Free Essays on Women On Welfare

The percentage of women on welfare is staggering, whereas there are far fewer men relying on the system. Although the level of discrimination against women on welfare has decreased somewhat, it is still a major concern in comparison to men. For many centuries women have had to rely on men for survival. In the early 1900’s,for example, women were married at a young age and were taught only how to clean house and take care of their husbands. Education was not part of a woman’s lifestyle. Today, however, little girls are now being taught to be independent educated women. This means that, we, as women do not have to rely on men to survive- or so that is what I believed until I found myself separated from my first husband. I was living a comfortable lifestyle with three children. It was not until I saw my ex-husband’s money go out the door with him that I realized how dependant on him I was. With no education (I dropped out at 15) and no job, I found myself relying on social assistance and then onto mother’s allowance. My ex-husband did not pay his child support and even if he had of paid it; welfare would take it away from me because it is considered extra income. Once comfortable and living easy without having to worry about where my next meal was coming from, I was now living in poverty. I will discuss this more in detail later. The differences between women and men on welfare are quite significant. My findings are alarming because of all the data that I have found shows that although women are more likely to be the single parent, they are more apt to rely on social assistance than the male single parent. As well, women, with or without children, are living in poverty far more often than males are. The poverty rate among women who are receiving social assistance is high at 55 percent, whereas women who are not receiving social assistance, the poverty rate for non-elderly women are 17 percent. For unattached wo... Free Essays on Women On Welfare Free Essays on Women On Welfare The percentage of women on welfare is staggering, whereas there are far fewer men relying on the system. Although the level of discrimination against women on welfare has decreased somewhat, it is still a major concern in comparison to men. For many centuries women have had to rely on men for survival. In the early 1900’s,for example, women were married at a young age and were taught only how to clean house and take care of their husbands. Education was not part of a woman’s lifestyle. Today, however, little girls are now being taught to be independent educated women. This means that, we, as women do not have to rely on men to survive- or so that is what I believed until I found myself separated from my first husband. I was living a comfortable lifestyle with three children. It was not until I saw my ex-husband’s money go out the door with him that I realized how dependant on him I was. With no education (I dropped out at 15) and no job, I found myself relying on social assistance and then onto mother’s allowance. My ex-husband did not pay his child support and even if he had of paid it; welfare would take it away from me because it is considered extra income. Once comfortable and living easy without having to worry about where my next meal was coming from, I was now living in poverty. I will discuss this more in detail later. The differences between women and men on welfare are quite significant. My findings are alarming because of all the data that I have found shows that although women are more likely to be the single parent, they are more apt to rely on social assistance than the male single parent. As well, women, with or without children, are living in poverty far more often than males are. The poverty rate among women who are receiving social assistance is high at 55 percent, whereas women who are not receiving social assistance, the poverty rate for non-elderly women are 17 percent. For unattached wo...

Biography of Lewis Chesty Puller, U.S. Marine

Biography of Lewis 'Chesty' Puller, U.S. Marine Lewis B. Chesty Puller (June 26, 1898–October 11, 1971) was a U.S. Marine who saw battle experience in World War II and in the Korean War conflict. He was one of the most decorated Marines in U.S. history. Fast Facts: Lewis B. 'Chesty' Puller Known For: One of the most decorated U.S. Marines in history, serving in World War II and KoreaBorn:Â  June 26, 1898 in West Point, VirginiaParents: Martha Richardson Leigh and Matthew M. PullerDied: October 11, 1971 at the Portsmouth Naval Hospital, Portsmouth, VirginiaEducation: Virginia Military Institute (1917–1918)Spouse: Virginia Montague Evans (m. November 13, 1937)Children: Virginia McCandlish (b. 1938), twins Martha Leigh and Lewis Burwell Puller, Jr. (b. 1944) Early Life Lewis B. Chesty Puller was born June 26, 1898, at West Point, Virginia, the third of four children born to Matthew M. Puller and Martha Richardson Leigh (known as Pattie). Matthew Puller was a wholesale grocer, and Lewis had two older sisters and a younger brother. In 1908, Matthew died, and in the familys reduced circumstances, Lewis Puller was forced to aid in supporting his family at the age of 10. He continued on at school, but he hawked crabs at the local waterfront amusement park and then worked as a laborer in a pulp mill. Interested in military matters from a young age, he attempted to join the U.S. Army in 1916 to take part in the Punitive Expedition to capture Mexican leader Pancho Villa. Underage at the time, Puller was blocked by his mother who refused to consent to his enlistment. When war was declared with Germany at the start of World War I, Puller was 17 and he accepted an appointment to Virginia Military Institute as a state cadet, receiving financial assistance in return for later service. A mediocre student, he spent the summer at a Reserve Officer Training Corps camp in New York. Joining the Marines With the U.S. entry into World War I in April 1917, Puller quickly became restless and tired of his studies. Inspired by the U.S. Marines performance at Belleau Wood, he departed VMI and enlisted in the U.S. Marine Corps. Completing basic training at Parris Island, South Carolina, Puller received an appointment to officer candidate school. Passing through the course at Quantico, Virginia, he was commissioned as a second lieutenant on June 16, 1919. His time as an officer proved brief, as a postwar reduction in the USMC saw him moved to the inactive list 10 days later. Haiti Not willing to forego his military career, Puller rejoined the Marines on June 30 as an enlisted man with the rank of corporal. Assigned to Haiti, he served in the Gendarmerie dHaiti as a lieutenant and aided in combating Cacos rebels. Formed under a treaty between the U.S. and Haiti, the gendarmerie possessed American officers, largely Marines, and Haitian enlisted personnel. While in Haiti, Puller worked to regain his commission and served as adjutant to Major Alexander Vandegrift. Returning to the U.S. in March 1924, he was successful in obtaining a commission as a second lieutenant. Navy Crosses Over the next four years, Puller moved through a variety of barracks assignments that took him from the East Coast to Pearl Harbor. In December 1928, he received orders to join a detachment of the Nicaraguan National Guard. Arriving in Central America, Puller spent the next two years battling bandits. For his efforts in mid-1930, he was awarded the Navy Cross. Returning home in 1931, he completed the Company Officers Course before again sailing for Nicaragua. Remaining until October 1932, Puller won a second Navy Cross for his performance against the insurgents. Overseas Afloat In early 1933, Puller sailed to join the Marine Detachment at the American Legation in Beijing, China. While there, he led the famed Horse Marines before departing to oversee the detachment aboard the cruiser USS Augusta. While aboard, he came to know the cruisers skipper, Captain Chester W. Nimitz. In 1936, Puller was made an instructor at the Basic School in Philadelphia. After three years in the classroom, he returned to Augusta. This homecoming proved short as he went ashore in 1940 for service with the 2nd Battalion, 4th Marines at Shanghai. On November 13, 1937, he married Virginia Montague Evans, who he had met a decade before. Together they had three children: Virginia McCandlish Puller (born in 1938), and twins Lewis Burwell Puller, Jr. and Martha Leigh Puller, born in 1944. World War II In August 1941, Puller, now a major, departed China to take command of the 1st Battalion, 7th Marines at Camp Lejeune. He was in this role when the Japanese attacked Pearl Harbor and the U.S. entered World War II. In the months that followed, Puller prepared his men for war and the battalion sailed to defend Samoa. Arriving in May 1942, his command remained in the islands through the summer until being ordered to join Vandegrifts 1st Marine Division during the Battle of Guadalcanal. Coming ashore in September, his men quickly went into action along the Matanikau River. Coming under intense attack, Puller won a Bronze Star when he signaled USS Monssen to aid in rescuing trapped American forces. In late October, Pullers battalion played a key role during the Battle of Guadalcanal. Holding back massive Japanese attacks, Puller won a third Navy Cross for his performance, while one his men, Staff Sergeant John Basilone, received the Medal of Honor. After the division left Guadalcanal, Puller was made the executive officer of the 7th Marine Regiment. In this role, he took part in the Battle of Cape Gloucester in late 1943 and early 1944. Leading From the Front During the opening weeks of the campaign, Puller won a fourth Navy Cross for his efforts in directing Marine units in attacks against the Japanese. On February 1, 1944, Puller was promoted to colonel and later took command of the 1st Marine Regiment. Finishing the campaign, Pullers men sailed for the Russell Islands in April before preparing for the Battle of Peleliu. Landing on the island in September, Puller fought to overcome a tenacious Japanese defense. For his work during the engagement, he received the Legion of Merit. The Korean War With the island secured, Puller returned to the U.S. in November to lead the Infantry Training Regiment at Camp Lejeune. He was in this role when the war ended in 1945. In the years after World War II, Puller oversaw a variety of commands including the 8th Reserve District and the Marine Barracks at Pearl Harbor. With the outbreak of the Korean War, Puller again took command of the 1st Marine Regiment. Preparing his men, he took part in General Douglas MacArthurs landings at Inchon in September 1950. For his efforts during the landings, Puller won the Silver Star and a second Legion of Merit. Taking part in the advance into North Korea, Puller played a key role in the Battle of Chosin Reservoir in November and December. Performing brilliantly against overwhelming numbers, Puller earned the Distinguished Service Cross from the U.S. Army and fifth Navy Cross for his role in the battle. Promoted to brigadier general in January 1951, he briefly served as assistant commander of the 1st Marine Division before temporarily taking command the following month after the transfer of Major General O.P. Smith. He remained in this role until returning to the United States in May. Later Career and Death Briefly leading the 3rd Marine Brigade at Camp Pendleton, Puller remained with the unit when it became the 3rd Marine Division in January 1952. Promoted to major general in September 1953, he was given command of the 2nd Marine Division at Camp Lejeune the following July. Plagued by decaying health, Puller was forced to retire on November 1, 1955. One of the most decorated Marines in history, Puller won the nations second-highest decorations six times and received two Legions of Merit, a Silver Star, and a Bronze Star. Puller himself said he was uncertain how he came to be nicknamed Chesty. It may have been a reference to his big, thrust-out chest; chesty in the Marines also means cocky. Receiving a final promotion to lieutenant general, Puller retired to Virginia, where he died after a series of strokes on October 11, 1971.

Sales Managment Essay Example | Topics and Well Written Essays - 1250 words

Sales Managment - Essay Example In this sector it becomes very much difficult for the sales manager to let the sales representatives know the clients’ requirements and at the same time to focus on the achievements of sales targets (Jeff, 2009, 196). Also, one most important difficulty that I may face during obeying my responsibility as the sales manager in the organization is related to the problem of coordinating with people of higher age groups than me. In this situation, it might be a matter of grave problem for me if I have to scold a person who works under me and who is above my age. On ethical ground it might become difficult to coordinate with that person. This is again because it most likely that an older person knows the business as well as the working procedure better than me (Schwartz, 2006, 12). Question 2: There are various aspects related to the importance of recruitment as well as selection of sales people in a business organization. This importance is closely associated with the benefits acqu ired by the business organization. Appropriate selection as well as recruitment of proper and most suitable sales people plays an important role in the development as well as growth of the business organization. Sales activities require a significant level of positive as well as effective efforts by the sales person to increase the volume of sales of the business organization under consideration (Anderson and Lodish, 2005, 2). These efforts are entirely based on the effective communicative power of the sales people. If the person is well-communicative, then it becomes very much easier for that person to convince the client and to sale the product or service under consideration.... This paper approves that there are various aspects related to the importance of recruitment as well as selection of sales people in a business organization. This importance is closely associated with the benefits acquired by the business organization. Appropriate selection as well as recruitment of proper and most suitable sales people plays an important role in the development as well as growth of the business organization. Sales activities require a significant level of positive as well as effective efforts by the sales person to increase the volume of sales of the business organization under consideration. These efforts are entirely based on the effective communicative power of the sales people. If the person is well-communicative, then it becomes very much easier for that person to convince the client and to sale the product or service under consideration. Sales of products and services also require great deal of knowledge regarding the features, qualities, and drawbacks of those products and services. This essay makes a conclusion that the hard working is most likely to be beneficial for the business organization as well. Therefore, the business organization will also be motivated to some great extent to provide that person greater level of working incentive in terms of monetary benefits or in terms of promotions. Hence, there will be a mutually beneficial situation for both the person and the business organization. Hence, it can easily be said that if I give a person greater level of incentive, and then I will have a well-motivated sales person.

Collection proposal of african art object Research Paper - 1

Collection proposal of african art object - Research Paper Example The Marshall Cavendish Corporation states that scientists have found it a mystery to explain the tools that were used to curve the construction stones transport and lift them up during construction. Moreover, the technology that is behind the joinery material for the construction work is yet to be discovered by the modern scientist. The construction of the Egyptian pyramids is a mystery that many generations are yet to uncover. Marshall Cavendish Corporation indicates that many have resorted to using various myths in explaining it, with some suggesting that their existed giants that were responsible for the lifting of construction stones.1 The ancient Egyptians had a strong reverence of the dead; they believed that the human soul and body were very special and important for the existence of humanity as well as in life and death. Mummification and burying of the dead in tombs was widely embraced in the ancient Egypt, this was solely done for assisting the dead find their route to the afterword.2 The ancient Egyptians perfected a tradition of filling the tombs with treasures such of gold, silver and other precious stones, tools, food, and domestic wares. This was aimed at ensuring that the deceased lived a happy life when his or her soul returned to life in the underworld. In other words, the ancient Egyptians believed in life after death, thus the need to prepare for it. The deceased was buried with all necessities for life as a way of guaranteeing the him or her better beginning to the life after death.3 This explains why treasures have been repeatedly discovered in the ancient tombs in Egypt. The pyramids were also used as tombs, mainly for the royal families. Tombs were prepared early; they were not to be constructed upon an individual’s death as it is in the modern days. The after death life was perceived to be very important, thus the need

Fundamental Attribution Error Essay Example for Free

Fundamental Attribution Error Essay The fundamental attribution error is when a person overestimates the influence of another person’s personality over a remark or behavior rather than giving credit to the influence the situation may have on the person. A famous experiment demonstrating this â€Å"error† was conducted by David Napolitan and George Goethals. In this experiment, they instructed a woman to act either rude and critical, or warm and friendly to each person individually. Half of the group was told that the woman would be acting spontaneously, and the other half was let in on the experiment. The result was that the assumptions about her personality did not change even though half the group had known that she was an actor. Each group assumed that because the woman behaved coldly, her personality was so. Even the group who was told that her behavior was situational had still believed that she was warm and friendly because of the way she was acting in the situation. Many times, we find that we commit this error. If we simply looked at a situation from the other person’s point of view, perhaps they were having a bad day; we would then understand their behavior and perhaps even become sympathetic toward them. This relates to me because I tend to make this error a lot throughout the day. Many times, however, it has to do with my situation as well. For example, if I am having a bad day, it makes me harder to sympathize and/or understand when someone else is having a bad day. It’s like I don’t see it. Their bad attitude is just like another notch of bad onto the belt of bad day: another thing that went wrong. However, if I stop to think about why this person is so snappy, I might be able to see that it is not just the type of person that they are, but it is perhaps the situation that they were put in.

David And Hamlet :: essays research papers

Hamlet and David  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In Hamlet and The Mountain and the Valley, both literary pieces present us with two melancholic characters who live in conflict due to the dichotomy of their natures . Both Hamlet and David are similar because they are conflicted by foils and similar in the nature of this tragedy. Each has deep inner problems of conflict.   Ã‚  Ã‚  Ã‚  Ã‚   Hamlet is first tormented by the death of his father, the king of Denmark. Then he is cast into utter agony when Gertrude, the mother he loves dearly is hastily married to his uncle, Claudius. Through a ghostly revelation, Hamlet learns that his suspicions that Claudius murdered his father are true. He becomes incensed and wants to enact revenge upon the guilty party. From this point on, Hamlet struggles with his plan for revenge that conflicts with his opposite contemplative nature.   Ã‚  Ã‚  Ã‚  Ã‚   Hamlet does not take the opportunity to slay Claudius as he prays because he believes it will save his soul. His contemplative nature takes over regarding the ghost’s revelation and he decides to devise a play to pique Claudius’ conscience and make sure he is really guilty.   Ã‚  Ã‚  Ã‚  Ã‚   Whenever Hamlet denies his true nature, his actions are very harsh. During a heated discussion with his mother Gertrude, he accidentally slays Laertes’ father, Polonius, thinking it to be Claudius. Hamlet quickly brushes it aside. He also sends his friends , Rosencrantz and Guildenstern, to their deaths when he learns of Claudius’ plot to have him put to death when he arrived in England as a so called diplomat.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hamlet cannot decide between a life of action and revenge, or contemplation and fate and he is genuinely concerned with the deeper truths upon which his life is ordered- fate and freewill.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ernest Buckler portrays the life of his main character, David Canaan, in conflict, through a slow moving metaphor from the valley to the mountain. David is a deeply intellectual character and like Hamlet has a conflicted dichotomous nature.   Ã‚  Ã‚  Ã‚  Ã‚  One of his difficulties arise from the death of his girlfriend Effie. He feels guilty and responsible for. Also, when his friend Toby comes to the valley for the first time, David is torn between making Toby feel comfortable, while at the same time trying to avoid hurting his family’s feelings.   Ã‚  Ã‚  Ã‚  Ã‚  David also feels separate from Joseph, his father, and Chris, his brother, who are much different from him. David is inflicted with an emotional and physical scar which is never healed because of an incident with Chris .

Fate vs. Free Will: Oedipus Rex Essay

Oedipus’ ignorance, disrespect, and unending search for the truth ultimately contribute to his free willing destruction of life and the completion of prophecy. Fate is the theory that our lives are â€Å"predetermined† for us, and the concept that states that humans have the choice to choose what decisions they make in life is know as free will. Society tends to generally feel that free will is the presiding element in their lives. It is important to distinguish reality from figment ideas like the belief that your life is â€Å"controlled by fate†; we live in a world where fantasies do not exist and truth surrounds us everyday. Ignoring this makes you ignorant to the truth; blind to reality and open to fanciful theories-fate-that close your existence to the real world. Free will is definitely the controlling factor in uncovering the truth about Oedipus’ prophecy. He governs all the choices and many obstacles he undergoes alone, including: Oedipus fleeing from Corinth, the riddle being solved, the refusal to quit the search for truth and the supposed fated events, like the death of his father, the marriage to his mother, and the encounter with the drunken man. After Tiresias, a man who foreshadows the future, informs Oedipus what lies ahead he flees from Corinth. â€Å"When I heard this, and in the days that followed I would measure from the stars the whereabouts of Corinth-yes, I fled to somewhere where I should not see fulfilled the infamies told in that dreadful oracle† (Sophocles 792-793). If we as humans were told a fate that would ruin our lives, we would all free willingly try to hide from it. It was not fate that led him to flee from Corinth but the human instinct to hide from the truth. Another major event leading to the fulfillment of the prophecy is when Oedipus solves the riddle in Thebes. The Sphinx asks Oedipus, â€Å"What walks on four legs in the morning, two legs at noon, and three legs in the evening? † He solves the riddle answering, â€Å"That man crawls on all fours in infancy, walks upright on two legs in adulthood, and uses a cane as a third leg in old age. † Technically Oedipus does not have to solve the riddle; he can turn around and travel elsewhere, but he willingly solves it. Oedipus refuses to stop looking for the truth that Jocasta and Lauis were Oedipus’ parents when Jocasta, his wife, told him to. â€Å"Stop in the name of god, if you love your own life, call off this search! My suffering is enough. Listen to me† (Sophocles, Line1603-1605). Oedipus replied, â€Å"Listen to you? No more. I must know it all, I must see the truth at last† (Sophocles, Line 1169-1170). It was Oedipus’ freewill to continue the search of truth, despite the upcoming damage that is to come. Oedipus and those around him consider â€Å"fate† the source of Oedipus’ problems. A supposed fated event that occurred is when Oedipus states, â€Å"The driver, the old man himself, tried to push me off the road. In anger I struck the driver as he tried to crowd me off. When the old man saw me coming past the wheels he aimed at my head with a two-pronged goad, and hit me. I paid him back in full, with interest: in no time at all he was hit by the stick I held in my hand and rolled backwards from the center of the wagon. I killed the lot of them† (Sophocles, Lines 810-820) In the prophecy he was â€Å"fated† to kill his father, but clearly it is Oedipus’ decision to defend himself against the man who attacked him; it’s either life or death and death is not an option for him. The next is the marriage to his mother; marriage is the reward for solving the Sphinx’s riddle. Again, Oedipus could have rejected this prize from the town of Thebes but he voluntarily accepts to marry Jocasta. In the story Oedipus comes across a drunken man who accuses him of not having real parents; Oedipus chooses to listen to this man, which supposedly is â€Å"fate†. A drunken man does not always have the credibility of truthfulness so Oedipus did not have to listen to him, but he freely chose to take note of the things he said to him. In the end it was Oedipus’ ignorance, disrespect, and unending search for the truth that ultimately contributes to his free willing destruction and fulfillment of prophecy. He has plenty of opportunities to make better choices but he is â€Å"blind† to those opportunities because of his flaws and stubbornness. Fate separates us from reality and blinds us from the truth. The truth can be a positive aspect in our lives; we learn from mistakes and it is what fuels our growth. We must all learn that we have the choice to control our own being and the decisions in them–humankind must open their eyes and take control.

Adolescence and Teenage Pregnancy

Here in the Philippines, we believe in the saying of our national hero Dr. Jose P. Rizal that â€Å"Youth is the hope of our Mother land†. In their hand lies the future generation to follow. But as we see from the situation nowadays, what were expecting from the youth is the contrary if the saying. Teenagers are prone to pregnancy. Almost every year there is a rapid increase on the number of pregnant youths.One of the major causes of this problem are that most of the youths nowadays grew up in broken homes. Parents either the father or mother of the youths chose to leave their children behind because of the fact that they cannot handle anymore their obligation as parents. In relation to this problem, our government is now working on the Reproductive Health Bill (RH Bill) as one of the most effective solution not only to teenage pregnancy but also to the increasing population of our country.Statement of the ProblemThis study answers the following questions:1. At what age did yo u become sexually active? 2. What is your current situation with pregnancy? 3. Was the pregnancy planned? 4. Did you ever think of aborting the baby? 5. How would you rate the following from its substantiality: condoms, pills, morning-after pill, other conceptive methods, STIS and STDS? 6. Do you know the whereabouts of your local family planning clinic? Did you know this before you got pregnant? 7. Do you know of anywhere in your local area where free condoms are available to younger couples? 8. As a teen aged mother, how do you plan to support your child’s financial needs? 9. Are you or your partner currently working? If yes, where do you see yourself in terms of occupation? 10. Can you manage financially, physically, emotionally and mentally your current situation? 11. Do you still continue to pursue your education? 12. Do the people around you respect your current situation at such young age?Significance of the StudyThis study is significance for the following reasons:a.E nhancement of people’s knowledge on number of students indulged in Teenage Pregnancy in Philippines. b.Increase the awareness and knowledge on the increasing number of teenage pregnancy cases. c.To be able for them to absorb and reflect the effects and problems attached in teenage pregnancy. d.To help prevent from indulging from this early pregnancy.Teenagers – they are the ones involved in this case. They could be helped through the informative content of this study. They could realize the negative effects of teenage pregnancy and how it could change their whole life. Society – it could lessen the percentage of single parenthood among the community. It could orient family members on how teenage pregnancy can affect the family most especially the teens. Sources of Contraceptive materials – they may expect an increase in demand due to the awareness of the teenagers on getting pregnant at an early age Local Government – they could be able to implemen t and facilitate projects concerning the rate of teenage pregnancy issue.They could be able to understand the deeper cause of this inflating rate of early pregnancy. Community Members – they could build a strong alliance against teenage pregnancy and they could be a more productive part of the community in terms of cooperating in the alliance Parents – they could expect a better future and a progressive and a more valuable and worthy support to their sons and daughters. Non-Government Organization – they could more stabilize their goals on this sector and comply an efficient purpose on execution of ideas from which this study focuses. They could be more sufficient in terms of project planning and data analysis of social factors of teenage pregnancy. Others – they would get a broader knowledge on how the teenage pregnancy work in the society.Scope and Delimitations of the StudyThis investigation is conducted to determine the rate of teenage students that i s engaged in teenage pregnancy. This way, we could determine the status and profile of the teenager indulged in teenage pregnancy The aspects looked into were the quantitative information of number of teen aged students indulged in teenage pregnancy and the data behind this. This  investigation focuses on number of teen age students indulged in teenage pregnancy in Philippines portrayed by teenagers as respondents during January to February 2011 Definitions of TermsTeenage pregnancy – refers to any pregnancy on women that took place between the ages 13–19 years old. Teen aged Students – refers to students that ages a number that end in â€Å"teen† as the last syllable such as13, 14, 15, 16, 17, 18, and 19 .Rate – refers to a quantity from a recent quantity STIS – refers to Sexually Transmitted Infections STDS – refers to Transmitted DiseasesBibliographyCHAPTER II-REVIEW OF RELATED LITERATUREThe purpose of this section of the study i s to provide a review of relevant literature that focuses on questions related to teenage pregnancy. The Introduction to this study offered an overview of the extent of the problem, its effects and outcomes, and a conceptual framework in which I t was asserted that peer pressure to begin sexual activity coupled with low self-esteem may very well be instrumental in placing some young girls at risk for pregnancy during adolescence.Statistical methodsThe two outcomes were pregnancy rate, a proxy for conception rate, and pregnancy outcome. Both outcomes were measured at the level of small area and were analyzed for each of three age groups, 13-15, 16-17, and 18-19 years, based on the maternal age at conception. Pregnancy rates in 16-17 and 18-19 year olds were expressed as the ratio of observed to expected pregnancies, in order to standardize for marital status. The expected number of pregnancies was derived by applying national rates in married and unmarried teenagers to local married and unmarried populations, then adding the results to obtain a total.The expected number of pregnancies in 13-15 year olds in each area was derived from the total national rate. Pregnancy outcome was expressed as the proportion of conceptions resulting in a  maternity; outcomes classed as miscarriage and other were excluded. This proportion was calculated separately for married and unmarried teenagers in each age group. I considered marital status to be an important indicator of the cultural background of young women, although in some cases conception would have preceded marriage.CONTRIBUTING FACTORSCauses or Effect? The burdens of early childbearing on disadvantaged teens are undeniable. Trying to untangle the factors which contribute to teenage pregnancy from its effects, however, leads to a â€Å"which came first, the chicken or the egg?† dilemma. Educational failure, poverty, unemployment and low self-esteem are understood to be negative outcomes of early childbearing. These circumstances also contribute to the likelihood of teen pregnancy. For example, recent studies suggest that most adolescent mothers have already dropped out of school before they become pregnant. On the other hand, adolescents still enrolled in school when they give birth are as likely to graduate as their peers. It is not clear how well the adolescents with the most problems would have fared in the future even without early parenthood.Following are some of the contributing factors or causes of teenage pregnancy: 1) Lack of Parental Guidance: Most people evade their children from talking about sex. In some cases, they provide false information regarding sex and discourage their children to participate in any informative discussion about sex. In some cases, teenage mothers are not well educated about sex before getting pregnant and thus this leads to lack of communication between the parents and the children.2) Adolescent Sexual Behavior: Among the adolescents, peer pressure is a major factor that encourages the teenage boys and girls to indulge in sexual activities. Early dating, as early as 12 years of age, is another factor that contributes to teen pregnancy. 3) Inadequate Knowledge about Safe Sex: Most adolescents are unaware of safe sex. They probably have no access to the traditional methods of preventing pregnancy. And the main reason behind is that they are either too embarrassed or fear to seek information about it.4) Exploitation by Older Men: This is another major factor that contributes to pregnancy among the teenagers. Those girls who date older men are more likely to become pregnant before they attain womanhood. Rape, sexual exploitations etc. also  takes place that leads to unwanted pregnancy among teenage girls. 5) Socio Economic Factors: Teenage girls who belong to the poor families are more likely to become pregnant. Researchers have found that even in the developed countries teenage pregnancy occurs most commonly among the deprived se ctions.CHAPTER III-METHODOLOGYResearch DesignThe study being conducted is a descriptive research. It includes the collection of data needed to answer the question concerning the current status of the study.Research Respondents The respondents of this research study are the female teen age students that are engaged in teenage pregnancy at Philippines. This study is conducted at Philippines where the study focuses to extract the statistical data of teenage pregnancy. This study is conducted in January-February 2011.Research InstrumentsThe researchers used a self-structured questionnaire. The questionnaire is all about the background of the information about the pregnancy of the teenager. It is structured as to guide the respondent in reflecting and understanding her situation.Validation of Research InstrumentThe research instrument was submitted to our Research Professor to correct and finalize the questionnaire. Hence, there was no dry run conducted due to lack of time.Method of Scor ing and InterpretationIn analyzing the data gathered though the questionnaire, the researcher utilized the following: On the age of the teen aged female student that started to become sexually active Mean Range Interpretation 10 yrs. old and below too minor 11-15 years old early adolescent 16 – 19 years old late adolescent.CHAPTER V-SUMMARY, CONCLUSIONS, AND RECOMMENDATIONSThis chapter presents the summary, conclusions, recommendations based on the findings on the study.SUMMARYThis study aim to know the rate of teenage pregnancy in Philippines. Specifically, the sought answers about the profile of female high school students in terms of the age when they became sexually active, current situation in her pregnancy, how the pregnancy was done–planned or not, thought of aborting the baby, rate of substantiality of contraceptive materials, effects of teenage pregnancy in the teen’s health, knowledge about the availability of free condoms, how to support the childâ₠¬â„¢s financial needs, partner’s occupational status, management of the situation, pursuance of education, and the dignity and respect of the teen’s social community. The female high school students of ages 12-18 were involved in this study as the respondents.Questionnaires were disseminated to the female high school students in Philippines. The study used the descriptive method of research since it was the most appropriate method to use that a self-structured questionnaire was used as a valuable tool in gathering data from the respondents. The results of the survey were tabulated and their acquired data was statistically analyzed and interpreted in order for the researcher to come up with a better conclusion.CONCLUSIONSThe following conclusions were formulated based on the findings of the study and are presented. 1.The rate of teenage pregnancy in Philippines is very much alarming. It has been observed that the rate of teenage pregnancy is increasing because of curios ity and peer pressure. 2. Most female are sexually active at the age of 11-15.3. Teenagers who are engaged at teenage pregnancy mostly are drop out of school. 4. Teenagers are engaged in this activity due to lack of knowledge about the consequence they are about to face. 5. Teenagers still depend on their parents.6. They don’t know what kind of occupation they will have.RECOMMENDATIONSBased on the conclusions on the study, the following recommendations are hereby presented. 1.Every man and woman has the right to decide what he/she will take on his life. Just be sure that you can stand all the consequences in your every action. 2.Teenage pregnancy is not an easy thing. You should have the knowledge about this and be aware that it has dangerous effects on  a teenager’s life. 3.There is no hindrance in anticipating in this situation.

Types of Reactions Essays - Chemical Properties, Mass, Free Essays

Types of Reactions Essays - Chemical Properties, Mass, Free Essays Types of Reactions -Synthesis A + B = AB -Decomposition AB = A + B -Single Displacement A + BC = AC + B -Double Displacement AB + CD = AD + CB -Combustion (metal burns with oxygen) C + O2 = CO2 Balancing Equations Must have equal number of atoms on each side of the equation based on the Law of Conservation of Mass. Steps to Balance an Equation -write out unbalanced equation -create a table with a column for reactants and products -balance equations using coefficients balance elements other than O and H balance polyatomic ions that appear unchanged balance other elements balance H and then O Isotopes Isotopes- atoms that have the same number of protons but different numbers of neutrons Radioisotopes- isotopes with unstable nuclei that decay into different often stable, isotopes Isotopic abundance- the amount of a given isotope of an element that exists in nature, expressed as a percentage of the total amount of this element Atomic Mass Unit (AMU) AMU- one twelfth of the mass of a carbon-12 atom Average Mass- sum of masses /# of masses Relative Atomic Mass (RAM) RAM- the atomic mass of an element in relation to that of another element To calculate RAM -RAM = m1f1 + m2f2 -Answer expressed in AMU (u) The Mole Mole- the SI based unit that is used to measure the amount of a substance; symbol is n; unit is mol Molar Mass- the mass of one mole of a substance; symbol is M; unit is g/mol Avogadros Constant- the number of particles in one mole of a substance; equal to 6.02 x 1023 particles Conversion Triangles Law of Conservation of Mass During a chemical reaction, the mass does not change, therefore the mass is conserved. Law of Definite Proportions Elements in a compound are always present in the same proportion by mass. e.g. water = 11.2% Hydrogen by mass 88.8% Oxygen by mass % mass of element=mass of element x100 mass of compound Mass percent- the mass of an element in a compound, expressed as a percentage of the total mass of the compound Percentage composition- the percent by mass of each element in a compound Method 1: Chemical formula known % composition of alanine (C3H7NO2) % mass of element=total mass of element molar mass M= (12.0x3)+(1.0x7)+(14.0)+(16.0x2) = 89.0 g/mol % carbon=12.0x3 x100 = 40.4% 89.0g/mol % hydrogen=1.0x7 x100 = 7.9% 89.0g/mol % nitrogen=14.0 x100 = 15.7% 89.0g/mol %oxygen=16.0x2 x100 = 36.0% 89.0g/mol Method 2: Chemical formula unknown A 24.5g sample of an unknown hydrocarbon is decomposed to yield 20.2g of pure carbon and 4.3g of hydrogen gas. Calculate % composition of this hydrocarbon. m of compound = 24.5g m of carbon = 20.2g m of hydrogen = 4.3g mass % C = mass of C x100 mass of compound = 20.2g x100 24.5g = 82.4% mass % of H= 100% - 82.4% = 17.6% Method 3: Composition from ratio When hydrogen combines with oxygen, it does so in a 1:8 ratio by mass. Calculate the % hydrogen. G- 1.0g H 8.0g O R- % composition A- % H = mass of H x100 mass of H+O M- % H = 1.0g x100 9.0g = 11% Empirical Formula Empirical formula- a formula that shows the smallest whole number ratio of the elements in a compound Determining Empirical Formula -Convert percentage composition data into mass data by assuming that the total mass of the sample is 100g -Determine the number of moles of each element in the sample by dividing the mass by the molar mass of each element -Convert the number of moles of each element into whole numbers that become subscripts in the empirical formula by dividing each amount in moles by the smallest amount -If the subscripts are not yet whole numbers, determine the least common multiple that will make the decimal values into whole numbers. Multiply all subscripts by this least common multiple. Use these numbers as subscripts to complete the empirical formula Empirical Formula from % Composition Calculate the empirical formula for a compound that is 85.6% carbon and 14.4% hydrogen G- % carbon 85.6% % hydrogen 14.4% assume 100g of C?H? R- empirical formula= ? nC=? nH=? A- nC= mC nH= mH MC MH M- nC= 85.6g 12.011g/mol nC=7.1268004 mol nH= 14.4g 1.00794 g/mol nH=14.286565 mol ratio of nC to nH = 7.1268004 mol 14.286565 mol ratio of nC to nH = 1:2 S- therefore the empirical formula is CH4 Molecular Formula Molecular formula- the formula for a compound that shows the number of atoms of each element that make up a molecule of that compound Determining Molecular Formula -Write the empirical formula -Determine the integer that

The Commonly Confused Words Prescribe and Proscribe

The Commonly Confused Words Prescribe and Proscribe The words prescribe and proscribe  are similar in pronunciation and can be easily confused, but are almost opposite in meaning. Definitions The verb prescribe means to recommend, establish, or lay down as a rule. Similarly, prescribe means to authorize a medical prescription. The verb proscribe means to ban, forbid, or condemn. Examples When doctors prescribe medicine for a child, they take the childs size and weight into account and adjust the dose accordingly.He read her temperature as 98.8. Very, very slight, he told her. I prescribe sleep.(John Updike, Married Life)Each year as many as two million Americans suffer from antibiotic-resistant illnesses, and 23,000 die as a result. Clearly, we need to get doctors to  prescribe  antibiotics more selectively. But how can this be done?(Craig R. Fox et al., How to Stop Overprescribing Antibiotics. The New York Times, March 25, 2016)Many localities have passed ordinances that proscribe the use of leaf blowers.The First Amendment generally prevents government from  proscribing  speech, or even expressive conduct, because of disapproval of the ideas expressed.(Earl E. Pollock,  The Supreme Court and American Democracy, 2009) Usage Notes Prescribe is a much commoner word and means either issue a medical prescription or recommend with authority, as in the doctor prescribed antibiotics. Proscribe, on the other hand, is a formal word meaning condemn or forbid, as in gambling was strictly proscribed by the authorities.(Maurice Waite, ed., Oxford Thesaurus of English, 3rd ed. Oxford University Press, 2009)These are almost direct opposites, and ought not to be confused. To prescribe is to define a remedy, to ordain, to decree. To proscribe is to prohibit, to forbid, to ban. When the Food and Drug Administration proscribed Laetrile, it meant that no doctor could lawfully prescribe it.(James J. Kilpatrick, The Writers Art. Andrews McMeel, 1984) Practice (a) It is illegal to pay doctors to _____ certain medicines to their patients.(b) Chinas laws severely _____ public demonstrations. Answers to Practice Exercises: Prescribe and Proscribe (a) It is illegal to pay doctors to prescribe certain medicines to their patients.(b) Chinas laws severely proscribe public demonstrations. Glossary of Usage: Index of Commonly Confused Words

SCHOLARLY VS POP MEDIA, FOCUS ON SEXUALITY Research Paper

SCHOLARLY VS POP MEDIA, FOCUS ON SEXUALITY - Research Paper Example The study was conducted in four phases using both qualitative and quantitative research approaches. The participants of the study were provided with the introductory health education courses with some small components of sexuality education. Questionnaires were presented to the participants before and after the delivery of these courses. Focus group was also interviewed before and after the courses delivery. After two years survey was conducted among the participants and focus group was also interviewed to examine their understanding often sexuality education and their responsibilities in this context. The article describes the history of sexuality education in New Zealand and informs that it was included in the school curriculum in 1999. The author throw light upon the contribution and strategies of the education and healthcare authorities in developing the guidelines for providing sexuality education to the school students in the country. The main intention of the research study is to develop understanding among the pre service (student) teachers regarding the principles and constructs of sexuality education and their responsibilities to keep it within the lines set by the authorities. The article concludes the study results that the introductory health courses draw important impacts upon the understanding of sexuality education among the students that have to take the role of teachers in coming years. The sexuality education courses work to expand ideas and attitude about the sexuality and health and promote openness tolerance and individual empowerment. Media Article Summary The article teaching sexuality: How much can we expect from classroom teachers? Penned by Elizabeth J. Meyer was published in Psychology Today on July 21, 2010. The article is focused upon the role and responsibilities of teachers in the context of providing sexuality education in the classrooms. The article provides brief overview to the efforts that have been made to construct adequat e policies and strategies regarding the formulation of sexuality education programs at schools. The author argues that the teachers play most important and defining role in developing the perception of the students about sexuality. Hence rather focusing upon making changes in the sexuality education courses and programs it is very important to arrange training programs for the teachers so that they can provide effective sexuality education to the students. The article stresses upon the need of teacher training for better sexuality education as the author believes that after training the teachers became able to properly address the issues of bullying and harassment a t the schools. The author has also provided some guidelines that should be followed by the teachers while facing the sexuality related issues at the schools. The main points and arguments presented in the article are backed by the research studies references and the author has provided research based arguments in the art icle. The main purpose of the article is to provide some recommendations for the improvement of sexuality education at schools. The article concludes that the arrangement of proper teacher training is the key to attain success in addressing the issues of sexuality education at schools because the teacher has the most vital role to play in the entire situation that must be overlooked and the role and training of teachers must be given equal importance as the