 10). Education gap grows between rich and poor, Studies say New York Times, February 9, 2012, A1.

Reading Strategies Essay

Reading is an essential skill in human life. People are trained to learn how to read at very early age and they read with many purposes such as reading for pleasure or reading to earn experience or simply to know what is happening around them. In academic setting, reading is assumed to be the central means for learning new information and gaining access to alternative explanations. Reading also provides people with the foundation for synthesis and critical evaluation skill. In addition, reading is the primary means for independent learning, whether the goal is performing better on academic tasks, learning more about subject matter, or improving language abilities (Grabe and Stoller, as cited in Celce-Murcia, 2001). However, according to Dr. Kathleen King (Reading Strategies, n. d. ) for students at college, reading is a new experience although they have been reading for more than 12 years at school or for pleasure. In addition, academic reading is not easy; therefore, it is extremely difficult for academic students to achieve complex goals without reading strategies. Supporting to this idea, (Hawkins, 1991, cited in Celce-Murcia) also said that â€Å"Of all the skills that the child must acquire in school, reading is the most complex and difficult†. Therefore, English Second Language students are surely unavoidable to face some problems. Firstly, learners may be good at understanding separate words or even each sentence, but fail to understand the relationships between the sentences and the meaning of the text as a whole. Next, they do not have necessary knowledge about what they read. And the most important problem is that they lack necessary reading strategies. English Second Language students need to learn reading strategies because their comprehension breaks down easily. They need different ways to approach reading to help facilitate the reading process and provide them with a better sense of what they are reading (Reading strategies for ESL Students, n. d. ). Reading strategies are the most effective means to help them deal with obstacles in reading and become a better reader. Furthermore, with practice, the strategies lead to skills that become automatic and quick over time (McNamara and Danielle, 2009). But for students at the college, reading is not simply to do the task and reading passage is often longer than it is at high school meanwhile not all of them know the reading strategies and how to use them effectively. So, teaching reading strategies for students becomes necessary. That is the reason why the researcher choose â€Å"reading strategies for academic students† as a topic to do the research with the hope of improving the effect of their reading. CHAPTER II: LITERATURE II. 1. Definition of Strategies Brown (2001) defined strategies as specific methods to solve a problem or task, as modes of activity to reach a particular end or intentional designs to control or manipulate certain information. He stated that strategies differentiate within an individual and that a person can use a variety of strategies to achieve his or her goal. Oxford (as cited in Oxford, 2003, p. 8) defined strategies as follows: â€Å"The word â€Å"strategies† comes from the ancient Greek word strategia, which means steps or actions taken for the purpose of winning a war. The warlike meaning of strategia, has fortunately fallen away but the control and directedness remains in the version of the word. † He believed that whether a strategy is helpful or not depends on the specific context in which it is appropriately used. In order to use a strategy effectively, learners have to consider three important conditions: whether the strategy relates well to the second language task at hand, whether the strategy fits the particular students’ learning style preferences to one degree or another, or whether the students employ the strategy and link it with other strategies well. II. 2. Distinction between Strategies and Skills Strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic. As learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategy to skill (Nunan, 2003). Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (Nunan, 2003). Strategic reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies (Anderson, 1991). II. 3. Difference Strategic Readers from Poor Readers (Reading Strategies, n. d. ) |1. Before Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Build up their own background knowledge about reading and the |? Start reading without thinking about the process of reading or the| |topic |topic. | |? Set purposes for reading. |? Do not know why they are reading but merely view the task as | |? Determine methods for reading, according to their purposes. |â€Å"ground to cover†. | |2. During Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Give their complete attention to the reading task. |? Do not eliminate distractions from reading. | |? Check their own understanding constantly. |? Do not know whether they understand. | |? Monitor their reading comprehension and do it so often that it |? Do not recognize when comprehension has broken down. | |becomes automatic. |? Seldom use fix-up strategies to improve comprehension. | |? Stop to use a fix-up strategy when they do not understand. |? Skip or ignore meanings of unfamiliar but crucial words. | |? Use semantic, syntactic, and graphophonic cues to construct |? Do not integrate text with prior knowledge. | |meanings of unfamiliar words. |? Read without reflecting on meaning or text organization | |? Synthesize during reading. | | |? Ask questions. | | |? Talk to themselves during reading. | | |3. After Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Decide if they have achieved their goals for reading. |? Do not know what they have read. | |? Evaluate their understanding of what was read. |? Do not follow reading with comprehension self-check. | |? Summarize the major ideas. |? Rely exclusively on the author’s words. | |? Seek additional information from outside sources. |? Do not go beyond a surface examination of the text. | |? Distinguish between relevant and irrelevant ideas. |? Apply no conscious strategies to help them remember. | |? Paraphrase the text what they have learned. | | |? Reflect on and personalize the text. | | |? Critically examine the text. | | |? Integrate new understandings and prior knowledge. | | |? Use study strategies to retain new knowledge. | | II. 4. Some Methods for Teaching Reading Strategies Reading Strategies (n.d. ) separates reading lesson into three stages and has some ideas about activities for each stage. II. 4. 1. Before Reading activities should emphasize methods of merging reader, text, and content –enabling students to set appropriate reading purposes, recall related prior knowledge, preview and predict what the text will be about, and select reading methods to suit their purposes and the text. Included in these considerations may be readers’ decisions to expand their background knowledge through related discussion, exploration of key concepts, or related reading. II. 4. 2. During Reading: activities should enable students to monitor their comprehension through a variety of strategies and experience and acquire diverse fix-up strategies to improve their understanding where necessary. II. 4. 3. After Reading: activities should teach students to review their understanding of text, relate new ideas to their background knowledge, revisit the text to clarify and extend meanings, make responsible interpretations and criticisms of ideas from the text, revise their thinking, apply the information to other texts and disciplines, and remember crucial learning for future application. II. 5. Some Techniques for Teaching Reading Strategies Reading Strategies (n. d. ) also gives some techniques to teach reading strategies II. 5. 1. Some Techniques for Teaching Before-Reading Strategies Before reading, strategic readers: * Preview the text by looking at the title, the pictures, and the print in order to evoke relevant thoughts and memories. * Build background by activating appropriate prior knowledge through self –questioning about what they already know about the topic (or story), the vocabulary, and the form in which the topic (or story) is presented. * Set purposes for reading by asking questions about what they want to learn during the reading process. II. 5. 2. Some Techniques for Teaching During-Reading Strategies During reading, strategic readers: * Check understanding of the text by paraphrasing the author’s words. * Monitor comprehension and use fix-up strategies: use the cueing systems to figure out unknown words and imaging, imagining, inferencing, and predicting. * Integrate new concepts with existing knowledge: continually revise purpose for reading. II. 5. 3. Some Techniques for Teaching After-Reading Strategies. After reading, strategic readers: * Summarize what they have read by retelling the plot of the story or the main idea of the text. * Interpret and evaluate the ideas contained in the text. * Make applications of the ideas in the text to unique situations, extending the ideas to broader perspectives. * Use study strategies for note taking, locating, and remembering to improve content – area learning. II. 6. Kinds of Strategy Before students begin their next reading assignment, identify their purpose for reading. According to the reader’s different purposes, he or she will choose the appropriate reading style. Therefore, there are a variety of strategies. II. 6. 1. Study Reading The Study Reading is used when the readers intend to read difficult material at a high level of comprehension. This reading style says that because of the material at a high level of comprehension the readers should read the material more than once and sometimes reading the material aloud also improves their comprehension. (Becoming a Flexible Reader, n. d. ) II. 6. 2. Skimming When the reader’s purpose is to quickly obtain a general idea about the reading material, he or she is suggested to use skimming style. This strategy is extremely useful if the readers want to read a large amount of material in a short amount of time by two ways: identify the main ideas and ignore the details. (Becoming a Flexible Reader, n. d. ) II. 6. 3. Scanning Contrastively, the scanning style is used when their purpose is to quickly locate a specific piece of information within reading material. To scan, the readers mostly focus on a list of names, words, numbers, short statements, and sometimes even in a paragraph. (Becoming a Flexible Reader, n. d. ) II. 6. 4. SQRW. According to A Strategies for Reading Textbooks (n. d. ), it divides strategies into four-steps, called SQRW. Each letter stands for one step in the strategy. Using SQRW will help readers to understand what they read and to prepare a written record of what they learned. The written record will be valuable when readers have to participate in a class discussion and again when they study for a test. Read to learn what to do for each step in SQRW. ( Survey This strategy brings to mind what the readers already know about the topic of a chapter and prepares them for learning more. The readers do survey by reading the title, introduction, headings, and the summary or conclusion or they will examine all visuals such as pictures, tables, maps, and/or graphs and read the caption. By survey, the readers quickly learn what the chapter is about. ( Question Questions give the readers a purpose for reading and help them stay focused on the reading assignment. To form questions, the readers base on a heading and use the words who, what, when, where, why, or how. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion. ( Read Read the information that follows each heading to find the answer to each question readers formed. They may change a question or turn it into several questions to be answered. Readers need to stay focused and flexible so they can gather as much information as they need to answer each question. ( Write Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question. CHAPTER III: APPLICATION III. 1. For Students Here are some suggestions for students to apply before, during and after-reading in order to become strategic readers. There are two things that students need to prepare before they read. First of all, it is the reading environment. Students had better to choose a quiet place which is far away from making noise. They would be distract by it and cannot concentrate well on what they read. Moreover, a place gives them an attitude to be ready to read. Besides the place, readers also pay attention to have small things as pen or paper in hand. These things help them take note immediately what they read on the text when the ideas come out in the mind before they quickly disappear. Before reading, firstly it is necessary for English Second Language students to set a goal for reading. This activity will keep them focus on what they read and prevent them from wandering around the text. Secondly, they should activate prior knowledge. It means that students brainstorm what they already know about the topic. Combination between prior knowledge and new text help them understand more about the topic. Last but not least, according to their purposes, they choose suitable methods for reading. Appropriate strategies help them read and achieve their goals quickly. While reading is the stage which students apply all their known strategies to read quickly but effectively. For example, strategic readers do not read the text from the beginning to the end; instead they skim it quickly to have an overview or to get main ideas about what they are going to read. It means that those students would read the introduction or every first line of each paragraph before going to read the whole passage. Next, when students read in detail, they should underline the information which they feel interested in and take notes or  highlight for easy to review important points later. In addition, it is important for students to remember to use what their background knowledge and their brainstorming about the text in before reading and see whether the old information fits the text, whether their prediction is correct or need changing. Moreover, if they have any difficulties with reading the text, slow down their reading speed and reread the information with more care. In case, it is too difficult to understand, highlight it for going back later, then skip it and move forward. Finally, college students are often required to read a lot with difficult vocabulary, so they should break down the assignment into many small sections, for example, ten pages for each reading times and manage to finish reading these sections instead of the whole. This strategy gives students more concentrated on what they read and prevents them from getting frustrated and disappointed. It is not simply to finish the reading task, learners should go beyond. And after reading is a stage for them to do so. First of all, students need to draw a conclusion. They turn back and think about what predictions they made before and during reading by reviewing the text. Also, they had better look back to consider how the information read related to their background knowledge and decide whether they achieve their goal. Secondly, students should take notes what they have read by writing a summary. This summary contains the main ideas, the important information or simply just a list of ideas getting from the reading. This activity is very helpful for the readers to maintain new knowledge for later use. Lastly, this stage also gives students a chance to discuss what they do not understand about the text. Students will mark anything that makes them confused and bring it to class and talk with their friends in order to clarify it. III. 2. For the Reading Teachers It takes a long time for students to become strategic readers and reading teachers play an important role in helping their students read quickly but effectively. Therefore, teachers are suggested to take these considerations. First of all, teachers themselves need to have a full awareness of great benefits which strategies could bring to their students, then the introduction of strategies, their practice, and their uses should be part of  every reading lesson because a strategy can be only applied well when teachers frequently explain, model it carefully, then give them enough opportunities to practice. However, for any approach to strategy development, teachers should remember to introduce only a few strategies at a time until students feel confident to use the strategies. And in each reading lesson, separate application of each strategy does not give a lot of help, so teachers should encourage students to combine some strategies together to get the best results. Moreover, teachers should be well-prepared the lesson beforehand. The aim of this preparation is to figure out which strategies are used in the lesson, then the teachers will carefully prepare suitable activities for each stage of a reading lesson. For example, in before-reading stage, teachers give activities such as True/ False Prediction, Brainstorming to help students have some general ideas about what they are going to read. For while-reading stage, teachers use Answer the Questions, Choose the Main Ideas to check their comprehension. For after-reading stage, the activities could be Summary, Discussion or Retelling what they have read. Additionally, when reading process takes place, reading teachers monitor the students’ expertise and independent application of the strategies. If there are many students feeling unsure about using the strategies, teachers stop their work, reintroduce and give them more practice. Finally after every reading times, teachers ask students to record their ability in applying strategies to assess their own growth. CHAPTER IV: CONCLUSION During teaching process, most of reading teachers give more time and emphasis on testing reading comprehension than teaching readers how to comprehend. Therefore, this small research has been done to offer an overview of different strategies to reading and application for practice. All of strategies can be brought into play in an efficient way in the teaching and acquiring reading skill. Simultaneously, it helps both teachers and students recognize the significant advantages of mastering reading strategies. With careful discussion about most of strategies used in three main reading stages: before, during and after reading, hopefully this research is a source of reference for reading teachers and students. REFERENCES A Strategies for Reading Textbooks, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/40/a-strategy-for-reading-textbooks/ Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75: 460-472. Becoming a Flexible Reader, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/33/becoming-a-flexible-reader/ Brown, H. D. (2001). Teaching by principles- An interactive approach to language pedagogy. (2nd ed. ). NY: Longman, pp 384-387. Dr. Kathleen King, (n. d. ). Reading Strategies, Lecture from University. Retrieved December 14th, 2010 from http://www. isu. edu/~kingkath/readstrt. html Grabe, W. , Stoller, F. L. (2001). Reading for Academic Purpose: Guidelines for the ESL/ EFL Teacher, In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (3rd ed). Boston: Heinle, pp. 187-204. Hawkins, B. , (2001). Teaching Children to Read in a Second Language. In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (2rd ed). Boston: Heinle. McNamara, Danielle S. (2009). The importance of teaching reading strategies, The Perspectives on Language and Literacy. Retrieved December 14th, 2010 from http://findarticles. com/p/articles/mi_7694/is_200904/ai_n32423755 Nunan, D. (Ed. ) (2003). Practical English Language Teaching. Singapore: McGraw Hill. Oxford, R. L. (2003). Language Learning Styles and Strategies. Retrieved February 28, 2008, from web. ntpu. edu. tw/~language/workshop/read2. pdf Reading Strategies, (n. d. ). Retrieved December 10th, 2010 from http://98. 130. 215. 11/articles/6%20Strategic%20Reading. pdf.

Chaucer And The Canterbury Tales English Literature Essay

Chaucer And The Canterbury Tales English Literature Essay In reading Geoffrey Chaucer’s most dramatic gallery of portraits in The General Prologue of his most renowned work, The Canterbury Tales, one understands why he is deemed the Father of the English Literary Canon. Chaucer, unlike no one of his time, set out to tell fresh and amusing tales simply to entertain fourteenth century England. The Canterbury Tales tells the tale of twenty-nine pilgrims who meet by chance at the Tabard Inn in Southwark right outside of London. These diverse, yet colorful pilgrims are on their way to visit the shrine of the martyr St. Thomas Becket at the Canterbury cathedral. At the urging of the innkeeper, then turned host they each agree to tell two tales each, one going to Canterbury and one returning. The Canterbury Tales is arranged like a framework, and are meant to the reveal the life of fourteenth century England through the embellished, but classic characters as well as glimpse into Chaucer’s own personal history. Chaucer was born in 13 40 a son of a wealthy London merchant. Like most well to do young boys, he became a page in a noble household. In Chaucer’s case, he became page to the Countess of Ulster, daughter-in-law of King Edward III. This is where Chaucer would have been educated in the values of the aristocratic culture of the time, including its literary tastes which were probably based on French models. While participating in the king’s military expedition against the French, he was captured and ransomed by the king. He became a squire in the king’s household, which required him to take diplomatic voyages abroad. These journeys brought him to Italy. Italy would have a strong influence on his later literary work as he was strongly influenced by Dante, Petrarch, and Boccaccio. He became Controller of the Customs of Hides, Skins and Wools in the port of London, which meant that he was a government official who worked with cloth importers. Chaucer’s experience overseeing imported c loths might be why he could describe his characters so precisely and vividly. After his return to London, he held numerous positions in government, including being a member of Parliament. So, we can see through looking at Chaucer’s history that he gained inspiration for his characters in The Canterbury Tales through his life and work experiences. Chaucer’s intense realism of his characters was virtually unknown to readers in the fourteenth century. He was able to bring people from many walks of life together in the General Prologue of The Canterbury Tales. The pilgrims represent a diverse cross section of fourteenth century English society, a portrait of the nation as a whole. Medieval social theory divided society into three broad classes, called â€Å"estates.† There was the military estate who ruled the clergy, who prayed, and the laity estate who worked. Chaucer’s The Canterbury Tales is an estate satire, which means that it was a critical commentary on the members of each estate. The Knight and Squire represent the military estate. The clergy estate is represented by the Prioress, her Secretary Nun, Priest, the Monk, the Friar, and the Parson. The other characters, such as the Merchant and Skipper are members of the laity. Chaucer’s descriptions of the various characters and their social roles reveal the influence of the medieval genre of estates satire.

Class assignment Example | Topics and Well Written Essays - 500 words

Class - Assignment Example It should be remembered that our most important priority is our cattle and we do not make mistakes in supplementing their diet appropriately. Also, when all taxes are paid to government, private ranchers should be allowed to use public lands. The best management plan for the gray wolf population should be based on recovering this precious species. The plan should essentially seek to recover or protect the gray wolf population which is already endangered. However, a good management plan must not override the interests of the local ranchers. Conflicts with cattle and influence of the gray wolf population on rest of the wildlife species must not be forgotten. The need of the time is to use a balanced approach which benefits both the gray wolf population and the ranchers and their livestock. The plan should seek to sustain the gray wolf population in a manner that it does not jeopardize the ranchers’ objectives, while also reducing impacts on other animals. I would advise Californian officials to remember the core objectives of their wolf management plan when wolves do get established in the state. This will help them to address ranchers’ concerns in addition to effectively protecting the wolves. It is also important to create such opportunities which promote recreational uses of gray wolves. Of course, such recreational use should be in line with the official plans. In order to help guide the thinking and actions of California’s officials, I will also advise them to strictly control people and animal species in areas where the possibility of wolf predation is high. In order to make California’s officials ease their planned wolf reintroduction program, I will like to say from the viewpoint of a rancher that reintroduction of wolves in Idaho has served to create more damage than restoration of any animal species. There is much controversy over wolf reintroduction here in Idaho and one of the primary reasons for this controversy is

Whistle Blowing Essay Example | Topics and Well Written Essays - 1000 words

Whistle Blowing - Essay Example The essay "Whistle Blowing" talks about the whistle-blowing which is in the news as scandal after scandal hugs the headlines. This practice has been overtly beneficial by uncovering and exposing to full public view and knowledge unsavory things that are kept hidden inside most business organizations today. The euphemism of whistle-blowing refers to the deliberate disclosure by current and former members of an organization of illegal, immoral or illegitimate practices and actions under the control of their employers to another person or organization that may be able to take an effective course of action against it. A corollary issue that goes with whistle-blowing is whether whistle-blowing is effective or not. In many cases, people who report on their own organizations felt they are being targeted for retaliation. On their part, whistle blowers view their actions as a pro-social concerned behavior. Those who take the step feel ostracized, criticized, shut out, abused and fired. Most o rganizations are in a dilemma: the need to know precisely what is going on but sometimes punishing the very same people who took the courageous task of reporting unsavory practices. I would probably not blow the whistle considering what was at stake for me personally. I am just a month shy from collecting or exercising my stock rights which are a substantial windfall for a new struggling employee like me. This is but the very natural human reaction and 100,000 shares of steadily rising Enron shares will vest soon in a short time.

Ethical Issue relate to Women Having Children with Unkown Sperm Donors Essay

Ethical Issue relate to Women Having Children with Unkown Sperm Donors - Essay Example 645). Sperm banks get sperm donors from colleges and through the internet. Screening test carried out to ensure the sperm donor is free from genetic diseases, and is of sound mind and intelligence. A number of ethical considerations have risen because of women having children with unknown sperm donors. Sperm donation takes place through artificial insemination. A couple chooses a donor with regard to race, intelligence and good health among other issues (Liou, 2011, p. 7). Technological advancement has assisted older women to bear children. In addition, married infertile men also use sperm donation services to conceive children. The technology has been embraced by many people especially women who wish to bear children at their 40s and 50s. Nonetheless, some ethical and legal issues have emerged where a third party is involved. Therefore, when undertaking unknown sperm donation by a couple the following ethical considerations, should be considered: such as if the sperm donor has legal rights that protect him from any problems that may arise in the future (Liou, 2011, p. 7). In the past, the donors chose to remain anonymous, stating they did not want to get in touch with the donor children. However, due to the curiosity of the donor children, sperm donors have the option of either remaining anonymous or choosing their identity to be known. The donor also has the freedom of being free from any responsibility to the biological child originating from his sperm (Seibel & Crockin, 2010, p. 25). When it comes to the client seeking sperm donation services some information ought to be made available; for instance, what are the complications associated with artificial insemination. Sperm donation activity is not always successful therefore; some treatments ought to be considered before one is eligible for artificial insemination. The sperm bank availing the sperm does not give a guarantee to the client if the sperm is free from genetic diseases (Seibel & Crockin, 2010, p. 26). Even though, genetic screening test is undertaken prior to the procedure, it does not guarantee that the sperm is free from genetic diseases and abnormalities. In addition, the client is also required to be fully responsible for the donor child. The sperm donor and the client rights are usually established under a written contract, signed by the two and the doctor. The agreement ensures that the client and the sperm donor are aware of their rights with regard to the whole procedure. Sperm banks have their specifications when it comes to the sperm they take from donors. A man’s education and personal outlook are taken into consideration. Age also matters, men above the age of forty are not accepted by any sperm bank (Seibel & Crockin, 2010, p. 27). The sperm banks are required, ethically to ensure that they keep records of the number of children one person has conceived this will be used for future references. Therefore, to curb the issue of ethical controversies ethical principles ought to be applied. This will protect persons conceived through sperm donation and all the participants in the sperm donation transaction. Controlling the number of donor offspring is the first principle. Without proper control, one sperm donor can father over 150 children. For instance, in the United States the technology of artificial insemination is on the rise and the demand for donor sperm have risen, as well (Liou, 2011, p. 7). However, the demand

Argument for Right for Gays to Adopt in Virginia Essay

Argument for Right for Gays to Adopt in Virginia - Essay Example In today’s society, there are more than 500,000 foster children waiting to be placed in stable, caring homes (Ruggeri, 29). There is a shortage of people who fit the broader social norm, this being the heterosexual individual or couple, to assist in the adopting process. Because of different political and social division that is present in society, many homosexuals are not given the opportunity to adopt these foster children or any other youths that have been put into the adoption system. Homosexuals, whether coupled or living in individual households, often face pressure from defiant ethical supporters and their social peers because of their lifestyles. When coupled with laws designed to prevent them from attaining equal status, offering themselves as potential parents for awaiting children becomes a significant uphill battle. The division that exists in society about the validity of homosexuals’ claims that they can be stable parents can be witnessed in the many different laws designed to prevent adoption by this social group. For example, a 2006 constitutional amendment banned same-sex marriage in Colorado with similar constraints in Indiana (Padgett, 51). In more progressive states, such as Connecticut and New Jersey, civil unions are allowed under law but are given considerable limitations compared to their heterosexual counterparts (Padgett). These laws, and many others which ban civil unions act as the foundation for why homosexuals are not considered qualified or capable parents for volumes of children looking for support and stability. In homosexual households consisting of two partners, it has been argued by many that extending same-sex marriage rights would tend to normalize the household for potential adopted children.  

Kingston Charcoal Research Paper Example | Topics and Well Written Essays - 1750 words

Kingston Charcoal - Research Paper Example However, there is a concern in production regarding the adequacy of Kingsford's existing capacity. Grilling has been described as a passion and a way to party of common Americans during celebrations and occasions, the Clorox Company, founded in 1913, decided to acquire Kingsford Charcoal as one of its products in 1973. Kingsford Charcoal is the one of the 50 products and the largest product group that Clorox Company markets around the world to consumers. It represented around 9 percent of Clorox's revenues in the year 2000. In addition to this, in the charcoal grilling business, Kingsford is the leading in sales, constantly getting more than 50 percent of the market share from 1997 to 2000. This is as opposed to Royal Oak's 14.2 percent share in 1997, which then gradually declined to 6.4 in the year 2000, and the constant range of 33 to 34 percent of market share of private label. Charcoal briquettes are manufactured from wood, minerals, limestone, starch, borax, sodium nitrate, and sawdust in a two-part procedure. These charcoal briquettes were packaged in its present condition in blue bags and sold as Kingsford Charcoal as either "regular" or "blue bag." In addition, other briquettes are treated with Kingsford lighter fluid and sold as Kingsford Match Light in red bags, packaged as either "instant" or "red bag." Both types of briquettes were available in three sizes: 10 lbs., 20, lbs., and 48 lbs. for the regular or blue bags; and 8 lbs., 15 lbs., and 30 lbs. for the instant or red bags. Kingsford Charcoal briquettes Size and Pricing Regular or Blue Bags Instant or Red Bags 10 lbs. $4.25 8 lbs. $5.20 20 lbs. $6.78 15 lbs. $8.07 48 lbs. (2 x 24 lb. bags) Not available 30 lbs. (2 x 15 lb. bags) Not available Table 1. Various packaging sizes with prices of both types of Kingsford Charcoal briquettes. The largest sizes were usually just available in club stores like Costco amd Sam's Club. However, food stores and supermarkets, merchandisers, and drug stores, and Wal-mart, carried a variety of the other smaller sizes. The prices given varied by type and size, and it has been found that the main competitors of Kingsford, Royal Oak and private label brands, were cheaper than Kingsford by 25 to 30 percent. Key Success Drivers The business of Kingsford Charcoal was seasonal, with its peak of 60 percent between the period of May 1 and September 1, which covers the holidays Memorial Day and 4th of July. These two holidays represent about 35 percent of Kingsford's annual sales. Aside from the holidays, another factor that Kingsford sales are dependent on is the weather. When the weather is good, the tendency for sonsumers is to think that it would be a great time to barbecue. In this essence, a big part of the sales are from impulsive purchases. Factors to Consider Pricing The team of Smith Boyle and Warren found that there was a narrowing price gap because of

MTA-analysis method Essay Example | Topics and Well Written Essays - 1500 words

MTA-analysis method - Essay Example Therefore, the method involves two distinct stages. The first stage involves identifying different data sets and summarizing the data into a uniform set. The second stage involves making conclusions from the summarized data set. Meta-analysis requires that the data is accurate and devoid of any complications. It will not be efficient if it uses inaccurate data. In addition, the method requires the analyst to identify and collect data sets from past studies, which have some aspects of resemblance in terms of the research question they address. The method is particularly effective because it draws conclusions from data characteristics rather than making generalized conclusions about data. However, the method requires planning and some level of expertise among analysts. Advantages of meta-analysis The approach defines subjective ways of checking variability of data and enables testing of all statistical parameters. Combination of different studies summarizes data and ensures the ease of drawing conclusions from the data. Other parties can also use the data to support their studies. Review of past studies eliminates unnecessary details that are insignificant to the study. Meta-analysis makes possible the prediction of the impact of significant elements of data within a specified period (Cavanaugh, 2010). Review of past studies eliminates the threat of bias sampling. ... Researchers have found this method convenient in analyzing educational research. A single research on education can yield a range of different results due to a number of factors. Different research methods, the setting of the research and research instruments influence the nature of results (Allen, Bourhis, Burrell & Mabry, 2010). Therefore, there is a need to combine the different results and synthesize them into a single pool, from which it is easy to make viable conclusions. Meta-analysis is the best method that will help in meeting this data requirement. Furthermore, it summarizes data, which makes it possible for other researchers to extract useful information that may be relevant for their studies (Bernard, Abrami & Wozney, 2010). To understand this method, there is a need to look at the steps, methods and theories that govern its use. Steps followed in a meta-analysis The first step involves identifying the research problem. This includes identifying the variables and attribut es that are common in different data sets. The search for relevant literature sources succeeds the first stage. This stage involves identifying sources of information from available literature reviews and other relevant studies. Meta-analysis depends on other research studies and a researcher must ensure that the results of previous studies are accurate before using them in meta-analysis. The next stage involves selecting previous studies that meet the requirements of quality and that have some resemblance in addressing the same research question. Summarization of data using appropriate methods follows this stage. Summarization standardizes data

Benefits of Free Enterprise Economy over Command and Control Term Paper

Benefits of Free Enterprise Economy over Command and Control - Term Paper Example consists of the relations between institutions and agencies, the flow of information between them and the existence of social relations within an economy (Howard & King, 2014). There are mainly three types of economic system that exists, namely, Market economy, the Mixed Economy and the Planned Economy (Woods Jr, 2015). Market economy is associated with limited interference of government. Planned economy on the other hand is completely opposite to market economy. In planned economy, all the important decisions connected with the production, distribution and prices are taken by the state. A mixed economy is an amalgamation of fundamentals of both market economy and planned economy. This implies that certain attributes from both the economies are taken to form a mixed economy. In this type of economy, the economic decision making is undertaken by both the private sector entities and the government. The system showing mixed economic features have flexibility in some sectors and government control in others. To balance broad range of economic and political views, mixed economy involves both socialist and capitalist economic guidelines (Kaynak, 2014). Other name of free enterprise economy is market economy or laissez faire economy or capitalist economy. Before discussing the features of the free enterprise, it is essential to have a clear idea regarding the definition of market. Lewis, (2013) defined market as a structure where buyers and sellers are engaged in the process of exchange of goods, information and services. It is a place where demand and supply of a commodity is created. When the supply of a good is equal to its demand, then this leads to equilibrium. At this point, equilibrium quantity and equilibrium prices are determined which implies that the allocation of goods has reached its optimal point. It has been examined by Kaynak, (2014) that concepts of supply and demand help in structuring the pricing system. When availability of goods is larger than its

Animal Testing is Wrong Essay Example for Free

Animal Testing is Wrong Essay Animal testing is cruel and inhuman! It is morally wrong to toture animals for our own benefit. Over 3 million animals have been tormented all in the name of research. It has been found that only 5-25% of side effects caused by medicines are accurately predicted. This leads me to wonder what is actually being gained by animal experimentation. It’s bad science! The Food and Drug Administration reported that 92 out of every 100 drugs that pass animal tests fail on humans, making it wasteful. In recent years there has been the recognition that animals rarely serve as good models for the human body. Animal experiments prolong the suffering of people waiting for effective cures by misleading experimenters and squandering precious money, time, and resources that could have been spent on human-relevant research. In the name of science, animal experiments globally are around 100 million experiments each year. Cats, dogs, rabbits, mice and other animals, no different to those we have as pets, are used in experiments. Animals are force-fed harmful substances, infected with lethal viruses, subjected to brain damage, heart attacks, stokes, cancers and ultimately killed. Several cosmetic tests commonly performed on mice, rats, rabbits, and guinea pigs include:skin and eye irritation tests where chemicals are rubbed on shaved skin or dripped into the eyes without any pain relief. repeated force-feeding studies that last weeks or months, to look for signs of general illness or specific health hazards. widely condemned â€Å"lethal dose† tests, where animals are forced to swallow large amounts of a test chemical to determine what dose causes death. The fact that animals are used to study pain, depression, anxiety, and to test pain-killing drugs for human use, demonstrates that scientists recognize that animals are capable of suffering in many ways just like humans, but these sentient animals are unable to give their consent to participate in research. The fact that animals can suffer and experience pain is sufficient reason to refrain on moral grounds from harming them. Beyond pain, there is also persuasive evidence that animals, in particular mammals and birds, have thoughts, intentions, and memories. This means they can be harmed by confinement, frustration, fear, isolation, and loss of life experiences unavoidable for animals confined in Laboratories and used in experiments. The measurement of stress hormones, and presence of ulcers, immune suppression, abnormal behavior and brain dysfunction in laboratory animals, provide further evidence that animals commonly used in labs do suffer pain and distress. Some people claim that because animals do not have duties or responsibilities in the way humans do, they are not deserving of the same protection. However, some humans have no responsibilities or duties, such as babies, the mentally ill, or very infirm, yet they are not stripped of their rights in this way. Indeed, such individuals are usually considered more deserving of protection, not less. Others argue that the potential benefit to human society justifies experiments on animals. However this argument is a slippery slope, as this reasoning would also justify experiments on a few non-consenting humans for the ultimate benefit of human society a clearly unethical scenario. â€Å"If we didn’t use animals, we’d have to test new drugs on people. † The fact is that we already do test new drugs on people. No matter how many animal tests are undertaken, someone will always be the first human to be tested on. Because animal tests are so unreliable, they make those human trials all the more risky. What I have to wonder is why do we test on animals, or feel the need to have people volunteer for something potential dangerous with its unknown side effects when we have child molesters, rapists, and murderers in prison who are catered to three meals a day? I believe we should enact instead of animal testing, (which has been proven to be highly ineffective) testing on convicted criminals on death row, or prisoners looking to cut down some time in exchange for experimentation and observation.

My Reasons Why Homework Isnt a Good Idea Essay Example for Free

My Reasons Why Homework Isnt a Good Idea Essay Go to school for seven hours, go to practice for two hours, go home and do homework until you fall asleep. That is the life of most high school students. We are all so busy with schoolwork, clubs and not to mention our outside of school life. Homework is just a source of stress and anxiety for a lot of busy students and takes a lot time out of busy schedules. I think this is a worry that could be eliminated. Student athletes everywhere know what I mean when I say that when you have away games, you do not want to think about coming home to do homework on an already late night. It is tough enough to finish all of the homework that teachers assign when all you have is a regular practice. As you get older and take harder classes, the homework load and the amount of tests and quizzes also increase. Studying for these also take time and most of the time you just feel rushed to get through everything you have to do that night. Therefore you don’t retain all of the information that you tried to cram into your head. I know of some people who really can’t finish all of their homework at night either because they have so much to do or they prioritize between studying for a big test or getting a good grade on a homework assignment. Homework is an added on stress to young people who participate in sports, clubs, and band and that stress can be taken out in destructive ways. Another reason I think that students shouldn’t have as much homework as we do is because we already go to school five out of seven days of a week for seven hours a day. We go to school for a reason and that reason is to learn but we shouldn’t have to bring schoolwork home when we already have been to school that day. Also, most of the information we learn will never be applied in our lives or be helpful to us. I can understand the occasional paper to write or story to read and definitely studying for tests, but I think we just need to learn what we will actually use in life rather than extra information. It’s impractical for teachers to assign homework about things that I will never hear of or use again. It seems like a waste of everyone’s time. My last argument is that most students don’t get enough sleep because they are so busy all the time. The students that participate in something where they have practices or obligations that they have to attend to are usually the ones that actually do all of their homework and studying, therefore get less sleep than they are supposed to. Adults always say you should get eight hours of sleep if not more every night but that is all but impossible when you have so much to do. I know personally I’m lucky to get seven hours of sleep on a good night and I always wake up exhausted. Lack of sleep is a very serious problem for people my age. Also, if you would be able to get to more sleep at night then they most likely wouldn’t fall asleep in class or have such a hard time staying awake. If you are more alert in class you will also get more out of the lesson and understand the material better. There are so many reasons that homework isn’t a good or effective idea. Students don’t get as much sleep and have a hard time staying awake in and out of class. They won’t get as much studying time for major tests and won’t retain as much information when all they are trying to do is get everything that they need to do that night done. Finally, we already go to school for large amounts of time and do a lot of work there and then they try to make us do even more outside of class. School is basically like a full time job for students and if you participate in extracurriculars than it just seems like everything gets so clustered in your life. I believe homework is an unnecessary stress that can be eliminated for the young people today.

The Effects Of Teenage Childbearing Children And Young People Essay

The Effects Of Teenage Childbearing Children And Young People Essay Sadly, pregnant teenagers in society today are too often labeled as sluts . While the majority of gilrs become pregnant by accident, a small number become pregnant on purpose. These girls feel that they will be loved, or have someone to love, or that a missing void in their ife will be filled. Worst of all some girls plan to become pregnant to heal a relationship or to hold on to a boyfriend. The fact is, if two people are in a unstable, struggling relationship, having baby will just bring on more stress and turmoil. For the other girls who become pregnant by accident this is due to carelessness, lack of knowledege, the it can t happen to me attitude, or just really by accident. For many girls, they are under the false pretense thatthey cannot become pregnant the first time they have sex. Not only is this false, but one out of twenty girls become pregnant the first time they have sex, and ninty percent of all teen pregancies occur within the first year of having sex (Guernsey 19-20). Pregnancy is a very serious situation for teenagers, because young teenage bodies are not developed enough then the bodies of women who are over twenty. Due to this, the death rate is sixty percent higher among pregnant teenagers under the age of fifteen than among older girls and women (Gutman 24). Babies born to teenagers are twice as likely to die before their first birthdays than are the babies that are born to women in thier twenties,also teenage babies run a hihger risk of being born premature or being born with mental and physical handicaps (Gutman 25). Some teenagers are afraid to tell someone about their situation, so they do not get pre-natal care which harms both the mother and the baby. When a teenager finds out that she is pregnant, she has three choices: give it up for adoption, keep it, or have an abortion. A large number of these teens choose to have an abortion. Twenty five percent of all abortions are among the teen age population (Bender and Leone 58). For many girls this is an easy way out of a difficult situation and they feel that know one will know that they do not want to know. For some those feelings stay true, but for others a deep sense of depression falls over them for killing something that they made. For other girls that choose not to keep the baby but are against abortion, they give the baby up for adoption. For many girls adoption is a stressful and heart breaking experience, after carrying a baby for nine months and then handing it over to strangers, I don t see how it wouldn t be a heart breaking time. There are agencies that allow mothers to keep in touch with the family, but most girls know that they will never see there baby again. For other girls, they may make all the arrangements for adoption and then after giving birth may change their minds completly and take on their motherly role. For the teens that keep the baby,they encounter a very challenging situation. They have to get proper health care for example. Many girls are forced to drop out of school and get jobs or the father of the baby drops out of school to support his family, if he stays with the mother. Less than one third of teens who have babies finish school before the age of eighteen (www.teenpregnancy.org). Once a teenager has a baby they have to focus on someone other than themselves, which means they can not do what they want when they want anymore. Their lives revolve around their baby and its needs. Many unmarried teen mothers end up poor or on welfare. Every year the federal government spends about forty billion dollars to help teenage mothers (Flinn Hauser 15). However for some teenagers watching their baby grow or the bond that they share is a reward for their hard work. An often over looked part of teenage pregnancy is the role of the father. About 1.1 million males father babies every year (Ayer 27). Approximately ten percent of fathers marry the mother of their baby. Some fathers care for their baby and pay child support but do not stay with the mother, or sadly some fathers refuse resposibility and do not give support in any way. A fatherly role is very important in child raising, so some communities and schools are now starting programs for teenage fathers and educating boys about teenage pregnancy. Many teen fathers may at first feel out of place, scared, and not educated enough to become a father. They may feel that a whole financial burden is now being placed on them, or that they will not be able to provide for their family. This leads to many fathers skipping out on their responsibility. Programs are now being designed to give fathers emotional support so that they will be able to handle becoming a teenage father, and to realize that there are benefits and obligations of fatherhood. As the article states the benefits to children, families, and society of the commitment of fathers are undisputed. Therefore, it is worth the time and effort of schools and community organizations to implement programs for young fathers that will enable them to develop into responsible adults, meet thier obligations, and create a generation of well-nutured and effectively educated children (www.ed.gov.html). For the unfortunate teen that has no support there a teen pregnancy houses that house both mother and child. Many clinics such as Planned Parenthood give free or low cost care to mother and child and offer services to help ease the teens time of confusion. Community-wide teen pregnancy prevention efforts are also underway (Dryfoos 214). The National Campaign to Prevent Teen Pregancy was organized in 1996 and is focused on reducing the rate of teen pregnany in the United States,to improve the well being of children and to try to reduce child poverty. In conclusion, teen pregnancy is an issue that should be taken seriously. With the growing rate of teenagers getting pregnant every year more steps should be taken to try to eliminate teen pregnancy. Perhaps these steps should be educating children while their younger or a better sense of birth control for teens or showning pictures of abortions, like they did in my high school. This may be cruel, but how many people who see the pictures will want to get this done after they see what it does.Teenagers are using abortions as a way of birth control , they feel that if they become pregnant there is always an abortion. Abortions can not be like that. If more teens are serioulsy educated then possibly less teens will be careless and the rate of pregnany will decrease. It might sound ridiculous, but maybe parents should really give the birds and the bees talk , because if children hear it from their parents they may take sex more seriously. Some children have sex to feel cool or just to fi t in. It cannot be like that and children need to be taught that.Teen pregnancy is a serious risk for both the mother and the child. Many teenagers do not know about these risks and they need to know before it is to late and they are stuck in a situtaion that they can not get out of. The programs for teen fathers are wonderful because they really tell the boys how it is. Many boys do not know the risk of pregnancy and everything that it entails, these prograns will help to work with them and possibly scare them or at least give them a little more knowledge. Having a baby will change a teens whole life and the steps that are being taken will hopefully work to help teen mothers and fathers and help to lower the birth rate in teens. There is many books out that show cases of teen pregnancy, they should be read to get to know the effects that a baby has on a teens life. With the statistics and facts givin, I really learned so much on teen pregancy and hopefully others will to. The amount of school completed for a women affects her life. It also affects her opportunities for marriage, her circle of friends and her income from work, which can also lead to poverty. Girls who give birth during their adolescent years tend to function less effectively in numerous ways than their peers who delay childbearing (Hofferth et al., 2001). However, recent research indicates that many of the negative outcomes of adolescent motherhood, such as low educational achievement and consequent poverty, precede rather than stem from early parenthood (Hofferth et al., 2001). In essence, teenage childbearing adds to the limited prospects of already disadvantaged adolescent girls. These outcomes include poorer psychological functioning, lower rates of school completion, lower levels of marital stability, less stable employment, greater welfare use, higher rates of poverty, and slightly greater rates of health problems for both mother and child as compared to peers who postpone childb earing (Hofferth et al., 2001). Other consequences of teenage pregnancy and motherhood are low-achievement, low-motivation, the teenagers immaturity and lack of success in school which are also linked to the fact that teenage mothers drop out of school (Hofferth et al., 2001). Therefore Hofferth et al. (2001) would expect early child bearers to be less likely than their childless peers to complete high school or at least college. Moore, Manlove, Glei, Morrison (1998) studied adolescent mothers and concluded that early parenthood had a strong negative effect on the educational attainment of girls, such that young mothers were unlikely to continue their education beyond giving birth and thus obtained lower total levels of education than their peers who delayed childbirth. In large part because of low educational attainment, teenage mothers have lower incomes as adults and are more likely to be on welfare than their peers who delay childbirth (Moore et al., 1998). Overall, young mothe rs with a high school degree and work experience, may provide the needed incentive to obtain and maintain stable employment. Mothers with low education skills and poor functioning, or with other family problems, may have great difficulty maintaining stable employment, and thus may suffer a substantial loss in income (Moore et al., 1998). However, parental involvement in their daughterà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s school such as attending school meetings, participating in school activities, going to their daughters honor ceremony are not related to whether their daughters will become pregnant. Furthermore, adolescents who are involved in religious organizations are less likely to bear a child. Teenage girls who belong to a club or attend church are those who most likely will not bear a child in high school (Moore et al., 1998). Several techniques have been developed to attempt to separate out the effects of background factors which influence both the probability of a teenage birth and the future functioning of the young mother from the effects of early childbearing. For example, a number of studies have compared sets of sisters, one of whom had a child as a teenager and one of whom delayed childbearing until adulthood, in order to control for differences in family background factors commonly found between teenagers who do and do not become young parents (Hoffman, 1998). Such studies found that the effects of teenage childbearing on high school completion and total educational attainment are much smaller than previous studies had indicated. For example, Hoffman, (1998) found that postponing a teenage birth to after the age of 20 would increase the total educational attainment. This study found that having a child before the age of 18 reduces the likelihood of graduation from high school but attaining a GED ( General Equivalency Degree). However, a GED may carry a lower return in future earnings than a high school diploma (Hoffman, 1998). This seems to be possible because of some teenage mothers that have a child and atten school at the same time. This is due to the fact that there all several programs that exists for this matter. There are day cares in the school which watch the child for the teenager while she is in school. There are multiple negative consequences associated with teen pregnancy (Moore et al., 1998). Teenagers who have babies at an early age are less likely to complete high school, and more likely to be on welfare or to work at a job with a low income and experience poverty than women who delay childbearing until an older age (Moore et al., 1998). The disadvantages for teenage girls who bear a child at such a young age reduce their education or employment opportunities. For women who delay pregnancy and childbirth, there are some advantages (Hofferth et al., 2001). The mother is more experienced with life itself, has a better education background and often has a steady job and steady marriage. As life progresses, such factors integrate themselves with life and having a child.

Essay --

Essay - Clergy & Laity Katelyn R. Gonzalez, Student Christian Life, faith, and Ministry/108 Week-4 November 22, 2013 Hjamil A. Martà ­nez-Và ¡zquez, Ph.D. Essay - Clergy & Laity The word view salvation in relations to works, and believe that salvation from works is a misleading believe that have cost people their ticket to heaven. There had been numerous of people who have tried to explain the truth about salvation and works. However, they give up or distort the truth. Others have tried to unmask religious, cults, and sects. They have also failed for different reasons. Others have succeeded in explaining certain beliefs, based on their own understanding or the word of God. The few people who have fully succeeded have made history for their achievement. A known person who challenged the Catholic Church was Martin Luther, who was driven by fears of hell and God’s wrath that lead him to became a monk. The knowledge of salvation is not a subject to be determined. Salvation only has one way of process, but the scenarios of why people cry out to The Lord are numerou...

The Character of Claudius in Shakespeares Hamlet :: GCSE English Literature Coursework

The Character of Claudius in Hamlet It is easy to overlook some of Claudius' villainy. He may not rant and rave, nor pluck out eyes on stage or hands, or tongues, nor does he conspire with crafty rationality like Edmund or Iago in Othello, nor bake little children in a pie. But as the murderer, usurper, and incestuous step-father, Claudius is one of Shakespeare's greatest villains. His distinguishing features are hypocrisy and subterfuge. He is clever in a worldly sense, a flattering strategist, good at manipulating his courtiers, at double-speak. His fawning address to Hamlet in I.2 ('Tis sweet and commendable in your nature, Hamlet ...') shows him to be a master of persuasiveness. He encourages Polonius to practise subterfuge; his favourite weapon is poison. This recourse to poison, initially against his own brother, nauseously poured into the ear of the sleeping king, is repugnant; and in the final act, poison is used both on Laertes' sword and in the cup of wine that is to be offered to Hamlet. But from the start, his very words are like a drug, aimed at deflecting Hamlet away from his grief. In a wider sense, the state itself is 'poisoned' by Claudius. He uses Gertrude, Polonius, Ophelia, Rosencrantz and Guildenstern as his tools; he employs spies and underhand methods. He tries to make Hamlet 'disappear' by sending him to England (where his madness is less likely to attract attention!) in the company of Rosencrantz and Guildenstern rather than by any process of law or a direct challenge. Polonius is a good example of the usurper's pernicious influence: a 'faithful retainer' of the old sort, much given to spouting words of wisdom ('to thine own self be true ..': I.3.78), yet stooping to all manner of intrigue against his own son (II.1), his daughter and Hamlet. Yet even Claudius is not so wicked as not to be pricked by pangs of conscience. He does at least know what he has done ('O, my offence is rank, it smells to heaven': III.3.36). Shakespeare actually shows him kneeling down and praying in this scene, hoping for forgiveness and wondering if he can repent and still retain the effects for which he committed the murder: 'My crown, mine own ambition, and my queen' (III.3.55) - a question many villains have periodically asked themselves. Claudius is wise enough to recognise that this cannot

musical influences Essay -- essays research papers

Music has been used for many different things throughout history. It is said that music influences a person’s brain, and by doing so, has an effect on overall behavior or activity of a person. Many Indian tribes across North America used percussion instruments (drums) to contact the spirits of their ancestors. During the Renaissance period, during many parties held by royalty, â€Å"classical† music was played to keep a happy atmosphere about the ballroom. In the next few paragraphs, we’ll look at how today’s society blames Metal Music for many behavioral disorders amongst the youth. Musical preferences are as diverse as the people who listen to them. Different types of music have different reputations; heavy metal music is often labeled as "negative," yet others find it a harmless form of music. It is my belief that music may have some sort of effect on the listener, but nothing serious and nothing damaging. The behavior of a person is purely their own, whether it be caused from their parents telling them no or a kid they hate at school spoke with them; however, this is by no means the musicians’ faults. Like other types of music, such as jazz, blues, and even rap, the distinct style of heavy metal music can be grouped into three main sections. One popular style of heavy metal is death metal. Death metal has a darker sound and more surreal style than other forms of heavy metal. The music itself is fast, heavy, and loud, usually with a classical twist thrown in. The images that death metal portrays are death, doom, destruction, suicide, sex, and drugs. Some people may see these images as harmful or having a negative effect on the listener. Another form of heavy metal music is speed metal. Speed metal has a more upbeat sound than death metal and isn’t as â€Å"depressing.† It’s fast paced and has a hard impact, the lead guitar following a seemingly impossible rhythm. This is in contrast to death metal, which emphasizes rhythm guitar. The last type of metal music being thrash metal. The name refers to both the thrashing sound of the music and the flailing movement of its listeners. The sound is extremely loud and has the same tone and style of speed metal. These styles however, attract certain â€Å"types† of people. The majority of people who... ...s behavior being caused from the music they listen to. Could we not point the finger at today’s rap industry? At least in the world of metal music, most things they endorse are fantasy and rarely seen to be realistic. In rap, children are listening to plain vocals about rape, drug use, and prostitution, among other â€Å"immoral† things. Should we not take a look at today’s most popular musical influence instead of attacking the men â€Å"out of the norm,†? I might also point out that while I did relate metal music with depression, I didn’t directly connect any of it. I did, however, say that a certain person was attracted to a certain type of music. Could the person be the depressed one, their inner emotions causing whatever it is that makes them act as they do, but not the music itself? Also, music might be looked at as an outlet for today’s angry and energized teen. Without this outlet of stress and complete angst, maybe the suicide rate would increase, or the school shootings number would go up? Teens will continue to listen to such music that their parents loathe, nothing will change that; this may be looked at as a good thing from my point of view. musical influences Essay -- essays research papers Music has been used for many different things throughout history. It is said that music influences a person’s brain, and by doing so, has an effect on overall behavior or activity of a person. Many Indian tribes across North America used percussion instruments (drums) to contact the spirits of their ancestors. During the Renaissance period, during many parties held by royalty, â€Å"classical† music was played to keep a happy atmosphere about the ballroom. In the next few paragraphs, we’ll look at how today’s society blames Metal Music for many behavioral disorders amongst the youth. Musical preferences are as diverse as the people who listen to them. Different types of music have different reputations; heavy metal music is often labeled as "negative," yet others find it a harmless form of music. It is my belief that music may have some sort of effect on the listener, but nothing serious and nothing damaging. The behavior of a person is purely their own, whether it be caused from their parents telling them no or a kid they hate at school spoke with them; however, this is by no means the musicians’ faults. Like other types of music, such as jazz, blues, and even rap, the distinct style of heavy metal music can be grouped into three main sections. One popular style of heavy metal is death metal. Death metal has a darker sound and more surreal style than other forms of heavy metal. The music itself is fast, heavy, and loud, usually with a classical twist thrown in. The images that death metal portrays are death, doom, destruction, suicide, sex, and drugs. Some people may see these images as harmful or having a negative effect on the listener. Another form of heavy metal music is speed metal. Speed metal has a more upbeat sound than death metal and isn’t as â€Å"depressing.† It’s fast paced and has a hard impact, the lead guitar following a seemingly impossible rhythm. This is in contrast to death metal, which emphasizes rhythm guitar. The last type of metal music being thrash metal. The name refers to both the thrashing sound of the music and the flailing movement of its listeners. The sound is extremely loud and has the same tone and style of speed metal. These styles however, attract certain â€Å"types† of people. The majority of people who... ...s behavior being caused from the music they listen to. Could we not point the finger at today’s rap industry? At least in the world of metal music, most things they endorse are fantasy and rarely seen to be realistic. In rap, children are listening to plain vocals about rape, drug use, and prostitution, among other â€Å"immoral† things. Should we not take a look at today’s most popular musical influence instead of attacking the men â€Å"out of the norm,†? I might also point out that while I did relate metal music with depression, I didn’t directly connect any of it. I did, however, say that a certain person was attracted to a certain type of music. Could the person be the depressed one, their inner emotions causing whatever it is that makes them act as they do, but not the music itself? Also, music might be looked at as an outlet for today’s angry and energized teen. Without this outlet of stress and complete angst, maybe the suicide rate would increase, or the school shootings number would go up? Teens will continue to listen to such music that their parents loathe, nothing will change that; this may be looked at as a good thing from my point of view.

Critical Thinking: Evidence Based Practice (EBP) and “Person-In-Environment” (PIE) Essay

Critical thinking, what has happened to it? Is it apart of our daily lives or is it a part of the past? Can you tell me the definition of critical thinking or would every person’s response be different? Does today’s science have anything to do with critical thinking? How does evidence based practice (EBP) and â€Å"person-in-environment (PIE) relate to critical thinking? In this essay I will answer all of these questions plus give you more information on the subjects. So, by the end of this essay you should have a clear understanding of critical thinking: evidence based practice and â€Å"person-in-environment†. Let’s start with the question of what has really happened to critical thinking? It looks like to me we live in a very complicated fast paced world, where we all have problems and issues and at times they are very hard to comprehend. Yet still decisions have to be made. The interpretation of critical thinking goes as far back as the Socrates but in 1906 William Graham Sumner stated that the concept of critical thinking is: â€Å"the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not†. He goes on to say that â€Å"Men educated in it cannot be stampeded. They are slow to believe. They can hold things as possible or probable in all degrees without certainty and without pain. They can wait for evidence and weigh evidence. They can resist appeals to their dearest prejudices. † Another definition of critical thinking has been defined by Ku, K. (2009) as â€Å"judging information, evaluating alternative evidence and arguing with solid reasons. † (pg. 70) So it may seem too many that this notion of critical thinking (also embraced by educational theorists at the turn of the 20th century) is really declining in popularity in this new millennium. To others critical thinking, if somehow it became generalized in the world, would produce a new and very different world, a world which increasingly is not only in our interest but is necessary to our survival. Now after researching the subject of critical thinking I find out a lot of more information. Such as critical thinking is two things. One is the particular examination of an opinion or conclusion based on that specific examination. Two is when presented with a question, problem, or issue of someone’s opinion or conclusion a creative formulation is formed. I also found out that the practice of reasoning is something critical thinking concentrates on. Practicing self-awareness, tolerating ambiguity when faced with ethical dilemmas, and applying knowledge gained from multiple sources are all key components of critical thinking (Carey & McCardle 2011) Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism. (The Critical Thinking Community 2011) Overall critical thinking makes you work on your thinking continuously, to make your thinking the object of every thought, to make your behavior the object of your own thinking; to make your beliefs the object of your thinking. The extent to which any of us develops as a thinker is directly determined by the amount of time we dedicate to our development, the quality of the intellectual practice we engage in, and the depth, or lack thereof, of our commitment to becoming more reasonable, rational, successful persons. Now for is critical thinking apart of science? Yes, it surely is. In the development of critical thinking science can be seen as the ultimate extension. Science entails thrusting ideas together and putting them to the test. The PIE system attempts to broaden the perspective, by placing psychiatric problems in a much broader context of social problems and challenges (Karls & Wandrei, 1994). This is a step forward, as there is some attention to strengths in this model. It cannot be said to come from a strengths perspective, however, which would seem to require a greater transformation and shift of focus. More importantly, this dichotomy is based on the illusory idea of therapeutic neutrality or transparency. That is, it assumes the practitioner has little influence on the experience or presentation of the client. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor. References: Carey, M. & McCardle, M. (03/22/2011) Critical thinking, Journal of Social Work Education. Issue: Spring-Summer, 2011 Source Volume: 47 Source Issue: 2 COPYRIGHT 2011 Council on Social Work Education ISSN: 1043-7797 Karls, James M, & Wandrei, Karin E. (1992). PIE: A new language for social work. Social Work, 37 (1), 80. Retrieved July 7, 2010 from the ProQuest database. Ku, K. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi response format. Thinking Skills and Creativity, 4, 70-76. The Critical Thinking Community (2011) Our Concept and Definition of Critical Thinking. Retrieved from: http://www. criticalthinking. org/pages/our-concept-and-definition-of-critical-thinking/411

How Does John Stienbeck Create Tension in Chapter 2 Essay

Chapter twain consists with George and Lennie starting stimulate at a new farm. They bump the other ranch workers and the foremans aggressive son Curley, and also his married wo human race who comes into the bunk house and flirts with George an Lennie. As currently as Lennie glimpses at Curleys wife, he is instantly attracted to her and George is worried by this. George makes Lennie holler to meet him by the pool if in that location is any trouble. For example , in so-and-so when Lennie felt the little girls dress. Another feature they meet is slim, he is in lade of the horses and also he is a man with natural authority. There are two separate styles of writing in of mice and custody descriptive style and dialogue. The dialogue in Of Mice and Men is very realistic. Steinbeck tried to att finis the modality the ranch workers spoke. He could consecrate had George say (page35) I have seen women kindred this before, plainly I have neer seen one as worse as a woman that h as been put in jail. As it is , he has George say I seen em poison before , but I never seen no found of jail bait worse than her.The speech of Steinbecks compositors cases is written down in a way that each(prenominal)ows you al well-nigh to arrest the characters speaking and also their put by means ofs. Steinbeck spells oral communication that reflects how untaught some of the characters are. He also spells words like that, to reflect how they sound in the mouths of ordinary people not how the words appear in a dictionary. unmatched of the techniques Steinbeck used was to leave the beginning and end off words. For example Steinbeck writes an for and, jus for just, gonna for exhalation to do something.. Steinbeck tends to start a chapter in a descriptive style, he oft incorporates the natural beauty of the scenery and the prolificacy of the land. (chapter 1) a few miles south of Soledad, the Salinas River drops in close to hillside bank. whereas in this chapter, a rendering of the bunk house is pee-peen, it lacks comfort. Inside the walls were whitewash and the floor unpainted. This is a starch line of work with the previous scene.The detailed description of the setting is always the place in which the action happens. In the novel tension is created through a series of ominous signs. I have noticed a particular proposition order in which it is created in . ira , whence a calmer atmosphere which is then broken by anger , ramp or confusion. Tension, anxiety and rage is created when Curley ( the bosss son) enters the room. he glanced coldly this suggests that he is unfriendly and a threat. he stiffened his fistshis glance was at once calculating and pugnacious. when Curley stiffened his firsts, this showed that he was looking for a fight , the readers already know that he is an aggressive character and tarrys people with this. He hates big guys. Hes alla time picking scraps with big guys. Kind of like hes mad atem because he aint a big g uy. The readers dead realise that there would be a future problem with Lennie and Curley, further on in the novel. Curley seems set on proving that he is a big man, in all but size. His success in the recent as a boxer is an obsession, so every person Curley meets is a realizable opponent. He sees life and everyone he faces as a competition. Curleys authority on the ranch triggers tension as most of the ranch hands are terrified of him and do not want to confront him as there would be trouble. During chapter two, my humanity fell towards the enduring buck, Crook.He is a victim of racial prejudice. the way candy gossiped about Crook to George and Lennie was unjust ,they would unremarkably refer to Crook as the coon. Nowadays that is a racial offence. They way Candy said that Crook has no respect he was the lowest of the low. tight-laced fella too. Got a crooked spine where a horse kicked him. The boss gives him nut house when hes mad. But the stable buck dont give a damn about that. disdain Crook being discriminated against, he is a proud, independent and intelligent as he reads a lot. But none of these admirable features stop the boss from giving him colliery. As he is not a respected character and he has no authority.