Masculnity, Consuerism & Death Essay Example | Topics and Well Written Essays - 1250 words

Masculnity, Consuerism & Death - Essay Example With the continual threat to the position of Men in the society men are increasingly being forced to reassert their masculinity through violence and this only results in more tension in the society. According to the film fight club, the modern man is feeling that his masculinity is at risk and his dominant role as the stronger sex is also waning. There are several instances in the movie where men are employed to serve other men and women in higher positions of power. Most of the men holding such jobs as waiters are increasingly developing a feeling that their sense of masculinity is under attack and have consequently come together under the fight club to fight and regain their lost position in the society (Connell, 15). All these clearly indicate how far some men may be ready to go in their bid to regain their masculinity and lost glory in the contemporary society. For example Jack is evidently dissatisfied by both his job and the vents taking place in his life. In his attempts to fi ght the resulting depression Jack fills his life with a number consumer goods most of which he considers to be meaningless. It is only after meeting Tyler Durden who also shared the same view that Jack was able to reflect on his masculinity. After listening to Tyler, Jack realizes that he is a slave of the â€Å"white collar† and they both attempt to free themselves from the ills of the current consumer culture by forming the fight club. This paper critically analyses the movie Fight club to highlight some of the relationships between masculinity, consumerism and death. Relationship between consumerism, Masculinity and Death One important character that has been effectively used in the movie to highlight the conflict between the current consumer culture and masculinity is the character â€Å"Jack†. In the movie, Fight club, Jack is depicted as a cynical young man who has significantly been affected by the adverse effects capitalism and consumerism in our contemporary s ociety. Being a white heterosexual male who often associate themselves with power, Jack is frustrated and subdued by his waning sense of masculinity and has grown violent and aggressive. On the other hand, the connection between these frustrations and death has been depicted in the movie in many forms. For example, frustrations of the male members of the society have often been associated with literal deaths resulting from suicides, homicides and murders. Additionally death can also be in figurative forms such as the death of masculinity, economic death as well as the loss of happiness among the affected members of the society Our ideas of masculinity are usually shaped by the media, movies, literature as well as the society. As a result of such influences, men often grow with the full knowledge of what is expected of them in the society. For instance men are expected to be tough, confident successful, self reliant and aggressive. On the other hand, the society has also conditioned men to believe that certain behaviors, jobs or responsibilities are not masculine in nature. Generally men are not expected to serve as waiters, cooks and other positions considered low in the society. With the changing roles brought about by the effects of corporate capitalism, feminism and the current consumer culture, masculinity is facing a slow death as our society is gradually being feminized by the shifting gender roles. In the movie â€Å"fight club† Jack and Tayler are depicted as having gone to the

Oil and Fuel Prices Essay Example for Free

Oil and Fuel Prices Essay Since 1980s, the price of fuel and oil has assumed an upward trend. The price of crude oil per barrel was being sold at 40 dollars. In 2007 it was 92 dollars and in February 2008 the price per barrel hit 103 dollars. The rise in oil and fuel prices has led to the rise in the living standards as most commodities are either directly or indirectly affected by it. Many items that are used in our homes are the products of petroleum and those that are not are affected in that the transport cost go high when the price of oil and fuel go up. Though the price of oil has always been on the increase, the recent soaring of these prices had risen to the levels of concern in America as well as to the rest of the world. In June 2008, the price per barrel in USA cost 142$ a figure that has never been witnessed before in the history of oil prices. Why is it that the price for oil and fuel is always increasing, what are the factors that have led to the rise of these prices? This is what this paper will mainly focus on. There are various factors that are attributed to the rise of oil and fuel prices and one of them is the ever growing economies for Asian countries like China and India. As the economies of these nations grow, they demand more energy than before thus causing the demand for oil to go up. Oil demand in China is growing by eight percent annually since 2002 and this is a double to the rate prior to this period. As nations become developed, more industries are built that demand a lot of energy to run them also many people are able to buy vehicles that consume a lot of oil thereby leading to the rise in the price of oil and fuel. (Williams. J. L. 2007) The other cause of the rise of oil and fuel prices is rate at which oil is supplied by those nations that are responsible. If the demand for oil is higher than the rate at which the oil is being supplied, what results is the rise of oil prices. This is what is known as the market forces that control the price of the product or simply the law of the market. Of late, the amount of the oil that is being produced by OPEC has been on the decline and the causes for this problem are many and complex. Some countries have deliberately decided to cut the amount of oil they produce so as to save their oil wells from being depleted. Those countries that are threatened by oil depletion, the cost of production goes up because when the level at which the oil is found deepens it becomes hard to extract it. This has a domino effect as the burden of meeting this cost is placed on the consumers so; if the production cost is high then the price of oil and fuel goes up. (World Bank, 2000) In as far as that some oil producing countries might be experiencing oil shortage, the theory might not be hundred percent true as it is not the sole cause for the rise in oil prices. There are other factors that have contributed to the rise in these prices. Political turbulence in the Middle East has also contributed to the oil shortage in the world. When US attacked Iraq in a bid to terminate the regime of Sadam Hussein, the rate of oil production was affected because the state was subjected to a state of anarchy. This affected the world’s oil prices immediately. The same was witnessed in West Africa and to be particular in Nigeria where the rebels targeted the oil companies and the pipelines. Also in Venezuela strikes, civil unrest and political turbulence hampered the normal production of oil in 2007. All these factors leads to the low supply of oil globally something that causes the rise of oil and fuel prices. This adds weight to the fact that it is the forces of the market that determines the price of the commodity. The price of oil in the United States of America varies from place to place for example in the West Coast, the price of oil is higher than that of the Gulf Coast regions which enjoys much lower prices. It is believe that the difference depends on whether the infrastructure of that region or country are good and more particularly the pipeline network that makes it possible for oil to be transported easily and fast. The other reason that is put forward is the manipulation of prices by the suppliers for example, California has a big population and this means that the rate of energy consumption is very high. The problem that faces California is that there is no competition among the oil companies as far as oil supply is concerned so, what these companies do is that they manipulate the oil prices to suit them. They cause an induced oil shortage leading to increased prices. (World Bank, 2000) Though reasons such as increase in oil demand, environmental issues, weather changes, depletion of oil reserves and poor price control mechanism especially by OPEC has been blamed for the rise in prices. Political turmoil in the Middle East, in West Africa and in Venezuela and the reduction in oil supply could lead to the hiking of prices, there are still other reasons that could lead to the same for example, in 1972, the price per barrel was three dollars but by 1974, the price had already doubled. The reason for this was not necessarily the political disturbance in the Middle East because the United States decided to support Israel but the reason was that the Arab countries whose majority are the main oil producers, got angry by the US move and decided to cut the amount of oil they produce in the normal circumstances. In response, the Arab nations placed an embargo against the United States and its allies infact they decided to cut the amount of oil they produce by five barrels per day. This move has adverse effects on the oil economy as it led to the oil shortage in the world and in turn the rise of oil prices. Associated press, 27th 2008) Whenever oil and fuel prices go up, the Organization of the Petroleum Exporting Countries (OPEC) is held responsible by politicians and the media. According to Clough, (2006), OPEC is not in anyway responsible for this as its role is to stabilize the price of oil by making sure there is availability of oil in the market by regulating the de mand and supply. The other problem if it not lack of competition among the oil supplying companies, is the merging of companies. In USA companies joining together for better service provision are allowed but the problem is that these companies become a formidable force that exploits the consumers for in US, there are five mergers which are among the biggest in the world and they control 62 percent of oil in the market. These are companies such as Conoco Phillips, Exxon Mobil, Royal Dutch-Shell, BP Arco and Chevron Texaco. Because of the part of oil they control in the market, they alter prices the way they want or in other words, they form a cartel that no other person can challenge. This dramatic increase in the control of the top five companies†¦makes it easier for the oil companies to manipulate gasoline supplies and to intentionally withhold supplies in order to drive up prices. †(Clough, RG. 2006, 32) To conclude, the tensions that were experienced in Turkey in 2007 and the destruction of pipelines by the leftists could also be contributory factors to the rise in fuel and oil prices but the cur rent rise in oil and fuel prices is not necessarily as a result of political instability but it is also believed that the growth in Gross Domestic Products (GDP) of many nations leads to high oil demands. This is because, as the economy of a country improves, people are able to buy cars and therefore the demand for oil due to increased transport. The prices of fuel and oil are projected to rise to greater heights if the demand for oil by the developing nations continues in the same trend. Political instability in the Middle East is also leading to this problem and if peace would prevail, then the prices would tremendously come down.

The Use of Irony in Barbara L. Greenbergs The Faithful Wife Essay

The Use of Irony in Barbara L. Greenberg's The Faithful Wife "The Faithful Wife" by Barbara L. Greenberg is a fascinating, satirical account of what the speaker would do if she were unfaithful to her husband. Upon the first reading of this poem, I thought the woman in this poem was saying that her husband was irreplaceable and because of that she would never be unfaithful. Also I thought that if she did betray him, she would choose someone totally different from him, which somehow wouldn't dishonor this great man. However, with repeated reading, my opinion changed. Greenberg did an incredible job of revealing the truth of the situation. She used verbal irony to explain how the wife in the poem is actually revealing the relationship she does have with her husband and describing the type of relationship she would like to have. Greenberg uses more formal diction to convey her message in "The Faithful Wife." The poem is not written in everyday language. It is missing the colloquial elements of contractions and slang. While it seems to be a conversation anyone could have, it is no...

Debilating Effect of Tv on Children

ARGUMENT ANALYSIS WORKSHEET Title of Article: Debilitating Effects of TV on Children Author: Dr. John M. Grohol The main purpose of this article is to convince the reader of the negative consequences of television being watched by our younger generation. Not just the quantity but the quality as well. It is too also show how parents fail to monitor what they allow their children to watch on television. It also shows how their developing minds are absorbing what they see and hear and television and the negative consequences to it. The main arguments that the author is making is that the research studies from the past, present and future, showing how our younger generation are suffering in a multitude of different ways, such socially and academically. The evidence or facts the author uses in this article to support the arguments are as follows: 1. A 2005 study that was published in the American achieves of pediatrician[->0] and adolescent medicine. It found that the increase of television being watched ultimately led to teen pregnancies, a decline in health, as well as our youth no longer seeking to further their education[->1]. They were no longer interested in college[->2]. (Grohol, 2009). 2. A 2007 study that was done at Columbia found similar to the 2005 study. Our younger generation was lacking in academic studies, performance and was lacking in the homework department. (Grohol, 2009). The main conclusion[s]/inference[s] in this article is that just like everything else in life it is good in moderation. Television is not the problem as is the quality and quality that is being consumed that is the problem. The main assumptions underlying the author’s thinking are that American parent is either one of two things. Either they are aware of the detrimental dangers of television but fail to parent or they are not educated on the subject. If we accept the author’s line of reasoning, the implications are that society is to blame for up keeping and raising of our youth, we now blame society for our children’s flaws and fail to own up to our own responsibility as parents. It is up to us to not only monitor what our children watch but how much of it as well. We live in an era of technology there are many ways in which we can both monitor how much and what they watch. We can block certain channels or teach the right from wrong, we can buy electronically devices that lock a child out of certain programs and also shut a device down after a certain time limit. It is up to us to raise our children not society. If we reject the author’s line of reasoning, the implications are then we own up to our responsibility. We are saying that it isn’t the television show â€Å"16 and pregnant†, fault as top why my child is pregnant but my fault for failing to raise her or him correctly. If your child knows right from wrong what he or she watches should not affect them. Grohol, D. J. (2009, 09 27). World of Psychology:The Debilitating Effects of TV on Children. Retrieved 11 1, 2011, from Psych[->3] Central: http://psychcentral. com/blog/archives/2009/09/27/the-debilitating-effects-of-tv-on-children/ [->0] – http://courseroom2. capella. edu/webct/urw/lc16700962973011. p16700962994011/newMessageThread. dowebct? discussionaction=viewMessage&messageid=16849915434081&topicid=16700963160011&refreshPage=false&sourcePage= [->1] – http://courseroom2. capella. edu/webct/urw/lc16700962973011. tp16700962994011/newMessageThread. dowebct? discussionaction=viewMessage&messageid=16849915434081&topicid=16700963160011&refreshPage=false&sourcePage= [->2] – http://courseroom2. capella. edu /webct/urw/lc16700962973011. tp16700962994011/newMessageThread. dowebct? discussionaction=viewMessage&messageid=168499154340

Critical Thinking and Ethics Essay

What is the relationship between ethics and critical thinking? Critical thinking and ethics are used in everyday life. I think it best that we define the two terms before we get deep into the discussion. The Merriam-Webster dictionary says ethics is â€Å"the discipline dealing with what are good and bad with moral duty and obligation† and Dictionary Reference say critical thinking is â€Å"disciplined thinking that is clear, rational, open-minded, and informed by evidence†. These could both be further defined by saying they are the ability to make good or bad choices and the act of thoroughly thinking through a decision. Critical thinking and ethics decisions are life skills. Critical Thinking There are six levels in the critical thinking process. They are remembering, understanding, applying, analyzing, evaluating, and creating. The majority of people use the first four levels in day to day life. The final two levels are probably used in more complex problems and more time will be required in devotion to applying these steps. Critical thinking is used in our day to day lives. We make multiple decisions in a day’s time. Some of these decisions are routine and some require more effort and time. We learn to evaluate things at a young age and most likely pick up most of our problem solving skills from our parents. When you hear the term â€Å"critical thinking† your first thought may be negative but critical thinking should not be thought of as â€Å"being critical† but rather â€Å"think critically†. During our life there will be times when we need to make decisions that can be life altering. A few examples might be buying a new car, choosing courses at your university, or deciding between a two jobs. Everyone can relate to the stress of buying a new car. This is a decision that could  affect you for the next five years and it’s a decision that should not be taken lightly. My decision to buy the car may have a different outcome if I start the process with questions as opposed to making a emotional purchase. Those questions might look something like this, â€Å"What type of car do I want?†, â€Å"What amount of payment can I afford?†, and â€Å"What is the best car make?†. All of these questions will determine the outcome. Answering all these questions will allow me to make an informed decision. Ethics We stated earlier that ethics deals with knowing what is right or wrong. We do the right thing because it is the law, because it is what we were taught, or because we listen to our inner voice. I used a personal evaluation tool earlier this week called the ethical inventory list. This was an activity to help me better understand the values that influence my decisions. This tool produced some shocking results which I was surprised to see. My preferred ethical lens was Reputation. I do care what people think and this has motivated me to excel in all things I do. My blind spot was revealed during this exercise and was identified as â€Å"unrealistic role expectation†. I had to read the definition twice to fully understand it and I still need to do more research. In short, I put too much value in the role (position) a person holds and that can cause you to forget that people make mistakes. My father was a law enforcement officer. I was taught what was right and wrong at a young ag e. My father took this to the extreme at times because he saw more bad than good while assuming his daily duties. I have always been known as the guy that will make the right choice even if that choice is the hard choice. Ethics apply to the professional world and well as the social sector. I work for a large heavy equipment manufacture. Ethics is one of our core values. The company makes ethical choices that affect the entire world. A few examples are promoting safety, recycling, emissions, and renewable resources. Do these topics cross your mind when you think of the largest heavy equipment manufacturers in the world? They may not but it is the professional right, the ethically right thing to do. When I first started working for the company I was surprised at how much emphasis was placed on safety. They require wearing PPE (personal protection equipment) and have mandatory monthly safety training. The company recycles everything. They recycle all metal products, cardboard, plastics, wood, and  even personal trash has to be sorted. Professional companies maintain high ethical standards because it is the right thing to do for their employees and customers. Social ethics is doing what is right for the people around you. When I think of social ethics a couple things come to mind. First is the â€Å"adopt a highway† sign that you see along the roadway when you drive home. Groups of people come together for no apparent reason besides keep the world a cleaner place. Is this the right thing to do? Sure it is. Another example is the groups of people that come together at public parks to do maintenance and clean-up work. Chances are they do not live in the neighborhood, nor do they have children that play there. Why do people strangers come together sacrificing their free time to volunteer for activities like these? There is one answer. They are the ethically right thing to do. Conclusion Ethics are a vital part of survival but we need to be reminded ourselves that ethics change as the world changes. Things that used to be considered in a negative manner is now accepted by society. However, we still need ethical decisions in order for us to thrive as a community, a society, and a civilization. References Ethics [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved October 16, 2014, from http://merriam-webster.com/dictionary/ethics Critical Thinking [Def. 2]. (n.d.). Dictionary Reference Online. In Dictionary Reference Online. Retrieved October 16, 2014, from dictionary.reference.com/browse/critical+thinking

Othello Act 2 Summary

'Othello' Act 2 Summary Iagos evil plan begins to take shape in Othello Act 2. Our summary works through Act 2 scene-by-scene to guide you through the complex plot that drives Shakespeare’s Othello. Act 2 Scene 1 Montano the Governor of Cyprus and two gentlemen discuss the tempestuous weather which has defeated most of the Turkish fleet. A Third gentleman enters to decry the end of the war; â€Å"News lads! Our wars are done. The desperate tempest hath so banged the Turks that their designment halts.† He explains that a noble Venetian ship weathered the storm and Michael Cassio, Othello’s Lieutenant has arrived on shore. Cassio is said to be concerned about Othello’s ship which was caught up in the storm. Cassio enters concerned about Othello â€Å"O let the heavens give him defence against the elements, For I have lost him on a dangerous sea†. A sail is spotted at sea, the hope is that it is Othello’s ship; however, Cassio identifies the ship as Iago’s. On the ship are Roderigo, Desdemona and Emilia among others. Cassio explains to Montano about the marriage between Othello and Desdemona and his arrangement for Iago to provide for her shelter and protection. Desdemona enters asking about her husband, Cassio says; â€Å"The great contention of the sea and skies parted our fellowship†. Cassio introduces himself to Emilia, Iago puts his wife down by telling him that she talks too much he then goes on to say of women in general: â€Å"You are pictures at the door, bells in your parlours; wildcats in your kitchens, saints in your injuries; devils being offended, players in your housewifery, and hussies in your beds.† Iago is encouraged by the women to further develop his cutting and satirical use of ‘praise’ for their amusement. Cassio and the ladies go off as Iago ruminates on his plot to make Cassio appear to be having an affair with Desdemona. Othello’s trumpet sounds, he has arrived. Desdemona and Othello have a loving exchange of words and Iago says in an aside that despite their obvious love now, he will ruin their union. Othello confirms that the Turks are defeated. The group leave Iago and Roderigo alone on stage. Iago tells Roderigo that Desdemona is clearly in love with Othello, Roderigo refuses to believe it. Iago believes that Cassio does love Desdemona but that she loves Othello and acknowledges that Othello would prove to be a good husband to her. Iago admits to loving Desdemona too but not out of lust more out of revenge that because Othello ‘slept with his wife’ then he should sleep with his; â€Å"For that I do suspect the lusty Moor hath leapt into my seat, †¦And nothing can or shall content my soul Til I am evened with him, wife for wife.† Failing this, Iago wants to put Othello in to a jealousy so strong that he will not be able to trust his wife again. Iago will use Michael Cassio as Desdemona’s supposed suitor in order to get closer to Othello and to put Cassio’s character in to disrepute. Act 2 Scene 2 Othello’s Herald enters to read a proclamation; he invites the victorious soldiers to come and celebrate his nuptials with him. He encourages them to dance and feast and enjoy themselves. He blesses the isle of Cyprus and Othello. Continue reading by visiting our contents page  of scene guides to Shakespeare’s Othello.

Impact of Childhood Sexual Abuse on Pregnancy, Labor and Birth Essays

Impact of Childhood Sexual Abuse on Pregnancy, Labor and Birth Essays Impact of Childhood Sexual Abuse on Pregnancy, Labor and Birth Paper Impact of Childhood Sexual Abuse on Pregnancy, Labor and Birth Paper Child abuse is a common problem worldwide. The abuse can be in the form of physical, emotional, sexual or verbal offence. Both boys and girls can be victims of child abuse, a devastating trauma which can lead to long term negative outcomes in future life. In girls, child sexual abuse can contribute to many physical and health related problems, especially during vulnerable times like pregnancy. These problems can have adverse effects on the pregnancy and the newborn too. Research has shown that appropriate intervention at the right time by health professionals including midwives can prevent complications and enhance the outcome of pregnancy. Hence it becomes important to identify mothers with past history of sexual abuse so that appropriate care and support can be provided at the right time for the well-being of the mother and the child. This essay aims to research into the outcomes of childhood sexual abuse on pregnancy, delivery and postpartum and also into the role of midwife while dealing with mothers with previous history of sexual abuse. Introduction The definition of childhood sexual abuse or CSA varies greatly. While some definitions include only rape or attempt to rape, others include contact and non-contact abusive episodes also. According to the Royal Womens Hospital (2009), â€Å"sexual assault is any sexual behaviour that makes a person feel uncomfortable, frightened or threatened. † This includes touching, fondling, kissing, being made to look at, or pose for pornographic photos, voyeurism, exhibitionism and sexual harassment. According to the Australian Institute of Health and Welfare (1995; qtd. in Coles, 2006), child sexual abuse is â€Å"any act which exposes the child to, or involves a child in, sexual processes beyond his or her understanding or contrary to accepted community standards. † The cut off age for CSA varies with some surveys considering 16 years as the cutoff-age and other considering 18 years (Leeners et al, 2007). It is difficult to assess the prevalence and incidence of CSA because many cases go unreported. However, it has been estimated that 20% of all women experience CSA (Wijma et al, 2003). According to a recent Australian study by Gilson and Lancaster (2008), the prevalence of physical and or sexual abuse before the age of 16 years is 20. 5%. CSA is important not only because of the immediate devastating physical, mental and emotional consequences, but also because of the long term impact it exerts on the over-all health and also the psychological functioning of the affected woman (Leeners et al, 2007). Research has shown that about 96% of women suffer from long term consequences (Leeners et al, 2007). Impact of CSA on pregnancy CSA can lead to certain general health problems in the woman which can continue through pregnancy and delivery. They are abdominal pain, pelvic pain, irritable bowel syndrome, vaginal pain, dysuria, pelvic infammatory disease, headaches, breast pain, back pain and other musculoskeletal pains (Coles, 2006). These problems may be related either to actual infection, physical trauma, somatization, chronic stress, mental health issues or maladaptive behaviours. CSA can also contribute to the development of health-risk behaviours like alcohol abuse, smoking, physical inactivity, obesity, intercourse at an early age and multiple sexual partnership (Coles, 2006). Several studies have revealed that survivors of sexual abuse in childhood or adolescence are at risk for high-risk sexual activities when compared to those who have not suffered an abuse (Hulme, 2000 and Kendall-Tackett, 2003; qtd. in Kendall-Tackett, 2007). Such activities increase chances of unplanned pregnancies, teenage pregnancies, unwanted pregnancies and late prenatal care. There are some reports that abused women tend to smoke and have other health-related problems than non-abused women (Kendall-Tackett, 2007). Women who have suffered from physical and sexual abuse tend to relate negative feelings to pregnancy more frequently than women who are not abused (Jundt, 2009). Past history of abuse can cause depression and post-traumatic stress disorder which can again affect pregnancy. Other mental-health related problems include eating disorders, dissociation, somatisation, personality disorders, self-mutilation and suicidal attempts (Coles, 2006). Women who suffer from such mental conditions tend to suffer from more pregnancy-related complications and neonatal complications. They are also at increased risk for obstetric interventions like cesarean section, forceps application, epidural anesthesia, and vacuum extraction. Seng et al (2001; qtd. in Kendall-Tackett, 2007) reported that women with post-traumatic stress disorder had higher odds ratios for spontaneous abortion, ectopic pregnancy, hyperemesis, excessive fetal growth and preterm contractions. Dissociation due to CSA may lead to overseeing of certain early symptoms and signs of obstetric complications like prematue contractions, vaginal spotting and decreased fetal movements (Leeners et al, 2006). Research has shown that maternal history of sexual abuse in childhood can increase the risk of prenatal and postnatal complications in the mother and postnatal complications in the infant. However, it may not contribute to perinatal complications in the infant (Mohler at al, 2008). According to Grimstad and Schei (1999; qtd. in Coles, 2006), babies born to CSA mother are at increased risk of low-birth weight and prematurity. Other complications include preeclampsia and hypertension, intrauterine growth retardation, premature rupture of membranes, vaginal bleeding, postmaturity, drug abuse in pregnancy, gestational diabetes and trauma directed to pregnant uterus (Grimstad and Schei, 1999). Impact of CSA on delivery Research has shown that women who have experienced sexual abuse previously are at increased risk of extreme fear during delivery. Eberhard-Gran et al (2008) studied the occurrence of extreme fear in labour in the context of previous history of sexual abuse. Their study revealed that about 3% of women in the study group developed extreme fear during labour and one third of these women suffered from sexual abuse in the past suggesting a strong correlation between sexual abuse and extreme fear during labour. The pain during labour can trigger past memories of sexual abuse wherein the women suffered the trauma in a powerless and helpless situation and these memories can instigate severe feelings of fear. Impact of CSA on breast feeding and parenting in the post-partum period Childhood abuse increases the risk of postpartum mental health problems. Neonatal blues and postpartum depression, the most common mental conditions after delivery are exaggerated in those with past history of abuse. In a 3-year follow-up study of Australian mothers by Buist and Janson (2001; qtd. in Kendall-Tackett, 2007), it was found that 50% of mothers suffered from childhood sexual abuse and these women had higher scores for severe depression, anxiety and life stresses when compared to depressive women with no past history of abuse. It is evident from research that women who have experienced abuse in the past can have difficult relationships with partners and hence may not receive appropriate support from the partner in the crucial period which further contributes to depression, anger and frustration (Coles, 2006). Also, many abused women are single, divorced or have step parents and thus may not receive proper support from families too (Coles, 2006). All these factors, coupled with the stress of handling the newborn baby and also the physical exhaustion of delivery further contribute to worsening mental condition of the woman in the postpartum period. Breast feeding can trigger dissociation, panic attacks and flashbacks into sexual abuse in childhood (Beck, 2009). It can contribute to poststraumatic stress disorder, emotional distress, cognitive distortions, interpersonal difficulties, avoidance and other health-related problems (Kendall-Tackett, 1998). Becoming a mother is one of the major mile stone in the life of a woman. Pregnancy, delivery and breastfeeding are times when past memories of childhood abuse can surface. Normally, these are the times when the beautiful mother-child relationship and bonding occur and lifetime attachments are established (Main and Hesse, 1990; qtd. in Coles, 2006). Early family experiences have a huge impact on the development of parenting skills. Research has shown that abused women have greater difficulties with parenting in the context of poor mental health, deficiency in social support, and economic burden when compared to unabused women (Gilson and Lancaster, 2008). Powerful recall of previous abuse can lead to disruptions in the mother-child relationship and bonding (Coles, 2006). According to Gilson and Lancaster (2008), sexual assault can contribute to worsening anxiety and depression especially in the post partum period and thus compromise on the role of parenting. Lack of energy, inability to concentrate, irritability and difficulty in meeting the babys physical and emotional needs can affect the quality of parenting. Inadequate parenting can lead to emotional disturbance in children. Severe depression in the postpartum period can disturb the interaction between the mother and the child leading to insecure or avoidant attachment which can later lead to several emotional and behavioural problems in the long run like subtle behavioural abnormalities in the form of conduct disorders, oppositional- defiant disorder and post-traumatic stress disorder; and problems with object concept tasks (Murray, 1992). Models to explain the impact of CSA Many theorists have proposed various models to explain the reasons behind the impact of CSA on motherhood. According to post traumatic stress disorder model, abnormal stress hormones and increased sensitivity of the hormone receptors lead to ‘chronic hyperarousal’ which causes the impact (Kendall-Tackett, 2000; qtd. in Coles, 2006). However, the traumatogenic model puts forward that betrayal, stigmatization, powerlessness and traumatic sexualization during CSA is the cause behind diverse psycho-behavioural outcomes during pregnancy (Finkelhor and Browne, 1985; qtd. in Coles, 2006). Whereas, the somatization model proposes that CSA causes psychological distress which transforms into physical symptoms during motherhood (Coles, 2006). Cole and Putman (1992; qtd. in Coles, 2006) developed the ‘developing coping model’ according to which, CSA disrupts primary attachments because of psycho-physical trauma and leads to loss of trust in relationship and feelings of guilt. These in turn have detrimental effects on the self development of the woman. According to the attachment theory (Alexander, 1992; qtd. in Coles, 2006), survivors of CSA develop insecure attachment with other family members and this pattern may be passed on even to their children. Implications for practice Screening for ongoing and past sexual, interpersonal and childhood maltreatments must be incorporated into routine health care by all health care providers including midwives (Klerman et al, 2008). According to Rodgers et al (2003), more research needs to be done to examine the relationship between sexual trauma and poor pregnancy outcome in the context of determinants of this relation. It is essential to routinely screen women with history of sexual abuse so that these women can be identified and measures be taken to provide optimum care and support (Rodgers et al, 2003). Midwives, nurses and other health professionals dealing with pregnant women with past history of maternal abuse must incorporate certain aspects during prenatal care. All women must be asked about history of abuse in the past. Study by Klerman et al (2008) revealed that many women feel it is appropriate for health care providers to ask about childhood sexual violence and that they themselves would not volunteer the information if were not enquired into. Women identified with history of CSA must be told that this form of abuse is more prevalent than they think and it can lead to certain disturbances during pregnancy, delivery and breast feeding due to trigger of memories. Midwives have an important role in bringing up the issue of CSA into open and to allow women to discuss their tragic experiences if they wish to do so. By doing so, midwives can minimize the negative consequences of previous assault on the process of childbearing and parenting. Before performing any procedure, the woman must be informed as what will be done and the purpose of the procedure. The procedure must be started only after obtaining willful consent of the woman. This will help the woman differentiate between the present experience from past trauma in which she was helpless and powerless (Waymire, 1997). During labour, reassurance must be provided to the woman. She must be told that her body is working for her and that the pain she is going through is natural and good pain. This will enable the woman to distinguish the present pain of delivery from the past traumatic pain. While dealing with mothers with past history of sexual abuse, the prenatal programs must address not only basic health needs of the pregnant women, but also must target the abuse sequelae like psychological problems and detrimental health behaviours (Rodgers et al, 2003). This is because; improvement in mental health is associated with decrease in risky behavious and also improvements in physical health (Rodgers et al, 2003). The programs must also include education about risk of stress and other trauma-related problems. The woman must be monitored more frequently to pick up complications at early stages. In the post-partum period, in some women, breast feeding might need to be stopped in order to preserve proper mental health (Beck, 2009). Abused women must be treated with respect and care. These women must not be subjected to unnecessary intrusive interventions. They must be given an opportunity to choose the gender of the health care provider (Stojadinovic, 2003). For many patients, it may be useful to collaborate with mental health professionals to prevent retraumatisation and also to facilitate the process of healing. Support from partner or spouse must be encouraged because research has shown that partner support is a strong protective factor and it buffers depressive symptoms and enhances parenting competence (Wright et al, 2005). Conclusion CSA is a common physical, mental and psychological problem with long term impact on future life. Pregnancy, delivery and postpartum periods can trigger memories of the past trauma and impact the outcomes of the pregnancy. Early identification of mothers with history of sexual abuse is important to deliver proper interventions at the right time. The identification can be done by routine screening in the prenatal period by health professionals like midwives. Mothers with CSA must be handled specially with care and respect, and with minimal intrusive procedures. They must be offered support and counseling throughout pregnancy, delivery and breast feeding. The aim of prenatal programs in such mothers must be early identification of complications and provision of appropriate support so as to establish effective breast feeding and attachment, thus enabling proper and successful parenting. Although abuse against women, be it present or past has a devastating effect throughout the child-bearing cycle, research pertaining to this topic is still in preliminary stages. References Beck, C. T. (2009). An adult survivor of child sexual abuse and her breastfeeding experience: a case study. MCN Am J Matern Child Nurs. , 34(2), 91-7. Coles, J. Y. (2006). Breastfeeding and Maternal Touch after Childhood Sexual Assault. Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy. Centre for Health and Society, University of Melbourne. Eberhard-Gran, M. , Slinning, K. , and Eskild, A. (2008). Fear during labor: the impact of sexual abuse in adult life. J Psychosom Obstet Gynaecol. , 29(4), 258-61. Gilson, K. J. , and Lancaster, S. (2008). Childhood sexual abuse in regnanat and parenting adolescents. Child Abuse and Neglect, 32, 869- 877. Grimstad, H. and Schei, B. (1999). Pregnancy and delivery for women with history of child abuse. Child abuse and neglect, 23(1), 81-90. Jundt, K. , Haertl, K. , Knobbe, A. , Kaestner, R. , Friese, K. , Peschers, U. M. (2009). Pregnant Women after Physical and Sexual Abuse in Germany. Gynecol Obstet Invest, 68(2), 82-87. Kendall-Tackett K. (1998). Breastfeeding and the sexual abuse survivor. J Hum Lact. , 14(2), 125-30. Kendall-Tackett, K. A. (2007). Violence Against Women and the Perinatal Period: The

1-Month ACT Study Plan How to Raise Your Score Quickly

1-Month ACT Study Plan How to Raise Your Score Quickly SAT / ACT Prep Online Guides and Tips Only got amonth until the ACT? No worries! In this guide, we offer you our best tips and advice on how to study for the ACT in a month.First, we’ll discuss the feasibility of a one-month ACT prep planand the four critical steps you must take toget started. Then,we’ll provide you with our besthigh-impact tips to help you get the ACT score you need for college. NOTE: This article largely assumes you’ll be studying for the ACT on your own. For additional help, contactour expert ACT tutorsor get started withour customizable online ACT prep course! Can You Study for the ACT in a Month? In short, yes, you can study for the ACT in a month- but how you manage your time will play a big role in how high of a score you ultimately get.Additionally, the feasibility of your planwill depend on how big of a point improvement you want to make, based on your baseline and goal scores (I'll explain both of these in more detail shortly). Generally speaking, how long should you study for the ACT? Below are our estimates for totalpoint improvements on the ACT based on the number of study hours you put in: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ As these numbers indicate, the bigger the point improvement you want to make on the ACT, the more hours you’ll need to dedicate to your studies- and thus the more difficult it’ll be to carry out your ACT study plan within a month. For the most part, though, you should be able to study for the ACT in a month, as long as your score goals are workable. In other words, you shouldn't bespending more than five hours a day cramming for the ACT! So what does all of this mean for you? Basically, you must be prepared to create and follow a reasonable study planif you truly wish tohit your ACT goal score on test day. How to Study for the ACT in a Month: The First 4 Steps Before we give youour expert tips for a successfulmonth-long ACT study plan, let's look atthe four essential steps you'll need to take to get your plan started. Step 1: Find Your Target Score Begin by downloading our free guide to setting an ACT target score. Your ACT target score, or goal score, is the score most likely to get you into at least one of the colleges you’re applying to (excluding anysafety schools). To find your goal score, look up the 25th and 75th percentile scores for allyour schools (or just your most selective school). You can either look at your schools’ official websites or search foryour schools' ACT scores in our database by Googling â€Å"[School Name] ACT PrepScholar.† Our pages offer updated ACT (and SAT) score info for tons of schools. Here’s an example of UNC’s ACT scores and GPA page. Next, take the average of the 75th percentiles for your schools.This average will be your target score and should give you the best shot at getting accepted into at least one of the schools on your list. You can alsoaim for your most selective school’s 75th percentile instead.Compared with the average for your schools, this score will be somewhat harder to get; however, reaching it ensures that you’ll have an excellent shot at getting into allyour schools (instead of just one or a few). Step 2: Get Your Baseline Score Your second step is to figure out your baseline ACT score. A baseline score is the score you start with before beginning any ACT prep,and it’s what you’ll use to calculate how many points you’ll need to improve by in order to hit your goal score from step 1. To find this score, take anofficial ACT practice test. Treat the test as you would the real exam: find a quiet place to take it, time yourself in accordance with the official time limits, and forego extra or longer breaks than those allowed on the actual ACT. Your overarching goal is to recreate the ACT testing environment as closely as possibleso you can get an accurate baseline score. Once you finish the practice test, use your test’s answer guide to calculate your scale ACT scores for each section and theACT as a whole.Your total score (out of 36) will be your baseline ACT score. Step 3: Choose a Study Plan Once youhave your baseline and target scores, take the difference of these two scores to get the total number ofpoints you'll need to hit your goal score. For example, if my target score is 32 and I scored 27 on mypractice test, I'd need to improve my baseline score by a total of 5 points. After, match the difference you get to its corresponding number of study hours: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ You now know the approximate number of hours you'll need to study for the ACT over the course of a month. But how should you spread out these hours each week? Each day? Below, we offer you different study plan optionsbased on the amount ofstudy time you'll need to commit to. But first, a brief reminder: always choose a study plan that’ll work well for you.Don’t opt for a plan that’ll require you to study excessively on weekdays if you know this type of plan will wear you out easily. Consider your commitments, and be realistic about when and how often you’ll actually be able to study. And now, here are our study plans! Light: You Want to Improve Your Score by 0-1 Points This easily manageable plan requires a total of 10 hours in a month, which comes out to about two and a half hours a week. Your best options for this plan are as follows: 2 hours and 30 minutes, once a week 1 hour and 15 minutes, twice a week 30 minutes, five times a week Medium: You Want to Improve Your Score by 1-2 Points This plan is slightly heavier than the Light Plan and requires 20 hours of prep over the course of a month, equalingfive hours a week on average. I recommend trying out the following plans: 2 hours and 30 minutes, twice a week 1 hours and 15 minutes, four times a week 1 hour, five times a week Heavy: You Want to Improve Your Score by 2-4 Points Moving on to the heavier plans now! For this plan, you'll need to study for a total of 40 hoursover the course of a month. Thiscomes out to approximately 10 hours a week, which you can divide as so: 3 hours and 20 minutes, three times a week 2 hours and 30 minutes, four times a week 2 hours, five times a week Heavier: You Want to Improve Your Score by 4-6 Points Not many students will be able to keep up withthis plan, but if you’re set on increasing your baseline score by 4-6 total points, you’ll need to prep for at least80 hours,or about 20 hours a week. Here are your options for prep schedules: 5 hours, four times a week 4 hours, five times a week 3 hours and 20 minutes, six times a week Impossible? You Want to Improve Your Score by 6-9 Points This plan requires 150+ study hours over the course of a month. That's a staggering 40 hours a week! Therefore, I strongly recommend againstundertaking this study plan. If you’re committed to improving your ACT score by as many points as possible, tryopting for the Heavier Plan and thenretake the test at a later date should you still want to improve your score. Step 4: Gather High-Quality Study Materials and Resources Finally, it’s time to gatheryour top choices forACT study materials and resources. Whether you already have a prep book picked out or are completely at a loss as to whatyou'll need for your study plan, let us help guide you with acompilation of our best ACT resources: Ultimate ACT Study Guides: Ourfree guides for the ACT English, Math, Reading, Science, andWritingsections,as well asthe test as a whole, offer a surefire combination ofcontent review and strategy. Complete Official ACT Practice Tests, Free Links:Here, we've collected all the official ACT practice tests available online. These tests are based on real ACTs and offer the most realistic practice questions you can get. Plus, they're completely free to download! Best ACT Prep Books 2018: I strongly recommend purchasing a highly reviewed ACT prep book to use as your primary guide throughout your studies. Our article offers in-depth reviews of the best ACT prep books currently available. Furthermore, all the books on ourlist have been personally reviewed by a perfect ACT scorer,so you can rest assured they'reworth theinvestment! The Best ACT Prep Websites You Should be Using: This handy compilation lists various websites you can use for all sorts of ACT help, including practice questions and strategy guides. The 4 Best ACT Apps (and How to Use Them in Your Prep): If you’re looking for on-the-go, supplementary learning materials, these four ACT apps are certain to lend a boost to your test prep! As a final tip, Isuggest browsingour SAT/ACT blog to learn more about the ACT in general, including how it works, what it tests, and what steps you can take to get the scores you need for college. Once you'vegot your study materials picked out, read onto learn about our top tips on how to study for the ACT in a month! Tjarko Busink/Flickr How to Study for the ACT in a Month: 5 Essential Tips At last, it's time for you to get your study plan off the ground! Here are five tips for making the most of your month-long ACT prep schedule. #1: Learn the ACT Format Inside and Out Before you take the ACT, it's important you know everything there is to know about the structure and content of the exam. This way there will be no surprises for you on test day! For a general overview of the ACT, read our articles on what the ACT tests and how it’s scored. For section-specific info, check outour individual guides: What’s Actually Tested on the ACT English Section? What’s Actually Tested on the ACT Math Section? Concepts, Subjects, and Skills What’s Actually Tested on the ACT Reading Section? Skills You Need What’s Actually Tested on the ACT Science Section? Skills and Topics The New Enhanced ACT Writing Test (2016): Complete Guide #2: Track Your Progress With Official Practice Tests While you study, it's imperative to track your progress using official ACT practice tests. Once again, these tests are the closest you can get to the real exam and will let you see whether you’re on track to hitting your target score. Because you'll only have a month to study for the ACT, try to taketwo to three tests in total.It's best to take oneat the beginning of your study plan (to get your baseline score) and a second one closer to the middle of your study plan, or aroundthe two-week mark. Just make sure you're spacing out your practice tests.Don't takemore than threein a month, and definitely don't take one right before test day- you'll justburn yourself out! #3: Review Basic English, Math, and Science Topics To do well on the ACT, you must familiarize yourself with all of the basic English, math, and science topics most likely to appear on the test. Here, we cover the specific concepts you'll need to have down before test day. For English First, check out our guides to the 14 most important ACT grammar rulesand basicparts of speech. Then, move on toour guides on the following critical concepts: Rhetorical skills (40-55%) Transitions Redundancy and wordiness Word choice/diction Add/delete questions Author technique/intent Organization Main idea Relevance Sentence structure (20-25%) Run-on sentences and fragments Parallel structure Faulty modifiers Punctuation(10-15%) Commas Other punctuation Grammar and usage (10-15%) Subject-verb agreement Verb tenses and forms Pronoun agreement Idioms Relative pronouns For Math We’ve got tons of topic-specific guides for ACT Math, which you can access through our ultimate ACT Math prep guide. Before you delve into higher-level math concepts, though, make sure you read all aboutintegers (we’ve also got an advanced guide to integers). Below is the breakdown of the math topics you'll need to know. I suggest beginningwith the most important sections (pre-algebra and plane geometry) before proceeding to the others. Pre-algebra (20-25%) Fractions, ratios, and proportions Statistics (mean, median, mode, etc.) Probability Sequences Plane geometry (20-25%) Lines and angles Circles Triangles Polygons Elementary algebra (15-20%) Single-variable equations Intermediate algebra (15-20%) Systems of equations Functions Word problems Coordinate geometry (15-20%) Lines and slopes Reflections, rotations, and translations Trigonometry (5-10%) For Science Luckily, you’re not expected to have a ton of background knowledge in biology or chemistry for this section!That said, there will be a handful of scientific concepts you’ll need to be familiar with in order to do well on the test. Read our guide for more info about what these fundamental topicsare and how you should study them. #4: Learn the Most Helpful Math Strategies ACT Math may or may not be your cup of tea, but with these handy strategies, you’ll be getting the Math score you want in no time! First off, always try to re-solve any ACT Math questions you answer incorrectly.This strategy is important because it lets youthink deeply about where you might’ve made a mistake with your calculations and what different steps you can take to try to get the right answer. As you re-solve the question, use thecorrect answer to guide you- but don’t look at the answer explanation before attemptingtofigure it out on your own! On test day, your two best math strategies are plugging in answers and plugging in numbers. With these strategies, even if you’re unsure how to solve a problem, you can still attempt to work it out, ultimately increasing your chances of choosing the right answer. Both of these strategies work particularly well for algebraic problems that ask you to manipulate or solve variables. #5: Pick a Strategy for Reading Passages It’s passages galore on the ACT English, Reading, and Science sections! But before we dive into possible reading strategies, let's look at thedifferent skillseach section tests: English tests your understanding of grammar, style, and flow. Reading tests your overall reading comprehension and vocab knowledge. Science tests your ability to correctly interpret data and understand scientific concepts and hypotheses. Because these three sections test such unique content, it’ll be best for you to develop separate passage-reading strategies for each section. Here are the best strategies to try out: For English There's only one highly recommended passage-reading method for English, and that's thegraf-by-graf method.With this strategy, you'llread passagesparagraph by paragraph,andanswer questions for one paragraph at a time. This method is ideal for ACT English since it lets you digest the content of the passage while also taking note of anyglaring technical errors. For Reading There are three possible passage-reading strategiesfor the Reading section of the ACT: Read the questions and then skim the passage (highly recommended) Skim the passage and then read the questions Read the passage closely (not recommended) ForScience In this section, yourpassage-reading options are as follows: Skip straight to the questions, answering as many as you can using only the visuals (i.e., graphs, tables, etc.) Skim the passage and then read the questions Read the whole passage first (not recommended) To figure out which reading strategies work best for you, take an official ACT practice test and time yourself on the English, Reading, and Science sections using official time limits. (You don’t need to take these sections back to back- separately is fine!) If possible, take multiple tests so that you can try out a different passage-reading strategy each time. Once you finish, check your answers and score your test. Thepassage-reading method that gives you the highest score on a section should be the one you practice with and use on test day! Rosmarie Voegtli/Flickr 6 Additional ACT Prep Tips for High Achievers If you want to increase your ACT baseline score by a fairly large margin- anywhere in the 4-9 point range- you’ll need to spend as much time as you can mastering allmajor ACT concepts. Our six additional tips below teach you both how to study for the ACT in a month andhow to get a super high ACT score. #6: Closely Analyze Real Questions To truly do well on the ACT, you need to know not onlythe basics of how it’s structured but also what kinds of questions it'll give you on test day and theapproaches you can use tosuccessfully tackle these problems head-on. Official ACT practice tests are your best bets for realistic questions.What you'll want to do is tear apart these questions to ensure that you can identify the ACT question types and readily understand what they’re asking you to do. For example, can you distinguish the Reading section'sinference questions fromfunction and development questions? Can you tell apart the different types of math on ACT Math? Do you understand how to read graphs and tablesso that you're capable of answering questions about scientific data? In the end, you’ll save yourself both time and brainpower if you know ahead of time what kinds of questions you’ll be asked and when they’ll appear on the test. #7: Study ALL Critical Math and English Topics In addition to studying the basics of ACT Math and English, high achievers shouldspend extra time mastering some of the less common (but still important) concepts likely to come up on the test. For Math, this means focusing on mastering trigonometry, the least prominent math topic on the ACT (albeitone that's certain to appear!). Trig accounts for 5-10% of your Math score,orfour to six questions. Although six questions doesn't sound like much, it might very well be the difference between getting a 36 and getting a 32 on Math! You should also spend time memorizing allcritical math formulas. Because the ACT doesn’t give you any formulas on test day like the SAT does, you mustspend time memorizing the ones that are most likely to appear on the exam. As for English, take a look atour complete ACT grammar guide to learn every single ACT grammar rule. You might also want to read up on the less-commonly tested topics of adjectives vs adverbs and formality. #8: Become an Expert at Critical Reading Though ACT Reading questions can be confusing and difficult, there’s a pretty easy trick you should definitely try tomaster. Here it is:there is always one definitively correct answer- meaning all other answer choices mustcontain a clear indication that they are incorrect. You can hone this crucial skill by studyingwithhigh-quality ACT Reading questions. As you practice, pay close attention to answer choices that don’t perfectly answer the question you’re being asked. A wrong answer choice is usually one that has one or more of the following qualities: Irrelevant The opposite of what’s written An inaccurateconflation of information from the passage Plausible but ultimately not supported directly by the passage On Reading, all correct answers will be supported by clearevidence in the passage. So if you come across an answer choice that sounds sort of right but isn’t actually written down or directly supported by the passage, chances are it's wrong! #9: Improve Your Vocab Fortunately, vocab doesn't make up a particularly large part of the ACT English or Reading sections. But if you’re aiming for a high score on test day, I recommend dedicating a little prep time to improving your vocab. Most vocab words on the ACT are of medium difficulty. This meansyou'll predominantly need to studyidioms and lesser-known secondary meanings of common words. To learn ACT vocab words, check outour list of 150 ACT words you should knowandScholastic’s 100-word ACT/SAT vocab list. Want to cover all your bases? You can learn even more wordswithour extensive SAT vocab list of 250+ words. (The vocab on the SAT is extremely similar to that on the ACT.) #10: Strengthen Your Weak Spots During your studies, you’ll likely notice some concepts or areas you struggle with more than you do with others. The best way to strengthen your weak spots is to concentrate more oncontent review andpractice questions. I suggest working with a combination of high-quality prep books, strategy guides, and official ACT questions. As you work on improving your ACT skills, keep track of any question types you’re continually missing.Try to identify why you're missing these questions, and start to think about how you can ultimatelytransform yourmistakes into successes. #: Pace Yourself Our last tipis to learn how to pace yourself. Knowing how to answer ACT questions won’t help you in the end if you’ve got 10 blank questions left because you ran out of time! So always be on your guard and pay attention to how long it takes you to answer specific question types. Here are the average amounts of timeyou should spend per question on each ACT section: English: 36 seconds per question Math: 60 seconds per question Reading: 53 seconds per question Science: 53 seconds per question For more detailed advice on how to pace yourself, check out ourindividual time-management guides for Math, Reading, and Science. Key Takeaways: How to Study for the ACT in a Month Although one month of ACT prep isn'tenough for everyone, it can sufficeif your goal is toimprove your score by no more than 4-6 total points.Students who want to improve their scores by 6-9 points will be better offaiming for a smaller score improvement and then retaking the ACT at a later date. When embarking onyour month-long ACT study plan, you must first set a targetscore, find your baseline score, decide ona study plan, and gather high-quality prep materials. Once you’re ready to begin studying, you can use our high-impact tips above to help you get the most out of your ACT prep. So what's my final tip? Always have the confidence that you can do this. Studying for the ACT in a month is difficult, but it’s certainly not impossible. As long as you know exactly what you'll need to do in order to make your goals a reality, you willbe successful! What’s Next? Need more advice on gearing up for theACT? Then read our in-depth and easy-to-follow guides onhow to prepare for the ACTand when you should start studying. Not a lot of time left before test day? Ourlast-minute ACT strategieswill teach you everything you need to know about strategic guessing, time management, and what you'll need to bring on test day. Only got a month left before your SAT test?Read my other guide on how to study for the SAT in a month to get step-by-step tips and advice. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

No topic, just answer the following questions Assignment - 3

No topic, just answer the following questions - Assignment Example The syndrome is caused by the presence of an extra chromosome. Down syndrome can be diagnosed during pregnancy and after the birth of the baby. During pregnancy screening and diagnostic testing, are appropriate tests that detect whether a baby is likely to have Down syndrome or the likelihood of getting transferring the genetic abnormalities to the child. After birth, physical examination of the baby is enough for the doctor to diagnose the child with Down syndrome. This a birth abnormality in which a baby is born without the skull and the brain. This defect is a neural tube defect. This type of defect occurs during the first month of pregnancy before even the mother realizes she is pregnant. The causes of anencephaly are not well understood. However, there are factors that increase chances of having babies getting affected. Such factors include low intake of folic acid before pregnancy and in the early period of pregnancy. Mothers, who have low iron content due to low folic intake, are at risk of getting children with anencephaly. Anencephaly can be confirmed by diagnosis during and after pregnancy. During pregnancy, prenatal testing/screening testing is done to confirm the defect and other conditions. In some cases, the abnormality is usually not detected during pregnancy and confirmed immediately after birth through physical examination. An egg is usually released from the ovary during every normal cycle of the woman’s menses. At ovulation, the cervical mucus becomes fluid and elastic; this allows sperms to enter rapidly into the uterus into the fallopian tube for fertilization. Fertilization results when a sperm penetrates the egg. Five to eight days after fertilization has taken place, the blastocyst attaches itself to the uterine lining near the fundus in a process referred to as implantation. This process is completed within nine days. After the implantation, the next process involves the development of

Family Resiliency in Patients on Hemodialysis Essay

Family Resiliency in Patients on Hemodialysis - Essay Example Furthermore, the authors explore the very nature of resiliency and tend to find out whether resiliency is presented in families suffering from hemodialysis treatment. The apparent strength of the article is that it defines the operating terms and introduces examination of differences between patients on hemodialysis and their family caregivers. The differences are found out between ethnic groups as well. The paper suggests potential research approaches to understanding family resiliency and provides resiliency model to be applied. (White et al. 2004) The discussion in the article touches the terms "resiliency" and "behavior". The authors define resiliency as "the positive behavioral patterns and functional competence individuals and the family unit demonstrate under stressful or adverse circumstances, which determine the family's ability to recover by maintaining its integrity as a unit while insuring, and where necessary restoring, the well-being of family members and the family unit as a whole". (White et al. 2004) Moreover the authors state that behavior reflects the resiliency and thus can be easily taught, reinforced and identified. It would allow families to obtain relevant information how to cope with stressors caused by dialysis.

AIDS Essay Example | Topics and Well Written Essays - 1500 words - 1

AIDS - Essay Example The virus is spread by unprotected sex between affected individuals and through shared needles when used for hypodermic infections. Inadvertent transfusion of blood from a suffering person to a healthy person can also transmit the virus. However there are skeptics who claim that the AIDS virus was intentionally developed in a secret military program in the United States as a means of biological warfare to curb world population (Mazza J., 2005). In a controversial article, the author debates the unlikelihood of the accepted theory of a green monkey biting an African native, thereby transmitting the virus to humans and provides an argument in favor of the biological warfare theory and the subsequent creation of this virus in a laboratory. Nevertheless, whatever the origin, AIDS is now a worldwide phenomenon and the subject of intensive research for getting the human population rid of this deadly malady. As far as the United States is concerned, it is believed that almost one million people are living in this country with HIV infection and it has spread to all the states and to all sectors of society (www.avert.org). Half a million deaths have occurred due to HIV infection but the statistical data is not comprehensive as it is based on reports of AIDS diagnosis. The American Centre for Disease Control and Prevention (CDC) data till 2006 suggests that 448,871 people suffering from this disease were living in America. The ethnic data suggests that the black people are the ones leading the group in terms of people affected as they accounted for 44% of the cases with the white majority close at heels with a figure of 35%. The Hispanic population of America suffered at a rate of 19% and the rest 1% were from other races (www.avert.org). Figures of adults and adolescents above the age of 13 years, who were living with AIDS in the USA till 2006, show that in majority of the cases (59%),

Assess the accuracy of the view that Richard of Gloucester's Essay

Assess the accuracy of the view that Richard of Gloucester's usurpation of power in 1483 is best explained by his fear of the Woodvilles - Essay Example Richard of Gloucester's usurpation of power in 1483 is best explained by his fear of the Woodvilles. According to Wendy Moorhen , Richard of Gloucester, the Lord Protector, ordered the execution of his brother’s best friend and counselor, Hastings. Within a few days, Richard of Gloucester ascended the throne, in 1483. Richard of Gloucester’s executions made him vulnerable to criticisms from many quarters. With the executions, Richard of Gloucester’s detractors were given many reasons to vilify Richard of Gloucester in many occasions. With the executions, Richard of Gloucester made loud, direct, and plain his plan to be the next king. It is but natural of persons to do their best to remove all obstacles to their objective or goal. Richard of Gloucester was serious in his attempt to take the throne, which was vacated by his brother Kind Edward IV. Richard of Gloucester was not bothered by the fact that his nephew, King Edward V was supposed to be the person who was destined to replace King Edward IV. in the same manner, the Woodvilles felt that Richard of Gloucester was not the man authorized to rise to the throne of England. The Woodvilles preferred that King Edward V rise to the rise to replace King Edward IV. The Woodwillves would go out of their way to ensure that only King Edward V would occupy the vacated King’s throne. ... e, Richard of Gloucester, who is now King Richard III, goes out of his way to prevent the moves of William Hastings to prevent King Richard III from continuing his reign as the replacement of King Edward IV. This is the reason why Richard of Gloucester did not have second thoughts when he ordered the execution of William Hastings on the ground of being a threat to the King Richard III throne. On the other hand, Queen Elizabeth had to enter into alliance with the Woodvilles to support her dream that her son, King Edward V take over the throne as early as possible. The Woodvilles did have a strong alliance with the Queen Elizabeth. In response, Richard of Gloucester, now King Richard III, gathered all his forces to eradicate the Woodvilles for being a threat to King Richard III’s throne. In terms of bothering intentions, Richard of Gloucester ordered the execution of his brother’s good friend, William Hastings. Richard of Gloucester’s brother was the deceased King Edward IV. Hastings served under King Edward’s rule under several positions. William Hastings served as politician, diplomat, solider, lord, and landowner. William Hastings served King Edward IV, a young king still reeling from the death of his father, who died in Wakefield. On 17 April 1483, Hastings attended King Edward IV’s obsequies in Westmister Abbey when his body was buried in the magnificent Chapel of St. George, in Windsor. William Hastings felt the sorrow of losing one’s friend and master, made more painful since King Edwar IV was younger than William Hastings. William Hastings was instrumental preventing the Woodvilles from taking the throne. Hastings communicated with Richard of Gloucester to secure the King and stop the dethroning activities of King Edward IV’s maternal uncle, Rivers.

Tokyo Essay Example | Topics and Well Written Essays - 1750 words

Tokyo - Essay Example It described the future of Tokyo by predicting that Tokyo will make further strides as a big city with a population of over 12 million, a lively city characterized by mutual contacts and support for transcending generations, a comfortable city with a combination of abundant greenery and charming waterfront, and a city which will maintain a balance between residence and work place while functioning both as a domestic and international information junction and as a major base for the international economy. This is the very image of Tokyo as an attractive international city-that is, a world city-which will lead the world both in name and reality (TMG, 1987, p. 50). When examining the nature of urban policy and planning, it is impossible to ignore the context of global economic change. Many of these policies are formulated as a response to global economic pressures. The priority of urban policy in many cities is to attract inward investment and increase economic competitiveness in relation to other world cities, or similar cities in their region (Short and Kim, 214-235)-although the manner in which this is pursued can vary according to local circumstances (Hall and Hubbard, 85-99). Often these entrepreneurial approaches are adopted to stimulate revitalization after the loss of earlier economic vitality. Thus, as a hypothesis, it is reasonable to ask whether such an entrepreneurial policy emphasis has developed in Tokyo in the context of the Japanese economic crisis. Although Tokyo is nearly always bracketed with London and New York as the top three world cities, there is considerable debate over the degree of similarity between them. One criticism of the global city debate is its Anglo-American ethnocentrism and its tendency to "exaggerate... Although Tokyo is widely regarded as one of the top three ‘world cities’, the argument is supported that it retained many national characteristics, partly based on its location in a ‘developmental state’. As national fortunes have changed, so has Tokyo’s relationship with its global environment. Twenty years ago Japan was experiencing economic boom and this was reflected in dramatic development projects in Tokyo. The concept of ‘world city’ was used at this time to legitimize such development. The 1990s were viewed in Japan as ‘the lost decade’ with great uncertainty over policy direction as the boom collapsed and urban policy in Tokyo entered a phase of inertia. It is argued that the city is now entering a third phase in which a new competitive attitude is emerging regarding the role of Tokyo and this is leading to changes in strategic urban policy. However, this new approach is still embedded in old structures and conceptio ns and hence there are tensions in developing future policy. Attitudes to the role of Tokyo have been changing in national government. After a period in which the concept of world city was unfashionable, the national administration of Hashimoto announced the Japanese version of the Big Bang policy in 2003. This proposed that Tokyo should be revived as one of the world’s economic centers and be made into a free, fair and global financial market. This was the context for the election for Governor of Tokyo in 1999, which was won by Ishihara. His election manifesto was based on the idea that national recovery should start in Tokyo. He presented himself as a strong political leader who could stop the decline of both Tokyo and Japan. His dynamic approach, in which he proposed to revitalize Tokyo again as Japan’s leading city and an important world player, contrasted with the sluggish approach under Hiroshima.

Assess the accuracy of the view that Richard of Gloucester's Essay

Assess the accuracy of the view that Richard of Gloucester's usurpation of power in 1483 is best explained by his fear of the Woodvilles - Essay Example Richard of Gloucester's usurpation of power in 1483 is best explained by his fear of the Woodvilles. According to Wendy Moorhen , Richard of Gloucester, the Lord Protector, ordered the execution of his brother’s best friend and counselor, Hastings. Within a few days, Richard of Gloucester ascended the throne, in 1483. Richard of Gloucester’s executions made him vulnerable to criticisms from many quarters. With the executions, Richard of Gloucester’s detractors were given many reasons to vilify Richard of Gloucester in many occasions. With the executions, Richard of Gloucester made loud, direct, and plain his plan to be the next king. It is but natural of persons to do their best to remove all obstacles to their objective or goal. Richard of Gloucester was serious in his attempt to take the throne, which was vacated by his brother Kind Edward IV. Richard of Gloucester was not bothered by the fact that his nephew, King Edward V was supposed to be the person who was destined to replace King Edward IV. in the same manner, the Woodvilles felt that Richard of Gloucester was not the man authorized to rise to the throne of England. The Woodvilles preferred that King Edward V rise to the rise to replace King Edward IV. The Woodwillves would go out of their way to ensure that only King Edward V would occupy the vacated King’s throne. ... e, Richard of Gloucester, who is now King Richard III, goes out of his way to prevent the moves of William Hastings to prevent King Richard III from continuing his reign as the replacement of King Edward IV. This is the reason why Richard of Gloucester did not have second thoughts when he ordered the execution of William Hastings on the ground of being a threat to the King Richard III throne. On the other hand, Queen Elizabeth had to enter into alliance with the Woodvilles to support her dream that her son, King Edward V take over the throne as early as possible. The Woodvilles did have a strong alliance with the Queen Elizabeth. In response, Richard of Gloucester, now King Richard III, gathered all his forces to eradicate the Woodvilles for being a threat to King Richard III’s throne. In terms of bothering intentions, Richard of Gloucester ordered the execution of his brother’s good friend, William Hastings. Richard of Gloucester’s brother was the deceased King Edward IV. Hastings served under King Edward’s rule under several positions. William Hastings served as politician, diplomat, solider, lord, and landowner. William Hastings served King Edward IV, a young king still reeling from the death of his father, who died in Wakefield. On 17 April 1483, Hastings attended King Edward IV’s obsequies in Westmister Abbey when his body was buried in the magnificent Chapel of St. George, in Windsor. William Hastings felt the sorrow of losing one’s friend and master, made more painful since King Edwar IV was younger than William Hastings. William Hastings was instrumental preventing the Woodvilles from taking the throne. Hastings communicated with Richard of Gloucester to secure the King and stop the dethroning activities of King Edward IV’s maternal uncle, Rivers.

Comparing and Contrasting Virtue Ethics, Utilitarianism, and Kant's Essay

Comparing and Contrasting Virtue Ethics, Utilitarianism, and Kant's Deontological System - Essay Example theses place not much of importance on which system people must pursue and in its place focus on serving people build up good natured individuality, for instance kindness and generosity. These temperament traits will permit an individual to make the proper decisions later on in life. Virtue theorists as well accentuate the need for people to study how to manage bad conduct of character, like insatiability or resentment. These are described as vices and stand in the way of creating a good individual. In recent time’s virtue ethics has not been a general topic for learning, however it goes back to the ancient Greek philosophers and is therefore the oldest kind of ethical theory in Western viewpoint. Plato talked on the subject of four vital virtues: wisdom, courage, temperance and justice. The earliest methodical explanation of virtue ethics was written down by Aristotle in his well-known work Nichomachean Ethics. According to Aristotle, when populace obtains good conduct of character, they are better capable to control their feelings and their cause. Further this assists to reach ethically right decisions while one is faced with complex alternatives. One of motive why virtue ethics can be admired and why they make a significant involvement to the perceptive of ethics is that they give emphasis to the essential function carried out by motives in ethical queries. To perform from virtue is to perform from some meticulous inspiration; consequently to say that certain virtues are essential for proper moral decisions is to say that proper moral decisions necessitate right motives. There is no need that teleological or deontological ethical theories necessitate reasons to play a role in the assessment of ethical decisions, although promoting proper inspirations is frequently an important constituent of the ethical education of youthful people. It is taught that one ought to wish certain results and that he must desire to achieve certain objectives by the

Contributors of the Periodic Table of Elements Essay Example for Free

Contributors of the Periodic Table of Elements Essay The First International Congress of Chemists took place in September 1860 in Karlsruhe, Germany to review scientific matters that there was little agreement to. Following this congress led to the development of the periodic table of elements. Top contributors to the periodic table included Staislao Cannizzaro, Dmitri Mendeleev, Henry Gwyn-Jeffreys Moseley, John William Strutt, William Ramsay, Friedrich Ernst Dorn, and Glenn Seaborg. Stanislao Cannizzaro, born in 1826 and died in 1910, was an Italian chemist. He presented a method to measure atomic masses and to interpret the results of the measurements. Cannizzaro’s method aided scientists into agreeing standard values for atomic masses. The scientists then searched for relationships among atomic masses and other properties of the elements. Dmitri Mendeleev, born in 1834, was a Russian chemist, and is sometimes considered as the ‘father of the Periodic Table’. Mendeleev was in the process of writing a chemistry textbook and he wanted to organize the elements according to their properties. Mendeleev created a table where elements with similar properties were grouped together. Mendeleev’s table left several empty spaces because there were elements that had not been discovered yet. Then in 1871, Mendeleev predicted the existence and properties of three elements. His predictions were a success and it led to scientists accepting his periodic table. Henry Gwyn-Jeffreys Moseley, born in 1887, was an English scientist that discovered that atomic number, not atomic mass, was the basis for the organization of the Periodic Table. Moseley and Rutherford performed multiple experiments on 38 metals and Moseley discovered a pattern in which the positive charge of the nucleus increased by one unit from one element to the next when the elements are arranged as they are in the Periodic Table. His studies also led to the modern definition of atomic number and it provided justification for Mendeleev’s ordering of the Periodic Table by properties rather than just by atomic mass. Mendeleev’s Periodic Table did not include noble gases because at that time it was not discovered then. The English physicists John William Strutt and William Ramsay discovered four of he noble gases. Argon and helium were discovered by the two scientists in 1894. To fit argon and helium into the table, they proposed a new group that was placed between Group 17 and Group 1. Then, krypton and xenon were discovered by Ramsay in 1898. Radon, the final noble gas, was discovered in 1900 by a German scientist named Friedrich Ernst Dorn. Glenn Seaborg was an American scientist and he discovered all the transuranic elements from 94 to 102. With this discovery, he was the last person to majorly change the Periodic Table by placing the actinide series below the lanthanide series.

Chemical Bonding Essay

Chemical Bonding Essay Anna Fyodorova All elements are made of atoms which combined with each other form new atoms. They come together in large or small numbers to form very similar or very different atoms and as a result of the combination it is known as a chemical bond. Atoms linked together by bonds have different properties to the original parent atoms. There are only about 100 chemically different types of atoms which make up millions of substances in the world by being combined together. The two main types of chemical bonds the ionic bond in compounds which occurs between a metal and a non-metal and the covalent bond occurring between the two atoms of non-metallic element or between different elements of two atoms. In ionic boding metal and non-metal atoms when combined together loose or gain electrons so they can have a complete outer shell. As an example if sodium which has an electron configuration 2, 8, 1 loses an electron it is left with stable structure neon which has electron configuration 2, 8. However sodium atom still has one more proton than electrons in the orbit around the nucleus. As a result of protons having positive charge the sodium atom has now become a positively charged sodium ion. The electronic structure of sodium ion is written as [2, 8]+. There are atoms that similarly gain electrons during reactions and they gain noble gas structure. For example, Chlorine has electronic structure of 2, 8 , 7. To have the stable electronic structure of argon it needs to gain a single electron becoming 2, 8, 8. Chlorine has now got more electrons than positively charged protons and is known as a chloride ion carrying a single negative charge. The electronic structure of chloride ion is w ritten as [2,8,8]. Ionic bonds are formed by atoms reacting together that need to gain and to loose electrons. For example, when sodium and chlorine react together they need to form stable ions which occur by sodium losing an electron and chlorine gaining one. Below is a lewis diagram that shows an example of ionic bonding by formation of sodium chloride (NaCl). (Brown, 2009) The oppositely charged ions are held together by the strong attraction forces that during ionic bonding form the positive and negative ions. As a result of these bonds between the charged particles a giant structure of ions is formed. To break all the bonds would take a lot of energy as the ions in the giant structure are being held together strongly; therefore the ionic compounds have a high boiling and melting points. Sodium chloride is a good example of an ionic substance. It is known as NaCl or common salt and by being a crystalline solid it has a high boiling point of 1413oC and melting point of 801oC. Below is a diagram of a sodium chloride giant ionic structure. Two non–metal atoms reacting together seek to gain and share electrons to achieve a structure of a noble gas and become stable. The atoms are held together by the electrostatic attraction of the pair of electrons concentrated in between the two nuclei. This is known as a covalent bond. A molecule is formed when atoms are being held together by the covalent bonds. Below is an example of a covalent bond of two hydrogen atoms. (Brown, 2009) Multiple bonds can be formed by atoms sharing more than one electron pair. Two electron pairs or total of four electrons form a double bond and three electron pairs or total of six electrons form a triple bond. An example of multiple bonds is Oxygen and Nitrogen as they both exist as diatomic molecules containing double bonds. Below is an example of single, double and triple bonds. (Brown, 2009) Covalent compounds at a room temperature can be found in a form of a solid, gas or water and in a solution generally do not conduct electricity. Two chlorine atoms form a non-polar covalent bond by being equally shared as the difference in electronegativity between them is zero. Covalent bonds that have unequal shared electrons between the atoms is a polar bond. Polar and nonpolar molecules have the attractive forces between them which determine the strength and properties of these bonds and are known as intermolecular forces. There are three types of intermolecular forces and they play an important role in changes of state in molecular compounds. In covalent bonds the strength of intermolecular forces depends on the size and shape of molecules, which will determine if the bond will have a higher, or lower boiling or melting points. (Goodman, 1960) Dispersion (also known as Van der Waals’) forces exist between all molecules polar or nonpolar and without these forces; nonpolar molecules cannot ever form a solid or a liquid. Molecules with more electrons will generate bigger oscillating and induced dipoles. These produce larger attractive forces between molecules. A dipole-dipole interaction is when a polar molecule will attract another polar molecular by the small ÃŽ ´+ and ÃŽ ´- charges. This gives a weak intermolecular force called a permanent-dipole interaction. Below is an example of intermolecular forces between Hydrogen and chlorine molecules. There is strong intermolecular attraction in hydrogen bonds between a polar hydrogen and one molecule and single pair of electrons on a highly electronegative atom of Fluorine, Oxygen and Nitrogen on a different molecule. (Mikeblaber.org, 2014) There are special properties of water arising from hydrogen bonding. Solid is less dense than liquid, therefore particles in solids are usually packed slightly closer together than in liquids. Relatively strong hydrogen bonds hold water molecules apart in an open lattice structure. Below is an example of an open hydrogen-bonded lattice of ice as ice is less dense than water. Hydrogen bonds have a high melting and boiling point, therefore there’s a relatively strong attraction of H-bonds and H2O. The H-bonds are extra forces, over and above dispersion forces. These extra forces result in higher melting and boiling points than would be expected from just dispersion. When the ice lattice breaks, hydrogen bonds are broken. (Gent and Richie, 2008). Bibliography Brown, C. (2009).Higher level Chemistry. Pearson. Chemwiki.ucdavis.edu, (2014).Introduction to Chemical Bonding Chemwiki. [online] Available at:http://chemwiki.ucdavis.edu/Physical_Chemistry/Quantum_Mechanics/09._The_Hydrogen_Atom/Atomic_Theory/Chemical_Compounds/Introduction_to_Chemical_Bonding[Accessed 6 Dec. 2014]. Docbrown.info, (2014).Introduction to CHEMICAL BONDING diagrams descriptions What is a chemical bond? Why do atoms bond together? gcse igcse A Level GCE AS A2 O Level chemistry revision notes. [online] Available at:http://www.docbrown.info/page04/4_72bond.htm[Accessed 6 Dec. 2014]. Gent, D. and Ritchie, R. (2008).OCR A2 chemistry. Oxford: Heinemann. GOODMAN, C. (1960). Ionic-Covalent Bonding in Crystals.Nature, 187(4737), pp.590-591. Herschbach, D. (2003). Cohesion: A Scientific History of Intermolecular Forces.Physics Today, 56(11), pp.68-68. Mikeblaber.org, (2014).Covalent Bonding. [online] Available at:http://www.mikeblaber.org/oldwine/chm1045/notes/Bonding/Covalent/Bond04.htm[Accessed 6 Dec. 2014]. Www2.hkedcity.net, (2014).Ionic Bond. [online] Available at:http://www2.hkedcity.net/sch_files/a/lsc/lsc-chem/public_html/nss/fundamental/bonding/Ionic/eg1a.htm[Accessed 6 Dec. 2014].

Essay --

There are many uses of technologies in our daily life. Now a day’s people use technologies to do different kinds of tasks. This is very significant for young, older and anyone who is taking benefit for modern technology, and how it will affect on us, and how it can improve our lives or other people lives. However, what is essential about modern technology which makes a real diversity in our lives. Its verification that people are using internet to receive information, especially about current or main events, and Majority of people surveyed, who is happy with their skills by using internet technology. Modern Technologies play a very important role in our lives. For instance, modern use of technology increases efficiency. People have always used modern technological devices for development of a culture to solve problems; in earlier days of life ancient people have taken benefits of writing to communicate an idea with someone. They used to draw pictures to find solutions to public issues on their cave walls. If we look back to early human history when the ancient people recorded and spoken words were used to convey information from one generation to the next generation. Now a day’s Modern technology helping us for doing work with less effort, even though it’s helping us to passes knowledge to groups and individuals. So, people can develop self regulatory skills to increased more efficiency and accomplishing simple to complex everyday tasks. Now, people can also make an appointment with their doctor by using online modern technology. The uses of modern online technologi es like uses of internet, television, radio, laptop, cell phones are tremendously revolutionized the world. We can also pay our bills without going somewhere, with mos... ...by using online modern technology, and even if they got more confident enough to accommodate to a more difficult competition. Modern technology also providing tools to change people lives and it’s also helping us to improve their conditions. These people who can feel better in their proficiency by using the instrument of a culture. they are more likely to move forward to learn new skills and become more self dependent and successful. They also motivated to achieve higher and difficult goals. Technology advances very fast nowadays at such lightening speed. We cannot even tell which technology is passing trend and what technology is helping us better in order to learn about modern technology. You might confuse when you saw first time self checkout machine at utility store; or, you might have thought lost when you had to make your first video call over the internet.

Gender and sexuality Essay

Gender and sexuality has permeated the character of Latin American nations throughout history. Latin America has demonstrated examples of the manipulation of gender as a means of a nation’s government asserting its political and social control, and the history of the Cuban Revolution shows that Cuba is among such nations. Since its infancy in 1959 and through the 1990s, the Cuban revolutionary government has managed to achieve a well-documented history of oppressive practices that has made the Cuban government the subject of much worldwide criticism and scrutiny over the years. Among the root of this oppression is a commitment to political and social control along gender lines for a greater nationalistic cause. Not unlike other Latin American nations, gender roles as they are recognized in Cuba have been constructed and forcefully prescribed by the government. The citizens of the nation have been socialized to discern between masculine and feminine traits, as well understand why certain traits are desirable while others are not. These determinations have had far-reaching consequences in the cultural realm of Cuban society. Social circles are designed partly upon a person’s recognition of and adherence to specific gender roles. A part of the Cuban revolutionary government’s use of gender for political and social control is its attitude toward and relationship with male homosexuality. The systematic persecution of homosexuals in Cuba has been used by the state in an insular fashion against its citizens for the purpose of controlling them, but also as an outward political maneuver of serves to uphold national dignity and honor as part of a Cuban national identity that is to be recognized and respected throughout the rest of the world. In addition to this paper’s thesis being based on the Cuban revolutionary government’s use of gender and sexuality as a tool of political and social control, the notion of patriarchy is a theory that is central to this thesis. Part of Cuba’s national identity is the patriarchal nature of its government, which not only applies to the relationship between the state and its citizens, but also applies to the relationship between Cuba and other nations. Dominance and strength, two factors upon which patriarchy is based, are what Cuba stands to project to larger, more powerful nations as a symbol of an exalted position in the world. As discussed in the paper, Cuba’s patriarchal government uses its rejection of homosexuality outwardly as a tactic of resisting and rejecting the systems and ideals of nations that the Cuban Revolution finds itself to be fundamentally at odds with. Evidence of this can be found in works such as Ian Lumsden’s Machos, Maricones, and Gays: Cuba and Homosexuality. The arguments made in this paper are written around various primary documents that not only support the central thesis, but also serve as a base for extended discussion of certain elements that have contributed to a greater part of a nation’s history. One such element is the notion of gender roles and norms being defined and prescribed by the state, which in turn affects its society’s views. This includes the legal and penal mechanisms through which the prescriptions are upheld. Legal enforcement leads to a second element, which is nationalism as the motive for the state’s manipulation of gender and sexuality. This control of the Cuban people is part of a greater political agenda: ensuring the success of the Cuban Revolution. A part of this political maneuver is maintaining the honor of the nation and defending its worldwide image. A third and final element is the concept of cultures and governments undergoing change over a period of time. Such changes include the state’s gender-based ideas and prescriptions, as well as the catalysts for such change. These changes are ultimtately reflected in the attitudes of a nation’s people. The film â€Å"Fresa y Chocolate† is one of the primary sources that this paper is written around. Set in Cuba circa 1979, â€Å"Fresa y Chocolate† reflects the attitudes toward homosexuality that were the norm in Cuba during the first couple of decades of the Cuban revolution, and also depicts the government’s use of gender and sexuality to advance its own political agenda. What qualities make or do not make the revolutionary? What place does a homosexual have in the Cuban revolution? What is homosexuality supposed to mean to the communist youth? These are questions that â€Å"Fresa y Chocolate† raises and helps answer. The other primary documents that this paper is written around are the writings of controversial gay Cuban writer Reinaldo Arenas. This paper discusses some examples of the persecution that Arenas endured as a homosexual coming up during the Cuban Revolution. From physical attacks and censorship to arrests and imprisonment, Arenas symbolized to the Cuban revolutionary government the classic threat to the patriarchal state that the government feared and aimed to neutralize. Although writings from a persecuted homosexual in Cuba stand to possibly reflect certain biases, it is important to look at alternate points of view with the purpose of still supporting the basic arguments conveyed herein. For that reason, this paper will also discuss the works of writers such as Rafael L. Ramirez and Rafael Ocasio, who did not emerge from a situation similar to that of Arenas’s. Ocasio explains that Reinaldo Arenas initially expressed interest in the Cuban Revolution, having left home at the age of fifteen to become a guerilla fighter for Fidel Castro. (14) Arenas was rejected due to his young age and the fact that he had no firearms. His enthusiasm for supporting Castro eventually waned, however, and it was the sexual repression that Arenas encountered at his boarding school that began his discontent with the Castro regime. (17) Ocasio cites the reprisal that students faced if caught committing homosexual acts. In addition to expulsion, school officials also went as far as detailing the nature of student’s transgression in school records, thereby barring these homosexual students from other state-run schools. According to Ocasio, Arenas stated that arrest and incarceration could also result from certain instances of such activity. (17) This made Arenas aware of politically-related persecution of homosexuals as an adolescent. Systematic, state-sanctioned persecution of homosexuals is further exemplified by the nighttime roundups of homosexuals organized by Cuban police, a practice that traces back to 1961. The earliest documented case of this is known as the Night of the Three Ps (prostitutes, pimps, y pederasts). Gay playwright Virgilio Pinera was among those who were arrested. (Ocasio 24) These raids were purely politically-motivated, for as Salas explains, police targeted anything they found in these raids that appeared to be antisocial or non-conformist, including clothing or hairstyles deemed inappropriate. In support of this, Salas cites an instance in which a Young Communist League leader was arrested in one of the raids despite not being involved in any homosexual activity. Police targeted him because of his long hair, which was cut by authorities. The man was released once he confirmed his identity. (155) Homosexuals targeted in these raids were considered part of a greater antisocial element that the government sought to eliminate. Ocasio explains that while officials assigned prostitutes to schools where they could supposedly be rehabilitated, Castro stated that homosexuals would be barred from the possibility of having any influence in cultural life, schools, or the arts. (24) The aforementioned roundups of homosexuals organized by Cuban police had an affect on Cuba’s intellectual community, and was only one example of the Castro regime’s politically-inspired oppression. Various official statements were made by the Cuban government against homosexuals as part of a nationwide campaign promoting proper ethical policies that fostered acceptable revolutionary behavior. It was clear that writers such as Arenas and artists such as Pinera were not seen by the new regime as conducive to the political achievement to which the Cuban revolutionary government aspired. This is supported by Castro’s famous â€Å"Words to Intellectuals† speech, which Ocasio cites as the first official statement made by the Cuban revolutionary government that determined the boundaries within which revolutionary writers and artists were to operate: â€Å"What are the rights of writers and artists, revolutionary or not? In support of the Revolution, every right; against the Revolution, no rights. † Homosexual persecution rooted in the Cuban revolutionary cause is indicative of the revolutionary government’s concept of what it referred to as the New Man. In Social Control and Deviance in Cuba, author Luis Salas discusses the state’s concept of the New Man as Cuba’s ideal revolutionary, which allows no place for a homosexual in the revolution. (166) According to Salas, such a question was clearly answered by Fidel Castro with the following statement: â€Å"Nothing prevents a homosexual from professing revolutionary ideology and consequently, exhibiting a correct political position. In this case he should not be considered politically negative. And yet we would never come to believe that a homosexual could embody the conditions and requirements of conduct that would enable us to consider him a true revolutionary, a true Communist militant. A deviation of that nature clashes with the concept we have of what a militant Communist must be. † Salas contends that to the Cuban revolutionary, the New Man represents strength, honor, and â€Å"connotes maleness and virility. †(166) Conversely, homosexuality is considered to represent weakness, a classically feminine trait. The strength needed to be a true revolutionary is something that the Cuban revolutionary government saw in the uncorrupted youth of Cuba. The youth of the nation was regarded by the state as â€Å"one of the most treasured possessions of the nation† that was expected contribute to the success of the revolution, and as such, was to be protected from â€Å"a group viewed as seducers of small children. †(167) This aforementioned political attitude with regards to homosexuals in relation to the communist youth of Cuba was reflected in the film â€Å"Fresa y Chocolate. † In the film, David is a young communist university student who initially views an older homosexual artist named Diego as someone who is to be avoided and not to be trusted. David’s roommate Miguel is even more militant in his revolutionary, homophobic stance, and resorts to using David to spy on Diego due to his belief that Diego is a danger to the revolutionary cause and thus cannot be trusted. Although Diego eventually befriends David, there is a mutual understanding between both characters of the dangers that such a friendship can pose to a young communist like David, and David makes it clear to Diego that they are not to be seen together in public. This depiction is indicative of the state’s effort to socialize its youth towards anti-homosexual sentiment by portraying homosexuals as political obstacles and enemies of the state in order to influence public opinion and sway political action in the government’s favor. As Leiner explains, homosexuality played a role in Cuba’s prerevolutionary tourism economy, for the widespread solicitation of male prostitutes by gay tourists contributed to the economy. Furthermore, the stratification of prerevolutionary Cuba also lured many heterosexual working-class men into the underworld of homosexual prostitution in order to earn a living. According to Leiner, the homosexual bourgeoisie largely controlled this underworld as did American organized crime, which managed the lucrative, but seedy occupational sector based on prostitution, drugs, and gambling. Such an aspect of prerevolutionary Cuban history is indicative of fears present among state officials in revolutionary Cuba, who perceived homosexuality as fertile ground for the re-emergence of American imperialism, the bourgeoisie, and classism in Cuban society. This is consistent with Lumsden’s contention of revolutionary Cuba’s regulation of gender and sexuality in Cuba being a part of the state’s willingness to overcome underdevelopment and resist American efforts to prevent the revolution from succeeding. (xxi) According to Salas, gays were a remnant of capitalism in the eyes of the militant Cuban revolutionary. According to the Cuban government, the New Man was not motivated by the decadence and wanton lusts that characterize homosexuality, which the government believe was associated with the selfishness that marked capitalist societies. In a speech given on July 26, 1968, Fidel Castro characterized the revolution’s ideal New Man as possessing an altruistic and humanistic nature: â€Å"In a communist society, man will have succeeded in achieving just as much understanding, closeness, and brotherhood as he has on occasion achieved within the narrow circle of his own family. To live in a communist society is to live without selfishness, to live among the people, as if every one of our fellow citizens were really our dearest brother. † In addition to the idealism of Castro’s statement, there is also the character of the language behind his statement that is undoubtedly male as well as overwhelmingly exclusionary. The ideals promoted by Castro in the above excerpt can just as easily be prescribed to women for them to live by such ideals, but the â€Å"macho/socialist amalgam questioned whether male homosexuals could. †(Leiner 27) Leiner explains a study conducted by esteemed commentator Lourdes Casal, who analyzed the influence that the Cuban revolution had on Cuban literature. According to Leiner, Casal discovered a general disdain for homosexuals reflected in over 100 novels. Casal contended that the rejection of homosexuality was the rejection of femininity. Accusing a man of being a homosexual was to be considered an assault on that man’s masculinity, and was considered synonymous with deeming that man a female who is devoid of strength â€Å"and unworthy of holding power. â€Å"(23) Such a meaning prescribed to the title â€Å"homosexual† underscores the nature of the Cuban government’s patriarchal structure, in which power is directly associated with being a man both physically and sexually. Leiner also explains that in revolutionary Cuban society, the perception of homosexuality – and therefore, femininity – went beyond mere sexual preference. Physical weakness and lack of muscularity, a lack of interest in physical competition, the display of a quiet demeanor, or a gentle, nurturing or sensitive nature were enough to raise suspicion of homosexuality. According to Leiner, such qualities were perceived as weak and inferior, and therefore effeminate. The strong, abrasive, and competitive male was above suspicion of homosexuality. (22) The question of why homosexuals were perceived by the state as counter to the revolution remains partly unanswered. In addition to the Cuban government’s belief that homosexuals possessed undesirable qualities such as weakness, cowardice, and perversion, the state’s view of homosexuals as a danger to the institution that is the traditional family further compelled the state and the society it influenced to write homosexuals off as â€Å"antithetical to a socialist society. †(Leiner 25) Lesbian playwright Ana Maria Simo was jailed for four-and-a-half months in 1965 and also suffered shock treatment to â€Å"correct† her simply due to her associating with people who were suspected of being homosexual. She was not a lesbian at the time. She states that she and her friends were political individualists and anarchistic, and that is what bothered the government, not their being gay. (Ocasio 30) According to Leiner, lesbians were no cause of concern for the revolutionary government. Leiner states that Lourdes Casal found no mention, or even the vaguest hint of evidence of concern over lesbianism in either the pre- or post-revolutionary literary works that she analyzed. This is a manifestation of the Cuban government’s patriarchal structure in that the government’s complete absence of concern over the lesbianism in Cuba is indicative of the government’s â€Å"relegation of women as secondary, lesser ‘others. ‘†(Leiner 23) Unlike homosexuals, lesbians posed no threat to the Cuban revolutionary cause, for the revolution never looked to women for signs of strength or power upon which the government could rely in order to ensure the success of the revolution. However, lesbians, even those who displayed overly masculine qualities, were still considered women just as homosexual males were, and both were deemed unqualified for revolutionary status by the state. Standards of gender and sexuality were prescribed and legitimized by the revolutionary state, thus criminalizing homosexuality. The government’s enforcement of its prescriptions has been carried out via formal as well as informal means. A prime example of a formal method of this enforcement is penal legislation. Such legislation involving homosexuality can be found in two sections of the Cuban statutes. In one section of the statutes, legislation involves the relation between homosexuality and the state’s concept of social dangerousness. Article 73 of the Cuban Penal Code regulates social dangerousness, and cites behavior deemed antisocial as its target. In Cuba, homosexuality has been legally deemed antisocial. (Salas 151) Lumsden cites the use of the word antisocial as a code to describe displays of homosexuality deemed ostentatious. (83) According to Salas, anti-homosexual legislation was considered a preventive measure, for the display of so much as even an attitude that authorities perceived as antisocial justified police intervention. (Salas 153) These laws stem from government fears, such as the fear of the threat that homosexuality poses to the traditional family structure. There is also the government’s fear of homosexuality hindering the success of the revolution, of which the fear of homosexuals corrupting the nation’s youth is a part. (Salas 154) The latter fear can explain homosexual males receiving much harsher punishments for having sex with underage boys compared to the punishments that males faced for having sex with underage females. (Lumsden 82) The fact that laws pertaining to homosexuality are in a section of the Penal Code that pertains to violations against sexual development and sexual relations that are considered normal is indicative of the state’s perception of homosexuality as a condition that is contagious and leads to pedophilia. For this reason, Article 317 also includes the act of propositioning an adult for homosexual sex in its permanent barring of convicted sex offenders from the teaching profession and any other field in which such an adult stands to have authority or potential influence over children. (Lumsden 84) Aside from the Cuban revolutionary government’s fears related to the issue of homosexuality, the eagerness of some government officials to enforce anti-homosexual law is also indicative of their determination to remain above suspicion of being homosexual for their own fear of legal and social reprisal at the hands of the government. Examples of this are provided by Reinaldo Arenas in his highly acclaimed autobiography Before Night Falls, in which he discusses various sexual encounters he had with homosexual government officials in Cuba. Arenas cited an incident in which a police officer with whom he had just had sexual intercourse actually arrested Arenas â€Å"for being queer. † â€Å"Perhaps he thought that by being the active partner he had not done anything wrong,† Arenas stated. This statement by Arenas is a clear reference to the commonly held perception of the active, penetrating partner in a sexual act between two men not being a homosexual because his dominant position is considered a product of masculinity and power. This perception is diametrically opposed to the perception of the penetrated partner, for this partner assumes a role that is subordinate to the dominant penetrator, thus representing the role of a woman. In Arenas’s aforementioned discussion of his arrest, he stated that at the police station, the arresting officer attempted to explain his arresting Arenas by falsely accusing Arenas of groping him. However, Arenas managed to prove the officer’s involvement in the homosexual act by quickly admitting to the other officers that he still had the officer’s semen on his body, thus making the officer the subject of much surprise and scorn from his colleagues and work superiors. As part of his account of this incident, Arenas alluded to the revolutionary government’s belief that it is not possible for a homosexual male to possess the qualities that makes a true revolutionary. At the same time, Arenas also made a reference to the belief of a homosexual male being equivalent to a woman: â€Å"They ended up saying it was a shame that a member of the police force would engage in such acts, because I, after all, had my weakness, but for him, being a man, there was no excuse for getting involved with a queer. † Because he managed to achieve a position as a police officer in the Cuban revolutionary government, which included a convincing display of the masculine traits that the Cuban government believed were instrumental to the composition of a true revolutionary, the police officer was undoubtedly a â€Å"man† in the eyes of the state, whereas Arenas was not. The engendering of the passive and active partner in homosexual intercourse is not exclusive to Cuban revolutionary society, however. In What It Means to Be a Man, Casper and Ramirez cite the bugarron, a term used in Puerto Rican society to describe a male who is always the one to penetrate the male partner, yet always considers himself heterosexual. The bugarron blatantly dismisses the notion of his partner’s masculinity, and confirms his partner as the â€Å"woman† of the situation by calling his partner names such as mujer, mami, mamita, or loca. (96) Furthermore, the bugarron’s â€Å"usage of sexuality is highly ritualized to conserve his manhood and avoid being questioned about it. †(Casper, Ramirez 97) The desire to only be a penetrator and never a recipient of penetration serves as a political metaphor. The perception of a penetrator as heterosexual and undeniably male is underscored by masculine traits such as strength and dominance. Pingueros, a name given to male prostitutes in Cuba who only penetrate and refuse to be penetrated, represent the conquering of foreign bodies when solicited by gay tourists. (Chant, Kraske 139) This representation mirrors the notion of Cuba not just fending off but successfully invading and â€Å"screwing back† the imperialist, capitalist nation that has – or might wish to – exploit Cuba for its own self-interests. Just like the concept of prescribing gender to an active and passive partner in sexual intercourse between two men was reached over time by way of changing attitudes, beliefs, and perceptions, attitudes and behaviors toward homosexuality in general changing over time is also to be considered. Cultures are not static; they change over time, as do the notions of gender and sexuality in a culture. (Casper, Ramirez 27) Over the past decades, Cuba has witnessed a certain degree of change in attitudes and actions toward homosexuality on behalf of Cuban society at large as well as on behalf of the state.